Pollution of environment during, petroleum and gas synthesis Essay

Pollution of environment during, petroleum and gas synthesis - Essay Example According to Obadina (2007), oil production in Canada rose from 1.8 million barrels to 3.1 million barrels per day between 1984 and 2003. Appreciating the widespread global use of petroleum and gas products, this paper seeks to outline the environmental pollution resulting from the synthesis of petroleum and gas, giving recommendations on prevention approaches. Environmental pollution would be appreciated as the process of man introducing energy or substances into the environment that could cause hazards to the health of human beings, harm ecological systems and living resources and interfere with or damage the legitimate use of the environment (Walker et al. 2006). The petroleum industry encompasses various activities in exploration, production and transportation of about 3.5 billion tons and 2.5 giga m3 of crude oil and natural gas respectively and other derivatives around the world each year (Walker et al. 2006). After the exploration process identifies a commercially viable reser ve, the extraction of oil and gas would be carried out through drilling by use of special technologies (Vidal 2012). The extracted hydrocarbon product would then be separated into gas and liquids and dehydrated to get rid of excess water. This would then be split into various petroleum and gas products. ... The synthesis process involves exploration and production of the products of natural gas and crude oil. It encompasses the exploration and preparation of well sites, drilling, production of crude oil and gas and on-site processing. The synthesis of petroleum and natural gas products as observed by Kaiser and Pulsipher (2007) starts with the bringing to above the ground crude oil and natural gas which would in turn be processed to various products for distribution to consumers. In the process, the industry contributes to air, water and soil pollution with the components of the resources being processed and the subsequent by-products and products, the latter being the key pollutants. Natural gas would mainly contain methane with water and carbon dioxide as impurities. Crude oils vary widely in viscosity and colour but studies by Kaiser and Pulsipher (2007) indicate 79.5% to 87.3%, 10.4% to 14.8%, 0 to 8%, 0 to 2%, 0 to 0.1% and 0 to 0.005% carbon, hydrogen , sulphur, oxygen, nitrogen a nd metals composition respectively. The main constituents are hydrocarbons of varied types and molecular masses with between 1 and 60 carbon atoms. The synthesis of gas involves processing natural gas by dewatering and removing its acid components such as hydrogen sulphide followed by eventual removal of carbon dioxide. Despite taking appropriate precautions against environmental pollution, Obadina (2007) appreciates that accidents occur periodically in the course of producing petroleum and gas. Air pollution in the process of petroleum and gas synthesis occurs through combustion emissions, fugitive emissions, process emissions, secondary emissions and from handling and storage of petroleum liquids

Drive train, motor, control systems ( help in writing some pages on Coursework

Drive train, motor, control systems ( help in writing some pages on these parts and relate them to my simple design ) - Coursework Example For this electric skateboard, it is expected that the front pad will be used for acceleration while the rear pad shall be used in the braking system. Both pads will be connected at the center that shall comprise of an electric circuit board to be used in powering the system, as shown in the figure below. Normally, the controller will control the voltage coming from the batteries to the motors, except for when batteries are dead. Therefore, the regenerative power shall be used in controlling the voltage flow which will allow for the recharging of the batteries in a vice versa way without needing to plug the batteries to an external power source. The regenerative technique to be employed in this design shall work through a rotational basis of its mechanical energy; hence, re-populating the batteries. During the rotational process of the motor wheels, there is mechanical energy that is released. Through the regenerative technique, this energy shall be channeled back into the battery system and into the motor through the axles. Therefore, as the mechanical energy goes through the axle and motor again, it causes a rotational movement inside of the motor; thus, form an electrical field in the motor. The created electric field will then push back the mechanical energy to the batteries through the controller. In this stage, since the controller was responsible for gauging the electric flow out of the batteries, it would also regulate the inflow of the mechanical energy caused by the rolling of the wheels during skating, into the battery system, by raising the level to feed the batteries again. Taking on the form of a PID system, the controller can further take on the form of a remote sensor gadget clutched in the hands of the user to apply the start of the board, acceleration and deceleration speeds of the board. The standard recharging time for the batteries

