Anatomy Essay

Anatomy Essay Students whose major lies in biology, physiology etc in some cases need to write an anatomy paper. It could be an anatomy essay, an anatomy research paper, an anatomy term paper or even an anatomy dissertation. There are various fields where you can write an anatomy paper. Anatomy – is a study of the humans body. And in order to write a good anatomy paper – you have to have some knowledge on this subject. Professors always value experts, so with your academic paper – you have to show your professor that you are proficient in a specific field in anatomy. You have to start with a little research on an anatomy topic. The topic can vary from the human body in general, to a specific part of th human’s body. It really does not matter, as your professor can acknowledge any anatomy topic of your anatomy essay, anatomy research paper, anatomy dissertation. Your anatomy paper has to synthesize the knowledge which you have gained from various sources, so do not expect to bring some novelty to your anatomy paper. All sources that you use in your paper have to be properly cited and referenced.   The last thing you want to do in your anatomy paper is plagiarize. Plagiarism is simply a collection of incited and unreferenced sources, which you show to be your own. The format of the anatomy paper is also very important, as you have to strictly follow the guidelines provided by your professor. If you need to get some information on the format of your anatomy paper – feel free to roam around the internet. You surely will gain some idea on the format which needs to be used. The summarization or conclusion part of your anatomy paper is the part, where you make conclusions of the things you have written in your main part of your anatomy paper. Make sure you do not contradict yourself in any part of the paper. CustomWritings.com is your trustworthy assistant in any paper. If you have a need of a custom written quality paper on anatomy – feel free to enquire at CustomWritings.com and we will be more than glad to assist you in writing Biology essays.

The UltimateSAT Chemistry Subject TestStudy Guide

The UltimateSAT Chemistry Subject TestStudy Guide SAT / ACT Prep Online Guides and Tips This article presents a complete SAT Chemistry study guide. I'll give you an overview of what's on the test, help you decide when to take it (or whether to take it at all), list sample questions and answers, and provide tips and resources that you can use in your studying. If you make use of the practice tools at your disposal and follow the general advice in this article, you'll be on your way to a great score! What’s the Format of the Test, and When Is It Offered? Here's a basic rundown of the structure and scoring of the Chemistry SAT Subject Test (alsoknown as the Chemistry SAT II): 60 minutes long 85 multiple-choice questions Scores range from 200 to 800 Note that subject tests still have quarter-point deductions for incorrect answers even though this policy has been abolished on the regular SAT. For every question you answer correctly you'll receive one point, no points will be awarded or deducted for questions left blank, and you'll lose 1/4 of a point for every incorrect answer.Calculator use is not permitted, but you'll have a periodic table to use for reference. The Chemistry SAT Subject Test is offered in August, October, November, December, May, and June. In other words, you can take it on every regular SAT test date except the one in March. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Should You Take the SAT Chemistry Subject Test? If you’re reading this article, you're probably planning to apply to schools that require or recommend the submission of Subject Test scores.In most of these cases, it’s best to take one Subject Test in the sciences and one in the humanities to show a range of skills. Think about your goals, interests, and academic strengths before making a final decision on which science Subject Test you'll take.Chemistry is a great option for some students, but it might be less ideal for others. Here are tworeasons to choose Chemistry as one of your SAT Subject Tests: Reason 1: You Just Took a Chemistry Class (and You Still Need a Science Subject Test) The following are the College Board’s recommendations for prerequisites before taking the Chemistry Subject Test: One-year introductory college-preparatory course in chemistry One-year course in algebra Experience in the laboratory If you just took a chemistry class (especially if it was AP), you probably won’t need to do much studying for the Subject Test.The best time to take anySubject Test is in the spring when you’re just finishing up a related class. Reason 2: You’re Super Interested in Chemistry Do you think you might be a chemistry major in college? Do you have a knack for the subject?Taking the Subject Test is a good way to demonstrate your passion.If you have other achievements in high school that are related to chemistry, taking the Subject Test will help you present an even clearer picture of your goals and interests to colleges. A glimpse into your future. Or is it...your past? *cue Twilight Zone theme* What’s on the Chemistry SAT II? Here’s a brief content overview of the Chemistry SAT Subject Test. I’ve listed the topics in descending order according to their prevalence on the test: Topic Percentage of Test Structure of matter (atomic structure, molecular structure, bonding) 25% States of matter (gases, liquids and solids, solutions) 16% Reaction types (acids and bases, oxidation-reduction, precipitation) 14% Stoichiometry (mole concept, chemical equations) 14% Descriptive chemistry (periodic trends, nomenclature, predicting products of reactions) 12% Lab practices (equipment and measurements, scientific method, data interpretation) 