Date: 29.2.2017 / Article Rating: 5 / Votes: 642 #Teaching argumentative essay Wittenborg University of Applied Sciences

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Teaching argumentative essay Wittenborg University of Applied Sciences

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argument in essay Sure, you’re a lover not a fighter. I am too. But that doesn’t mean that you can avoid writing your argumentative essay! Since you have to write an argumentative essay, you might as well learn how to write it well, right? I’ve said it time and time again—there’s nothing worse than staring at a blank page. Putting together an argumentative essay outline is the perfect way to argumentative essay, turn your blank document into a ready-to-use template. All you have to do is fill in the blanks! In this blog post, I’m going to share with you how to create an argumentative essay outline. At the end, I’ll give you a downloadable skeleton outline you can use to get started.

Structure of the Argumentative Essay Outline. That’s not so bad! There’s really nothing to be afraid of. Here’s how your argumentative essay outline would look if you turned it into a pretty picture: Each of earn writing Millfield School, these four sections requires some important elements. Teaching Sciences? Let’s break those down now. Argumentative Essay Outline Section 1: Your Intro. Your introduction is where you lay the foundation for your impenetrable argument. It’s made up of a hook, background information, and a thesis statement. 1. Hook. Your first sentence is reviews Moreton School, comprised of a “hook.” Don’t know what a hook is?

A hook is teaching argumentative essay Wittenborg University, a sentence that grabs your reader’s attention just like a good Jackie Chan movie grabs the attention of a martial arts fan. Let’s say I’m writing an argumentative essay about why American people should start eating insects. My hook could be, “For those interested in argumentative ICS — International, improving their diets and the environment, say ‘goodbye’ to eating chicken, fish, and beef and ‘hello’ to eating silk worms, crickets, and caterpillars.” If you’re having trouble coming up with a good hook, I recommend reading my blog post How to Write Good Hook Sentences. 2. Background information. The next part of your intro is dedicated to offering some detailed background information on your topic. Try answering the following questions: What is the argumentative Wittenborg University issue at hand? Who cares? Where is this issue prevalent?

Why is College, it important? For example, “Insects are abundant, nutritious, and environmentally sustainable. Currently, people in the United States shun the idea of eating insects as part of their diets, favoring instead less nutritious and environmentally destructive food options, such as beef and pork. The UN recently issued a statement calling for more world citizens to teaching of Applied Sciences, embrace the many benefits of eating insects.” 3. Thesis. Your thesis typically makes up the last sentence of North Preparatory, your intro paragraph. This is where you clearly state your position on the topic and give a reason for your stance. For example, “A diet of insects can help fix problems related to starvation, obesity, and climate change, and teaching Wittenborg University of Applied, therefore, United States citizens should learn to rely on a variety of earn money, insects over chicken, beef, and teaching argumentative University of Applied Sciences, fish as their main source of protein and nutrition.” Notice the word “should” in my thesis statement?

Using this word makes it clear I’m taking a stance on the argument. You’ll also notice that my thesis statement sets up the three claims I’m going to essay ICS — Community School, expand on teaching argumentative essay of Applied Sciences later: a diet of insects can help fix problems related to starvation, obesity, and earn money writing Millfield School, climate change. Let’s talk about adding those claims to our argumentative essay outline now. Argumentative Essay Outline Section 2: Developing Your Argument. Now that you have filled in the general points of your topic and argumentative Wittenborg of Applied Sciences, outlined your stance in the introduction, it’s time to page reviews, develop your argument. Teaching Essay University Of Applied? In my sample outline, I show three claims, each backed by writing International Community, three points of evidence. Offering three claims is just a suggestion; you may find that you only have two claims to make, or four. The exact number of claims you choose to include doesn’t matter (unless, of course, your teacher has given you a specific requirement).

What matters is that you develop your argument as thoroughly as possible. 1. Teaching Argumentative Wittenborg Sciences? What is a claim? A claim is a statement you make to support your argument. For example, “Bugs are highly nutritious and writing International, eating them can fix the teaching argumentative Wittenborg of Applied Sciences problem of North, hunger and malnutrition in the United States.” Great!

So I’ve made my claim. But who’s going to believe me? This is where evidence comes into play. 2. What is evidence? For each claim you make, you need to provide supporting evidence. Evidence is factual information from reliable sources. It is not personal knowledge or anecdotal. For example, “Researchers at the Food and Agricultural Organization of the teaching Wittenborg United States state that ‘Termites are rich in cae review College, protein, fatty acids, and other micronutrients. Fried or dried termites contain 32–38 percent proteins.’“ My outline shows three pieces of evidence to support each claim, but you may find that each claim doesn’t necessarily have three pieces of evidence to argumentative University of Applied Sciences, back it. Once again, the exact number doesn’t necessarily matter (unless your teacher has given you instructions), but you need enough evidence to make your claim believable.

Once you have gathered your evidence to support your claims, it’s time to add the next important element of Moreton Hall, your argumentative essay outline: refuting your opponents’ arguments. Teaching Argumentative Essay Of Applied Sciences? Let’s talk about that now. Argumentative Essay Outline Section 3: Refuting Opponents’ Arguments. In this section, you state your opponents’ views and then offer a rebuttal. For example, “Opponents of insect eating from the think Brunel (Navitas) Beef Council of America say that it is too difficult and time consuming to catch crickets, so it is teaching essay Wittenborg University of Applied, not easy to gather enough food for a meal, whereas a cow is narrative writing, large and contains a lot of meat for many meals.” Oh diss! We know the argumentative essay Wittenborg Beef Council just wants us to keep eating McD’s hamburgers and skip the cricket soup. Reviews Moreton Hall School? (By the way—I just made that up. The Beef Council did not say that. Teaching Essay Wittenborg? In your essay, make sure to Broward School, use real facts.) Now it’s time to set the argumentative essay of Applied Sciences opponents straight with a refutation that is full of hard evidence and that will bring them to their knees. For example, “According to think and learn Brunel University London, researchers Cerritos and Cano-Santana, the best time to harvest crickets is to catch them in the hour just before sunrise when they are least active. What’s more, it is easy to develop the infrastructure to farm crickets in argumentative essay University, a way that is more sustainable than cattle farming.”

Booyah! The Beef Council has been served (crickets). Once you have refuted your opponents’ viewpoints, it’s time to sail to the finish line with your conclusion. Argumentative Essay Outline Section 4: Conclusion. Money Writing Millfield? In your conclusion, you are going to accomplish two important tasks. Teaching? 1. Narrative Essay School? Restate the importance of your issue. Similar to what you did in your introduction, you want to restate why this topic is teaching argumentative essay of Applied, critical. For example, “Simply by courseowrk North Preparatory School, incorporating insects into their diets, U.S. citizens can improve the sustainability and nutrition of the American diet.” 2. Paint a picture of the teaching argumentative University of Applied Sciences world if your argument is (or is North Broward Preparatory, not) implemented. In the teaching essay University of Applied final part of your conclusion, make your audience think about the ramifications of your argument. And Learn University London? What would happen if people started eating insects as a staple of their diets? For example, “The world would be a better place if more people ate insects as a part of their diets.

Fewer people would go hungry, more people would get the vitamins, minerals, and micronutrients they need to live healthy lifestyles, and our planet would be relieved of the burden of an unsustainable food system. Essay University Of Applied? Closing with a clear picture of the world as you would like it to writing essay Taunton School, be can leave your reader convinced that your argument is valid. Download the Argumentative Essay Outline Template. Download this skeleton Argumentative Essay Outline to teaching of Applied, get started. Before you go off into the sunset and use my outline template, make sure that you are following the writing articles Millfield School guidelines specific to your course. While this is a pretty standard outline, there are other ways to outline your argumentative essay. Argumentative Essay Wittenborg Of Applied? If you’re interested in learning more about argumentative essays, I suggest reading The Secrets of a Strong Argumentative Essay. Want even more knowledge?

Check out this argumentative essay infographic! If you’re looking for some ideas, check out these argumentative essay examples. When you have your argumentative essay and outline ready to go, you can always have one of our awesome editors give it a second look. Narrative Essay School? Psst. Teaching Argumentative Essay Sciences? 98% of Kibin users report better grades! Get inspiration from over North School, 500,000 example essays. About the teaching Sciences Author. Naomi Tepper is a former Kibin editor, the former content manager for the Kibin blog, and earn writing articles Millfield, forever a word nerd. wow this was really help full.

Super! I#8217;m really happy to help. Teaching Argumentative Wittenborg Of Applied? #128578; Hi I have a 20 minute presentation to earn writing Millfield School, do on the history of cognitive-behaviour therapy. Argumentative Essay Of Applied Sciences? Don#8217;t know where to page Moreton Hall School, begin. Is this the same as doing an argument. This sounds more like an teaching argumentative essay Sciences, expository essay. An expository essay (or presentation in your case) has the goal of informing the audience on articles Millfield a specific topic. Usually you don#8217;t take an Sciences, argumentative stance for or against these topics. For more information on expository writing visit: hi i need some help on an argument . The topic is internet a guide or a distraction. i hope u can help.

Do you think the internet is a guide or a distraction? I would suggest writing a thesis statement like this: You could focus on arguing for the internet: #8220;The internet is think Brunel University (Navitas), a useful guide as shown by evidence 1, evidence 2, and evidence 3.#8221; OR you could focus on teaching argumentative essay of Applied arguing against the internet: #8220;The internet is an annoying distraction as shown by evidence 1, evidence 2, and evidence 3.#8221; OR, and essay Taunton, this is the best option, you could focus on arguing how to best use the internet: #8220;The internet can be both a useful guide as shown by evidence 1 and evidence 2, but it can also be an annoying distraction as shown by evidence 3 and evidence 4. It is important to set personal limits on web use including solution 1, solution 2, and solution 3.#8221; Personal limits could include things such as limiting yourself to viewing only specific websites during work/study hours, limiting overall time online, and other things like that! Hi Liz, well first you need to pick a side. What do you think? Should they have their licenses revoked? Then you need to come up with a few reasons for why you think this. Can you find any examples of how this tactic has worked (or hasn#8217;t worked).

What about people who lose their licenses for other (criminal) reasons, is this type of punishment effective? Why or why not? Come up with approx three claims to support your side. Of Applied? Find some evidence to support your claims. Lay out ICS — International Community, how each of the two authors approach the topic of the Crusades. What do they have in teaching argumentative University of Applied Sciences, common? What is different?

Super happy to writing, help! thank you so much for teaching Wittenborg University Sciences this! You are welcome so much! Thanks for reading. Essay? #128578; Hi, I am writing an argumentative essay on freedom of speech rights and the 1st amendment and I have two sides of the essay University Sciences argument. I am for freedom of speech if it doesn#8217;t harm other people and I have some cases where the supreme court are avoiding the laws stated in Preparatory School, the amendment but I#8217;m on the court#8217;s side of restricting inappropriate speech in a school environment. How should I start out my argument? I think you need to combine your two perspectives into one focused argument. Do you, perhaps, want to argue that inappropriate speech in a school environment is actually harmful to other people?

That way, it falls into argumentative essay Wittenborg of Applied Sciences your first argument (pro-free speech as long as it#8217;s not harmful) quite nicely. Good luck! it has helped a lot #8230;#8230; great work. Thanks! Glad you liked it. #128578; Thank you very much :)) You are welcome! Thanks for reading #128578; HI, I am writing an argumentative essay on how different governments should provide additional funding to and learn University London, increase awareness of human trafficking, prevent human trafficking, and essay University of Applied Sciences, help victims who have been trafficked. Queen's? I am not sure where to start from. Hisome of these example essays on teaching argumentative essay Wittenborg University of Applied Sciences human trafficking may give you ideas on how to get started: Hi, I am writing an argumentative essay on Moreton School how is social media like Facebook or Twitter beneficial or harmful to its users? I am not sure how to start from there.

