The benefits of the Gulf Stream

The benefits of the Gulf Stream Introduction The Gulf Stream is considered as a warm, powerful, and swift Atlantic ocean current that originates at the tip of Florida. It follows the eastern coastlines of the Newfoundland and the United States before crossing the Atlantic Ocean The western intensification makes the Gulf Stream tend to northward, the matter resulting in accelerating current off the east coast of North America. At nearly 40 °0†²N 30 °0†²Wï » ¿ / ï » ¿40 °N 30 °Wï » ¿ / 40; -30, the gulf stream splits into two , namely the northern stream crosses to northern Europe and the southern stream which circulates off West Africa. The west coast of Europe and the east coast of North America from Florida to Newfoundland is influenced by the Gulf Stream. In spite of the recent debate arose on the part of many experts , there is consensus that the climate of Western Europe and Northern Europe is consider as warmer than it would be as a result of the North Atlantic drift which is considered as a branch from the tail of the Gulf Stream. It is considered as a part of the North Atlantic Gyre. Its presence resulted in the development of various strong cyclones, both within the ocean and within the atmosphere. The Gulf Stream is also known as a significant potential source of renewable power generation. History Europeans discovered the Gulf Stream in 1513 due to the expedition of Juan Ponce de Leà ³n. After that time, it became widely used by Spanish ships that sail from the Caribbean to Spain. Conducted in April 22nd 1513, the summary of Ponce de Leà ³ns voyage log, noted, A current such that, although they had great wind, they could not proceed forward, but backward and it seems that they were proceeding well; at the end it was known that the current was more powerful than the wind. Peter Martyr dAnghiera and Sir Humphrey Gilbert also became known of its existence at that time. Benjamin Franklin, deputy postmaster of the British American colonies, interested in the North Atlantic Ocean circulation patterns. While in England in 1768, , Franklin has come to know curious complaint filed by the Colonial Board of Customs in a form of a question : why did it take British packets many weeks longer to reach New York from England than it took an average American merchant ship to reach Newport, Rhode Island, in spite of the merchant ships leaving from London and having to sail down the River Thames and then the length of the English Channel before they sailed across the Atlantic, while the packets left from Falmouth in Cornwall? Having heard this question, Franklin asked his cousin Timothy Folger, a Nantucket whaling captain to answer this question. Folger pointed out that the merchant ships crossed routinely the then-unnamed Gulf Streamwhich can identified by measurement of the waters temperature, whale behavior , changes in the waters color and the speed of bubbles on its surface while the mail packet captains ran against it. Franklin started to work hard with Folger as well as other experienced ship captains. He learned enough from the Gulf Stream chart and gave it the name for which it is still known up to date. He provided this information to the secretary of the British Post Office, Anthony Todd. However this information was ignored by British sea captains. In 1770, Franklins Gulf Stream chart was published in England, where it was mostly ignored. In 1778, Subsequent versions were printed in France. in 1786, versions were printed and published in U.S. the British remained many years ignoring following the advice given by Franklin on navigating the current but when they followed it , they managed to gain two weeks in sailing time. Properties The Gulf Stream proper is defined as a western-intensified current which is driven by the wind stress. On the contrary, The North Atlantic Drift is largely thermohaline circulation driven. The Gulf Stream makes Western Europe (especially Northern Europe) warmer than it otherwise would be through carrying warm water northeast across the Atlantic. However, there is a dispute around the extent of its contribution to the actual temperature difference between Europe and North America. Few scientists are in the opinion that this temperature difference resulted from the Atlantic Ocean being upwind of Western Europe (producing an oceanic climate) and a landmass being upwind of the east coast of North America. (Seager, Richard (July-August, 2006). The Source of Europes Mild Climate. American Scientist Online. http://www.americanscientist.org/issues/feature/2006/4/the-source-of-europes-mild-climate. Retrieved 2008-09-23.) Formation and behavior In the matter of fact Evolution of the Gulf Stream toward the west of the British Isles continues as the North Atlantic Current. The Atlantic North Equatorial Current, which is considered as a river of sea water, flows westward the coast of northern Africa. The current goes into two branches especially when the current interacts with the northeastern coast of South America. One of these two branches passes into the Caribbean Sea, while the second branch passes into the Antilles Current, flows north and east of the West Indies Once again, these two branches rejoin north of the Straits of Florida, as it is shown on the accompanying map. In the tropics, the trade winds blow westward. The pattern of this wind this has a stress on the subtropical ocean surface in addition to a negative curl across the north Atlantic ocean.