8% Thermochemistry (calorimetry, enthalpy and phase changes, entropy) 6% Equilibrium and reaction rates (equilibrium systems, rates of reactions) 5% The College Board also breaks down questions by skill on this Subject Test: Skill Percentage of Test Application of knowledge 45% Synthesis of knowledge 35% Fundamental concepts and knowledge 20% The most common questions, at 45 percent of the test, are application of knowledge questions. These questions ask you to apply your knowledge of chemistry to scenarios presented on the test. Synthesis of knowledge questions, at 35 percent of the test, will ask you to draw conclusions based on data provided by the test as well as your background knowledge of chemistry. Only twenty percent of questions test fundamental concepts and knowledge. These questions are focused on basicfactual recall. To break down these skills even further, questions will test your: Understanding of the major concepts of chemistry and ability to apply principles to solve specific problems Ability to organize and interpret results from observation and experimentation, and to draw conclusions or make inferences from experimental data, including data presented in graphs and/or tables Laboratory experience and familiarity with the metric system Ability to handle simple algebraic relationships and apply these to solving word problems Familiarity with the concepts of ratio, direct and inverse proportions, exponents, and scientific notations Most of the test involves analysis and data interpretation.As I mentioned earlier, eighty percent of questions require either application or synthesis of knowledge, and only twenty percent are straightforward â€Å"what is this† type questions.In the next section, I’ll provide examples of the various question formats you'll see on the test. Question Formats on the Chemistry Subject Test The College Board groups questions on the Chemistry SAT Subject Test into three different formats: Format 1: Five-Choice Completion These are what I would consider â€Å"normal† multiple choice questions. They're stand-alone questions that simply ask you to choose the correct answer out of five choices. In some cases, you'll geta list of threestatements labeled with roman numerals and will be asked to decide which ones are true (if any).Here’s an example of a question in that format: Before looking at the answer choices, we need to go through each of the statements and decide which ones are true based on the diagram: Statement I appears to be true because the exposed mercury surface is open to the air. There wouldn't be any pressure besides atmospheric pressure pushing down on that side. Statement II also appears to be true because the mercury level on the right side of the manometer is higher than the level on the left side. Statement III is not true because the pressure of the gas wouldn’t be equal to h, it would be equal to the atmospheric pressure PLUS h.H is just the difference between the two pressures. Now that we’ve decided only I and II are true, we can bubble in answer choice C! Format 2: Classification For these types of questions, you'll see one list of choices that applies to a group of several questions. Each choice can be used more than once or not at all.In other words, your answer to any individual question could also be the answer to other questions in a given group.Here’s an example: As you can see, questions that are formatted this way tend to be more straightforward. They're just identification questions.For this one, you need to understand how compounds are named and what their atomic symbols are. Answers: A C A In this case, one of the choices was used twice. This happens frequently, so don’t freak out if you think a choice applies to more than one question in the group. Format 3: Relationship Analysis This is the weirdest type of question you’ll see on the test.Each question is comprised of two statements that are connected to each other by the word â€Å"BECAUSE.†The format is â€Å"This process or property occurs because of this fundamental chemical fact.†Here’s an example: The first step is deciding whether each part of the statement is true or false.If both or either of the statements are false, you can ignore the Correct Explanation (CE) circle. If they're both true, you may have to fill in the special CE circle.However, that will not always be the case, so consider the logic of the full statement carefully even if both parts are true! There will be a special section labeled â€Å"Chemistry† in the lower left-handcorner of your answer sheet where you can fill in your responses to these questions.It looks like this: Your responses will look something like this: As you can see, for sample question 103, both statements are true, but the CE circle is left un-bubbled.Potassium has a lower first ionization energy than lithium, meaning it’s easier for the one electron in its outer shell to get pulled away.Lithium’s unpaired electron is closer to the nucleus, so it’s held more tightly by the nucleus' gravitational pull.The first statement is definitely true. Now let’s look at the second statement in isolation: â€Å"potassium has more protons in its nucleus than lithium has.