Hi Rosie you might find inspiration on how to get started by University Sciences, reviewing some of these example essays on social media: Hi, i was wondering if in the conclusion of the essay you need to end it with a question, something for the reader to continue to think about after reading or is it unnecessary? Great question! Asking a larger question is definitely one great conclusion technique. Some teachers/profs really like this, while others prefer that you tie everything up with a neat little bow. I recommend you check out this post on the topic of conclusions: This helped a lot! Thanks, love how its broken down.

I have a question though. Should the conclusion have its own paragraph or can I include the conclusion with opponents argument? I definitely recommend giving your conclusion its own paragraph. You don#8217;t want to Hall School, leave your readers hanging on to just your opponent#8217;s argument! You can learn more about writing conclusions in this post: Helped me to argumentative essay of Applied, help my students #128578; I was wondering if you can show a sample essay with these elements in writing essay Taunton School, use? Thank you #128578; Awesome!

I love to hear that. That#8217;s a really great idea#8230; and one that I intend to implement in upcoming blog posts. However, at this time I don#8217;t readily have access to teaching essay Wittenborg University, a knock out example. Argumentative? Naomi. HELP.

I am having a hard time with my argumentative research essay on drug testing to receive state benefits a.e. T.A.N.F, food stamps.. I#8217;m getting so frustrated and I dont have any idea where to begin.. I found it very useful! Thanks a lot #128512; You#8217;re welcome a lot! Thanks for reading. #128578; thanks helped me a lot luv your work 3. can u do a website on Wittenborg University Sciences argumentiv wtiting starters plz im a begener. OMG. THX so much this helped a ton. You are so welcome! Thanks for reading. #128578; You#8217;re welcome!

Wow that#8217;s a great idea for earn articles School an essay. Argumentative Wittenborg University Sciences? Very intriguing. is this guide ok for think University an eight grader test. Yasss#8230;This blog is teaching essay Wittenborg of Applied, reliable#8230;Thanks ? Woot! Glad you like it. #128578; I#8217;m happy to hear it. #128578; Thanks for your comment. I have to write an argumentative. research essay about the career of my choice, which is narrative writing essay, sports marketing. I#8217;m not sure what type of arguments I need to make. Am I defending my choice of careers?

Am I talking about it#8217;s importance in the world? It#8217;s just something I am interested in so I am not sure how to write an argumentative paper about it. I have to write an argumentative research essay about the career of my choice, which is sports marketing. I#8217;m not sure what type of Wittenborg University of Applied, arguments I need to narrative essay, make. Argumentative Essay Of Applied? Am I defending my choice of careers? Am I talking about it#8217;s importance in and learn Brunel University, the world? It#8217;s just something I am interested in so I am not sure how to write an argumentative essay Wittenborg of Applied Sciences, argumentative paper about it. Hi thereI#8217;d double check your assignment for clues on how to approach this.

If there really aren#8217;t any additional clues, I would go with your first instinct to defend your choice of careers. Essay Taunton School? Why are you interested? Is the pay worth it? What makes you cut out for University this career in cae review Queen's College, particular? A thesis statement might look like: Sports marketing is the argumentative essay University Sciences perfect career choice for me as it will allow me to use my strengths in XYZ, make a decent income, all while keeping me interested and engaged. Then use the Brunel London (Navitas) rest of teaching argumentative essay Wittenborg, your essay to fill out those key points. Thanks!

That#8217;s helpful. Here#8217;s what the assignment says: #8220;In your argumentative research essay, you will a) conduct research about a successful and realistic career of your choice, b) use this research and Broward, accompanying commentary and rhetoric to create an argument that you will eventually present and defend to teaching argumentative University Sciences, a group of North, peers. This assignment serves to argumentative essay Wittenborg University, create a foundation for personal statements, resumes and CVs, and even interviews in which you will be asked about your chosen career path and its significance to you. The evidence you collect during your research should support and justify your pursuit of any given career.#8221; Do you think I will be on track if I use your suggested thesis? YesI do. ICS — Community? You#8217;ll also want to find some hard facts and teaching essay Wittenborg of Applied, statistics to support your claims. For example, dig up how much it will cost for you to get your degree and weigh that against your potential income. Page Reviews Moreton Hall School? You#8217;ll want to start with a clear thesis statement.

I assume that when you say you are pro-Hungary this means that you feel the country shouldn#8217;t be required to University of Applied, accept refugees? If so, your thesis statement might look something like this: Hungary should not be required to accept Syrian refugees because of North Broward Preparatory School, reason 1, reason 2, and reason 3. Orif you think the country should help. You would start with a thesis like this: Hungary should be required to accept Syrian refugees because of teaching University of Applied, reason 1, reason 2, and cae review, reason 3. Glad to help! Thanks for your comment. Teaching Essay Wittenborg University Sciences? Hi ! I need help in courseowrk North Broward Preparatory School, writing a good thesis statement on the advantages and disadvantages of using a cell phone.

Please help. Teaching Argumentative University Of Applied Sciences? I need to submit it on thursday. Plz Plz help. This one is Brunel University, pretty straightforward. You can frame it like this: Cell phone use has many advantages such as A, and B, but some disadvantages such as C. Or you could flip it: Cell phone use has many disadvantages such as A, and B, but some advantages such as C. Teaching Argumentative Essay Wittenborg University? Fill in A, B, and C with your actual research. Thank you so much Naomi. This is cae review Queen's, a great help. Hi ! I need to write a thesis statement on the topic, #8216;Element of hamartia in Hamlet, Love song of J Alfred and Agamemnon. I need a thesis statement on this. Teaching Essay Of Applied? I have written Unable to take the correct decision at the right time can lead to a tragic end.

To be able to make that correct decision one must have the confidence otherwise it can have a tragic end as it happened to the protagonists in Hamlet, Agamemnon and The Love song of J. Alfred. Do you think this is ok, if not can you help me please in writing a good thesis statement. Thank you. I think you have the essay International Community right idea, but your version is unclear and a bit repetitive. Argumentative Essay Wittenborg Sciences? How about this edit? Being unable to make the right decision at the right time can lead to narrative Taunton, a tragic end, which is exactly what happened to teaching essay Wittenborg University of Applied, the protagonists in argumentative ICS — International, Hamlet, Agamemnon, and The Love song of J. Alfred.

Thank you Naomi so very much. This is great. I can go ahead now. You#8217;re welcome, Rachel! First you#8217;ll need to come up with a thesis statement. Essay Wittenborg University Of Applied? For example: Public schools should be divided by sex because of London, reason 1, reason 2, and reason 3. Then choose reasons that you can support with evidence from teaching essay University of Applied your research. this really works thanks.

Glad it worked for you, Rose! Thanks for your comment. Thanks but I#8217;m having trouble coming up with a good topic that is strong and think Brunel London, worthy to argumentative, be argued but not boring. I want to do something that isn#8217;t a popular topic like is texting and driving bad anu advice. Articles? thank you so much. I have to write an argumentative essay on Poverty and Illiteracy. I have already looked up my citations. But I don#8217;t know how to break down my citations. Teaching Argumentative Essay Of Applied? Could you help me please? I#8217;m not sure whether you need to write APA, MLA, or some other type of citation, but I have some blog posts that can help: MLA is how I need to write it. Oh lordy this blog is courseowrk North School, ammmaaazzzinnnng.

Why thank you! I appreciate you readinnnnnng! can you send me your project on my email [emailprotected] Ikr like wowww #8230;I am so grateful to reach up on it. can u send me your project on my email [emailprotected] . I#8217;m supposed to teaching argumentative essay University Sciences, create an writing articles School, argumentative essay that Rome was a superior society to Han China. Thank you so much. I think this is super helpful. Now my next problem is teaching argumentative, if I can fit it all onto essay Community School one page. (That#8217;s the argumentative essay Wittenborg University Sciences limit our teacher gave us. he wants to see if we can make brief statements that speak many words with little words written) Funnyis that a common assignment this month? You#8217;re not the first student to ask me about this Romans v Hans. A topic that large is going to be very difficult to explore in a single pagebut hey, it#8217;s a good exercise in concision. Hall? In any caseat the risk of sounding sales-ythe Kibin editing team is really good at meticulously cutting an argumentative Wittenborg University of Applied, essay down to size if you end up going over that one-page limit. You can learn more about our editing service here: I really don#8217;t understand the refuting part. When you refute something, you take your opponent#8217;s argument and rip it to shreds.

So for example, say your opponent#8217;s biggest argument is that Donald Trump is the best candidate for U.S. president, you could counter that argument by pointing out that he has zero experience in politics. hello again. I don#8217;t know if you got my resent reply but I was trying to ask and see if you could give me a little advice on some good resources involving work laws for teens. This is really helped a lot. I was able to do my argumentative essay after reading this. It also explained clearly what I was looking for. Thank you! 3. You are so welcome! Glad to help. #128578; thanks a lot! this helped me create my english paper! Sweet! Love to and learn Brunel London, hear that. #128578; Thank you so much.

You saved my last semester of college! (From a French canadian currently having English Classes) Hey! Thanks for the great comment. You really made my day! I wish you the very best in your English classes. Woot! Happy to help. #128578; Fantastic! So happy to hear it. #128578; I#8217;m writing about functionalism and Weberianism. Compare and contrast them and discuss briefly how concepts from the teaching argumentative essay of Applied two theories contribute to the knowledge of health practitioners. Reviews Moreton School? Please hook me up!!

Love this blog. What email address I can sent my essay to get fix? And how long do I have to wait to get it back. Thank you. Hi Trinh Le, I love that you love it. #128578; Thanks for the comment. To have an essay edited, please visit us here: Our editors can have your essay back in as few as 3 hours (depending on word count). I#8217;m in love with this blog. I was totally dreading the argumentative essay outline but now I#8217;m kind of pumped thanks to teaching argumentative essay Wittenborg University of Applied, your (absolutely hilarious) examples!

Awesome! I love hearing this. Writing can be fun as long as you don#8217;t actively dread it. Reviews School? #128578; THANK YOU SO MUCH PLEASE WISH ME LUCK FOR MY ENGLISH EXAM TOMORROW SINCE ARGUMENTATIVE IS GOING TO BE INCLUDED IN THE EXAM TOMORROW I SHOULD#8217;VE ADD THE EVIDENCE FOR THE CLAIM HAHAHAHA O??? Thanks for reading! #128578; This saved my life. Thank you so much! Sweet! Happy to essay Sciences, be a lifesaver. I need this argumentative essay for argumentative essay writing ICS — tmm#8230; if crickets should be added to argumentative Wittenborg University of Applied, lunch school I need a sting essay I#8217;m in 11 grade my opinion is yes crickets should be added. Earn Money? Hi there, the outline in argumentative essay Wittenborg, this post should help you a lot! As for your thesis statement, you could write something like: Crickets should be added to the school lunch menu because they are both nutritious and inexpensive. For the rest of your essay, talk about cae review how you know they are nutritious and teaching University of Applied Sciences, inexpensive (hint, do your research!).

I never understood the earn writing School way my teacher taught this until I found this blog. It has helped me write a better argumentative essay. Thanks. You#8217;re welcome! Thanks for reading. #128578; Awesome! I love to hear feedback like this. Thanks for reading! Thanks a lot mate helped me so much. Super! Happy to help. You#8217;re super welcome!

Happy to help. Thank You sooo much for this blog. This has given me a chance to structure my assignment even better. University Sciences? THANKS xx. Thanks so much for reading! Happy to help. I#8217;m writing about narrative writing School functionalism and Weberianism. Compare and contrast them and discuss briefly how concepts from the two theories contribute to the knowledge of health practitioners. Please hook me up!! Your topic is a bit over my head, but you may be able to get the creative juices flowing by using our compare/contrast thesis statement generator: You#8217;re welcome!

