Chinese Vocabulary Medical Terms

Many Types of Drop-In Fuels

These days, it’s hard to find an organic material that isn’t being positioned as the next great alternative energy source. Rising to the top of the list are biofuels known as so-called â€Å"drop in† fuels – those renewable sources that can be used without major investment in infrastructure in the U.S. where storage and distribution has long catered to petroleum. That current investment in infrastructure isn’t small potatoes. There is about $7 billion in pipeline expenditures alone each and every year. Defining Drop-in Fuels What defines a drop-in fuel? The alternative fuels industry itself isn’t exactly clear, with some defining it broadly to mean any renewable fuel making use of at least some of the costly existing petroleum infrastructure. Others have taken a more narrowed approach. One of the most popular definitions is that drop-in fuels are those renewable fuels which can be blended with petroleum products, such as gasoline, and utilized in the current infrastructure of pumps, pipelines and other existing equipment.    Under such a definition, a biofuel would require some percentage of gasoline blender , derived from unique gasoline stocks, to form the fuel’s base. Examples of drop-in fuels defined in this way include the terpenes, butanol and isoprene, among other. Often, the technology is applied to diesel fuel, forming a biodiesel, rather than to gasoline. There are even some next-generation biofuels proponents who are developing mixtures of chemicals to form a biofuel without the gasoline or diesel base. Algae Most Common Drop-in Fuel With well over 50 companies investing in the development of algae as a biofuel, the little green plant reigns supreme among drop-in fuels. Yet, despite this general interest, most biofuels experts agree that at least another decade of research and technological breakthroughs will be necessary before this drop-in fuel is deemed commercially viable. That’s a long—and costly—trail ahead. As with most drop-in fuels, the challenges come in moving the technology from the lab to full-scale commercial production. An additional challenge with algae specifically has been the wide variance among algae and the extensive processing necessary. Butanol Also Sees Growth But algae isn’t the only show in town. Last year, a leading biobutanol company, Gevo, announced plans to acquire ethanol facilities in the Midwest and convert them to commercial production of the drop-in fuel isobutanol, also known as isobutyl alcohol.    The move was seen by industry players as a step forward in the development of butanol as an alternative drop-in fuel, with the company hoping to begin isobutanol production by 2012. Although able to make use of existing infrastructure, unlike algae, there is some concern over potential safety threats. Vapors can travel long distances and collect in low-lying areas to form an explosion hazard. However, its proponents are quick to point out the biofuel’s many fuel and chemical applications make it an attractive venture. Big player DuPont has also tested the waters of biobutanol as a drop-in fuel and plans to likewise rely on existing under-utilized ethanol capacity and conventional feedstocks as it gets its operations off the ground. The investment to retrofit existing ethanol facilities is more economical than building new structures and require only minor changes to the fermentation and distillation processes. Broadening Portfolios DuPont says it plans to follow a multi-step approach to drop-in fuel development, first focusing on n-butyl alcohol and conventional feedstocks before moving on to other drop-in fuels like isobutanol as well as non-feed crops, such as cellulosic feedstocks.    Yet another company, ButylFuel, LLC, has gone on record as having said it has now developed fermentation-derived biobutanol at a cost that is competitive with petroleum products. Its drop-in fuel can be blended at a variety of percentages with gasoline or diesel fuels. How competitive? The company claims it can produce its drop-in fuel from corn for about $1.20 per gallon. Like algae players who are benefiting not only from algae as a drop-in fuel, but from the many byproducts as well, research and development in other drop-in fuels sectors are looking at diverse portfolios of products, causing some to characterize this next generation of alternative fuels as a means to produce hydrocarbon blend stock that can have a multitude of applications.