†This is also true.Potassium has 19 protons, and lithium only has three. Both statements are true on their own, but now we have to decide whether the second statement is a correct explanation of the first.In this case, it isn't! The ionization energy doesn’t increase based on the number of protons in the nucleus of the atom.It’s a factor of how loosely held and how far away from the nucleus the outermost electrons of the atom are.Atoms that hold unpaired electrons that are farther away from the nucleus will have lower first ionization energies. For lithium and potassium, both have unpaired electrons in their outermost orbitals, but potassium has a lower ionization energy because its electrons are farther away from the nucleus (4s orbital vs. 2s orbital).It’s about proximity to the nucleus, not number of protons.The CE oval should stay blank! Here are some electrons zooming around the nucleus of a particularly groovy atom. Where to Find Chemistry Subject Test Practice Materials Here I'll list a few different resources, both in print and online, that you can use to practice your skills for the SAT Subject Test in Chemistry. You should always return to official College Board questions (which you can find on the College Board website as the first listing under Online Resources) in your studying to verify that you're up to speed with the format of the test, but unofficial practice is still helpful for learning the content. Review Books If you want to add structure to your studying, you might consider buying a review book or a book of practice questions. Areview book containing content that's specifically tailored to the Chemistry SAT II can improve the efficiency of your studying. Here are someof the most popular ones: Barron's SAT Subject Test Chemistry 14th Edition Cracking the SAT Chemistry Subject Test (Princeton Review) Sterling Test Prep SAT Chemistry Practice Questions Official SAT Subject Test in Chemistry Study Guide Online Resources College Board Website You can practice questions in all the formats you’ll see on the test here.There are only 13 questions, but they can help you get a feel for the test.You should also check out this document that has all the information you need for the test (and other subject tests if you’re interested) along with more sample questions. CrackSAT There are tons of different quizzes here on various topics in chemistry.You won’t find any of the Relationship Analysis true-false questions, but this is still overall a pretty good resource for regular multiple choice questions. Albert.IO This site haspractice questions for all topicsyou might come across on the exam.Questions are also divided by difficulty level. Once you get all the hard questions right, you’ll know that you’ve truly mastered the material. SparkNotes SparkNotes has practice quizzes on every topic with detailed answer explanations.These quizzes aren’t automatically scored like some others on this list, but the way it goes over the reasoning for each choice in detail makes it a worthwhile resource. ReasonPrep YouTube Videos These videos walk you through the answers to sample questions found on official practice tests and in the official review book. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. 5 SAT Chemistry Study Tips This section lists five study strategies that are critical for this test. You should have these tips in the back of your mind at all times as you review the material! Tip 1: Identify Your Weaknesses The Chemistry SAT II may test some information that your teacher didn’t cover in class.Review all the content areas listed above to make sure you have a handle on everything.It’s a smart idea to take a diagnostic test before you start studying to form a clearer picture of where your knowledge is lacking. I'd recommend using one that comes directly from the College Board so that the content and format of the test is represented accurately. Tip 2: Replicate Test Conditions When you answer practice questions and take practice tests, adhere to the same standards as the real test environment.Don't use a calculator, and have a periodic table on hand for reference.If you’re taking a full practice test, you should also time yourself.Sticking to appropriate test conditions is the only way to reliably estimate your score level! Tip 3: Plan Your Time Wisely Your studying timeline should be informed by how recently you learned the material in class and how well you perform on an initial diagnostic test. If you find that you need to improve by 150 points or more, plan to spend some extra time reviewing the material. I'd estimate about 20 hours of study time to get yourself up to speed - if you start two months in advance, that's just two hours a week. Not so bad! If you're already within 50 points or so of where you want to be, a quicker review should suffice. You could probably spend less than ten hours going over the material. Make sure you get to a point where you feel very confident with the question formats in case nervousness interferes with your performance (which brings me to the next tip). Tip 4: Practice Relationship Analysis Questions Make sure you understand how these questions work prior to the test.They take a little bit of getting used to if you’ve never encountered them before.Try to use some practice resources that include these types of questions in addition to five-choice completion and classification questions. It's especially important to practice interpreting the statements together and on their own and keeping the two processes separate. That CE circle is a little bit tricky! Tip 5: Don't Go Overboard You should only study concepts that you know will be tested. There's no need to memorize a year's worth of material for an hour-long multiple-choice test. I'd recommend dividing your time equally between reviewing topics in your notes and doing practice questions that replicate the format of the subject test. The biggest challenge for you may be time rather than background knowledge, especially if you're fresh out of a chemistry class.You shouldn't focus too much on memorizing all your chemistry notes and doing involved practice problems. Remember, you can't even use a calculator on this test, so you won't have to solve any elaborate math problems. "What's that weird squiggly?" and "Why are there little numbers next to the letters?" are both questions you should be able to answer before taking this