Effect Of Substrates On The Respiration Of Yeast Biology Essay

Effect Of Substrates On The Respiration Of Yeast Biology Essay The aim of this investigation is to examine what effects different substrates have on the respiration of yeast. I will investigate this by measuring the amount of carbon dioxide evolved during anaerobic respiration. Pilot Experiment: Before we could test which carbohydrate and type of yeast produced more carbon dioxide, we had to standardise the other variables of this experiment; temperature and concentration. Therefore, in order to find the optimum conditions we carried out a pilot experiment. In this experiment we used a range of temperatures from 10ËÅ ¡ to 60ËÅ ¡C and three different concentrations of carbohydrate 1%, 5% and 10%. The experiment was carried out as a group experiment with everyone being allocated a different temperature and concentration to test. It was carried out over a standardised period of 5 minutes. The rationale for conducting this pilot experiment was that enzymes are biological catalysts that are made up of globular proteins which are activated to work by temperature. They exist in the yeast and our bodies and therefore work best at 40ËÅ ¡C, however, they denature soon after and so our body temperature is kept at 37ËÅ ¡C to ensure this does not happen. Denaturation is the irreversible loss of 3D structure of enzymes and can be caused by excess heat or a change in PH. According to the Collision theory however, in order for a reaction to take place a certain level of energy, called the activation energy, must be reached. This energy needs to be reached by the particles colliding in the right way and fast enough, so a reaction can take place. By giving the particles more energy it encourages more to collide therefore the activation energy can be reached and a reaction can happen. The kinetic theory explains the effect of temperature, volume and pressure on the number of collisions. The theory states that if temperature is increased the particles gain more energy and there are more collisions in a given time. Similarly, increasing the concentration means than there is a higher chance of a collision happening because there are more particles in a given volume. If the concentration of carbohydrate/yeast is increased there are more enzymes known as z ymase, produced. This means there are more active sites for the carbohydrate substrate to attach to and the reaction happens faster. Therefore a balance must be reached between temperature so it does not denature the enzymes but is high enough to activate a reaction. Also, having a highly concentrated solution is seemingly advantageous but this can cause osmotic problems, so another balance must be reached, as to avoid this problem, but not to discourage a reaction. Apparatus: Beehive shelf Clamp Stand 50ml conical flask Trough Clamp Thermometer 50cm3 measuring cylinder Heat proof mat Spill 500ml beaker Bunsen burner Delivery tube with bung Tripod Gauze Stopwatch 25cm3 of bakers yeast 25cm3 of sucrose Electronic water-bath Method: 25cm3 of bakers yeast and 25 cm3 of sucrose was mixed together and preheated at the required temperature for 15 minutes in an electronic water-bath. 400cm3 of water was preheated to the same temperature as the yeast using the Bunsen burner. The trough was filled with water and a measuring cylinder was inverted by filling it with water then pressing a piece of paper onto the top to prevent any air bubbles from getting in. The beehive shelf was placed in the centre of the trough and the measuring cylinder was clamped in place, with the top resting on the beehive shelf, the hole being directly under it. The yeast was placed in the preheated water-bath and the bung from the delivery tube was replaced. The delivery tube was inserted into the hole in the side of the beehive shelf and the stop watch was started. Thirty seconds was timed then the beaker with the yeast/carbohydrate mix was swirled for 5 seconds to mix the yeast/carbohydrate. This was repeated every thirty seconds for fifteen minutes, with readings being taken at three five minute intervals. The correct temperature in the water bath was maintained by adding more hot water to it throughout the experiment. BACKGROUND INFORMATION: YEAST Saccharomyces cerevisiae, also known as yeast, is a micro organism that uses saprophytic digestion to break down substrates. This is achieved through releasing specific enzymes to break down specific substrates, but if yeast does not contain a certain types of enzyme then it cannot break down its substrate. The more the enzyme of a particular substrate, the faster the rate of breakdown and therefore the more CO2 is produced. This will help me to test how much CO2 each substrate produces. Yeast can also respire aerobically and anerobically depending on the availability of O2. If there is plentiful of O2 then yeast would respire aerobically with sugars, producing H2O and CO2 as waste products. However, if no oxygen is available then the fermentation would occur which converts sugars into CO2 and ethanol. RESPIRATION Respiration is the process by