Thanks for reading. My name is teaching argumentative Wittenborg University of Applied, Haley and International Community School, i have to do an essay University of Applied, argumentative essay for LA and my topic is#8230;#8230;..In what situations, if any, does a woman have a right to an abortion? what should i put as a hook? The hook you choose will definitely depend on your stance on the topic. If your paper is pro-choice, you could start with a shocking statistic about the number of women who go through illegal/dangerous abortions during times and narrative writing essay School, places where abortion is illegal. Teaching Essay Wittenborg? If your paper is narrative writing Taunton School, pro-life, you might start with an essay Wittenborg University of Applied Sciences, emotional appeal about the life of an unborn fetus being cut short. This is very helpful. I was having trouble getting started on writing but now I feel a lot more confident in my subject. Thanks for the breakdown. Happy you found it useful.

Thanks for reading! Glad to hear that! M hving trouble with introduction on think London (Navitas) smoking restriction. Can you help me with introducing on teaching essay Wittenborg of Applied Sciences smoking restriction topic and thesis as well. I#8217;m going to narrative essay Taunton, assume that you are taking a stance in favor of smoking restriction. Teaching University Sciences? A hook would be a shocking statistic about the health risks of secondhand smoke to non-smokers. Here is a good source to get you started: A thesis statement framework might look like this: Smoking restrictions are critical to public health due to reason 1, reason 2, and reason 3. You might also try our thesis statement builder:

Naomi! youre amazing! this has really clarified this topic for me. thank you! Well, thank you, Neil! This comment was a great way to start my Friday. #128578; Wow, this is really good. I have been reading about academic reading and writing every day for 9 wks.

I have to write a 1200-1500 word argumentative essay for my 1st university assessment. This is by far the most helpful article I have read. Well done and thanks. Page Moreton? Heaps. Fantastic! Happy to teaching essay Wittenborg University Sciences, help. I have to narrative essay, write a argumentative essay and the topic is: Should Homeland security and the CIA treat terrorist better? Aren#8217;t they people too? I#8217;m not sure what exactly im suppose to do or how to argumentative Wittenborg Sciences, start it. thank you ms.Naomi that was really helpful. Do you add in a rebuttal for writing Millfield School each of your points?? That is teaching argumentative essay Wittenborg of Applied Sciences, certainly one way to approach an argumentative essay.

Take an opponent#8217;s view on each of your arguments and then crush it with your rebuttal. Or, if you follow the outline I gave you in this post, just include a section to Brunel (Navitas), crush one or two common opponent arguments. Thank you, this was very helpful and in the same time funny! good way to teaching argumentative essay Wittenborg of Applied, make interesting!! This was very helpful, but I still have some hesitation, my last important paper is an Argumentative Research, and this will be my first one. Narrative Writing Essay Taunton? I already have a thesis chosen and argumentative Wittenborg University of Applied, I#8217;m just kinda confuse about what facts I need to collect, but its just getting information that will back up my thesis,correct? Hi thereyes, as long as you have a good defendable thesis, you should be able to find sources to support your stance. Here is a blog post about making sure your sources are credible: Thanks for and learn Brunel University answering but I#8217;m having a difficult time trying to find and teaching argumentative essay Sciences, discern what will be helpful in my paper. My paper being about Human Rights specifically Minority/Indigenous Rights. This was so helpful!

But, I do have a couple of questions. Is there a secret to writing a killer hook? What is the best way to state your claim in the introduction? You might need to also read these posts: Thank you so much for the helpful info. I definitely owe a get out of jail free card. Awesome, I could definitely use it. #128578; Seriously very usefull tips i like it #128578; How many paragraphs is this?

The argumentative essay outline is cae review Queen's, 6 paragraphs as it stands, but you can definitely alter it to argumentative Wittenborg of Applied Sciences, suit your purposes by adding or subtracting body paragraphs as needed. Usually your hook sentence is separate from your thesis statement. The hook is the first sentence in the intro paragraph, while your thesis statement is typically the last sentence in this paragraph. Sometimes you will add some background information too. Earn Money Writing Articles School? So an intro is Hook-background info-thesis statement.

Here#8217;s a revision of argumentative essay Wittenborg of Applied, your sentence: ADD A HOOK SENTENCE OR TWO HERE. Queen's? We live in 21st century, and many gender roles are outdated and argumentative essay of Applied Sciences, shouldn#8217;t affect our lives in the ways they did before. One of these outdated gender roles is the idea that only earn money articles School boys can ask girls outgirls should be able to teaching essay University Sciences, ask boys out too. this is earn money writing articles Millfield, very useful#8230; but I can not write argument for teaching Wittenborg University of Applied Sciences my research paper (my topic is the racism in america and how effect to people ) can you help me , please. Cae Review Queen's College? Racism in America is a huge problem and a huge topic. I think your first step is to teaching argumentative University of Applied Sciences, narrow your research focus. First, which specific problem of racism will you be looking at? Racism against a particular minority group? In a specific region or city? Are there studies that show the effects in cae review College, these groups and regions?

What are some common findings/themes? Here is another post specifically about writing a research paper: This blog is Amazing! Very helpful! But my question is that did you really have to use #8220;eating insects#8221; example? I was having a hot n sour soup while reading this.

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Mango Production and Farming Business. Philippine mango (the national fruit) is known worldwide as the best tasting variety of Carabao mangoes in the world. The Philippines produces about 1 million metric tons of mangoes a year (3.5% of the world production) – 95% for local consumption 5% for export -it generates about teaching argumentative Sciences US$35 million annually for the country. In Asia, the Philippines is the Brunel University London (Navitas), largest exporter of mangoes. Hong Kong and teaching essay Wittenborg of Applied Sciences Japan are the biggest importers of courseowrk North mangoes in Asia. Next to bananas and pineapples, mangoes are the Philippines’ most important agricultural produce in terms of export earnings. * Mango growing is in line with the initiatives of both government and private sectors in terms of production, processing and marketing support. * Once productive, a 10-15 year old tree will yield approximately 500 kilos.

* There is a niche market for both fresh and processed mangoes locally and abroad. The export market is expanding. * Technologies from propagation to post-harvest handling have been tested,verified and adopted nationwide. * Processing technologies are also available and continuing efforts are exerted to develop new products. * There is argumentative Wittenborg University of Applied, a pool of experts in the country that can be tapped to provide technical assistance to mango growers and processors. * Research and development activities on emerging pests and diseases are given priority by relevant agencies of the government. * Expansion of large production areas in Mindanao which are free from typhoons.

Favorable Growing Conditions. * Elevation: within 600 meters above sea level (400 m considered ideal) * Weather for inducing maturity of Queen's College vegetative parts and flowering: distinct wet and dry (3 to Wittenborg of Applied Sciences 5 months-dry) * Weather for fruit development: plenty of sunlight. * Ideal soil: loamy, relatively high in organic matter. * Soil pH: 6.0 to 7.0. * Soil texture: good water holding capacity. * Topography: flat to courseowrk Broward Preparatory School rolling, not exceeding 45 degrees gradient. * Drainage: well-drained soil; less moisture level needed during maturation of leaves and buds, flowering, fruit set and ripening. * Distance of planting: depending on variety. * originated from India, Burma and Malaya (Indo-Burma region) * tree has coarse, large and teaching argumentative University of Applied Sciences conical trunk with shallow and courseowrk Broward School small cracks on bark, canopy dome shaped. * fruit is elongated and kidney-shaped, weighs about 240 grams, with thin, yellow pulp, very tender taste and slight aroma. * originated from India, Burma and Malaya (Indo-Burma region) * tree has upright growth, open crown; has deeper cracks on teaching Wittenborg University bark.

* kidney-shaped fruit weighing about narrative School 230 grams; distinct beak on the apex, flesh is fibrous and argumentative Wittenborg University thick, light orange yellow and sweeter than ‘Carabao’ variety. * originated from India. * has compact crown and lower tree stand than ‘Carabao’ and ‘Pico’ * fruit is small to Queen's College medium, rounded/oval, green skin with yellowish flesh and preferably eaten as green. There are two methods of propagating mango, namely, sexual and Wittenborg University asexual propagation. – Growing of money writing rootstocks. 1. Extract seeds from ripe fruits. 2. De-husk seeds to hasten germination. 3. Sow the seeds in teaching argumentative essay Wittenborg University seed boxes or elevated plots. The ideal medium is a mixture of one part compost and the one part garden soil. Composting materials like sawdust, coconut coir dust, rice hull and other similar organic materials can also be used.

4. Water seed boxes or seed plots to maintain enough moisture. Provide drainage for Brunel University London, excess water. 5. Transfer seedlings with 2 to 3 leaves in black plastic bags (7”x11”) filled with garden soil mixed with decomposed organic materials. 6. Note: Seeds germinate in 10-15 days from planting. Apply fertilizer (16-20-0 mixed with urea) 30 days after potting at the rate of argumentative University Sciences ? teaspoon per narrative writing essay School bag. 7. Thereafter, spray foliar at teaching essay Wittenborg Sciences weekly intervals.

8. Apply fertilizer again (same as step 6) every 30 days. 9. Spray with pesticide when the need arises. Most common problems are scale insects, cecid fly, corn silk beetle and anthracnose. 10. Think Brunel University! Rootstocks are ready for grafting upon attaining “pencil size” stem diameter (10-12 months germination). 2. Asexual propagation (grafting, budding, inarching, etc.) 1. Essay Of Applied Sciences! Grow the rootstock seedlings up to pencil size diameter (8 to page reviews 12 months) 2. Argumentative Wittenborg University Of Applied Sciences! Get mature scion (pencil size with plump end) from healthy mother trees having superior characteristics. 3. Remove the narrative writing, leaves and clean the teaching essay Wittenborg of Applied Sciences, scion.

Immediately place inside plastic bag to prevent transpiration and drying up. 4. Cut the stem of the rootstock preferably at cae review the tender joint near the active growing shoot one foot from the base. Make an incision, ? inch deep from the cut, at teaching University of Applied the center of the stem. 5. Make a clean V cut at the base of the scion. 6. Insert the money writing, scion’s V cut base at the incision of the rootstock, seeing to it that the cambium layer or skin of both the argumentative Wittenborg University of Applied, scion and the rootstock meet. 7. Bind them together gently but firmly with plastic tape. Wrap the entire scion from the joint to the tip to prevent drying. 8. Place the newly grafted seedlings in partly-shaded environment. 9. Water regularly until flushing (appearance of new leaves) occurs. Earn Money Articles School! This is usually observed in 15 to 20 days. 10.

When this happens, remove the plastic strip that covers the tip to enhance growth. Leave the strip that binds the joint. 11. Grafts are ready for disposal after 8 to 10 months. Hardening is argumentative University of Applied, however, recommended prior to narrative essay Taunton School field planting. 12.

Grafts not sold after 1 year should be re-bagged using bigger plastic containers. 1. Prepare lay-out of the farm. There are four lay-outs to choose from: 1. Square system (how tos) 2. Triangle system (how tos) 3. Quincunx system (how tos) 4. Contour system (how tos) 2. Place stakes (markers) at the site of the planting. 3. Dig one cubic meter hole and refill with fertile soil (usually soil mixed with decomposed organic materials and fertilizer). 4. Pour water into the hole and allow the water to be absorbed by teaching argumentative essay Wittenborg University of Applied, the soil. 5. Writing Articles Millfield School! Remove the plastic bag carefully.

6. Plant the essay Wittenborg University of Applied, graft in the center and money writing cover the hole with the remaining soil. 7. Protect the newly-planted graft from intense heat by providing shed using coconut leaves. 8. Apply mulch to conserve soil moisture. Distance of Planting. Factors to consider: * topography of the land.

* development program of the farm. * planting of intercrops – kinds of intercrops. * (to include a table containing recommended distance of planting and total number of trees per hectare using different systems of planting) As a general rule, the farmer should begin pruning and thinning when the crown or foliage of the teaching argumentative Wittenborg, trees starts to North Broward Preparatory meet. Pruning is the Wittenborg University, removal of undesirable vegetative parts of the tree, usually the crowded branches. Insect-infested and diseased branches, leaves, flowers or other plant parts need to be removed also. An integral part of page reviews Hall School pruning is training the canopy to a manageable size, shape and height. Type of Canopy Training: Pruning is done to allow sunlight to penetrate in argumentative of Applied the crown and free air circulation, thereby reducing incidence of insect pests and diseases. In general, pruned trees produce bigger and high quality fruits compared to unpruned trees. The best time to prune is after harvest.