Arkansas State University A Long Way Over The Years

History Arkansas state university has a long history that goes back many years, at one time it was not even a college. It has come a long way over the years and here is a brief history of the school. Arkansas state university was founded in April, 1909, by Act 100 of the 37th Arkansas General Assembly as 1 of 4 AR high schools to teach agriculture, horticulture, and the art of textile manufacturing. Victor C. Kays was hired as the 1st principle, he soon began hiring staff. The staff was made of a secretary, a superintendent of farms, and a superintendent of residence halls. Any work not done by staff was done by the students, who paid no tuition, but had to work on the school campus. Despite its agricultural focus, it†¦show more content†¦12, 1931, the first day of spring semester classes. In spite of the total loss, the Principal found temporary class locations around campus, and classes continued on schedule. Construction began immediately on a new Administration/Classroom Bu ilding, which opened in 1932. It was named Wilson Hall, after Trustee R. E. Lee Wilson, who provided most of the men, equipment, and mules for the construction of the new building. By the 1930s, the academic program had changed into a 4 year college. The following year, the name was changed to Arkansas State College. Graduate programs at the master s level were offered beginning in 1955, and that year saw a major change. Walter Strong, Fred Turner, and Larry Williams became the 1st black students on campus and, although Williams dropped out before graduating, Strong and Turner went on to become the first black graduates. In 1970, Turner returned to the campus as the 1st black ROTC instructor. During the 1950s, Arkansas State s growths rapidly outgrow other schools. The school began comparing itself to the University of Arkansas. Thus, as the 50th anniversary of the school approached, they began a campaign to get university status. They were successful eight years later. On Jan. 17 , 1967, the college became Arkansas State University. Description of college This is a brief description of the school as it is now It is a both gender school, it is public, it is in Jonesboro AR,Show MoreRelatedThe Issue Of Public Health1622 Words   |  7 Pagespedagogy in the universities that teaches our future healthcare professionals are lagging in their changes to the curriculum. There is a need to change our public health major to a population health major. Population health is not just policies and programs to keep public society healthy, it is an approach that looks at all the factors that can influence healthy individuals over the course of their lives. There are many benefits to this change. 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APM Policy Enforcers - 897 Words

. On the other hand, APM policy enforces users to get access to a certain resource. APM needs to be available at each layer of the cloud network. This APM policy is more critical because any incorrect setup of the policy can damage the entire access control system. AR is a monitoring and reporting tool which can keep track of information of all policies and credentials by which cloud administrators can prevent and identify access violations, measure risk coverage, and enforce segregation of duties. Different types of reports can be implemented in AR, based on security guidelines and within the scope of AIM. AR is one of the most vital parts of AAM, as all of the security polices fully depend on this tool (SIG, 2012). However, another important security aspect of the cloud computing is SQL injection attacks (SQLIA) which needs to be improved. According to the cloud hosting company Firehost, SQLIA have increased from 18% to 20% from the first quarter to the second quarter of 20 13. Computer hackers try to insert malicious codes to get unauthorized access to database systems which will eventually give access to steal the contents of the databases. The cloud network should implement and improve on parameterized SQL queries, input validation, and stored procedures which will secure the system from exploiting the database. To retrieve, alter, or insert any data from the database system, SQL queries are required. SQL queries should separate the logic from data which