which energy is released energy from glucose in the presence of Oxygen, forming carbon dioxide and water as waste products. Glucose releases energy in a series of reactions that take place inside components of the cell. The stages are briefly explained below: GLYCOLYSIS To get the sugar in a more reactive form it is produced to fructose-1,6-bisphosphate by the addition 2 phosphate molecules. This process is a phosphorylation reaction. The fructose-1,6-bisphosphate is then broken down into 2 molecules of glyceraldehydes-3-phosphate, which comprises of 3C each. The glyceraldehydes-3-phosphate converted into pyruvate via the oxidation process where each GAL3P molecule releases 2 hydrogen ions and 2 electrons. The electrons are then transferred to NAD to produce NADH (reduced NAD) and the energy is used to produce 4ATP from 4ADP and 4Pi. Finally there is a net yield of 2 molecules of ATP, and 2 molecules of pyruvate which is used in the link reaction and 2 molecules of reduced NAD which carries on to the link reaction. LINK REACTION In the link reaction the 2 molecules of pyruvate leave the cytoplasm of the cell and enter the mitochondrial matrix. This is an oxidation reaction where 2 NAD molecules oxidise 2 pyruvate molecules into 2 acid molecules. These 2 molecules of acetic acid then go on to combine with 2 coenzyme-A molecules to form Acetyl Co enzyme A. in the end of this stage 2 molecules of reduced NAD form, 2 molecules of CO2 is lost and most importantly, Acetyl Co enzyme A is formed through the conversion of pyruvate. This is then used in the next stage of respiration. KREBS CYCLE At the start Acetyl Coenzyme A , combines with Citrate Synthase an enzyme as well and a 4 carbon molecule called oxaloacetate, forming Citrate. Then, Citrate goes through the process of oxidative decarboxylation which forms a 5 carbon molecule called oxoglutarate.at this point NADH is produced and CO2 is removed. In the latter stages of the krebs cycle, the oxoglutarate is changed into a 4 carbon oxaloacetate molecule. NADH is made and 1 molecule ATP is also made. The volume of CO2 that is produced in the krebs cycle is important as this is the dependant variable. ELECTRON TRANSPORT CHAIN In this stage all of the NADH and FADH that has been produced in the previous stages is converted into ATP. This takes place in the cristae of the mitochondria. The NADH and FADH electrons move. When the electrons pass from one carrier to another, a series of reduction and oxidation reactions take place which releases energy in the process. This energy is used to pump H+ ions from the matrix into the intermembrane space, thus creating a gradient where the concentration of the H+ ions in the intermembranal space is higher than it s in the matrix. The inner membrane contains enzymes called ATP Synthase and The H+ ions diffuse through these enzymes causing energy to be released which is used to synthesise ATP through phosphorylation. The process is called because the final terminal electron acceptor is oxygen which picks up the electrons from the chain and the H+ ion from the matrix to form H20 as a waste product. This reaction is catalysed by the enzyme Cytochrome Oxidase For every NADH which enters the chain and is oxidised by NADH dehydrogenase, 3 ATP are produced. For each FADH that enters the chain, 2 molecules of ATP are made. ENZYMES Enzymes are proteins that can effectively increase the rate of a reaction by lowering the required energy (activation energy) needed in order for the reaction to occur. Enzymes have a tertiary structure which decides the shape of the active site. The substrate must be specific to the active site because if they were not complementary to each other, then the substrate can no longer bind to the active site, thus the enzyme substrate complex does not form. The performance of enzymes can be affected in several ways some of which I have explained below. TEMPERATURE An increase in temperature will cause an increase in the rate of reaction because both the enzyme particles and substrate particles have gained kinetic energy. This will result in the particles to move faster, thus increasing collision frequency and the numbers of successful collisions as the particles have the required activation energy. If the temperature rises above the optimum temperature then the enzymes can become denatured. This happens because the enzyme molecule vibrates more causing the weak hydrogen bonds (holding the 3D structure of the enzyme together) to break. This eventually leads to the shape of the active site being altered. Consequently, the substrate will not be able to bind with the substrate as the shape of the active site is no longer complementary so the substrate enzyme complex can not form. This is important in my experiment because if the yeast (enzyme) was to become denatured then it would not be able to bind with the substrate (e.g. glucose) and the react ion would not be catalysed, preventing any CO2 from being formed. I must ensure that temperature is kept constant throughout. PH Another factor which can affect enzymes is pH. Enzymes also have an optimum pH which is pH enzymes work best at. Changing the pH can change the