Subject Test. 4 Test-Taking Tips for SAT Chemistry This section lists four additional tips that you can implement as you take practice tests (and, ultimately, when you sit down for the real thing). Tip 1: Stay Calm Since you can’t use a calculator on the test, many of these questions involve combining common sense with basic chemistry knowledge.If you come across a question about a diagram or experimental scenario that you’ve never seen before, don’t freak out. Just read the question carefully.In almost all of these cases, you’ll find that your existing knowledge is enough to guide you to the correct answer. Even if you don't fully understand what’s going on in the experiment, if you have a solid understanding of chemistry, you can make deductions to arrive at the solution. Tip 2: Do the Easiest Classification Questions First When you get to a group of classification questions,answer the ones that seem obvious first so you're using your time efficiently.Don’t feel like you have to complete them in order. If you get the easy ones out of the way in ten seconds, you’ll have more time to think about the questions in the group that are more challenging for you. Tip 3: Read Relationship Analysis Questions Methodically Relationship Analysis questions are different from most questions on SAT Subject Tests, so they can be confusing.Read carefully, and decide whether each stand-alone statement is true before thinking about whether the second statement is a correct explanation of the first. You'll save yourself some time if you find that one of the statements is false (and makes the CE bubble irrelevant)! Tip 4: Don’t Guess Randomly As I mentioned in the first section of this article, the guessing penalty still exists on SAT Subject Tests.This means that you need to avoid guessing if you have no clue which answer choice is correct.Guessing is only advisable if you can narrow down your choices to four or fewer possibilities.Otherwise, you’re better off leaving the question blank. Come back here, metaphor for the correct answer choice! Conclusion TheSAT Chemistry Subject Test is an hour-long multiple-choice examthat contains 85 questions and is scored out of 800. It's offered on all the regular SAT test dates except March. Topics on the test include: Structure of matter States of matter Reaction types Stoichiometry Descriptive chemistry Lab practices Thermochemistry Equilibrium and reaction rates Most questions will test your ability to analyze different experimental scenarios and draw conclusions. The questions come in three formats: Five-choice completion Classification Relationship analysis When you study for the test, five tips to keep in mind are: Identify your weaknesses Replicate real testing conditions Plan out your studying wisely Practice lots of relationship analysis questions Don't over-study When you take the test (or a full practice test), you should be sure to: Stay calm Do easier classification questions first Read carefully on relationship analysis questions Avoid guessing unless you're down to just two choices Use the online resources and review books listed in this article to brush up on your skills. You should have no problem acing this test if you know what to expect! What's Next? Get started on your chemistry reviewing with our guide to balancing chemical equations. Alternatively, apply chemistry to your life by learning how to make three different types of slime or how to use muriatic acid for household cleaning. Are you thinking you might take the Biology Subject Test instead of Chemistry? Do you plan on taking both? If so, check out my ultimate study guide for SAT Biology E/M! You might be wondering whether AP tests or SAT Subject Tests carry more weight in the admissions process. Learn more about the differences between AP tests and SAT Subject Tests, and find out how much each type matters for you. If you're still on the fence about whether or not to take the Chemistry Subject Test, read our expert guide to help you decide which Subject Tests are your best bets based on your college goals. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Plastic Surgery Dissertation Example | Topics and Well Written Essays - 3000 words

Plastic Surgery - Dissertation Example The concept of the script is to illustrate cruel beauty. The collection entails the clothes suitable for the autumn/winter of 2017. The clothes are menswear. Savage beauty under the context relates to the Japanese tattoo, the corset as well as plastic surgery. The use of the three beautification approaches is ancient in their form. From ancient civilizations, people are particular regarding enhancement of beauty. The use of the corset explains a garment that tends to befit the wearer into a shape that fits the garment and not the human. The Japanese’s tattoo reveals extreme measures. The clothing tends to train the torso into an aesthetic form. A view of the history includes the use of the corset by both genders with the most ancient picture of the attire being 2000BC to appear (Lemire and Riello, 2008: p.912). On the other hand, the Japanese tattoo explains the instance of body decoration. The implication is that the skin is a garment and one that cannot fade away after the a pplication of the ink. The tattoos have particular reasons such as for decorative or spiritual ends. The tattoos first image to come into contact with the modern man tends to date back to about 10,000BC (Westlake, 2012). On the other hand, plastic surgery is the alteration of the body form or the subsequent restoration. The practice dates back to the Old Kingdom that was in rule between 3000-2500BC (Westlake, 2012).The practices were also in practise in the ancient civilization of Egypt as per the Papyrus by Edwin Smith. However, the instance was in the repair of noses.

