Fracking Transportation And Modeling A Literature Review

Fracking Transportation and Modeling: A Literature Review Table of Contents 1.0 Introduction 3 2.0 The impact of fracking on transportation: An overview of national, regional and safety challenges 4 2. 1 National challenges 4 2.2 Increasing safety Concerns 6 2.2.1 Pipeline safety issues 7 2.2.2 Railroad safety issues 7 2.2.3 Barge safety issues 10 2.2.4 Trucking safety issues 10 2.2.5 Safety concerns and impact on mode split 10 2.2 Regional challenges 11 3.0 Modeling fracking transportation needs: Issues and variables from existing modeling studies 12 3.1 Overview of the modeling studies identified 13 3.2 The Hydraulic Fracturing Supply Chains 13 3.1.1 Inbound movements 14 Fracking equipment and their transportation 15 Other inputs (cement, drilling mud, chemicals, gravel and pipes etc.) 16 (Fresh) water and its transportation modeling 16 Frac sand and its transportation 18 3.1.2 Outbound movements 19 Waste water disposal 19 Drill cuttings 20 Production: oil, natural gas liquids (NGL) and natural gas 21 Natural gas 21 Oil and Natural gas liquids 22 3.1.3 Population growth impact 23 4.0 Supply Chains in the Tuscaloosa Marine Shale Case Study Area 24 4.1 Overview of the TMS play 24 4.2 Challenges and opportunities 25 4.3 Transportation issues 27 4.3.1 Transportation of frac sand 28 4.3.2 Transportation of water and frac waste 28 4.3.3 Beyond the TMS transportation advantage 29 5. Conclusion 30 References 31 Introduction The U.S. is currently

Prevent Coercive Prayer In Public Schools Essay - 1392 Words

Prevent Coercive Prayer in Public Schools The First Amendment to the Constitution of the United States of America reads: quot;Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.quot; This amendment, commonly called the Establishment Clause, forms the foundation of the right of every American to practice their chosen religion freely and without the interference of the government. In 1947, the Supreme Court issued a statement emphasizing the separation of school and state based on this amendment. Students are entitled to the right to express their religious beliefs in school, but it is unconstitutional for the administration to endorse or discriminate against any religion. Due to†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;There are several obvious fallacies in this argument. The first is the assumption that morals must be taught in public schools. Many people hold the belief that it is the duty of the students parents, and not the responsibility of the school system, to teach the students matters of ethics. Another mistake is to assume that a moral law cannot be taught without the use of religion. There are many logical, non-religious reasons for following a moral code that is acceptable to this society. If one does not agree to follow the morals of the rest of the citizens of the U. S., one will quickly be incarcerated. The American people are already under the power of an entity which wields immense power and has the capacity to punish those who do not conform to societys ideals: the federal government. nbsp;nbsp;nbsp;nbsp;nbsp;Often, debaters in favor of coercive prayer in school feel themselves compelled to quote statistics and percentages, a practice which is not usually useful to the debate in general because there is rarely any proof to link the rampant rise of quot;sinquot; with the practice of school-endorsed prayer. quot;Since the court outlawed prayerÃ…  divorce doubled, teenageShow MoreRelatedPrayer in School Essay example1375 Words   |  6 Pagesthough public schools today are without school prayer, most schools have replaced prayer, with a Silent moment of reflection. Also, the assumption if there is a God or not is a big question as well. I think prayer should be re-instated into schools, because children should be able to express religion freely. 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Ohms Law and Resistance Free Essays