[13] .The resulting Sverdrup transport is considered as equator ward. This transport is balanced by a narrow as a result of conservation of potential vorticity that is caused by the northward-moving winds on the subtropical ridges western periphery as well as the increased relative vorticity of northward moving water. This, in its turn, resulted in accelerating poleward current, which flows along the western border of the ocean basin. This outweighs the effects the friction has on the western border current which is known as the Labrador Current. The bends along the Gulf Stream are also caused by conservation of potential vorticity . These bends occasionally break off as a result of a shift in the Gulf Streams position that form separate warm and cold eddies. This process which is known as western int ensification makes the currents on the western border of an ocean basin, like the Gulf Stream, stronger than those on the eastern border. (Maurice L. Schwartz (2005). Encyclopedia of coastal science. Springer, pp. 1037. ISBN 978-1-4020-1903-6. Retrieved on 2009-05-07.) The Gulf Stream is consequently considered as a strong ocean current. The gulf stream lead to transporting water at a rate of 30 million cubic meters per second (30 sverdrups) through the Florida Straits .This rate rises to reach 150 million(on fifty million) cubic meters per second specially when the Gulf Stream passes south of Newfoundland. The volume of the Gulf Stream affects all the rivers which empty into the Atlantic combined, with nearly total 0.6 million cubic meters per second. However, this is weaker than the Antarctic Circumpolar Current. The width of the Gulf Stream is 100kilometers (62mi) and the depth of the Gulf Stream is ranged from 800meters (2,600ft) to 1,200meters (3,900ft). It is known that the current velocity is fastest near the surface, since maximum speed reaches nearly 2.5meters per second (5.6mph). When the Gulf Stream travels north, the warm water transported by it undergoes evaporative cooling. The cooling is wind moving over the water cools it and causes evaporation, the matter leaving saltier brine. In this process, the salinity and density of water increases while the water temperature decreases. When sea ice is formed, salts are left out of the ice. This process is known as brine exclusion. These two processes result in producing water which is colder and denser . The water becomes so dense in the North Atlantic Ocean, so that it starts to sink down through less dense and less salty water. (The convective action is not unlike that of a lava lamp.) This downdraft of cold ,dense and heavy water beco mes a part of the North Atlantic Deep Water, a south going stream. Localized effects The Gulf Stream has effects on the climate of the Florida peninsula. Florida coast, which is referred to as the Florida current, keeps an average water temperature estimated at 25 °C (77 °F) especially during the winter. The east winds passing this warm water result in moving warm air from over the Gulf Stream inland, keeping temperatures milder across the state than elsewhere across the Southeast during the winter. The proximity of Gulf Stream to Nantucket adds to its biodiversity as it is the southern limit for northern plant species and the northern limit for southern varieties of plant life. (Dr. Sarah Oktay. Description of Nantucket Island. University of Massachusetts. http://www.umb.edu/nantucket/nantucket/. Retrieved 2009-01-06.) In addition to the warm air currents, the North Atlantic Current of the Gulf Stream keeps the western coast of Great Britain and Ireland a couple of degrees warmer than the east. On the contrary, the difference is dramatic in the western coastal islands of Scotland. The Gulf Stream and the strong westerly winds (which are driven by the warm water of the Gulf Stream) have noticeable effects on Europe and the Norwegian coast. Next to the Arctic zone, lie the Northern parts of Norway. Most parts of this zone are covered with snow and in winter. However, Norways coast remains without snow or ice throughout the year. The Gulf Stream warms the weather systems which drift into Northern Europe. These weather systems results in warming the climate behind the Scandinavian mountains. Effect on cyclone formation The contrast of warm water and temperature, along the Gulf Streams edge, often results in increasing the intensity of cyclones or tropical. To generate tropical cyclone normally, water temperatures in excess of 26.5 °C (79.7 °F) is required. Thus, the formation of tropical cyclone is common over the Gulf Stream, particularly in the month of July. Through the Caribbean, the storms travel westward and then move in a northward direction. After that, the storms curve towards the United States eastern coast or stay on a north-westward track and enter the Gulf of Mexico. These storms have the capability to create strong winds. These winds cause extensive damage to the Southeast Coastal Areas in United States. The Strong extra tropical cyclones were shown to deepen the frontal zone. These tropical cyclones have been forced by the Gulf Stream itself especially during the cold season. The Subtropical cyclones are also being generated near the Gulf Stream. Near the warm water current, near ly 75percent of the systems documented in between 1951 and 2000 are formed with two annual peaks of activity happening during the months of May and October. Possible renewable power source In the matter of fact, The Gulf Stream makes on transporting nearly 1.4 pet watts of heat that is equivalent to 100 times the world energy demand. Many researches have been conducted into different ways to tap this power. There is an idea to supply the equivalent power of several nuclear power plants. This idea is represented in deploying a field of underwater turbines placed 300meters (980ft) under the center of the core of the Gulf Stream, such as being developed by Aquantis, LLC. the thermal energy generated by the ocean can also be harnessed to produce electricity through using the difference of temperature between cold deep water and warm surface water. Conclusion The Gulf Stream, which begins in the Caribbean and ends in the northern North Atlantic, is one of the worlds current systems which have been studied and searched intensively. The extensive western border current plays very important role in transferring heat and salt as well as in causing warm to the European subcontinent. There are many traditional hydrographic studies conducted in this region. These studies include Gulf Stream 60 (Fuglister 1963) and Iselin (1936). The high degree of mesoscale activity relating to this system has attracted oceanographers. The studies conducted on these phenomena have focused on the snapshot representation of the region. In the matter of fact, The Gulf Stream transport varies not only in space, but also in time. Kelly and Gille 1990; Zlotnicki 1991; Kelly 1991; Hogg and Johns 1995 assured that the current transports a maximum amount of water in the fall and a minimum in the spring. Rossby and Rago (1985) and Fu et al. (1987) discovered similar results especially when they looked at the differences of sea level across the Stream. These studies also discovered that the Gulf Stream includes marked seasonal variability.