Theories relevant to my study Assignment Example | Topics and Well Written Essays - 250 words

Theories relevant to my study - Assignment Example This mode of teaching advocates for acknowledgement of cultural heritages. Thus, it provides the students with a wide range of instructional strategies which support their different learning habits (Lynch, 2011). There are various theories that are associated with culturally responsive pedagogy. These include Maslow’s hierarchy of need theory, McClellan Acquired Needs Theory and the Self-Determination theory by Richard Ryan. Maslow’s hierarchy of need theory bases its arguments on self-actualization, esteem, belongingness, safety and psychological needs of a person. Acquired needs theory focus on the need for achievement, affiliation and power (Analytitech, n.d). On the other hand, the self-determination theory focuses on human motivation and personality (Intime, 2002). Therefore, it is evident that these theories illustrate that students should be provided with conducive condition for them to learn. They provide a basis whereby teachers can understand the diverse learning needs of the students so that they can improve their performance in class (Analytitech, n.d). In this perspective therefore, it is important for the administration of schools to re-evaluate and re-shape the school curriculum so that the diverse academic needs of the students can be addressed in an appropriate

Phenomenology and building Essay Example | Topics and Well Written Essays - 1750 words

Phenomenology and building - Essay Example Thesis Statement: The purpose of this paper is to write a phenomenological account of Le Corbusier’s Chapelle Notre-Dame du-Haut at Ronchamp. This account emphasizing the qualities of one’s personal experience of the feelings, images and emotions evoked by the building will be related to its material, form and spaces. Le Corbusier states that â€Å"the purpose of architecture is to move us. Architectural emotion exists when the work rings within us in tune with a universe whose laws we obey, recognize and respect† (Fortkamp 39). Similarly, according to Heidegger’s (1962) theory underscoring the phenomenology of built spaces, â€Å"there is no being apart from a world, rather there is first and only a Being in the world† (Seamon 248). Norberg-Schulz (1971), Relph (1976) and other theorists have identified modes of spatial experience as evident in a loose, continuous occurrence ranging from the abstract, measured geometric space to the concretely experienced space of daily living referred to as lived space. Unlike Plato and Euclid’s conceptualization of geometry as the science of space, the phenomenological perspective considers geometric space as having â€Å"a powerful predictive capacity rather than any superior claims to truth† (Seamon 248), while perspectives and impressions of the lived space of the life world form the actual reality. The history of the site as well as that of the earlier predecessor buildings catalysed the creative imagination of Le Corbusier into developing the building as it now exists (Figure 1). The Chapelle Notre-Dame du-Haut at Ronchamp is a chapel of pilgrimmage located at an ancient pilgimmage site, standing on a hill above the village of Ronchamp on the southern edge of the Vosges mountains in France. The present building is used for religious purposes by the clergy. Le Corbusier’s mind took inspiration from an ancient era of human antiquity to create the

Save water Essay Example for Free

Save water Essay WATER SAVINGS PROTOCOL ROLES AND RESPONSIBILITIES Final Version 3.0 June 2009 Acknowledgements This document has been prepared by the Department of Sustainability and Environment in collaboration with Goulburn-Murray Water, the Northern Victoria Irrigation Renewal Project (NVIRP) with technical advice provided by Hydro Environmental. -i- TABLE OF CONTENTS 1. Introduction _______________________________________________________ 1 2. Purpose of this Document ___________________________________________ 2 3. Roles and Responsibilities ___________________________________________ 2 3.1. Project Proponent _____________________________________________________3 3.2. Water Corporation _____________________________________________________4 3.3. Resource Manager_____________________________________________________4 3.4. Minister for Water and Associated Departments ______________________________5 3.4.1. Department for Sustainability and Environment ______________________________ 5 3.5. Minister for Planning and Community Development and Associated Departments ____6 3.6. Minister for Environment and Associated Departments _________________________6 3. 