When done during summer, the money articles Millfield School, wounded parts dry and heal faster. Other Considerations when Pruning. 1. Select only the parts to be pruned (minimal pruning) 2. University Sciences! Cut small branches first followed by large branches (minimal pruning only) 3. Always make a clean cut at the base of the branch and avoid leaving stumps where unwanted water sprouts may grow. 4. Paint or spray the open cut with fungicide, tar or disinfectant when pruning is done during wet season. 5. Remove all debris and maintain cleanliness of the surrounding areas. In the first five years, the trees need high rate of nitrogen fertilizers. To promote faster vegetative growth, organic fertilizer application is also recommended. As the trees reach bearing age, more emphasis should be given on phosphorous and College potassium.

Phosphorous fertilizer promotes root and flower development while potassium is for fruiting and ripening. Apply fertilizer containing 4-5% phosphoric acid and Wittenborg University of Applied Sciences 8-15% potash. Important Considerations in ICS — International Community School Fertilizer Application: 1. When applying fertilizer, dig a few holes (6-8 holes) around the tree or a canal within the area covered by the canopy. For big trees, follow canopy drip line. 2. The zone of maximum and efficient utilization of fertilizers is 30 deep and 100 cm from the trunk of 5-10 year old trees. This goes a little farther as the tree crown becomes wider. 3. The preferred time of fertilizer application for non-bearing trees or at the juvenile stage is at the start and before the end of the rainy season, when the soil is still wet. Argumentative Wittenborg! Fertilizer can also be applied during the dry season if there is irrigation. 4. Money Millfield School! The procedure for fertilizer application is similar for teaching argumentative essay Wittenborg of Applied, both bearing and young trees. 5. At flowering, spraying of foliar fertilizer is recommended as supplement.

In inducing mango trees to argumentative essay writing School bear flower, the following should be considered: 1. Different mango varieties have varied flowering and teaching essay University of Applied fruiting habits. Earn Money Writing School! The ‘Carabao’ variety under normal conditions bears fruits every two to three years. 2. Chemical flower inducers should not be used under the following circumstances: * When the teaching essay Wittenborg Sciences, tree is too small or still young. * When the leaves and buds are young. * When the tree is weak and sickly. * During rainy days. * Just after harvest or when the tree has fruits or is in flushing stage. 3. High dosage of flower inducers (2.0 to 3.0% KNO3 ) should be used when: * Trees are just starting to earn money writing articles Millfield mature. * Leaves and buds are maturing. * The tree is healthy with vigorous buds and leaves.

* During cloudy weather. * Sprayed six to seven months after harvest. 4. Teaching Argumentative Essay University Of Applied! Use low dosage of flower inducers (1.0 to 2.0% KNO3 ) when: * Trees are big, old or fully mature. * Leaves and buds are fully mature. * Tree is healthy with dormant buds.

* Sprayed during sunny weather. * Sprayed seven to nine months after harvest. 5. Induce flowering only once a year. 6. From flowering to harvest, it takes 7-8 months to think Brunel University rejuvenate and accumulate enough nutrients for the next fruiting season. 7. Trees that bear fruits last season but have not flushed should not be induced to flower. 8. Spraying should be done when the tree and leaves are dry and with no expected rain within the next 6 hours. Potassium nitrate is the generic name of chemical flower inducer in mango. The chemical symbol of this compound is KNO3. This contains 13% nitrogen and 46% potash, thus, 13-0-46.

When sprayed, it supplies the potassium deficiency of the tree and in teaching of Applied Sciences the process, induces flowering. When spraying potassium nitrate, follow this simple steps: 1. Essay Taunton! Prepare a 1-3% solution depending on the condition of the tree. 2. Spray the leaves and branches totally wetting but not dripping. 3. Spray early in the morning (from sunrise to teaching argumentative Wittenborg of Applied 9:00 am) or late in the afternoon (from 4:00 pm to 5:00 pm). This prevents leaf burning due to sunlight. For young mango trees, weekly manual watering should be done during dry months by saturating the soil with enough water followed by mulching. If drip irrigation is available, fertilizer application can be incorporated in the irrigation water. For flowering trees, apply water weekly during flower initiation and fruit development and stop one month before harvest. Irrigate developing flowers and essay writing Community fruits to enhance fast development, minimize fruit drop and argumentative essay of Applied increase fruit size. The volume of water ranges from 60 to essay 100 liters per tree depending on teaching argumentative Wittenborg Sciences size.

Wrapping or bagging of fruits is practiced in many areas because of the writing essay School, following: * Minimizes incidence of fruit fly and other fruit insects. * Minimizes disease (fungal) infection. * Reduces incidence of mechanical damage. * Paper used serves as absorbent for latex flow during harvest. * Results to cleaner fruit skin and more attractive light green color.

* Provides an estimate of harvestable fruits per tree. In general, bagging is recommended to protect fruits from pests and to reduce spraying of teaching essay Wittenborg University of Applied Sciences insecticides. This practice is done when fruits are about chicken’s egg size (55 to 60 days after flower induction) 1. Mango leaf hopper. Damage: Sucking of plant sap causes withering and drying of tender shoots, flowers and very young fruits.

In the process, insect secretes sticky fluids (honeydew) that promotes development of sooty mold, fungal disease. Control: Spray recommended chemicals starting from flower/bud formation to fruit setting. Confidor is narrative writing Taunton, effective against hoppers. 2. Teaching Essay Of Applied! Mango tip borer. Damage: Shoots wilt and terminal parts die. If infested, panicles break and the flowers shed off. * Prune dead branches to discourage spread of insect. Burn parts that are affected.

* Since the adults start to destroy the flowers from the bud emergence to elongation, it is necessary to spray insecticides to courseowrk North Broward Preparatory School protect these stages especially during hit months. Insecticides used for mango hopper control are also recommended for argumentative essay Sciences, tip borer. Damage: This is very destructive during the dry season. When present, the number of flowers that will be formed is reduced. The most visible indication of the problem is the presence of dead twigs and earn writing articles leaves in the canopy. Control:Pruning and burning e dead branches to discourage spread of insect. Teaching Argumentative Of Applied! Protect flushes from adults by spray application of insecticide. Damage: This is a unique pest since the Queen's, larvae of the insect feed inside the fruit and destroy the pulp, yet the peel has no visible damage even up to harvest. The insect is present only in some parts of Palawan.

1. Pruning of crowded mango trees allowing light to penetrate in the canopy is unfavorable to the weevil. Dead or overcrowding branches should be removed. 2. Argumentative Of Applied! Keep each tree free from weeds, fallen leaves, fruit droppings and other debris. Cultivation of soil is College, advantageous since this exposes and kills the weevil hidden in the soil after harvest. Burn infested fruits to eliminate sources of infestation during the next fruiting season. 3. For chemical control, Cypermethrin at 50 ml/100 li water provides good protection against the weevil. Fenvalerate and Carbaryl are also effective against the pest. The insecticide should be applied at 14 days interval from fruit set to full development of the argumentative essay Sciences, fruits. Note: Insecticides are not effective once the pest is inside the fruit.

5. Mango fruit fly. Damage: Adults lay eggs on mature fruits and larvae feed on the flesh. Affected fruits drop to the grown and are easily contaminated by microorganisms. Control: Bagging, collection and proper disposal of fallen fruits and courseowrk Preparatory harvest at the proper stage of maturity. If chemicals have to be used, spray at 90 or 110 days after induction. Damage: Attack newly-flushed leaves, flowers and fruits and suck vital plant saps. Affected parts turn yellow, dry up and eventually fall. Control:Removal of infested fruits, flowers and leaves. Spray insecticides to kill ants associated with mealy bug. Damage: Attacks young leaves, twigs and fruits.

Saliva of the insect is very toxic and the site of the puncture is marked by essay Wittenborg University, sunken blister. The lesions turn brown after 24 hoursbecoming black and narrative Taunton scabby in 2-3 days. Infected young fruits fall prematurely. Locally, the damage is called ‘kurikong’ or ‘armalite’ or ‘buti’. Control:Prune trees before induction, underbrushing areas around the tree, spray insecticide late in the afternoon and remove alternate hosts like cashew, guava and cacao. 8. Argumentative Essay University Sciences! Mango cecid fly.

Damage:Adults, which are mosquito-like in appearance, lay eggs on new flushes. The larvae mine the leaves producing galls or swelling of tissues. Heavy infestation results to School wrinkling of the argumentative Wittenborg, leaves; the leaves remain yellow in color. Close examination of the leaves shows dark green, circular galls randomly distributed on the leaf blade. 1. Prune or cut infested leaves and Queen's burn. 2. Wittenborg Of Applied Sciences! Practice orchard sanitation. Underbrush weedy areas since adults stay in these areas. 3. Spray either Sevin, Decis, Karate or Stingray (3-4 tbsp per 16 liters water) to minimize damage. Damage: In nurseries, leaves of grafted mangoes are readily infested with scale insects, causing them to argumentative essay School dry and fall. On bearing trees, high populations of the insect cause blackening of canopy due to the growth of the fungus ‘sooty mold’.

Affected leaves become covered with thin, black papery film which produces unsightly appearance. In addition, affected branches are deformed producing gall like protruberances. 1. Young scale insects are carried and distributed by red ants to different parts of the tree. Teaching Sciences! To prevent infestation, destroy ants by spraying Malathion at 1 ? tbsp per 16 liters water, Decis at 1-5 tbsp per 16 liters water or Karate at ? – 1 ? tbsp per page reviews 16 liters water. 2. Prune and burn heavily infested plant parts like branches and teaching Wittenborg leaves.

This should be followed by spray application of insecticides recommended for this pest and writing essay School application of high dose of nitrogen. Damage: This is the most prevalent and destructive disease of mango both in the field and essay after harvest. Symptoms are exhibited not only on the fruits bust also on flowers and leaves. Prevention and Control: 1. Cae Review! Field sanitation. 2. Prune infected branches, burn them and bury the trash. 3. Schedule flower induction after the rainy season or during the dry months. 4. Include insecticide and fungicide when spraying flower inducer. 5. Argumentative Wittenborg University Sciences! Wrap the fruits 50-60 days after flowering to protect them from pests and diseases.

6. After harvest, practice hot water treatment. Damage:This is International Community, another post-harvest disease of essay Wittenborg University mango and appears during storage and transit. The disease occurs only in ripened fruits. 1. During harvest, leave one centimeter pedicel attached to the fruit to avoid too much latex staining. The casual organism germinates and grows in the presence of latex. 2. Pack mangoes in boxes of courseowrk Broward School two layers to avoid injury due to compaction. 3. Do not use organic materials during packing. Damage: The disease occurs in nurseries and during moist weather. Damage occurs while fruit is still green. Control Measures:The methods of control are similar to that of anthracnose. However, scab is essay Wittenborg of Applied, effectively controlled using copper fungicide.

Damage: This fungal disease causes stem bleeding, crown and root rot. Infection may start during the seedling stage and may appear during both dry and wet season. 1. School! Plant in well-drained soil. 2. Disinfect nursery sites before planting with methyl bromide, Chloropictin or other fungicides. 3. Avoid too close planting to allow aeration and argumentative Wittenborg ventilation. 4. Remove dirt, weeds or trash. 5. Avoid dumpy soils for long duration at the base of the trees. 6. Cultivation to aerate the soil is necessary to think and learn Brunel University (Navitas) reduce fungal infection.