tertiary structure due to the number of H+ ion in an acid or the OH- ions in an alkali. These ions disrupt the hydrogen and ionic bonds between -NH2 and -COOH. This will cause the tertiary structure to break down and changing the active site in the process. Once again, the substrate will no longer be able to bind with the active site, hence no substrate enzyme complex will form. I intend to use a buffer solution which will resist any changes in pH. SUBSTRATE CONCENTRATION Increasing substrate concentration increases enzyme activity as they are more molecules to occupy the active site, thus a faster reaction. If more enzyme substrate complex forms then more CO2 will be produced. However this is occurs only for a certain period until all the active sites are saturated with substrates. Therefore an increase in substrate concentration will not result in a increase in the rate of reaction. Carbohydrates such as glucose and sucrose are too soluble and reactive to be stored as they come as they would present osmotic problems and so they are stored in much more complex, insoluble structures known as polysaccharides. Polysaccharides are macromolecules formed by the joining of many monosaccharides together in condensation reactions. There can be more than 3000 repeating units in a chain, joined by glycosidic bonds, forming many complicated structures, one being starch. Starch is a polymer of alpha glucose, where the hydroxyl group is below the ring, and is made up of 30% amylose and 70% amylopectin. Amylose is a long polymer consisting of over 300 monomers joined by 1,4 glycosidic bonds. Amylopectin gives starch its compact store of energy property as it consists of monomers of glucose in 1,4 and 1,6 linkages causing the chain to branch out. Amylopectin can contain several thousand monomers and forms a coiled up structure which is a valuable store of energy for living organisms. Starch is suited to storage as it is insoluble in water and therefore cannot move out of the cells during osmosis. However, it can easily be broken down to produce simpler carbohydrates by a hydrolysis reaction via the enzyme zymase produced by yeast. It is broken down firstly into maltose then into glucose then into carbon dioxide and ethyl alcohol. In this experiment we used two different types of the Saccharomyces Cerevisiae (saccharo meaning sugar and myces meaning fungus) sub- species of yeast to respire the carbohydrates; bakers and brewers. Both are made up of small cells, separated by walls of cellulose with a living organism inside called a protoplasm. Yeast cells reproduce by budding, and do so every two to three hours under ideal conditions. All types of yeast will respire carbohydrates to make energy in order to reproduce. Therefore, when sugar is added to the Brewers yeast, the yeast cells secrete the enzyme zymase to begin respiring the carbohydrate substrate according to the following equation: C6H12O6 + 6O2 = 6CO2 + 6H2O + 2900kJ Glucose + Oxygen = Carbon + water + Energy dioxide This is known as aerobic respiration due to the presence of oxygen, (defined as free or molecular oxygen atoms participating in the respiratory breakdown of organic substances). Brewers, however, are more interested in anaerobic respiration, (defined as when the respiratory breakdown of organic substrates takes place without the participation of free or molecular oxygen atoms). In yeast, anaerobic respiration is sometimes called fermentation. This happens when the enzyme secreted by yeast, known as zymase, catalyses the break down of glucose to produce ethyl alcohol, in abundance and less carbon dioxide, (which they use to create the fizz). It happens that starch is broken down to form maltose, maltose is broken down into glucose and glucose breaks down according to either the aerobic or anaerobic respiration equation, depending on the conditions. Therefore, Brewers use anaerobic (airtight) conditions and most of the reaction happens according to this equation: C6H12O6= 2C2H5OH + 2CO2 + 84kJ Glucose = Ethyl + Carbon + Energy Alcohol dioxide This produces the desired product i.e. the alcohol and the bi- product of carbon dioxide, which we collect in this experiment. The Bakers yeast is very similar to Brewers except it is used for a slightly different commercial purpose i.e. bread making. The yeast respires aerobically in this process as the main function is to inflate the dough to make it softer, and therefore, the desired product comes from the first equation: C6H12O6 + 6O2 = 6CO2 + 6H2O + 2900kJ Glucose + Oxygen = Carbon + water + Energy dioxide The reaction also requires nitrogen from the air to act as a nucleating site for the carbon dioxide to form bubbles against and therefore produces a good yield of carbon dioxide. In most processes where yeast is used, it will have been cultivated to suit that purpose, e.g. to produce more carbon dioxide or more ethyl alcohol, therefore there will often be a big difference between the behaviour of the two yeasts. We can test this in this experiment as the variable of the condition (whether it is in aerobic or anaerobic conditions) is being standardised by both the experiments being carried out in aerobic conditions. This