Bremuda triangle :: essays research papers

What Mr Cherry is stating is: WI something for the most part held to be false > is in reality obvious? This isn't elective history in light of the fact that the presence > or in any case of the Bermuda Triangle didn't follow from a chain of > chronicled acts by people.      No. What I was stating is: "what if this thing, by and large held false, isn't just evident, however interfered with an authentic occasion, as portrayed afterwards." > OK, David. What's the PoD? What is the choice point where history > could have gone one way or the other and some lady or man makes a > choice and... the Bermuda Triangle appears?      The PoD isn't the bermuda triangle, yet its impact on Columbus' boats as they returned; I utilized the bermuda triangle just as the vehicle for the PoD. > : "Secret history" includes the disclosure that something that we think > : we think about the past is false. It isn't exchange history: it > : leaves history unaltered,      Note, history DID change. Thus not mystery history, regardless of whether it invoked something not exactly logically stable. Mystery History includes the disclosure that something we ponder the past is false... what I did was - not-that. > So how is history changed to bring the Bermuda Triangle into being? > Really the PoD may very well as effectively be 'WI frightening ASBs sink the Nina > and Pinta?' Tacky.      There are those out there who trusts it exists. I made the assumption that it existed with the end goal of the difference. The main PoD is "what if the bermuda triangle impact figured out how to get Columbus in transit once again from La Navidad." If you would prefer not to accept that the bermuda triangle is a real event, that doesn't cause the individuals who To do trust it any more averse to accept it. > If we are managing elective history instead of imagination; at that point

The Dust Bowl :: American History

The Dust Bowl The mid 1900's were a period of disturbance for ranchers in the United States, particularly in the Great Plains area. After the finish of World War I, overproduction by ranchers brought about low costs for crops. At the point when ranchers originally went to the Midwest, they cultivated as much wheat as possible in light of the significant expenses and request. Of the ninety-seven sections of land, right around thirty-2,000,000 sections of land were being developed. The ranchers were reckless in their planting of the harvest, thinking just about benefit, and they began furrowing meadows that were not made for planting. Due to their consistent furrowing quite a long time after year and the absence of precipitation, the dirt was rapidly losing its ripeness. With unfertile, dry land, the wheat crop began biting the dust, and afterward overwhelming with wind. Because of the ill-advised cultivating, alongside a long dry spell, dust storms made life in the Dust Bowl troublesome. During the 1930's, the Great Plains was tormented with a dry spell, an extensive stretch of dryness, which carried downfall to a considerable lot of the ranchers in the locale. This shocking dry spell began in 1930, a year that saw overwhelming downpours in an exceptionally brief timeframe, which cause flooding in numerous regions of the Oklahoma Panhandle. The year proceeded to with terrible snowstorms in the winter and a dry spell into the pre-fall. A significant number of the homesteads in the Great Plains, losing the majority of the harvest, were enormously influenced by the main dry spells of the 1930's. The long stretches of July and August saw around a 40% diminishing of precipitation contrasted with earlier years. From 1934 to 1936, A record dry spell hit the southwestern locale. In 1934 the temperature was agonizingly hot, making many pass on because of the warmth. 1935 was every year where precipitation was incredibly, rare. The warmth started to increase at quick rates in the late spring of 1936, with numerous days coming to over 120 degrees. The dry season, alongside the residue storms, were significant explanations behind poor cultivating in the Great Plains during the ahead of schedule to mid-1930's. Due to the dry spell, the ground turned out to be dry in the Great Plains. This territory, known as the Dust Bowl, was an area of shocking residue storms during the greater part of the 1930's. The tempests went with the dry spell and heightened the issues of the ranchers. With the dry season, numerous fields were not in a circumstance to develop crops.