6.1. Catchment Management Authorities (Environmental Managers) _________________ 6 3.7. Murray-Darling Basin Authority ___________________________________________7 4. High Level Process Diagram for Assessing Water Savings ________________ 7 ii 1. Introduction This document â€Å"Roles and Responsibilities† is part of the â€Å"Water Savings Protocol for the Quantification of Water Saving Projects† (the Protocol). The Protocol is a series of documents, which together, provides transparency, and consistency in the estimation and allocation of water savings derived from irrigation modernisation projects. It has been developed based on the key principles in the Draft Northern Region Sustainable Water Strategy and is applicable State-wide. The Protocol consists of: †¢ Technical Manual for the Quantification of Water Savings †¢ Roles and Responsibilities †¢ Water Savings Audit Process The documents that make up the Protocol is shown in Figure 1. WATER SAVINGS PROTOCOL FOR THE QUANTIFICATION OF WATER SAVINGS FROM IRRIGATION MODERNISATION PROJECTS Explanatory Note from the Minister Technical Manual For Quantification of Water Savings Roles Responsibilities Water Savings Audit Process Figure 1: Water Savings Protocol documents The overall purpose of the Water Savings Protocol documents, including this document, is to: †¢ specify a reliable and repeatable process and method to estimate water savings from irrigation modernisation projects; -1- †¢ †¢ 2. provide the best estimate of water savings for inclusion in economic assessments of investments in irrigation modernisation projects; and establish a transparent process which can be readily audited and reported on to enable actual water savings to be converted to entitlements at an appropriate time. Purpose of this Document The purpose of this document is to set out the roles and responsibilities of the stakeholders involved in irrigation modernisation projects. The roles and responsibilities are specifically related to the accounting, reporting and auditing of associated water savings. These roles and responsibilities are consistent with Government Policies including the legislated roles and responsibilities of the various organisations in the Water Act 1989 and the Environmental Effects Act 1978. 3. Roles and Responsibilities The following sections outline the specific roles and responsibilities of the various organisations involved in water savings projects. These organisations include:i. the Project Proponent ii. the System Operator iii. the Minister for Water iv. the Department of Sustainability and Environment (the Department) v. Environmental Regulator (Minister for Planning) and Associated Departments vi. Minister for Environment and Associated Departments vii. Environmental Manager (Catchment Management Authority and/or Parks Victoria) viii. the Murray-Darling Basin Authority (in relation to Northern Victoria). The relationship between the above mentioned organisations and their involvement in water savings projects throughout Victoria can be seen schematically in Figure 2. -2- Minister for Environment and Climate Change Minister for Planning and Community Development Catchment Management Authorities Water Corporation Parks Victoria Minister for Water Resource Manager / System Operator Department of Sustainability and Environment Murray Darling Basin Authority Project Proponent Figure 2: Victorian Water Savings Projects – Key Organisations 3.1. Project Proponent The project proponent is the entity with the role of planning, designing and delivering the irrigation modernisation project including its various water savings interventions. The role of the Proponent is to: †¢ identify water saving opportunities. †¢ devise and develop the scope of projects in conjunction with the holder of the system operating water entitlement. †¢ seek all necessary approvals to works and endorsement of their associated water savings. †¢ identify potential environmental impacts and mitigation measures and consult with the appropriate environmental managers at a State and Federal level. †¢ quantify the volume of water savings to be generated by each intervention in accordance with the methodology outlined in the Technical Manual for the Quantification of Water Savings. †¢ prior to implementing the annual works program, and at reasonable intervals throughout the season if requested by the System Operator, calculate the estimated interim water savings for the current/future irrigation season for the purpose for setting this water aside for future allocation. †¢ communicate to the System Operator, the planned annual works program and changes as they occur. †¢ implement works in accordance with the works program. -3- †¢ communicate any significant departures from the planned works program, as it is implemented, to the System Operator. †¢ notify the System Operator and the Executive Director of Water Entitlements and Strategies (within the Department) of the volumes of water that are expected to be set aside (Interim Savings) and transferred (Long Term Savings) as result of each intervention being implemented. †¢ calculate the actual water savings arising from the works in accordance with the Technical Manual for the Quantification of Water Savings to determine both the interim and the long term water savings. †¢ report, as required, the projected interim and final water savings including any details of changes from the overall targeted volumes of water savings for the project or water savings intervention. †¢ arrange for an independent audit and report of the water savings utilising the independent auditor(s) awarded to the auditing of water savings by the independent panel in accordance with the Audit Process. †¢ advise the System Operator and Executive Director of Water Entitlements and Strategies (within the Department) on the outcomes of the water savings audit 3.2. Water Corporation The Water Corporation is responsible for assessing system losses on the longer term to ensure longevity of water savings realised through interventions associated with irrigation modernisation projects. The System Operator is to: †¢ ensure water delivery services can continue to be provided to water entitlement holders on the system. †¢ on the advice of the proponent, consult