7. Wittenborg University Of Applied Sciences! Prune crowded branches. 8. Foliar spray of essay Taunton ethyl phosphate metaxyl ot prosethal at 2g per liter water every 80 days. 9. Drench infected parts, exposed damage and cover with slurry of fungicide. Damage:The causal organism (fungus) develops in the presence of honeydew excreted by insects like hoppers, scales and mealy bugs. As such, it stains the fruits and makes them look dirty and unattractive. Control Measures:Spray insecticide to kill hopper, scales and mealy bugs. Bag fruits at 60 DAFI.

Integrated Pest Management. This involves the following practices: 1. Planting of healthy seedlings. 2. Teaching Argumentative Wittenborg University Of Applied Sciences! Proper land preparation and cultivation. Argumentative Writing ICS —! This includes clearing and removal of infected plant residues in the field and exposing the soil to direct sunlight. This will help eliminate soil-borne pathogens. 3. Teaching Essay Wittenborg University Of Applied! Proper irrigation and drainage to avoid water logging and reduce water-borne diseases.

4. Correct distance of planting and narrative essay Taunton row orientation. This will allow maximum sunlight penetration, aeration and University Sciences ease of courseowrk North Broward Preparatory farm operations such as pest and disease control, cultivation, plowing, smudging, fertilizer application, harvesting, etc. 5. Introduction and maintenance of natural enemies and other biological control methods like entomophagous fungi against mango hoppers. Intercropping with trees that can repel harmful insects and serve as wind breaks. 6. Application of recommended fertilizers and soil conditioners, maintain the right pH of 6-7. 7. Practice of argumentative of Applied clean and sanitary culture. This includes pruning, weeding, thinning, cultivation and burning of courseowrk North Broward School infested debris. 8. Using insecticides and fungicides derived from plant extracts like neem, china berry and custard apple.

9. Use of baits and light traps for fruit pest (fruit fly and Wittenborg University of Applied Sciences borers). 10. Monitoring of think Brunel University London pest population and application of argumentative University Sciences pesticide only when necessary. 11. Combine cultural, biological and chemical means to minimize pests. The following are the indications that mango fruits are ready for harvesting: 1. Courseowrk Preparatory! At 110 days (for very warm and dry environment), 120 days (warm climate) and 130 days (cool and high elevation) after flower initiation; 2. When the flesh is Sciences, turning yellow; 3. When powdery deposit or “bloom” on the surface of the skin is detected; 4. When fruit has flattened shoulders at the stem end; or. 5. When the pedicels of fruits turn dark green to brown in earn money writing School color;

6. 75% mature fruit samples sink when submerged in 1% salt solution. Harvesting by hand is the most effective way in teaching argumentative University Sciences order to avoid bruises or damage of the fruits. The best time to harvest is between 9:00 am and 3:00 pm since the tree and fruits are dry and the latex flow is minimal. Earn School! Harvest with pedicel intact (1.5-2.0cm). Trim off pedicels and let the latex dry before packing.

In order to sell quality fruits, the following post-harvest treatment are practiced: 1. Washing of fruits in water. – To remove dirt on essay University of Applied Sciences the surface. 2. Hot water treatment. – This involves heating dipping the fruits for 5 to 10 minutes in cae review Queen's College heated water (52-55°C). This is followed by hydro-cooling (washing in cool water) and air drying.

3. Vapor Heat Treatment (VHT) – This involves heating the fruit with water vapor saturated air until the fruit pulp reaches 46°C for 10 minutes. Fully mature fruits may be induced to argumentative of Applied ripen faster and with uniform color. There are two ways to and learn University London do this: 1. Use of calcium carbide (‘kalburo’) at the rate of 5 to 6 grams per kilo of fruit. This is done by wrapping the calcium carbide in paper or leaves and placed at argumentative essay Wittenborg University of Applied the bottom of the container.

The container should be covered for 2 to 3 days. For best result, allow fruits to produce yellow color and place ‘kalburo’. 2. Use of ethylene gas or ethyl water solution. The use of ethylene gas involves a chamber while in ethyl solution, the fruits are simply dipped in the solution. Mango Processing Technologies. Being a perishable commodity, mango is processed in reviews Moreton Hall various forms to: * Protect it from chemical deterioration and microbial contamination.

* Provide additional income. * Ensure adequate and continuous supply of mango products the whole year round. * Mango pickles (sweet and sour blend) Sources: Sept 2009.

HVCC. 2001. Mango, Techno-Guide For Mango In The Philippines. Photo: Do you like this Money Making Business and Ideas? then please consider subscribing to our RSS feed and have new articles sent directly to your inbox. Hi!

My parents currently own a farm with recently planted mangoes. Honestly, they are not being managed right now since my parents decided to stop since they can’t find the time and someone who can. Looking for someone who knows how to manage this and can act as our advisor. Teaching Argumentative Essay University Of Applied Sciences! If you know anyone who can help, please reply. Thank you! It will be greatly appreciated. Our company is looking for 3000 carabao mango plant to export to Sibu, Sarawak, East Malaysia. Kindly give us your best price soonest. 21st Century Resources Consultant Sdn Bhd.

hi, this is very informative.. naghahanap po ako ng mango contractor? i have mango farm but i dont know how to essay writing ICS — International manage.. Teaching Essay University Sciences! kadi i have no idea about farming.. this mango farm pinamana lang ng mother ko sa akin before she died and ngayon pinoproblema ko pano ko ma manage eto eh totally i have no idea.. Cae Review Queen's College! nakatiwangwang lang for almost 13 yrs.. so anyone can help me?? #128528;#128528;#128528; Are you now producing mangoes? Our company is presently looking for potential mango suppliers. Hope you can supply us… You can contact me at 0912-375-5097. Thank you! For Mango Contractors, we accept PDCs (3-4months)

We offer our CONCENTRATED FOLIAR. with a dilution rate of 60ml /200Liters. Benefits of using Agribooster: -Promotes Faster Growth. -Can give Higher Yield/Harvest. -Fight pests and insects. Can be used on: seed soaking, basal foliar. for more info, visit: Thank you so much for sharing the teaching argumentative essay, information. thanks for cae review, the info. WANTED: MANGO BUYERS. INFORMATION: 450 Bearing Fruit trees to be harvested on April 2012 with complete technology.

ORIGIN: Norzagaray, Bulacan. CONTACT PERSON: TERESITA HONOR SAMIOS UY. CONTACT NO.: landline: (02) 4933089. cellphone no. 09215916657. Good day! Our company is presently looking for a potential supplier of mango for the production of University our new product. Hope you can be our supplier… Pls. contact me at 0912-375-5097. Thank you! Well, the existing post really shows just incredible information about Mango farming and production. And this one is really looking one of useful and authentic post for the mango producers.

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The rise in teaching University of Applied Sciences global atmospheric CO 2 , surface temperature, and sea level from emissions traced to major carbon producers. Researchers have quantified the contributions of industrialized and developing nations’ historical emissions to global surface temperature rise. Recent findings that nearly two-thirds of cae review Queen's College, total industrial CO 2 and CH 4 emissions can be traced to 90 major industrial carbon producers have drawn attention to their potential climate responsibilities. Here, we use a simple climate model to quantify the teaching, contribution of historical (1880–2010) and recent (1980–2010) emissions traced to these producers to the historical rise in global atmospheric CO 2 , surface temperature, and sea level. Emissions traced to these 90 carbon producers contributed ?57% of the think and learn London (Navitas), observed rise in atmospheric CO 2 , ?42–50% of the rise in global mean surface temperature (GMST), and ?26–32% of argumentative University Sciences, global sea level (GSL) rise over the historical period and ?43% (atmospheric CO 2 ), ?29–35% (GMST), and ?11–14% (GSL) since 1980 (based on best-estimate parameters and accounting for cae review Queen's College uncertainty arising from the lack of data on aerosol forcings traced to producers). Teaching Essay Wittenborg. Emissions traced to seven investor-owned and seven majority state-owned carbon producers were consistently among the top 20 largest individual company contributors to each global impact across both time periods. This study lays the groundwork for tracing emissions sourced from industrial carbon producers to specific climate impacts and furthers scientific and policy consideration of International Community School, their historical responsibilities for climate change. A Springboard Commentary to this paper is available at doi: 10.1007/s10584-017-2042-9 . Electronic supplementary material. The online version of essay University of Applied, this article (doi: 10.1007/s10584-017-1978-0 ) contains supplementary material, which is available to authorized users. The question of essay writing Community, responsibility for essay University of Applied Sciences climate change is central to Queen's College, public and policy discourse over actions to curb greenhouse gas emissions and limit adverse impacts.

The United Nations Framework Convention on Climate Change (UNFCCC) established the principle of “common but differentiated responsibilities” among nations, signaling the recognition that nations that had produced the larger share of historical emissions bore a greater responsibility for teaching argumentative of Applied Sciences avoiding “dangerous anthropogenic interference with the climate” (UNFCCC 1992 ; UNFCCC 1998 ). Reflecting this principle, the narrative writing essay, Paris Agreement establishes common commitments, for example to essay Wittenborg, global net-zero greenhouse gas emissions in the second half of this century, while allowing flexibility in mitigation efforts to accommodate different national capacities and circumstances (United Nations 2015 ). Considerable research has been devoted to assessing how national contributions to greenhouse gas emissions and climate change might be quantified according to differing allocation schemes of responsibility and combinations of anthropogenic climate forcers (UNFCCC 1997 ; Prather et al. 2009 ; Hohne et al. Page Reviews Moreton School. 2011 ; Wei et al. 2012 ; den Elzen et al. 2013 ; Matthews et al. 2014 ; Ward and Mahowald 2014 ). Key factors affecting the relative contribution of nations to emissions and global mean surface temperature (GMST) increase include the teaching argumentative essay Wittenborg of Applied, emissions dates, and whether land-use change and forestry, non-CO 2 gases, and aerosols are included or excluded (Prather et al. 2009 ; Hohne et al. 2011 ; den Elzen et al.

2013 ; Matthews et al. 2014 ). Outside of the domain of the UNFCCC, broader societal discussions have begun to consider the climate responsibilities of non-state actors. These include individual high emitters regardless of nationality (Chakravarty et al. 2009 ) and high-emitting industries regardless of where they are incorporated (Allen and Lord 2004 ). They also include the major multinational fossil energy companies at the base of the carbon supply chain, who to date have no responsibility from think Brunel University London marketed products under existing policy regimes, but whose prospective responsibilities are receiving growing attention in scholarly, policy, institutional investment, legal, and teaching essay of Applied, public spheres (Leone 2012 ; Lubber 2012 ; Frumhoff et al. 2015 ; van Renssen 2016 ). Attention to the responsibilities of argumentative essay Community School, fossil fuel producers is teaching argumentative essay of Applied, supported by recent research by Heede ( 2014 ), who found that nearly two-thirds of all industrial carbon dioxide (CO 2 ) and Moreton Hall School, methane (CH 4 ) emissions can be traced to the products of a small number of teaching argumentative essay Wittenborg University of Applied Sciences, major industrial carbon producers; 83 producers of coal, oil, natural gas, and writing articles Millfield, 7 cement manufacturers. While recent investigations have addressed the question of teaching essay of Applied, how national responsibilities might be shared between producers and essay, consumers of teaching argumentative University, carbon-intensive products (Davis and Caldeira 2010 ; Peters et al. Writing Millfield School. 2011 ), leading to the notion of trade-adjusted territorial emissions (Lenzen et al. 2007 ; Davis et al. 2011 ), that rationale does not apply to the responsibility for climate change attributed to the product-related emissions of these multinational companies.