is due to the fact that there is a good oxygen supply whilst the yeast is preheated and during gas collection, when the system is air tight, it is not left long enough for it to use up the oxygen and respire anaerobically. This is a favourable condition for maximum CO2 production however as, according to the equation, there are six moles of CO2 produced aerobically and only two moles of gas produced anaerobically. Aim: The aim of the pilot experiment is to investigate the optimum temperature and concentration of carbohydrate, that, when respired with yeast, produces the biggest volume of carbon dioxide. PLANNING: THE DEPENDANT AND INDEPENDENT VARIABLE: The dependant variable will be the volume of C02 produced during respiration and the independent variable will be the substrates that I decide to use in the experiment. These are Glucose, Fructose, Maltose, Lactose and Sucrose. NULL HYPOTHESIS: The type of carbohydrate being respired will have no significant effect on the amount of carbon dioxide produced in a given time. HYPOTHESIS: In accordance with the information that has been gathered, the following hypotheses were derived; Hypothesis one: When respired by yeast, different types of carbohydrates will produce different amounts of CO2. I believe this because glucose is a monosaccharide which consists of one molecule, sucrose is a disaccharide, which consists of two molecules and starch is a polysaccharide, consisting of many molecules. This means they all have different molecular structures and therefore will break down with different levels of ease. In order to keep an open mind however, the following null hypothesis was also noted; Null hypothesis one: The type of carbohydrate being respired will have no significant effect on the amount of carbon dioxide produced in a given time. The second hypothesis was theorised relating to the variable of the yeast: Hypothesis two; Different types of yeast will produce different volumes of CO2. I predict this because the commercial purposes of Bakers and Brewers yeasts are different and therefore special cultivations might have made the yeast better designed for one purpose than the other. Again a null hypothesis was also adopted; Null hypothesis two: There will be no significant difference between the amount of carbon dioxide produced by the Bakers and the Brewers yeast. Apparatus: The following apparatus will be used when conducting the experiment: Beehive shelf Trough 200cm3 measuring cylinder 500ml beaker Tripod 25cm3 of bakers yeast 25cm3 of brewers yeast 25cm3 of sucrose 25cm3 of glucose 25cm3 of starch Bunsen burner Gauze Heat proof mat Rubber tubing 50ml conical flask Thermometer Spill Delivery tube with bung Stopwatch Clamp Clamp stand METHOD: 25cm3 of the desired yeast and 25 cm3 of the desired carbohydrate was mixed together and preheated at the required temperature for 1 hour in an electronic water-bath. 400cm3 of water was preheated to the same temperature as the yeast using the Bunsen burner. The trough was filled with water and a 200cm3 measuring cylinder was inverted by filling it with water then pressing a piece of paper onto the top to prevent any air bubbles from getting in. The beehive shelf was placed in the centre of the trough and the measuring cylinder was clamped in place, with the top resting on the beehive shelf, the hole being directly under it. A small piece of rubber tubing was inserted into the beehive shelf through the hole in the side, up into the inverted cylinder, and the other end was attached to the delivery tube. The yeast was placed in the preheated water-bath and the bung from the delivery tube was replaced. The delivery tube was inserted into the hole in the side of the beehive shelf and the stop watch was started. Thirty seconds was timed then the beaker with the yeast/carbohydrate mix was swirled for 5 seconds to mix the yeast/carbohydrate. This was repeated every thirty seconds for fifteen minutes, with readings being taken at three five minute intervals. The correct temperature in the water bath was maintained by adding more hot water to it throughout the experiment. This was repeated using each different type of sugar with each different type of yeast: Bakers glucose, Bakers sucrose, Bakers starch, Brewers glucose, Brewers sucrose, Brewers starch. Control of the variables of the method: In order for this experiment to be run fairly there are certain controls that should be taken into consideration: -The temperature must be kept constant by refilling the water bath with warm water. -The yeast/carbohydrate solution should be pre-mixed and preheated for the same amount of time i.e. one hour, in each experiment. -The gas should be collected at three 5 minute intervals for each condition. -The solution should be swirled every thirty seconds for five seconds to mix the yeast and carbohydrate together. -The temperature and concentration should be the same for each experiment; 35ËÅ ¡C and 7.5% respectively. -The amount of yeast to carbohydrate should be kept constant i.e. 25cm3 of each. -The same method should be used; the rubber tube, collection of gas in an inverted measuring cylinder, as certain ways are more accurate