Aim: To determine the relationship between the length of eureka wire, and resistivity of the wire. Hypothesis: As the length of the wire increases, the resistance of the wire will increase. Background: Some materials have consistent resistance at the same temperature regardless of how much voltage is applied through them, these materials are known as ‘Ohmic’ resistors. We will write a custom essay sample on Ohms Law and Resistance or any similar topic only for you Order Now This is because they are said to obey Ohm’s law, which states that if a voltmetre is used to measure the voltage (V) of an unknown resistance (R), and an ammetre is used to measure the current (i) through the same unknown resistance, then ‘R’ would be given by R = V/i . The eureka wire used in this experiment is an ohmic resistor, so theoretically it can be used to measure the relationship between its length and resistance without other variables affecting it. Equipment: 1. 1 metre length of eureka wire 2. Power supply unit 3. 1 Voltmetre 4. 1 Ammetre 5. 1 Rheostat 6. Connecting wires Procedure: 1. Measure and cut 1 metre of wire 2. Set up the electrical circuit as in the diagram 3. Set the rheostat at its furthest point on one end. 4. Connect the wire into the circuit at 10cm length 5. Turn the power supply on, and record the voltage and amp readings. Turn the power supply off immediately after to prevent temperature build up in the circuit. 6. Repeat step 5 twice, adjusting the rheostat to the middle position, and then the other end position. 7. Repeat steps 3-6 increasing the length of the wire 10cm at a time, up to 1 metre total length 8. Divide the voltage by the amp readings to calculate the resistance 9. Plot the wire length against the resistance Diagram: Results: Table showing the calculated resistance of the wire Wire Length (cm)| Resistance 1(? )| Resistance 2(? )| Resistance 3(? )| Average Resistance(? )| 100| 3| 2. 9| 2. 7| 2. 87| 90| 2. 8| 2. 5| 2. 2| 2. 5| 80| 2. 5| 2. 4| 2. 6| 2. 5| 70| 2. 2| 1. 9| 1. 8| 1. 97| 60| 1. 9| 1. 6| 1. 6| 1. 7| 50| 1. 7| 1. 4| 1. 4| 1. 5| 40| 1. 2| 1. 3| 1| 1. 17| 30| 1. 1| 0. 8| 0. 8| 0. 9| 20| 0. 7| 0. 5| 0. 6| 0. 6| 10| 0. 2| 0. 3| 0. 4| 0. 3| Discussion: The results support the hypothesis, showing that as the length of the wire was increased, the resistance also increased. The voltage and current readings were taken over 3 trials at different settings on the rheostat. The plotted results do not all sit in a linear pattern as they should in theory, showing that the precision of the results is poor. For example, there is a comparatively large inconsistency which can be seen in the results at 80 and 90cm wire lengths, where the resistance remains the same at 2. ohms rather than increasing. Smaller deviations in the data can be seen at the 50, 60 and 70cm wire lengths, where the points are above and below the trendline. These inconsistencies suggest the presence of random errors, which may arise from poor resolution of the voltmetre and ammetre, and build-up of heat in the rheostat and the wire causing excess resistance. Accuracy of the results may have been affected by systematic error, which may have been caused by incorrect calibratio n of the voltmetre and ammetre. Inconsistencies in the eureka wire’s structure such as curvature or bends in the wire may affect the actual length of the wire compared to the measured length, and inconsistencies in the compound makeup of the wire may have also affected the results, causing them to be all higher or lower than the true value. In the circuit setup, the ammetre is measuring current through both the wire and voltmetre. This could cause the measured current to be higher than the true value, and therefore the calculated resistance to be too low. To reduce the effect of random errors, digital multimetre’s could be used to provide more accurate readings. Allowing time for the rheostat and wire to cool down after each trial, or using new sections of wire stored at room temperature in each trial would minimise the effect of heat on the wire’s resistance. To identify the presence of systematic error, the experiment should be repeated with a single multimetre rather than two separate volt and ammetres. The experiment should then be further repeated with new sections of wire to identify error caused by any inconsistencies in the wire. Conclusion: As the length of the eureka wire increased, the wire’s resistance also increased How to cite Ohms Law and Resistance, Essays