Here, we extend Heede’s ( 2014 ) research to analyze the contribution of emissions traced to these major carbon producers to the rise in atmospheric concentrations of CO 2 and teaching argumentative essay Wittenborg University of Applied Sciences, CH 4 , GMST, and global sea level (GSL). A benefit of the earn writing Millfield School, simple climate model approach is the ability to Sciences, explore the argumentative ICS — Community, emissions traced to major carbon producers in a way that is consistent with major climate- and argumentative essay Wittenborg, impact-relevant Earth processes. Since annual carbon emissions partition between the main carbon reservoirs—ocean, terrestrial, and atmosphere—a climate model can assess the fraction of CO 2 remaining in the atmosphere while keeping track of the CH 4 lifetime in the atmosphere and the resulting change in GMST. Study of courseowrk North, Earth processes over millennia demonstrates that both the land ice volume and ocean volume respond to global mean surface temperature (IPCC 2013 ). Wittenborg University Sciences. Once we have changes in GMST, we use the model to narrative writing essay School, calculate changes in GSL (Kopp et al. 2016 ).

Two time periods were investigated for removing annual emissions traced to major carbon producers. The first, 1880–2010, represents the teaching essay Sciences, historical period with sufficient data available. The second, 1980–2010, follows the earn Millfield School, publication of the Wittenborg, U.S. National Research Council report on carbon dioxide and Queen's, climate and represents the period of teaching, growing awareness in the scientific, fossil energy industry, and policy communities of climate change risks associated with anthropogenic carbon emissions (NRC 1979 ; Frumhoff et al. 2015 ; Banerjee 2015 ). 2.1 Emissions traced to major industrial carbon producers. Heede ( 2014 ) traces the annual CO 2 and CH 4 emissions (subtracting lubricants, petrochemicals, road oil, and other non-energy, non-combustion uses) between 1854 and 2010 to the 83 industrial producers of oil, natural gas, coal, and 7 cement manufacturers with annual production exceeding 8 MtC/year in 2006. North Broward. Of these 90 major carbon producers, 50 are investor-owned, 31 majority state-owned, and nine are current or former centrally planned state industries. Argumentative Essay Wittenborg University. The activities of any carbon producer acquired over the course of the historical period are added to those of the courseowrk North Broward Preparatory, acquiring corporation.

Most of the 90 major carbon producers are still extant with a few exceptions (e.g., government-run industries in the former Soviet Union). Heede ( 2014 ) assumes that carbon was released to the atmosphere the same year of reported activity (i.e., fossil fuel extracted and marketed for combustion and teaching argumentative Wittenborg Sciences, manufactured clinker, a component of cement) (Gibbs et al. 2000 ; Energy Information Administration 2004 ). His conclusion that 63% of total industrial gigatonne CO 2 -equivalent (GtCO 2 e) carbon emissions can be traced to combustion of their products and North, direct company operational emissions used a hundred year global warming potential (GWP) of 21 for teaching essay Wittenborg of Applied Sciences CH 4 emissions (Eggleston et al. 2006 ). While cumulative carbon emissions is a reasonable proxy for total impact of CO 2 emissions on GMST (Allen et al. 2009 ; Matthews et al. 2009 ; IPCC 2013 ), the College, correspondence is not exact on shorter timescales (Ricke and Caldeira 2014 ) and argumentative essay Sciences, does not apply for CH 4 (under any value of GWP). Hence, we extend the earn writing articles Millfield, calculations in Heede ( 2014 ) using a simple climate model. We use a global energy-balance coupled climate-carbon-cycle model (Millar et al. 2016 ) to assess the change in essay Sciences atmospheric CO 2 and courseowrk Broward Preparatory, CH 4 concentrations, radiative forcing, GMST, and GSL resulting from emissions traced to these 90 major carbon producers. Teaching Argumentative Essay Of Applied Sciences. CO 2 concentrations would be directly relevant to impacts such as ocean acidification, while GMST correlates closely with many terrestrial and narrative writing, ocean impacts.

We use the GMST to teaching essay Wittenborg University Sciences, calculate GSL after Kopp et al. ( 2016 ). Climate models that rely on the underpinnings of reduced-complexity climate models and fully coupled earth-system models afford a number of advantages. Calibrated with historical observations and and learn Brunel (Navitas), fully coupled global climate models, they can provide robust output to characterize global atmospheric CO 2 , CH 4 , radiative forcing, GMST (Allen et al. 2009 ; Meinshausen et al. 2011 ; Myhre et al. 2013a ), and GSL. This approach allows for natural and teaching essay Wittenborg, anthropogenic forcings to be included or excluded to argumentative ICS — International Community School, test the relative contributions from anthropogenic emissions at policy-relevant levels of uncertainty. The model used here is based on the impulse response function approach presented in the IPCC fifth assessment report (AR5) and earlier publications (Joos et al.

2013 ; Myhre et al. 2013a ) with parameters consistent with AR5 atmospheric residence times for CO 2 and CH 4 under present-day climatic conditions (see electronic supplementary material , ESM). Teaching Argumentative Wittenborg University. The primary extension of the AR5 impulse-response model is the inclusion of a term scaling the time constants of the courseowrk School, CO 2 impulse-response by a parameter that scales linearly with GMST anomaly and cumulative carbon uptake by the land and ocean (Millar et al. 2016 ). The model was forced with natural and anthropogenic historical forcings, as detailed in ESM . In order to teaching argumentative essay University of Applied Sciences, calculate contribution to Queen's, GMST, the model also incorporates the Heede ( 2014 ) CH 4 data for emissions traced back to carbon producers ( ESM ). Teaching Argumentative Essay Wittenborg University Of Applied Sciences. Excluding the six producers that only manufacture cement, the average CH 4 contribution to total (CH 4 + CO 2 ) emissions traced to each carbon producer is ?8% ( n = 84). The changes in GMST were then used to calculate the rate of GSL rise using the Broward Preparatory, comprehensive semi-empirical modeling of Kopp et al. Argumentative. ( 2016 ). These GSL equations represent the highest spatial and temporal resolution statistical regional sea level reconstructions over the past 3000 years.

Kopp et al. ( 2016 ) effectively extract the three components operating on varying timescales (1) GSL primarily from ocean thermal expansion and land ice volume changes, (2) regional shifts from slowly changing glacial isostatic adjustment, tectonics, and sediment shifts, and (3) temporally nonlinear changes such as ocean/atm dynamics. Sensitivity tests examined three sources of uncertainty: (1) climate sensitivity, (2) lack of argumentative writing Community, available data on aerosol emissions from fossil fuel combustion that could be directly traced back to individual carbon producers, and essay Wittenborg University of Applied Sciences, (3) removal order of carbon producers. Sensitivity tests evaluated the nonlinear feedback between thermal and carbon parameters using the low and high range of equilibrium climate sensitivity and transient climate response ( ESM Tables 1 and 2). For example, equilibrium climate sensitivity (GMST at equilibrium with a doubling of atmospheric CO 2 concentration) is set to the low (1.5 °C) and high (4.5 °C) values of the AR5 high confidence range (IPCC 2013 ). The full range of possible values for climate sensitivity and other parameters was evaluated and presented in ESM . Here, we present highlight results from best estimate parameter simulations that reflect the historical observations. In a non-linear model, the order of removal of contributions to total emissions has a potential influence on percent contributions. The range of this influence was assessed; error bars for model results represent the influence of removing each carbon producer first or last for the described set of carbon, and thermal parameters and forcing. Fossil fuel combustion releases aerosols (Shindell and Faluvegi 2010 ). Most aerosols scatter solar radiation, while some aerosols, such as black carbon, absorb it. The net result is that aerosols partially offset the historical greenhouse gas forcing of GMST increase (Myhre et al. Think And Learn Brunel. 2013b ). Fossil fuel aerosol emissions data are available at the national and global scale (Meinshausen et al.

2011 ); however, we are not aware of data tracing aerosols directly to specific carbon producers. To examine this source of uncertainty, we investigated four categories of climate simulations: (1) full historical forcing (i.e. all natural and anthropogenic forcing), (2) full historical forcing minus the CO 2 and CH 4 contributions of major carbon producers, (3) full historical forcing minus all historical fossil fuel aerosols, and (4) full historical forcing minus all historical fossil fuel aerosols minus the teaching essay, CO 2 and CH 4 contributions of major carbon producers. The results of these simulations with the full range of sensitivity tests are in the ESM . 3 Global influence of emissions traced to narrative writing essay School, major carbon producers. Atmospheric CO 2 (ppm), atmospheric methane CH 4 (ppb), radiative forcing (W/m 2 ), global mean surface temperature (°C), and global sea level (cm) change after removing annual emissions traced to 90 major industrial carbon producers starting in 1880 ( a , c , e , g , i ) or 1980 ( b , d , f , h , j ). Model simulations were implemented with the teaching argumentative essay Wittenborg University Sciences, best estimate parameters and full historical forcing. Page Reviews Moreton. Consult ESM for Wittenborg of Applied results of sensitivity tests for each carbon producer. For each forcing case, the cae review, contribution of major carbon producer-traced emissions to atmospheric CO 2 is nearly evenly divided between the investor-owned companies, majority state-owned companies, and current or former centrally planned state industries ( ESM ). Along with atmospheric CO 2 , atmospheric CH 4 changes were determined and incorporated into model calculations for radiative forcing, GMST, and GSL (Fig.

1 and ESM ). Contribution of historical period, 1880–2010 ( a , c , e ), and recent 1980–2010 ( b , d , f ) emissions traced to top 20 investor-owned and University of Applied, majority state-owned industrial carbon producers to argumentative essay ICS — International School, atmospheric CO 2 , GMST, and GSL rise from 1880 to 2010. Essay Wittenborg Of Applied Sciences. Bar values are the median best estimate full historical forcing model simulations with the error bars showing the first and narrative essay School, 90th removal order of argumentative essay of Applied, each carbon producer ( ESM ) 3.2 Global mean surface temperature. The IPCC AR5 reports a GMST increase from 1880 to 2012 of 0.85 (±0.2) °C (IPCC 2013 ). Think And Learn London (Navitas). The model simulation for best estimate parameters with full historical forcing yields a GMST increase of ?0.8 °C from Wittenborg University of Applied 1880 to 2010 ( ESM ). The historical radiative forcing and GMST trend ( ESM ) demonstrate the competing influence of carbon emissions and intermittent volcanic eruptions (Robock 2000 ) or varying levels of historical fossil fuel aerosols (Shindell and Faluvegi 2010 ). Modeled trends with full forcing best estimate parameters ( ESM ) align with historical observations (Karl et al. 2015 ). As expected, removing the contribution of all historical fossil fuel aerosols for best estimate parameters yields a greater GMST modeled increase (?0.97 °C) over this period. Removing the annual emissions traced to 90 major carbon producers from the writing Millfield, best estimate full historical forcing case shows that the combustion of their products from 1880 to 2010 led to a 0.4 (±0.01) °C increase in GMST, 50 (±1.1)% of the total increased temperature over this period ( ESM ). About two-thirds of this is due to major carbon-producer traced emissions of recent origin. Argumentative Wittenborg. Combustion of their products between 1980 and 2010 led to cae review Queen's, a 0.28 (±0.01) °C increase, 35.1 (±0.7)% of total GMST increase between 1880 and 2010.

Removing all fossil fuel aerosols decreases the essay Wittenborg University Sciences, proportional contribution of fossil fuel emissions traced to major carbon producers to cae review Queen's College, 41.6 (±0.9)% of GMST increase over the total historical period, 27.9 (±0.6)% due to carbon producer-traced emissions between 1980 and 2010 alone. Emissions traced to the top 20 investor and majority state-owned companies from 1880 to argumentative Wittenborg University, 2010 contributed ?24.4 (±0.5)% of increase in North School GMST over teaching argumentative essay Wittenborg of Applied Sciences the historical period, using best estimate parameters and reviews Moreton, full historical forcing (Fig. Teaching Argumentative Wittenborg University Of Applied. 2 c). From 1880 to 2010, emissions traced to the two largest investor-owned (Chevron and ExxonMobil) plus the two largest state-owned (Saudi Aramco and Gazprom) contributed nearly 10% to the historical rise in GMST. Combustion of products from the top 20 companies from think (Navitas) 1980 to 2010 contributed 16.6 (±0.3)% of the historical rise in GMST (Fig. 2 d). Kopp et al. ( 2016 ) report a twentieth century GSL of essay Wittenborg of Applied, 12–15 cm. The U.S. Environmental Protection Agency report data for global average sea level change between 1880 and 2010 of 21.9–23.7 cm (US EPA).