than others. Control of the measurements: When taking measurements, the following points should be noted: -When measuring the gas, measure to the bottom of the meniscus of the water. -Make sure the measuring cylinder is perpendicular to the clamp stand to ensure that the water lies at the correct level. -When timing, do not shake at 30 seconds by the stopwatch because 5 seconds is added on each time (while it is shaken) and therefore by the sixth minute or so it will require shaking as soon as it has been shaken. -Keep a constant check on the thermometer to ensure the temperature does not drop. Results: A summary table to show volume of gas produced by bakers and brewers yeast with three different carbohydrate substrates: Amount of CO2 produced in cm3 in fifteen minutes in each condition The table above shows the results of our practical, including my own, highlighted in blue. The average volume of gas collected in each separate condition is shown and reveals that most gas was produced in the brewers glucose experiment, at 115.6 cm3 and the condition that produced the lowest average was brewers starch, at 9.4. The range of the averages was 94.3, showing there was a large difference between the values. Analysis of the results: The graph above clearly shows the difference between the three carbohydrate substrates to be significant. It is clear that the order for most CO2 produced is glucose, sucrose, starch, the greatest difference being between sucrose and starch. It also appears that the results are closer together for bakers yeast than for brewers. The average for bakers yeast was slightly higher at 74cm3 than the Brewers at 71.2cm3. Students T test: The descriptive statistics above, however, only tell us what has been found, they do not tell us the probability of achieving the scores we did, and therefore an inferential students t test was applied. The students t test was devised to analyse smaller sets of samples; to determine whether the results were due to chance or the manipulation of the independent variable. It works out that if the difference between the variance of the sum of the two means (of the two samples) is greater than twice the standard deviation of the difference between the means (of the two samples) then this is unlikely to have of occurred by chance, and therefore our data is significant. Glucose v Sucrose bakers: t-Test: Two-Sample Assuming Equal Variances Variable 1 Variable 2 Mean 103.6667 93.25641 Variance 927.0702 595.5641 Observations 39 39 Pooled Variance 761.3171 Hypothesized Mean Difference 0 df 76 t Stat 1.66608 P(T

The Importance of Aesthetic Distance in American Horror Movies :: Movie Film Essays

The Importance of Aesthetic Distance in American Horror Movies What then do we make of American horror movies? In the canon of horror pictures they almost always come second in respect to foreign horror movies and any American horror film that is considered to be artful is the one with the most aesthetic distance. Upscale slashers like Johnathan Demme's The Silence of the Lambs (1991) or David Fincher's Seven (1995) are both gruesome and bloody borrowing many of the same shock techniques as their lower budget counterparts (for example, Russell Mulchahy's Sevenish thriller Resurrection (1999)), both focus on the body and its violation, either through sexual means or violent means, and both feature villains who fit easily into Carol Clover's assessment as "distinctly male; his fury is unmistakably sexual in both roots and expression." The logic behind heaping plaudits on the upscale slashers and highbrow horror pictures lies, as with foreign horror, with the concept of aesthetic distance. Film analyst Ken Hanke theorizes that many critics simply praise so-called highbrow horror films because the acclaim comes from "people with little or no knowledge of the genre...What seemed so fresh and creative to them was largely a reshuffling of a very old bag of tricks." While Hanke's thesis is logical, I think the real reason these pictures get such acclaim is (you guessed it) their aesthetic distance. Both The Silence of the Lambs and Seven are considered to be more psychological in nature, as they present killers whose motivations are explainable. The unexplainable is infinitely more terrifying than the explainable so in elucidating the motivations to their gruesome behavior the audience is given an easy out. Believing that evil has a root cause, the audience does not have to accept the shocking hypothesis that evil can simply exist without rhyme or reason. Even in the masterpiece Halloween (1978) we are tossed a half-hearted psychological explanation as to why Michael Myers does what he does. The psychobabble that Donald Pleasance spouts is simply that Myers is "pure evil," and there are some vague connections made between Myers witnessing his sister engaging in premarital sexual activity and his slaughtering tendencies. Director John Carpenter t hen gets to have a killer who seems like a force of nature, yet is still explainable within the realm of psychology. Carpenter also gives his audience a sense of aesthetic distance through his numerous in-jokes and references to other horror films.