Mind Mapping in My Classroom with MindMeister

Mind Mapping in My Classroom with MindMeister This blog post has been created by Jennifer Carey.  Jennifer is a student and teacher, as well as a self-confessed long time lover of technology and of all its possibilities in the classroom. Reposted from: Voices of the Learning Revolution and IndianJen.com Mind Mapping is one of the hot buzzwords being thrown around in the world of pedagogy. What exactly are mind maps? Well, in simple terms, they’re those old bubble brainstorming maps that we were all forced to draw in the 8th  grade. If you were particularly artistic, yours may have looked something like this: Personally, mine were always far less colorful and dynamic! However, mind mapping  has come a very long way in recent years, especially with the assistance of technology. No longer are mind maps stagnant and immutable images â€" they are malleable, dynamic, and even collaborative. People are using mind mapping for organizing their personal life, developing business ideas, and in a variety of educational environments. In this post I want to highlight my favorite Mind Mapping software â€" MindMeister â€" and talk about several ways I use mind maps in my classroom. If you think you might like it as much as I do, you may want to participate in an opportunity (I’ll describe it at the end of my post) to get a free professional account for a year. There are many similar products out on the market today (both free and fee-based), but what sets MindMeister apart (in my mind) is that it provides  simultaneously collaborative  brainstorming and visualization tools using  cloud  technology. If you would like to see how MindMeister works, check out this brief video: As you can see, MindMeister has numerous features and allows a great deal of flexibility and creativity. MindMeister also allows for portability with its “Mobile Apps” for iPad, iPhone, and Android devices. You can take your maps on the go! MindMeister has many different plans and pricing tiers, from its basic Individual Account, which is free and allows three individual maps, to its extensive Business Pro accounts that provide broad technical support and an array of tools. They also provide  great discounts  for educational institutions and non-profits. MindMeister in the Classroom While MindMeister has been successfully employed in many sectors, my greatest interest is utilizing it as a tool in education. I have been using the software for the past year both for my own planning and development and as a classroom tool. As an educator, I use it to plan my lessons, organize my writing, and to even blueprint some personal things in my life (perhaps outlining that novel I’m writing…). The classroom, however, is a different story. For me, the best aspect of MindMeister  is its ability to promote collaborative work (and its availability on nearly every platform). My students can access maps from their mobile devices or any computer with an Internet connection. I have used it in the classroom for students to brainstorm a discussion, to begin to organize their ideas for papers and projects, and even to help them study for tests and quizzes. I have had dozens of students simultaneously editing the same document for all of these exercises â€" a key feature in my experience, as it opens the way to innovative discussion and teamwork. Last year, I had students proudly share a map with me that several of them had been using at home to study for their final exam in my history class. I recorded it in my blog: “Students Using MindMeister as a Study Tool.” More than a dozen students, in different class sections and in their own homes, produced this impressive map using the review sheet! Mind Mapping Class Discussions I like to use MindMeister to help organize class discussions. My students recently finished a unit on the  Code of Hammurabi. I divided the class into four groups to focus on laws related to class and status: Civil Law, Criminal Law, Family Law, and Other, which dealt with anything that didn’t fit into the other three â€" a hodgepodge. (Click to enlarge the map.) The whole class had access and the ability to edit the document. Each group (using their smart phones) edited a section, listing off the ways that different laws treated individuals based on their class and/or status. I gave them 15 minutes to edit, then we returned as a group to discuss. We even made a few additions and edits together. This is one of those activities where I’m telling students to get on their phones instead of to get off them! How Would You Use MindMeister? So, now comes the most exciting part of this post. How would  you  use MindMeister in your classroom? Do you think it would fit well into a lesson plan? A group discussion? As a planning tool? The field is wide open. Not long ago, MindMeister contacted me and asked if I’d like to give away three, one-year professional accounts (a $120 value). What better place to do so than here at the Voices blog, where educators are always looking for ways to blend good technology into strategies that can deepen student thinking and learning. These Pro accounts allow unlimited mind-maps, automatic backups, sharing tools, extensive technical support, and much more. The three best ideas will win the coveted prize! To get started, if you do not already have one, go to  MindMeister  and sign up for a free account (or a 30 day free trial of a paid version if you would like to play with all of the bells and whistles). If you have a blog, write a post describing at least one bright idea about how you might use this mind mapping tool in your teaching or professional learning. Then leave a comment here that includes the link to your blog post. If you don’t have a blog, post your idea in the comments section of this post or send it to me via  email. I’ll post the best ideas and announce the winners. All submissions are due  no later than  October 15. Any school-based educator is eligible. I can’t wait to see what you all do with this! Introduce Mind Mapping in Your Classroom ! !