The Difference Between Ancient China and Egypt

Ancient China and Egypt By: Jessica Isham Ancient Egypt and Ancient China were 2 of the biggest civilizations thousands of years ago. Both left its impact on history, they had many similar beliefs, and different ways of life. They had different rulers, religions, languages and forms of money. Both civilizations have different rulers. China is ruled by emperors and empires, and Egypt their people by pharos. In Egypt their people didn’t live as long so they had a lot more pharos. China’s on the other hand, lived a lot longer. So, therefore Chinese emperors and empires were around longer.The religion of ancient Egypt was polytheistic and centered on the divinity of the ruler and the eternity of the soul. The Chinese were polytheistic with the addition of ancestor worship. Over time, these beliefs were sometimes blended with Taoism, Buddhism or Confucianism. They both also had different beliefs. Egypt believed when people passes, if they were preserved than they might have an afterlife. The Egyptians would put the dead mummified people in solid gold coffins and filled the burial room with bizarre treasures. China believed in the burial method as well.They would bury the Chinese people in the ground and pour water on them, then put them in a hanging coffin. The Chinese also believed in cremation, were they burn the body into ashes. The ancient Egyptians believed that most non-physical ailments were caused by spells and curses. Overall treatments included amulets, potions and surgery depending on what was wrong. Chinese medicine was based on the idea of the balance of the energies yin and yang. Illness was the result of an imbalance and was treated with herbs, acupuncture and exercises.The Chinese were mainly ahead of the rest of their time period. They used cowrie shells and metal beans for money. They also had paper money and coins. The Egyptians traded goods and services. The two civilizations created their own languages. Egypt had hieroglyphs that w ere dated from 3400 BC. Hieroglyphs are a formal writing system that contained a combination of logographic and a alphabetic elements. China had a language called Man'yogana. Man'yogana is an ancient writing system that employs Chinese characters to represent the Japanese language.