Faith-Based Social Service Organization Essay

Habitat for Humanity does not give away free homes to anyone. Habitat for Humanity provides housing that families can afford. Every family that receives a home puts in as much work as a volunteer and they contribute 300 to 500 hours of â€Å"sweat equity† on the construction of their home or someone else’s home, as their website states. The website states there are a lot of myths about Habitat for Humanity. People assume families receive completely free homes, when in fact this is not true. A lot of hard work goes into building these homes and all of the future home owners put in an equal amount of hard work. Habitat for Humanity receives many donations for a new home and provides the family with an affordable mortgage. Habitat for Humanity states â€Å"Habitat for Humanity offers homeownership opportunities to families who are unable to obtain conventional house financing. Generally, this includes those whose income is 30 to 50 percent of the area’s median income. In most cases, prospective Habitat homeowner families make a $500 down payment. † Habitat for Humanity is a Christian based organization, but does not discriminate against religion. Habitat for Humanity provides homes for families of any religion, race, or any other difference. Habitat for Humanity also provides faith in communities and in stows Christian beliefs into families of need. Habitat for Humanity states â€Å"Habitat’s ministry is based on the conviction that to follow the teachings of Jesus Christ, we must love and care for one another. Our love must not be words only— it must be true love, which shows itself in action. Habitat provides an opportunity for people to put their faith and love into action. We bring diverse groups of people together to make affordable housing and better communities a reality for everyone. Habitat for Humanity has a strong Christian background; however, they accept anyone that believes in providing help for others. Habitat for Humanity also receives government funding to help families in need of homes. They accept donations from the government, but do not accept donations if it affects their Christian beliefs. Habitat for Humanity states â€Å"Habitat is an independent, nonprofit organization that accep ts some government funds and other resources to help provide houses for those in need. We accept these funds as long as they do not limit our ability to demonstrate the love and teachings of Jesus Christ. Additionally, our local affiliates insert specific guidelines as needed to avoid becoming dependent on or controlled by government funds. † I found this statement to show how strongly faith-based this organization is. Habitat for Humanity is a very excellent organization and provides people with much more than just a home. They give families faith in their futures and provide a sense of stability for a family. I believe Habitat for Humanity has volunteers who are knowledgeable about the organization’s beliefs. I believe the lucky families also know about Habitat for Humanity’s beliefs and views of Christianity.