Mind Mapping in My Classroom with MindMeister

Mind Mapping in My Classroom with MindMeister This blog post has been created by Jennifer Carey.  Jennifer is a student and teacher, as well as a self-confessed long time lover of technology and of all its possibilities in the classroom. Reposted from: Voices of the Learning Revolution and IndianJen.com Mind Mapping is one of the hot buzzwords being thrown around in the world of pedagogy. What exactly are mind maps? Well, in simple terms, they’re those old bubble brainstorming maps that we were all forced to draw in the 8th  grade. If you were particularly artistic, yours may have looked something like this: Personally, mine were always far less colorful and dynamic! However, mind mapping  has come a very long way in recent years, especially with the assistance of technology. No longer are mind maps stagnant and immutable images â€" they are malleable, dynamic, and even collaborative. People are using mind mapping for organizing their personal life, developing business ideas, and in a variety of educational environments. In this post I want to highlight my favorite Mind Mapping software â€" MindMeister â€" and talk about several ways I use mind maps in my classroom. If you think you might like it as much as I do, you may want to participate in an opportunity (I’ll describe it at the end of my post) to get a free professional account for a year. There are many similar products out on the market today (both free and fee-based), but what sets MindMeister apart (in my mind) is that it provides  simultaneously collaborative  brainstorming and visualization tools using  cloud  technology. If you would like to see how MindMeister works, check out this brief video: As you can see, MindMeister has numerous features and allows a great deal of flexibility and creativity. MindMeister also allows for portability with its “Mobile Apps” for iPad, iPhone, and Android devices. You can take your maps on the go! MindMeister has many different plans and pricing tiers, from its basic Individual Account, which is free and allows three individual maps, to its extensive Business Pro accounts that provide broad technical support and an array of tools. They also provide  great discounts  for educational institutions and non-profits. MindMeister in the Classroom While MindMeister has been successfully employed in many sectors, my greatest interest is utilizing it as a tool in education. I have been using the software for the past year both for my own planning and development and as a classroom tool. As an educator, I use it to plan my lessons, organize my writing, and to even blueprint some personal things in my life (perhaps outlining that novel I’m writing…). The classroom, however, is a different story. For me, the best aspect of MindMeister  is its ability to promote collaborative work (and its availability on nearly every platform). My students can access maps from their mobile devices or any computer with an Internet connection. I have used it in the classroom for students to brainstorm a discussion, to begin to organize their ideas for papers and projects, and even to help them study for tests and quizzes. I have had dozens of students simultaneously editing the same document for all of these exercises â€" a key feature in my experience, as it opens the way to innovative discussion and teamwork. Last year, I had students proudly share a map with me that several of them had been using at home to study for their final exam in my history class. I recorded it in my blog: “Students Using MindMeister as a Study Tool.” More than a dozen students, in different class sections and in their own homes, produced this impressive map using the review sheet! Mind Mapping Class Discussions I like to use MindMeister to help organize class discussions. My students recently finished a unit on the  Code of Hammurabi. I divided the class into four groups to focus on laws related to class and status: Civil Law, Criminal Law, Family Law, and Other, which dealt with anything that didn’t fit into the other three â€" a hodgepodge. (Click to enlarge the map.) The whole class had access and the ability to edit the document. Each group (using their smart phones) edited a section, listing off the ways that different laws treated individuals based on their class and/or status. I gave them 15 minutes to edit, then we returned as a group to discuss. We even made a few additions and edits together. This is one of those activities where I’m telling students to get on their phones instead of to get off them! How Would You Use MindMeister? So, now comes the most exciting part of this post. How would  you  use MindMeister in your classroom? Do you think it would fit well into a lesson plan? A group discussion? As a planning tool? The field is wide open. Not long ago, MindMeister contacted me and asked if I’d like to give away three, one-year professional accounts (a $120 value). What better place to do so than here at the Voices blog, where educators are always looking for ways to blend good technology into strategies that can deepen student thinking and learning. These Pro accounts allow unlimited mind-maps, automatic backups, sharing tools, extensive technical support, and much more. The three best ideas will win the coveted prize! To get started, if you do not already have one, go to  MindMeister  and sign up for a free account (or a 30 day free trial of a paid version if you would like to play with all of the bells and whistles). If you have a blog, write a post describing at least one bright idea about how you might use this mind mapping tool in your teaching or professional learning. Then leave a comment here that includes the link to your blog post. If you don’t have a blog, post your idea in the comments section of this post or send it to me via  email. I’ll post the best ideas and announce the winners. All submissions are due  no later than  October 15. Any school-based educator is eligible. I can’t wait to see what you all do with this! Introduce Mind Mapping in Your Classroom ! !