Pttls Roles and Responsibilites of an Fe Teacher

| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher. ] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Associated article: Roles, Responsibilities and Boundaries of a TeacherSuch roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course.The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific p urposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is about to guide teachers in this area.Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005).Norse and Wilkinson state that this act means legally an organisation should not treat disabled students less favourably than their peers however the Disability Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavourable/special treatment. With r espect to disability a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone’s abilities are different and different people have developed differing strategies to help them cope with challenging situations.It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as Senior Tutor Support and Guidance who can give advice from their experience and the organisation’s policies or a teacher may wish to ask the college’s Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners home life) external points of referral such as the National D omestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as simple as using gender neutral language in presentations and hand-outs or being lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers a s a guide to promote equality, (Ashmore et al. 2010). With an inclusive plan one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthuse learners to take responsibility for their progress. To give teachers guidance on conduct during delivery the Institute for Learning provide a Code of Professional Practice which was enforced April 2008; it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility.This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of sub stances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are fair linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher.Monitoring student achievements, skills, abilities and progress through on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching programme, and show if improvements or redesigning is necessary, (Gould and Francis, 2009). Redes ign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states evaluation  is an essential part of the educational process, and suggests that it ensures teaching is meeting students' learning needs.Through this stage teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis.J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: C ontinuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters. Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A.Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J. (2 003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA

Ted Bundy A Serial Killer - 2536 Words

Ted Bundy is one of the most famous serial killers in United States History. There are many theories behind what made him become a serial killer. Many believe he was born that way, with a darkness inside of him to which he could not control. Others believe he is a victim of circumstance and had no chance from the very beginning of life. Ted killed fourteen plus women and girls, his earliest victim thought to be when he was just fifteen years old, with only one known survivor. I believe Ted made the choices he did, not because of his family circumstances or his dark passenger, but because he felt entitled and liked control. What more control is there then to decide who lives and who dies? I do believe there are circumstances that may have been the perfect storm to bring Ted to his killing path and in this paper I will discuss how I feel Ted came to be what he was. Theodore Robert Crowell, also known as Ted Bundy, was born on November 24, 1946 in Burlington, Vermont. Eleanor C owell, Ted’s mother, was twenty-two years old and unmarried when she had him. Ted’s father left Eleanor before Ted was born and there is no concrete proof on who Ted’s father really was. Eleanor being an unmarried mother was very upsetting to her parents, as they were very religious and did not believe in unmarried pregnancies so Eleanor delivered Ted at a home for unwed mothers in Vermont, later bringing Ted to her parents’ home in Philadelphia. To hide Ted being an illegitimate child, he wasShow MoreRelatedThe Serial Killers : Ted Bundy1438 Words   |  6 PagesTed Bundy, also known as the campus killer, is one of the United States top known serial killers. This twisted man assaulted and murdered many young girls during the 1970s. Bundy captured his victims by his charismatic and handsome and would win their trust by traits he had. He would act injured or as an authority figure before he murdered and assaulted his victims. 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Traveling and staying in a â€Å"Hotel† owned by a wealthy â€Å"doctor† got them tortured, experimented on and ultimately killed, helping a seemingly helpless man put things in his vehicle lead themRead MoreSearching for Answers to a Serial Killer, Ted Bundy Essay1162 Words   |  5 Pagestake you on a journey. You will learn who â€Å"Ted Bundy† is and why he chose to live a double life. Ted was a special individual who only killed women he had a soft spot for them. Ted Bundy was like a tiger in the wild and women was his prey. When he went out he always went for vulnerable women. Ted would sweet talk them until they trusted him then he would wait until their alone and he would kill them. In the following paragraphs you will learn about Ted Bundy’s past where he came from, what type of