Philosophical and Historical Development of Modern Science

Question: Discuss about thePhilosophical and Historical Development of Modern Science. Answer: Introduction Philosophy and science is related to each other very closely. Philosophy forms the basis on which ideas are formulated whereas science helps us in establishing those ideas and formulating them into reality. Philosophy and science are interdisciplinary in nature and their evolution has been inter-dependent on each other (Barker Kitcher, 2013). Science flourished only due to the emergence of free thinkers. Somebody had to come up with the thoughts to build a reality. Modern science was built on the foundation of philosophy. Philosophy sets the limits for the concept of science. It decides what can be and cannot be accomplished by science (Salazar, DiClemente Crosby, 2015). The philosophers of the enlightenment era led to the development of modern science and establishing the concept that man can master the mysteries of nature and fulfill their own purpose. The late 17th and 18th century is identified as the period of Enlightenment (Martin, 2014). Age of reason was marked by the presence of scientists and philosophers who based their ideas on the backbone of reasoning. This period saw the rise of the freedom of thought and the free thinkers. These people existed in the late 17th and 18th century, however, their thoughts still echoes and has filtered through the 21st century, in the period of advanced science and technology. This period significantly marks the emergence of modern philosophy as well as science that led to the creation of the modern world. Enlightenment philosophers defended the Age of Reason by laying stress on the thoughts that the knowledge of the human receives the top priority and the knowledge was no longer tamed by the shackles of t he thoughts that were established in the past (Bod, 2014). The origin and limits of human knowledge had an altered face. Newer limits were being defined at the wake of science. Hence, this progressive displacement of claim to human superiority has led us to lead us into trying harder to unravel the mysteries of the universe. Thorough research has established the idea firmly that Earth and human beings are a very small part of the magnanimous Universe. Rise of anthropocentrism was a huge blow to the concept of humans that they had some sort of superiority over nature as being the centre of the universe. Lack of distinction between the idea of art and science paved the way for the people to harbor superstitions (Fiero, 2012). However, faces like Leonardo Da Vinci stood for the idea of art as well as science. His creations are still marveled at in the field of modern science. Astronomy was a field of science that was established only after people like Copernicus and Kepler had establis hed that the Earth revolved around the sun and it is not the centre of the universe (Braidotti, 2013). Plato and Aristotle perceived the empirical theory differently. Plato considered that pure knowledge can only be gained through self deduction. However, Aristotle considered that knowledge is gained by evaluating what exists and what had existed. With time it has been observed that it is easier to relate to the Aristotelian principle of the existing similarity among objects (Cunningham, Reich Fichner-Rathus, 2014). The Newtonian laws of gravity are still studied in details today and every biologist refers to the Darwinian principle of natural selection. Today, man is breeding anthropocentrism where they are becoming more self-centric without delving on the consequences their actions have on nature (Burtt, 2012). Even in the face of the facts that human is not the centre of the universe, the enthusiasm did not receive a dent and from the perspective of humanities, art has flourishe d however, it had a scientific approach to it. Intrinsic goods and instrumental goods have a thin line of difference between them and there are times when examples of situations based on these two schools of ideas overlap. Intrinsic good refers to the inherent goodness of a certain thing (Musson, 2014). Ideas like happiness, peace, love, truth, friendship are categorized as ideas that possess intrinsic value as they are trailed for their own sake and not to achieve something else through them. However, instrumental good appears to be good as we attach the idea of goodness to them externally. It means that an idea reflected as instrumentally good only when it helps us in achieving something (Davison, 2012). For example, money is an instrumentally valuable object as it helps us in buying things. Modern science is believed to have an instrumental approach towards relationship between man and natural world. This idea can be discussed as; man utilizes science to understand how nature functions (Kroes Verbeek, 2014). In this way, mode rn science can be considered as an instrumental good because it helps us gain/ pursue something else, nature in this respect. The recognition of our proper place in the context of a vast and ancient universe is an essential insight for humans as it helps in determining our existence in the face of infinity (Anstey, 2013). It does affect our understanding of ourselves. It helps us in realizing the fact that we are nothing, and like everything else, we are bound to perish. In ordinary life, philosophical reasoning is necessary in carrying out even day-to-day activities. Newtonian laws has gave us the insight into the idea that every action has an equal and opposite reaction (Schofield, 2015). Hence, every action of ours, which is part of our contemporary life, has an effect on the environment. The idea of everything having a price and dignity as stated by Kant can be applied to relate with the distinction between intrinsic and instrumental value. The ethical aspect to each of our actions needs to be considered. As per Kants belief, we should not treat a fellow human as a means to fulfill our purpose, an idea related to instrumental aspect of a thing (ONeill, 2013). Humanity should work towards establishing mutual respect and attaching intrinsic values to each other. `It is fairly believed that the secularization of the modern world owes it to the scientific revolution that had taken place in the 16th and 17th century. However, science alone cannot explain the way the world functions. Philosophy allows humanity to get a foothold on the idea of conscience, which goes into hiding once science comes into play. Modern science gives the perception at times that man can play God, however, the existence of philosophy, helps in striking a balance. Rationality has subjugated philosophy at the wake of science. That is why we need philosophy to avoid humanity from committing actions having dire consequences for the earth. References: Anstey, P. R. (2013).The Oxford handbook of British philosophy in the seventeenth century. Oxford University Press. Barker, G., Kitcher, P. (2013). Philosophy of science: A new introduction. Bod, R. (2014).A new history of the humanities: The search for principles and patterns from antiquity to the present. Oxford University Press. Braidotti, R. (2013). Posthuman humanities.European Educational Research Journal,12(1), 1-19. Burtt, E. A. (2012).The metaphysical foundations of modern science. Courier Corporation. Cunningham, L. S., Reich, J. J., Fichner-Rathus, L. (2014).Culture and Values: A Survey of the Western Humanities. Cengage Learning. Davison, S. A. (2012).On the Intrinsic Value of Everything. Bloomsbury Publishing USA. Fiero, G. K. (2012).Landmarks in humanities. McGraw-Hill Higher Education. Kroes, P., Verbeek, P. P. (Eds.). (2014).The moral status of technical artefacts. Springer. Martin, C. (2014).Subverting Aristotle: Religion, history, and philosophy in early modern science. JHU Press. Musson, A. E. (2014).Science, technology and economic growth in the eighteenth century. Routledge. O'Neill, O. (2013).Acting on principle: An essay on Kantian ethics. Cambridge University Press. Salazar, L. F., DiClemente, R. J., Crosby, R. A. (2015). Philosophy of science and theory construction.Research Methods in Health Promotion, 23. Schofield, R. E. (2015).Mechanism and materialism: British natural philosophy in an age of reason. Princeton University Press.