Martin Robinson Delany An African American Man - 1148 Words

Martin Robinson Delany was an African-American man, born to a free mother and a slave father, on May 6, 1812 (Martin Robison Delany, 2014). Delany’s grandparents were captured and brought to America to as slaves, but it was later found that his maternal grandfather was an African Mandingo prince so he was given freedom and returned to Africa. It was because of this that Delany’s mother, Pati was a free woman. In the 1800’s in Virginia, Pati encountered anger from white’s who found out that she was teaching her children to read. In 1822 she packed up the family leaving her husband behind and moved to Chambersburg, Pennsylvania (Sekora, 2013). His father bought his freedom later and joined the family. Delany began his†¦show more content†¦(Rosenfeld, 1989, pg.802). He severed ties with Frederick Douglass and returned to practice medicine with two doctors in Pennsylvania. In 1850 Martin Delany and two other blacks were accepted into Harvard Me dical School. They were the first blacks to be accepted, but they were unable to complete their education, because of protests from white students saying that admitting blacks compromised the school’s academic standards. The three students were asked to withdraw from school after just a few weeks. Delany was upset because he had letters of recommendation from the white doctors he had been working with so he knew that he deserved to be at Harvard. He believed that education was a major part in the struggle for freedom of black people and that something was wrong if education only liberated the mind without equipping the â€Å"liberated† with means of economic survival (Adeleke, 1994, pg.224). Through his experiences and those of black professionals that he knew, Delany became angry with the treatment of blacks in northern society. In 1852 he wrote his first manifesto The Condition, Elevation, Emigration, and Destiny of the Colored People of the United States, Polit ically Considered this book expressed Delany’s strong belief that blacks could never have freedom or equality, as a slave or free man, in the U.S. and it was his firm belief that they should migrate back to Africa. In 1859 he wrote Blake which was the accounts of a runaway slave, who at this time was on