English Lesson Plan Free Essays

Lesson Plan Form: 2 Level: Low intermediate – high intermediate Date: 4th Mac 2013 Time: 1 hour 30 minutes Subject: EnglishTopic: Natural Disaster (Geography) Focused skill: Speaking (interaction and fluency) Integrated skill(s): Writing, reading and thinking skills Grammar structures/lexical items/phonology: Lexis related to natural disaster; earthquake, flood, victim and etc Curriculum Specifications: Form 2 – 1. : Level 2,vi) Participating in teacher-guided class discussions on topics of interest by; agreeing to another and saying so, disagreeing politely with another and giving one’s opinions, defending one’s point of view. Learning outcomes: By the end of the lesson, the Ss will be able to: * Content: Enhance their knowledge about the types of natural disaster: Know the positive and negative effects of the natural disaster * Language: Use the register and lexis related to natural disaster e. We will write a custom essay sample on English Lesson Plan or any similar topic only for you Order Now catastrophe, volcanic eruptions, seismic waves, cyclone etc: Increase their orals with friends in L2: Practice genuine communication * Cognition: Make predictions based on logical thinking: Reflect on how the catastrophe affects people’s life * Internationalisation: Develop their knowledge and awareness about the countries that are prone to natural disaster Moral values and educational emphases (as appropriate): Develop awareness of the natural disaster, working collaboratively Previous knowledge: Students already know types of natural disasters and a few basic effects and also mind mapping technique Anticipated problems and proposed solutions: Problem: Ss have problems with vocabulary in the reading Solution: Group discussion, provide dictionary or give personal help to the Ss Resources: LCD projector, laptop, speaker, a video that consists of many natural disaster, dictionaries, power point of the effects of natural disaster, reading for earthquake, flood, tornado, volcano eruption and tsunami (5 copies each), blank table for vocab lists and blank table for the comparison between the types of natural disaster Stages/ timing| Teaching-learning activities | Interac-tion| Rationale| A) Lead in 5 – 10 minutesB) Task 125MinutesC) Task 230Minutes D) Task 330 minutesClosure5 Minutes| 1. Make sure all Ss have a piece of paper and a pencil 2. Tell Ss that they are going to draw a scene that you will describe 3. Dictate the following text: ‘Draw three houses in the middle of the paper. Each of the houses has 4 windows and a door. On the roof of one of the houses, there is a man with a girl. On top of the paper, draw some clouds and pouring rain. There is water around the houses that touches the top windows of the houses†¦Ã¢â‚¬â„¢. 4. Ask Ss to look at their picture and think what has happened in the scene. Eg: a. Hurricane b. Tsunami c. Flood 5. Get some ideas from the Ss of what they think is happening 6. Try to elicit other vocab related to natural disaster from the Ss. E. g: a. Tornado b. Drought c. Catastrophe and etc 7. Write the Ss answer on the board 1. Tell Ss that they are going to watch a video of various types of natural disaster (the video is about 7 minutes) 2. Ask Ss to draw a mind map of what they predict they might see in the video. Tell Ss that they can use the vocab written on the board) 3. Ask Ss to add the types of natural disaster (if they do not have it yet) and jot down the effects they have seen from the video to their mind map 4. Play the video through laptop (make sure that the sound in good) 5. Ask Ss to check if their prediction is right 6. Ask Ss to talk to their pair about the video (3 minutes) a. What do you feel? b. What have you found out? 7. Bring the students attention together and discuss with the whole class (7 minutes) 8. Ask Ss if they could think of the other effects of natural disaster. (8 minutes) E. g: c. Are there any positive effects? d. If yes, what are they? e. What about the negative effects? 9. Show Ss the list of aftermath using the power point presentation 1. Divide Ss into small groups of 5 or 6 each and assign number to each of them from 1 to 5 (some Ss might have to be ‘Siamese twin’). 2. Assign each group with a type of natural disaster E. g: Group A – Earthquake, Group B – Tornado, etc 3. Tell Ss that they will have to read materials based on the topics and while reading, they need to fill in the table given with lexis (either subject specific terminologies, academic vocabularies or other lexis) from the text given. 4. Provide the blank table and the materials to the groups according to their topic (everyone in Group A will get the reading on earthquake and others get their own topic). 5. Ask Ss to compare their answer with their friends. They could add more lexis as they are discussing. 1. Tell Ss that all of them are the representatives for their topic. They will present the information about the natural disaster to the people from the other groups 2. Ask Ss to reread the materials. This time to find information about the natural disaster. E. g: a. The causes b. The effects c. The countries involved d. The process and etc 3. Ask Ss to discuss and compare their finding with the group members (10 minutes) to check and support understanding 4. Regroup the Ss based on their assigned numbers (Group 1,2,3,4 and 5) 5. Ask the Ss to share and compare their findings and with the others (10 minutes) 6. Provide Ss with blank table (one each) 7. Ask Ss to complete the table with similarities and differences of the other types of natural disaster 8. Gather the Ss attention 9. Discuss the answer together 10. Ask Ss what they have gathered or find most interesting from the discussion. (10 minutes) E. g: a. Do you find any similarities? b. Do you think there is any way to avoid it from happening? 1. Ask Ss what they have learnt and what they feel 2. Summarize the lesson| PlenaryIndividualPlenaryPlenaryPairsPlenaryPairsPlenarySmall groupsIndividualSmall groupsPlenaryIndividualsSmall groupsPlenary| * To introduce the topic * To engage the Ss * To make the Ss interested * To initiate interaction * To promote interactive lesson * To practice prediction * To listen for specific information * To encourage reflective thinking * To allow them to practice their orals with peers * To expose them with the subject specific terminologies * To promote understanding of the lexis * To give specific purpose for reading * Encourage discussion and information exchange * To encourage reasoning skills| How to cite English Lesson Plan, Papers