with system water users impacted by the agreed project works. †¢ provide water system asset information required to enable the Project Proponent to complete interim and long term water savings projections. †¢ apply to Minister for Water to amend/transfer part of the savings as water entitlement. †¢ operate and maintain the water delivery system in accordance with the agreed project objectives and ensure accountable water savings are sustainable and maintained in the long term. 3.3. Resource Manager The Resource Manager or Storage Operator, as defined in the relevant bulk entitlements, is responsible for managing and allocating the water resources in accordance with the bulk entitlements. This includes making and projecting seasonal determinations. The Resource Manager / Storage Operator is to: †¢ provide to the proponent, projections of annual water deliveries and allocations to enable the progressive calculation of interim water savings as the project is implemented. -4- †¢ manage and collect water delivery system flow (inflow and outflow) measurement data and make that data available t the Project Proponent. †¢ ensure provision of water related data to the Project Proponent and the Department is guaranteed through a quality assurance process. Where the data has been modified or filtered, provide both the raw and modified data including documentation of reasons for modification. †¢ at the start of each irrigation season, or progressively as agreed, set aside the amounts of water projected to be saved through the modernisation works. †¢ confirm the estimates of actual water savings provide by the Project Proponent and where necessary recommend an amendment to those savings for consideration by the Project Proponent. 3.4. Minister for Water and Associated Departments The Minister for Water is responsible for the water portfolio in the State of Victoria. The Minister oversees the policy direction with the support of the Department. The delivery of long term water savings and ensuring government water savings targets are met is a key responsibility of the Minister. The Minister for Water: †¢ has agreed to the Water Savings Framework and its associated Water Savings Protocols including its Technical Manual for the Quantification of Water Savings and the Water Savings Audit Processes †¢ will, with the support of the Department, update the Protocol to ensure continual improvement and the use of the best technical basis available at the time. †¢ will, with the support of the Department, amend and transfer Bulk entitlements (Water Act 1989) to represent the long term water savings realised through the modernisation program. 3.4.1. Department for Sustainability and Environment The Department supports the Minister for Water in the administration of the water portfolio in Victoria with respect to water recovery. The Department will: †¢ support the Minister for Water in developing a Technical Manual for the Quantification of Water Savings (Attachment 1) and the associated Audit Processes (Attachment 3). †¢ support the Minister for Water in amending and transferring bulk entitlements. †¢ recommend to the Minister for Water updates to the Protocols, particularity the Technical Manual for the Quantification of Water Savings to ensure continual improvement and the use of the best technical basis available at the time. †¢ convene a meeting with the System Operator and the Project Proponent and Department a minimum of every 6 months to review the application of the Technical Manual for the Quantification of Water Savings in Northern Victoria. -5- †¢ arrange for a Panel to establish a list of independent auditors which may be used to audit water savings estimates and related baseline data (both interim savings on annual basis and long term savings at the end of the water savings project). †¢ establish an agreed methodology for calculating the annual Long Term Cap Equivalent (LTCE) conversion factor to be used in long term water savings estimates. †¢ provide the Project Proponent (and System Operator if requested) with the Long Term Cap Equivalent conversion factors for particular years. 3.5. Minister for Planning and Community Development and Associated Departments The Minister for Planning and Community Development oversees the adherence of water savings projects to all relevant environmental legislation (both State and Federal). The Minister for Planning and Community Development will: †¢ assess environmental impacts of the works and measures proposed by the Project Proponent †¢ provided certain conditions are met, issue planning approvals for the works proposed by the Project Proponent (it should be noted that it is not the role of regulator to quantify the volume of water savings). 3.6. Minister for Environment and Associated Departments The Minister for Environment is responsible for management and mitigation of any undesirable impacts of the water savings project. The Minister for Environment has a responsibility to: †¢ work with environmental managers to consult on any potential environmental impact of works and seek multiple benefit projects †¢ provide advice to the Minister for Planning and Community Development on potential environmental impacts associated with works †¢ develop the principles for the planning and use of Requisite (Mitigating) Water to ensure net environmental gain to the project region. 