The Legacy Of Isaac Monroe Cline - 1252 Words

Isaac Monroe Cline was one of the era’s new scientists who believed he knew everything there was to be known about the motions of clouds and the behavior of storms. Isaac was the chief of the United States Weather Service bureau in Galveston at this time. The idea of a hurricane destroying the city of Galveston baffled him. As rain started to fall in the city with a higher intensity than normal, people were reassured by Isaac’s beliefs. He was completely wrong. Galveston which is located on Galveston Island is a twenty-nine mile strip of land estimated about two miles off the coast of Texas. With the miles of beaches and nice weather it was a popular resort and seemed to be headed in the direction to become the New York City of the Gulf Coast. It had also become a commercial port which was thriving. On September 8th, 1900 this changed. Many vacationers on this day did not pay attention to the warnings let out by the United States Weather Bureau to get to higher ground. Little did they know a category four hurricane was about to strike the city becoming the nation’s deadliest natural disaster still to this day. About six to eight thousand people lost their lives out of about thirty-six thousand total on the island. (about 20%) In comparison these deaths were greater than the combined of the Johnstown Flood and San Francisco Earthquake. Bussert 3 Galveston was only eight to nine feet above sea level and as the waters began rising nobody payed

Flow Measuring Apparatus Report - 1507 Words

Table of Contents Abstract 1 1.0 Introduction 2 2.0 Experimental Design 3 2.1 Diagram of Experiment 3 2.2 Methods 4 2.3 Procedure 4 3.0 Results Discussion 5 3.1 Table of Results 5 3.2 Discussion 6 4.0 Conclusion 8 References 9 ABSTRACT The purpose of this experiment is to investigate the flow rate/discharge and the head loss of 3 particular flow measuring apparatus which are the Venturi Meter, Orifice Meter and Rota Meter in accordance to Bernoulli’s Equation. The time taken for the water to discharge as the diameter of Rota Meter increased was determined and tabulated. Then, the discharge head loss for each apparatus is calculated using the data obtained through the experiment and the†¦show more content†¦8. Readings of the manometers are recorded and tabled during this period. 9. The procedure is repeated for a number of equidistant values of rotameter readings up to a maximum of approximately 220mm. 3.0 RESULTS AND DISCUSSION 3.1. Table of Results | | Manometric Levels (mm) |Rotameter (cm) |Water mass |Time t (s) | | | | |m(kg) | | |Test No. |A |B | Test No. |Venturi |Orifice |Rotameter Calibration Curve |Weight Tank m/t |Venturi |Orifice |Rotameter |Diffuser |Elbow | |1 |0.4167 |0.2275 | |0.0735 |1.984 |0.34309 |66.1376 |0 |0.0001 | |2 |0.7871 |0.2275 | |0.1020 |1.050 |0.34511 |35.0140 |0 |0.0001 | |3 |1.3427 |0.3185 | |0.1282 |1.642 |0.31943 |22.7833 |-3.284 |0.0001 | |4 |2.0372 |0.4095 | |0.1429 |1.353 |0.32282 |13.7987 |-6.494 |0.0001 | |5 |2.9169 |0.5915 | |0.1515 |1.228 |0.33329 |9.8262 |-6.047 |0.0001 | |6 |3.9355 |0.728 | |0.1613 |1.120 |0.33058 |7.5630 |-6.723 |0.0001 | |7 |5.2319 |1.183 | |0.1786 |1.054 |0.33884 |5.7944 |-5.9 |0.0001 | |Table 2: Flow Rate Head Loss 3.2. Discussion The aim of the experiment was to demonstrate the characteristics ofShow MoreRelatedInvestigating The Coefficient Of Thermal Conductivity For Copper And Stainless Steel1589 Words   |  7 PagesLab Report Module Name: Mechanical Principles (ENGD1005) Experiment Name: Thermal Conductivity Student P-number: P14177341 Lab Tutor : Dr Rick Greenough Date: 26/11/2014 Objectives of the experiment: The objective of the experiment was to measure and determine the coefficient of thermal conductivity for copper and stainless steel. Background: Thermal conduction is the transfer of heat energy in a material due to the temperature gradient. It always takesRead MoreChemistry Galvanic Cell1634 Words   |  7 Pagesthe two half cells reacting with the two metals to produce current, the greater the flow of current will be produced from the galvanic cell. Independent Variable: Concentration of both reactants (Zn2+ and Cu2+). 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