Big Data Complementary Audit Evidence †Free Samples to Students

Question: Discuss about the Big Data Complementary Audit Evidence. Answer: Introduction: If the appointed auditor of any organization provides additional services out of the scope of the audit engagement letter, then those services are known as non-audit services (NAS). It covers the services like actuary services, promotion of clients business and actuary services are few of them to be named. When the auditor involves himself in the promotion of the clients business it generates the advocacy threat and it endangers the auditors independency (Ahlawat Nouri, 2015). Therefore, the approach of the LTH to the auditors of the firm CJ for giving speech related to promotion of their business is not as per the standard of audit and CJ shall not accept the offer. The auditor shall not accept anything in monetary or non-monetary form from the client except their fees. If the auditors accept anything in addition to the fees then it will create self-interest threat as through accepting the additional benefits from client, the auditor become liable to the company. Therefore, the holiday package offered by LTH to audit partner Geoff from the audit firm CJ, shall not be accepted by him as it will create controversies related to his independence. Further, the auditor must give true and fair judgment as per the best of his knowledge during the audit procedure (Causholli, Chambers Payne, 2015). Therefore, accepting additional benefits for carrying out the audit smoothly will definitely raise questions regarding the integrity of the auditor and therefore, shall not be accepted. When the close family members like parent, siblings, dependent child of the auditor is in control of financial decision of the client, the auditor shall not comment on the financial statement of the auditor. The financial interest also includes giving recommendations on the investment portfolio of the client or providing any guarantee for the clients obligation. In the given case, the auditor, Michels father is the financial controller as well as the preparer of financial statements of the client LTH. Therefore, if the audit appointment is accepted by Michel, it will raise questions regarding his independency and at the same time the it will jeopardize the credibility of the audit firm too. Therefore, Michel shall not accept the offer to be engaged as auditor. However, if Michel engaged as the auditor of the firm CJ, then he must restrain himself from commenting on the financial statement of LTH. If the auditor is engaged with the assignment of auditing of a company where she was previously engaged as an employee, then it will give rise to the familiarity threat as there is likelihood that the auditor will be aware of the strength and limitations of the company. In the given case Annette was employed with LTH for calculation of tax and preparation of accounts of the company just a month back (Sarwoko Agoes, 2014). It is more likely that Annette will feel that the financial operation of the company is in order and will not go for in-depth investigation. Moreover, the auditor cannot review her own work as it will generate the self-review threat. Therefore, Annette shall not be appointed as the auditor of LTH. Safeguards against the independency threat of auditor Various methods that can be used to safeguard the independency of auditor are At the time of audit procedure, the auditor shall give his judgement that is aligned with the standards of auditing and the professional approach of the auditor While carrying out the audit, the auditor must ignore any influence from interested parties, users and political parties. There must be a rotation system in the engagement of key partners of the audit firm. It will reduce the chances of familiarity and self-interest threat (Khlif Samaha, 2014). The audit team shall have vast level of knowledge regarding the auditing standard and recent amendments of auditing to give best quality to the audit Business risks related to spare parts and equipment To present the audit report in true and fair manner, the auditor shall Analyse the expected level of material misstatement and its impact associated with the clients business Evaluate the overall risk of the clients business due to the accounting procedure, accounting disclosures and the environment of the business (Yoon et al., 2015). Evaluate the impact of identified risk on the financial statements of the client Business risks that are associated with the spare-parts and equipment purchase are Strategic risk: the strategic risk is linked with the inventory management and system of inventory management. the client may exchange the available inventory for purchase of another products or they can control the inventories as per the regulated requirement of inventory management. if the loss can be comfortably accepted by the client, then they can select the 1st option, otherwise they shall sect the 2nd Operational risk: This risk is related to the outcome that after preparing some strategies, the company are not able to follow it completely (Okaro Okafor, 2014). The reason may be the management are not willing to follow the strategies or there is some limitation in the approach of the policy itself. However, for the management of spare-parts inventory, assessment of risk assures the suitable measures for the inventory management. Audit risk type and their impact on the balance The strategic risk takes place while the organisation is not able to develop any strategy or the auditor is not able to control the risk. The accounts affected by this risk are opening as well as closing balance of inventory, net profit and gross profit. On the contrary, operation risk takes place when there is a chance that the risk will not be detected by the auditor. It greatly impacts the transactions of purchase account, sales account, inventories, opening as well as closing stock and the revenue account. Reference: Ahlawat, S. Nouri, H., (2015). An examination of accountants non-accountants'perceptions of auditor not reporting a material misstatement.Journal of Business Accounting,8(1), p.51. Causholli, M., Chambers, D.J. Payne, J.L., (2015). Does Selling Non-Audit Services Impair Auditor Independence? New Research Says,Yes.Current Issues in Auditing,9(2), pp.P1-P6. Khlif, H. Samaha, K., (2014). Internal control quality, Egyptian stards on auditing external audit delays: Evidence from the Egyptian Stock Exchange.International Journal of Auditing,18(2), pp.139-154. Okaro, S.C. Okafor, G.O., (2014). Joint Provision of Audit Non-Audit Services in Nigeria: An Empirical Study.IUP Journal of Accounting Research Audit Practices,13(1), p.30. Sarwoko, I. Agoes, S., (2014). An Empirical Analysis of Auditor's Industry Specialization, Auditor's Independence Audit Procedures on Audit Quality: Evidence from Indonesia.Procedia-Social Behavioral Sciences,164, pp.271-281 Yoon, Kyunghee, Lucas Hoogduin, Li Zhang. (2015). "Big data as complementary audit evidence."Accounting Horizons29.2: 431-438.