The model simulation for best estimate parameters with full historical forcing yields a GSL over 1880 to 2010 of ?18 cm ( ESM ). Removing the courseowrk North Preparatory School, annual emissions traced to 90 major carbon producers from the best estimate full historical forcing case shows that the combustion of their products from 1880 to 2010 led to a 5.7 (±0.1) cm increase in GSL, 32.1 (±0.4)% of the total anthropogenic contribution to increased GSL over this period ( ESM ). Essay Wittenborg University Sciences. Less than half (?42%) of this is due to courseowrk North Broward, major carbon producer-traced emissions of recent origin. Of Applied. Combustion of their products between 1980 and 2010 led to a 2.38 (±0.03) cm increase, 13.5 (±0.2)% of total GSL increase between 1880 and essay Taunton, 2010. Removing all fossil fuel aerosols decreases the teaching argumentative essay of Applied Sciences, proportional contribution of fossil fuel emissions traced to major carbon producers to think Brunel University London (Navitas), 26.0 (±0.4)% of GSL increase over the total historical period, 10.9 (±0.2)% due to carbon producer-traced emissions between 1980 and teaching argumentative essay Wittenborg of Applied, 2010 alone. The contributions of 1880–2010 emissions traced to the top 20 investor and majority state-owned companies to the increase in GSL (Fig.

2 and think and learn Brunel, ESM ) contributed ?13–16% of increase in GSL over the historical period. The lower bound used the best estimate parameters and full historical forcing minus all historical fossil fuel aerosols. The upper bound included all historical fossil fuel aerosol emissions with best estimate parameters. Combustion of teaching argumentative essay University, products from the top 20 companies from 1980 to 2010 contributed ?5–6% of the 1880–2010 historical rise in GSL. Notably, emissions traced to 14 carbon producers were consistently among the top 20 largest individual company contributors to each global impact across both time periods (Fig.

2 ). These include seven investor-owned companies (Chevron, ExxonMobil, BP, Royal Dutch Shell, ConocoPhillips, Peabody Energy, and Total) and seven majority state-owned companies (Saudi Aramco, Gazprom, National Iranian Oil Company, Pemex, Petroleos de Venezuela, Coal India, and narrative writing essay Taunton, Kuwait Petroleum). The rank order of their contributions varies slightly across impacts and time periods as a function of the relative timing of emissions (Heede 2014 in the ESM model). Policymakers, investors, and the public may assign responsibility in various ways for teaching argumentative essay Wittenborg Sciences greenhouse gas emissions and subsequent changes in Millfield climate and associated impacts. Assigning responsibility for essay Wittenborg of Applied Sciences climate change is a societal judgment, one that can be informed by but not determined through scientific analysis. The UNFCCC process, focused on the allocation of climate responsibilities among emitting nations, is a well-established approach to addressing this challenging problem. But, society can attribute climate responsibilities in other ways as well, including to individuals and major emitting industries. Shareholder resolutions and money writing, calls for institutional divestment from the primary producers of Sciences, coal, oil, and natural gas are now contributing to growing public, investor, and argumentative essay writing International School, scholarly discourse on teaching University Sciences, the particular climate responsibilities of major investor-owned producers of Brunel University, fossil fuels (Lubber 2012 ; Oreskes 2013 ; Rockefeller Brothers Fund 2014 ). This is a reflection, in part, of growing attention to the actions that companies took and teaching argumentative essay Wittenborg of Applied, could have taken in light of the scientific evidence of climate change (Frumhoff et al. Earn Writing Articles Millfield School. 2015 ). The tools of attribution science are being applied to characterize specific damages resulting from argumentative University of Applied anthropogenic climate change (Mitchell et al.

2016 ). Policymakers in several jurisdictions are now considering whether fossil fuel producers might bear some responsibility for such climate damages potentially traceable to page reviews Moreton School, emissions from their products (van Renssen 2016 ). The present analysis provides a first step to inform such considerations by teaching argumentative essay Sciences characterizing several global consequences linked to these emissions. One source of uncertainty in characterizing the essay writing International Community School, contribution of emissions to essay Wittenborg, global climate change is the equilibrium climate sensitivity (ECS) and transient climate response (TCR) to an increase in and learn Brunel University London (Navitas) atmospheric CO 2 (IPCC 2013 ). Parameters were tested through their published range of values. The best-estimate parameters with full historical forcing yield results that most closely aligned with historical observations over recent decades. A secondary source of uncertainty is the argumentative essay University Sciences, short-term effects of fossil fuel aerosols.

Typically, nations set the policies regarding aerosol emissions from fossil fuel combustion; hence the aerosols linked to argumentative essay writing School, a given product could vary under different regulations governing combustion. If policymakers decide to factor in aerosols traced back to carbon producers when considering their climate responsibilities, steps could then be taken to Sciences, require reporting of earn money articles Millfield School, production, processing, and combustion region to better estimate resulting aerosol emissions. Policy in this area should be cognizant, however, of the danger of providing corporations with an incentive to emit aerosols to offset the climate responsibilities implied by their products or “private geoengineering.” Over the long term, the essay Wittenborg University of Applied, legacy of long-lived heat-trapping emissions outlive the temporary offset from the associated short-lived aerosols from fossil fuel combustion, biomass burning, and other anthropogenic sources (Shindell and Faluvegi 2010 ; Solomon et al. Earn Writing Articles School. 2010 ). With respect to the question of climate responsibility, a third source of uncertainty is the policy relevance of different time periods of historical carbon emissions. Researchers exploring the allocation of responsibilities among nations for greenhouse gas emissions typically consider cumulative emissions over the historical period since 1880, when GMST data are sufficiently abundant and biases in the early records are understood and can be corrected (Matthews et al. 2014 ; Karl et al.

2015 ). The attribution of teaching Wittenborg Sciences, climate responsibility among non-state actors such as investor-owned fossil fuel companies might also take account of the timing by writing Taunton which companies should have reasonably been expected to respond to evidence of the climate risks of their products by, for example, investing in low-carbon energy technologies, supporting climate policies and legislation, or communicating these risks with consumers and essay University Sciences, shareholders (Frumhoff et al. 2015 ). Strikingly, more than half of all emissions traced to carbon producers over the 1880–2010 period were produced since 1986, the period in which the climate risks of fossil fuel combustion were well established. Consistent with this, our results show that bounding consideration of cumulative emissions to recent decades (1980–2010) only modestly reduces the global climate impact of major carbon producer-traced emissions with regard to global mean surface temperature. Global sea level rise response to writing, climate forcing operates on slower times scales, so emissions from 1980 to 2010 have less of a relative contribution for GSL compared with GMST. Further research might inform assessments of responsibility for teaching argumentative essay of Applied Sciences the costs of adaptation for College future climate change by teaching of Applied Sciences considering the legacy consequences of courseowrk North Broward Preparatory School, historical emissions on global climate.

The warming effect of CO 2 emissions is essay of Applied, largely realized within a decade after release but persists for centuries to millennia. Other impact-relevant effects, such as sea level rise, will not be fully manifested for a century or longer after emissions (Joos et al. Queen's College. 2013 ; Ricke and Caldeira 2014 ; Strauss et al. Of Applied Sciences. 2015). In short, calculating only the historical contribution underestimates the total contribution (i.e. historical plus the legacy going forward plus any additional warming associated with the near-immediate removal of the partial offset by aerosols). As a first approximation, one can estimate the narrative essay Taunton, impact of historical emissions traced to argumentative Wittenborg University Sciences, major carbon producers on near-term future sea-level rise by assuming that no major volcanic eruptions occur and recent historical emissions drive constant rates of sea-level rise for several decades (Joos et al.

2013 ). Projecting the best estimate full forcing reference case for argumentative essay ICS — International Community School the average annual rate of sea level rise over 2000–2010 of ?0.43 cm/year would mean another ?17 cm above 2010 level by teaching University 2040. Without the 90 carbon producers, sea level would rise ?5.7 cm above 2010 level by 2040. Our study demonstrates that the proportional increase in page School atmospheric carbon dioxide, GMST, and GSL—key indicators of human impact on the global environment—from emissions traced to major carbon producers is quantifiable and substantial. The analyses presented here could be extended to examine the contribution of emissions traced to major carbon producers to other impacts, such as historical increases in teaching essay Wittenborg of Applied ocean acidification (Ekstrom et al. 2015 ) or the mortality impacts from narrative writing essay School extreme heat and other extreme events (Otto et al.

2012 ; Mote et al. 2015 ; Mera et al. 2015 ; Mitchell et al. 2016 ). Size of contribution, such as calculated in this study, is argumentative University of Applied Sciences, one factor to consider in assessing responsibility for climate change consequences associated with atmospheric CO 2 and CH 4 , radiative forcing, GMST, and GSL.

Other factors include consideration of differences among carbon producers in how they responded to the scientific evidence of the climate risks of Broward Preparatory, their products (Frumhoff et al. 2015 ). Argumentative Essay Wittenborg. These factors coupled with ethical, legal, and historical considerations may further inform discussions about carbon producer responsibilities to contribute to money articles, limiting climate change through investment in mitigation, support for adaptation, and compensation for climate damages. Richard Millar contributed to the nonlinear equation development. Teaching Essay Wittenborg Of Applied Sciences. We thank Steven J. Page Reviews School. Davis, Aaron Huertas, Michael MacCracken, H. Damon Matthews, David E. Rupp, Drew Shindell, Henry Shue, Seth Shulman, Ja-Rei Wang, and anonymous reviewers for constructive comments. Compliance with ethical standards. Support for this study was provided by the Energy Foundation, Fresh Sound Foundation, Grantham Foundation for the Protection of the Environment, Mertz Gilmore Foundation, V. Kann Rasmussen Foundation, Rockefeller Brothers Fund, and Wallace Global Fund.

B.E. wrote the paper, co-designed the research, conducted model simulations, and teaching argumentative University, generated figures and tables. J.B. changed the model to incorporate the nonlinear response equation and narrative essay Taunton School, the semi-empirical global sea-level rise equations. Essay Of Applied Sciences. M.W.D. extended the model to incorporate the Broward, annual emissions traced to major industrial carbon producers and updated model functionality. R.H. provided the CO 2 and CH 4 data for emissions traced to essay of Applied Sciences, major carbon producers and improved the manuscript. RJ.M. modified the carbon producers data format for initial incorporation into the original model. M.R.A. Money Writing School. developed the original model and teaching essay Wittenborg University Sciences, co-designed the research and current model. P.C.F. co-designed the and learn Brunel University (Navitas), study and co-wrote paper.

The authors declare that they have no specific conflict of interest. Open Access This article is argumentative essay University, distributed under the terms of the writing Taunton School, Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. B. Ekwurzel 1 Email authorView author's OrcID profile J. Boneham 2 M. W. Dalton 2 3 R. Heede 4 R. J. Mera 1 5 M. R. Allen 2 P. C. Frumhoff 6 1. Argumentative Essay. Union of Concerned Scientists Washington USA 2. University of Oxford Oxford UK 3. Earn Money Writing Articles Millfield. London UK 4. Climate Accountability Institute Snowmass USA 5. North Carolina State University Raleigh USA 6. Union of Wittenborg University Sciences, Concerned Scientists Cambridge USA. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. Over 10 million scientific documents at your fingertips. 2017 Springer International Publishing AG.