3.6.1. Catchment Management Authorities (Environmental Managers) The Catchment Management Authorities (CMAs) have a charter to develop and oversee the implementation of Regional Catchment Strategies aimed at improving or at least maintaining catchment health and to, on behalf of the Minister for Environment, manage the environmental water entitlements. The role related to the environmental water entitlement includes: †¢ improving river and wetland health through the use of the Environmental Water Reserve and delivery of complementary works. †¢ working with the water savings Project Proponent to identify potential environmental impacts of the actions and potential mitigation measures proposed by the Project Proponent. -6- †¢ working with the Project Proponent and System Operator to seek multiple benefit projects and multiple project benefits. In instances where Parks Victoria is the owner or custodian of the land, the catchment responsibilities for the maintenance of catchment heath will be delivered through Parks Victoria. 3.7. Murray-Darling Basin Authority The Murray-Darling Basin Authority is responsible for integrated, sustainable management of water resources in the Murray-Darling Basin. Its role includes: †¢ ensuring appropriate water diversion accounting against the Murray-Darling Basin Cap on allowable annual diversions. †¢ developing and implementing of the Basin Management Plan which will be a strategic plan for the integrated and sustainable management of water resources in the Murray-Darling Basin. Details of the future role of the Authority in relation to water savings will be resolved as part of the Basin Plan. 4. High Level Process Diagram for Assessing Water Savings The quantification of water savings is undertaken in four separate stages or Phases of the water savings project, these phases are defined as follows: †¢ Phase 1: †¢ Phase 2: †¢ Phase 3: †¢ Phase 4: The initial â€Å"Business Case† long term estimates of water savings for the planned program of works The annual pre-works estimates of interim water savings to be set aside within the water savings account. The annual post-works measurement or verification of interim water savings able to be allocated from the water savings account. The end of program assessment of the overall long term water savings achieved through the modernisation program. Each of the Phases, and the steps which are required to quantify the water savings under these Phases, is described in detail within the Technical Manual for the Quantification of Water Savings. Figure 3 schematically describes the roles and responsibilities of the above mentioned organisations in estimating, measuring, verifying, and reporting water savings associated with irrigation system modernisation programs. The interactions between each of the Phases of reporting and the required information sharing are also provided within that diagram. -7- Figure 3: High level process flow for defining, capturing reporting Water Savings in Irrigation Modernisation Project -8-

The Relationship Between Crime and Guns in the United States :: Second Amendment The Right To Bear Arms

The right to bear arms is an American right featured in the second Amendment of the Constitution. In the 18th century when the constitution was written, times were different, there was a need for citizens to arm themselves to insure the safety of the society as a whole. In the modern world, the police department preserves the safety of society and there is no need for citizens to carry weapons. The founding fathers of the Constitution could never have imagined the horrendous outcome of their actions. Every year too many lives are claimed as the result of American's owning an excessive number of firearms. Compared to other western countries that have considerably stricter gun control laws America is still viewed as â€Å"The Wild-Wild West† (ARPP, 66). However, is there a relationship between crime and firearms? In this second amendment our right to have a gun, are we dooming ourselves with higher crime rates and more horrific crimes just to have the right to have a gun in our house? This paper will set forth and find the results of studies conducted to find a conclusion. This is a very important issue when it comes to sociology and our society. The importance of violence and force as sources of power has only recently begun to achieve recognition among sociologists. Power has traditionally been conceptualized as deriving from lasting attributes of persons and from their position in the social structure such as sex and race. However, when power is examined at the interpersonal level it is typically viewed as deriving from family role and gender. These sources of power ultimately derive to some extent from a capacity to use physical force and violence. This capacity often relies partly on a rather transitory attribute of the person, the possession of weaponry. The single most important factor that sets human violence apart from aggression among lower animals is arguably the human’s greater technological capacity to inflict harm on another creature. These â€Å"tools of death† are readily available to humans and are vastly more lethal than even the most deadly natural equipment of any other species (Kleck, 670). Yet, little is known about the impact of weaponry on violence or how weaponry is used to coerce compliance in hostile social encounters. Firearms are seen as violence enhancing devices, it is just assumed that the possession along with the use of firearms increase the chances of the victim to be injured or killed.