Quantitative and Qualitative Research Questions and Hypothesis Essay

Jung (2007) found that general education teacher’s attitudes toward the integration of students with disabilities reflect a lack of confidence both in their own instructional skills and in the quality of support personnel currently provides. General and special education teachers are placed in inclusive classroom settings for the betterment of the student; however, planning is not as effective when general education teachers are not properly trained on or comfortable with the technology. Thousand and Villa (2000) in McLaren, Bausch, & Ault (2007), found that providing training for all teachers will result in improved academic and social outcomes for students with disabilities, plus their teachers will become empowered . The problem is the need for more collaborative training for inclusion teachers in an effort to effectively plan curriculum and increase their levels of confidence with the use of AT devices. The specific problem is the need to develop a program to train inclusion teachers on the use of AT devices needed to effectively plan for students with disabilities. This study will use a quantitative method and a Participatory Action Research (PAR) methodology. The PAR will be conducted by dividing the study into two sequence phases. The first phase will include developing the training program, introducing basic AT devices that can be used for all students, and reflection of the first training. Phase two will include training for advanced AT devices that are developed for specific student needs, developing a lesson with the use of one general and one advanced AT device, and the opportunity to teach the lesson. The results should interest school districts that service students with disabilities in an effort to improve effective collaboration for inclusion teachers, thus promoting a sense of teamwork to improve student achievement through the use of technology. Revised Purpose Statement- Quantitative Study The purpose of this quantitative research study is to develop a training program for special and general education inclusion teachers that will focus on strategies for educational development, effective academic structuring, and increased teacher support systems with the use of Assistive Technology. The data collection design will include surveys before, during, and after  each phase, trainings to implement the program, and field opportunities to identify the areas of improvement and to test the validity of the program. The population will be composed of elementary school teachers who are placed in inclusion settings without prior training. The sample and sample set will include three novice and three veteran elementary inclusion teachers selected from grades 3-5 based on survey results. The geographical area will include three local elementary feeder schools that house special education programs in the South Fulton County area of Georgia. Quantitative Research Questions and Hypoth esis RQ: To what degree, if at all, will training in Assistive Technology promote effective academic structuring and teacher collaboration in inclusive classroom settings?  HO: The degree of training in Assistive Technology will not promote effective academic structuring and teacher collaboration in inclusive classroom settings.  HA: The degree of training in Assistive Technology will positively promote effective academic structuring and teacher collaboration in inclusive classroom settings. Revised Problem Statement – Qualitative Study Al-Shammari and Yawkey (2008) believe that special education students require the involvement of parents to be successful for overall development and in their education programs. Parents are encouraged to participate by offering physical and psychological assistance to the special education teachers in an effort to monitor and manage student progress. However, the lack of support, knowledge, time, and resources result in the unwillingness to participate. Bird (2006) found that increasing parental involvement through technology may have a positive effect on the development of special education students and parents. The problem is the need for technological resources that promote parental involvement for improving the educational development of special education students. The specific problem is identifying the technology that most effectively increases parental involvement in special education. This study will use a qualitative method and case study similar to Hartas’ (2008) st udy of the effects of parental  involvement on students with Autism. Parents will participate in semi-structured interviews, questionnaires, and classroom observations to determine what motivates them to be involved. The results should interest special education teachers who require assistance from parents in order for students to attend school daily, participate in instruction, and continue to exhibit progression in all areas of development. Revised Purpose Statement- Qualitative Study The purpose of this qualitative case study is to identify the technological resources that are most effective in encouraging parents of special education students to be involved in the student’s education. The data collection design will include questionnaires, observations, schedule restructuring, community involvement, and semi-structured interviews to identify the areas of improvement. The population will be composed of parents who have elementary-aged special needs children. The sample and sample set will include ten parents; five from two-parent working class homes and five from single-parent working class homes. The geographical area will include two (of the three) selected elementary feeder schools, based on survey results, that service special education students in the South Fulton County area of Georgia who are most in need of an intervention. Qualitative Research Question What are the most effective technological resources that assist in encouraging parents of students with special needs to be involved in their child’s education? References Al-Shammari, Z., & Yawkey, T. (2008). Extent of parental involvement in improving the students’ levels in special education programs in Kuwait. Journal of Instructional Psychology, 35(2), 140-150. Bird, K. (2006). How do you spell parental involvement? S-I-S. The Journal, 33(7), 38. Hartas, D. (2008). Practices of parental participation: A case study. Educational Psychology in Practice, 24(2), 139-153. Jung, W. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113. McLaren, E. M., Bausch, M. E., & Ault, M. (2007). Collaboration strategies reported  by teachers providing assistive technology services. Journal of Special Education Technology, 22(4), 16-29. Week 5 Review Components2 points| Expected elements are included.| Articulation5 points | As noted, there are shortcomings regarding population and sample. * 1 point| Presentation2 points | Writing and formatting are well done.| Total9 points| A good start toward purpose statements aligned with problem.|