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6 Action Words That Make Your Resume Rock. This article is part of teaching essay University Sciences a series called How to writing essay School, Write a Resume. To start this series from the teaching University, beginning, read the introduction. It#8217;s time to narrative essay, activate your resume with some action words. Action words, or verbs, ignite an otherwise dull resume by setting your skills on teaching essay Wittenborg University Sciences fire giving your credentials authority and power. Verbs are important to include on think University London your resume since they show hiring managers what actions you#8217;ve taken in argumentative of Applied Sciences previous jobs. North Broward Preparatory! You#8217;re being hired to DO something so show what you#8217;ve DONE in the past by preceding your skills and teaching University experiences with action verbs! Finding the right verbs for your resume is argumentative essay ICS — International also key to standing out above the competition and teaching argumentative essay landing a job interview. It#8217;s easy to find the right verbs to make your resume rock. Start by taking your desired job description and highlight the 6 verbs that best reflect what you offer a prospective employer. Depending on the job description and your experience, you may find 3 or you may 30.

The point is to identify the actions employers value and match them to your qualifications. North Broward School! The idea is to tailor your resume and cover letter to teaching argumentative, the position. For example, below is Community School a sample job description for an administrative assistant containing 6 highlighted action verbs. If you#8217;ve applied to several jobs within the same area, you may notice the University Sciences, same verbs are repeatedly requested in Hall School your job descriptions. So be sure to use these verbs in your resume to capture the attention of hiring managers. A word of caution though, using too many verbs can lead to buzzword overkill and harm, rather than help your chances of landing a job interview.

No hiring manager likes a resume saturated with lots of action and little substance. Wittenborg University Of Applied Sciences! When I#8217;ve been on money articles Millfield School hiring teams, I#8217;ve been know to yell, #8220;bingo#8221; when too many matchy words are buzzing in a job application. So choose your action verbs with care by starting with 6 and going from there. If you#8217;re having difficulty seeing how the verbs in a job description match your skills, try using the Make Your Match Worksheet to help activate your resume. Teaching University! Using Action Verbs on Your Resume. College! You#8217;ve found some verbs, now put them into action. The idea is to teaching argumentative University of Applied Sciences, precede your skills and accomplishments with a verb, and hopefully end each statement with concise facts and reviews Hall figures. For example, let#8217;s look at teaching argumentative Wittenborg of Applied Sciences, a job description for a software developer.

I#8217;ve highlighted the 6 verbs that match the applicant#8217;s skills best. Courseowrk North! Now let#8217;s get these 6 action verbs working for us in resume format! Here#8217;s how: Coded a web-based shopping cart supporting 3200 customers using C#.NET. Programmed web-based applications using object oriented methods for teaching Wittenborg, 5 years. Wrote database layer for an online shopping cart using stored procedures in SQL Server 2008. Built custom web-based applications to process credit card and earn money writing financial data to meet customer requirements. Designed a three tier object oriented architecture using web services. Developed industry leading high-transaction financial software using over 5 years experience in C#.NET, web services, SQL Server, AJAX, and object oriented methods. Resume action words make it easy to essay University, add fire to your facts and make your skills sizzle. Download Your List of Resume Action Words.

If you#8217;re challenged to find verbs to match your skills, download this list to get your resume rocking! Got additional rocking resume words to add? Feel free to share in the comments below! Well written. Narrative Writing Essay Taunton School! Thank you for the resume help, I need it! Great post. I#8217;m glad you#8217;re back #128578; Great points! I love action words as a recruiting trainer, I always tell recruiters to use them in their job posts as well. I remember my very first resume, I was a #8216;facilitator of business communications#8217; (I answered the teaching essay University, phones) and think Brunel University London (Navitas) a #8216;perforator of documentation (I punched holes in paper to store them. Teaching Argumentative Essay Wittenborg Of Applied! That#8217;s back when things were actually recorded ON paper#8230;imagine that! #128578; ). Data points, Barbara.

Yes, active is definitely better than the passive in this case! Thanks for all this great information. Great post well done. I am updating my resume again #128578; Every post you have, I know there#8217;s something else to change! Great post again. Thanks for doing a software developer example, as I am one! Not to be nit-picky, because I think this is a very good asset and good advice to any prospective employee, but I just want to point something out: In no way are #8220;coding,#8221; #8220;scheduling,#8221; or #8220;building#8221; verbs.

They are, in English, participles. The beginnings of participial phrases such as, #8220;Building a computer is hard work.#8221; #8220;Building a computer#8221; is the participial phrase and essay ICS — Community works as the subject of the sentence, whereas #8220;is#8221; is the verb. Sorry for being so particular about essay, this. Good advice either way. Thanks for writing essay, the article!

I myself am a software developer looking for work. #128578; I have seen a lot of argumentative Wittenborg University people use good action verbs#8230; but then I realize they don#8217;t match up very well with the job they are applying for. So I am glad you pointed that out #128512; Great post. The list is genuinely useful. Earn Money Articles! I#8217;m doing a CV workshop soon with some interns who we#8217;ll be helping get jobs in the not too distant future. Essay Wittenborg Sciences! I#8217;ll be sure to use this. Keep up the good work! Thank you very much ! Very useful for a french guy like me.

Actually I#8217;m trying to write my first resume in courseowrk Broward School english and this post is very useful for argumentative University of Applied Sciences, me. It#8217;s #8220;object oriented#8221; not #8220;object orientated in#8221;: * Developed industry leading high-transaction financial software using over 5 years experience in C#.NET, web services, SQL Server, AJAX, and object orientated methods. Courseowrk Broward Preparatory! @Martin Thanks for the bug report. #128521; That#8217;s great! Your choice of words can either make or break your resume. Teaching University Sciences! I#8217;m going to have to dust off my resume and check my phrasing. My problem with resume#8217;s and money Millfield School interviews is that I hate talking about myself but it looks like I might be in the job market soon.

Your resume articles are a great resource. Thanks for your tip. I#8217;m a freelancer. I should put action words into my portfolio too. #128521; Excellent! I#8217;ll have to teaching essay Wittenborg University of Applied Sciences, rewrite my resume now#8230;! It#8217;s a good way to get you going if you find it hard to get started. All you have to essay writing ICS — International Community School, do is pick up your keywords and essay Wittenborg Sciences expand it with specifics, stay away from vague details. When you could, keep your resume in one page, hiring managers don#8217;t have all day so it#8217;s important that you have killer summary and argumentative ICS — International Community don#8217;t add objective this is obsolete. Teaching Essay University! thanks for this!

Although I am not looking for Brunel, a job, it is always a good idea to keep your resume up to date. I will be reviewing my resume, and keeping the teaching argumentative University of Applied, six action word in mind. Very useful. Thanks a lot. I love this information. Got the resume pretty well set, but you said in the cover letter info to include the name of the hiring manager and to NEVER address as #8220;To Whom It May Concern#8221;#8230; what if you are applying online, and you have no clue who the hiring manager is?? How do you address the person to whome you are sending the cover letter?

Can you put #8220;enthusiasm#8221; or #8220;helpfulness#8221; as some of your skills under the #8220;Relevant Skills#8221; section on your resume, and then use action words to describe how these skills have been utilized and strengthened? I used to put those skills under my skills section (without using action words), and now when I am rewriting my resume, I was wondering if I can still do so. Also, what if you are still actively involved in University London (Navitas) a volunteer organization, and you perform certain tasks that would be useful to mention under a specific skill category would you use present or past tense for the action words? It sounds kind of strange to shift from present to past tense#8230; so I figured I would ask you for some advice! Thank you so much, Very good tips, I#8217;ll definitely modify my Resume accordingly. Argumentative Essay Sciences! I#8217;m looking to ICS —, submit a few soon for essay Wittenborg University, a new position.

Excellent. Cae Review Queen's! THANK YOU !! James Russell says. Great post – Thank a lot. University! I am updating my resume again! Kathy Saunders says. Great Article, was able to update my resume, much appreciated.

I just improved my how profession certification section with new verbs instead of just saying #8220;completed tnaoap microsoft excel certification#8221; over and over again. Thanks! 5 Steps to open a Registered Disability Savings Plan (RDSP) 6 Ways an earn money writing articles Millfield School interest rate hike affects your finances. Kerry speaks and teaching argumentative essay Wittenborg of Applied writes personal finance. Learn More.

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The Customer may not request amendments to their Order specification after payment has been made or a deposit has been taken and teaching of Applied the Order has been assigned to think and learn University an Assignment Editing Expert The Customer may provide the Assignment Editing Expert with additional supporting information shortly after full payment or a deposit has been taken, provided that this does not add to teaching Wittenborg University Sciences or conflict with the details contained in their original Order specification If the Customer provides additional information after full payment or a deposit has been taken and this does substantially conflict with the details contained in the original Order specification, the UK Study Help may at their discretion either obtain a quote for the changed specification or reallocate the Order, as soon as is reasonable, to Brunel (Navitas) a different Assignment Editing Expert without consulting the Customer. The Customer understands that this may result in a delay in teaching argumentative essay Wittenborg Sciences the delivery of argumentative International their Work for which the teaching Wittenborg University of Applied Sciences UK Study Help will not be held responsible. Under these circumstances, the narrative writing Taunton ‘Completion on Time’ Guarantee will not be payable. The UK Study Help agrees that if the Customer believes that their completed Work does not follow their exact instructions and/or the teaching argumentative essay Wittenborg University guarantees of the Assignment Editing Expert as set out on writing, the UK Study Help website, the Customer may request amendments to the Work within 7 days of the delivery date, or longer if they have specifically paid to extend the amendments period. Such amendments will be made free of charge to argumentative essay Wittenborg University of Applied Sciences the Customer The Customer is permitted to make one request, containing all details of the required amendments. This will be sent to the Assignment Editing Expert for comment. If the North Broward Preparatory School request is reasonable, the teaching essay Wittenborg Sciences Assignment Editing Expert will amend the Work and return it to the Customer within twenty-four hours. Writing Millfield School! The Assignment Editing Expert may request additional time to complete the amendments and teaching Wittenborg University of Applied Sciences this may be granted at the discretion of the Customer. If the UK Study Help agrees to refund the Customer in narrative writing Taunton full or part, this refund will be made using the credit or debit card that the Customer used to teaching argumentative essay Wittenborg University of Applied make their payment initially.

If no such card was used (for example, where the Customer deposited the fee directly into the UK Study Help’s bank account) the UK Study Help will offer the Customer a choice of refund via bank transfer or credit towards a future order. All refunds are made at the discretion of the UK Study Help. Unless payment is taken at the time of placing an writing ICS — School order, once the UK Study Help has found a suitably qualified and experienced Assignment Editing Expert to undertake the essay Wittenborg University Customer’s order, they will contact the Customer by email to take payment. If, at their discretion, the think and learn Brunel (Navitas) UK Study Help accepts a deposit rather than the full value of the Order, the Customer acknowledges that the full balance will remain outstanding at all times and will be paid to the UK Study Help before the delivery date for teaching argumentative essay Wittenborg of Applied, the Work. The Customer agrees that once an Order is cae review College paid for then the Assignment Editing Expert allocated by the UK Study Help begins work on that Order, and that the Order may not be cancelled or refunded. Until payment or a deposit has been made and the Order has been allocated to an Assignment Editing Expert , the Customer may choose to continue with the Order or to cancel the Order at any time The Customer agrees to of Applied Sciences be bound by the UK Study Help’s refund policies and acknowledges that due to the highly specialized and individual nature of the services that full refunds will only be given in Brunel University the circumstances outlined in these terms, or other circumstances that occur, in teaching essay of Applied which event any refund or discount is given at the discretion of the think Brunel University (Navitas) UK Study Help. UK Study Help provides well written, customer Assignment and Essay papers to the students. Papers provided are only for teaching argumentative Wittenborg University Sciences, the reference purposes to assist the buyer by providing a guideline and the product provided is intended to be used for earn money writing articles Millfield School, research or study purposes. The Customer acknowledges that it does not obtain the copyright to the Work supplied through the UK Study Help’s services The Customer acknowledges that the teaching Wittenborg of Applied UK Study Help, its employees and the Assignment Editing Expert s on courseowrk Preparatory, its books do not support or condone plagiarism, and that the UK Study Help reserves the right to refuse supply of services to those suspected of teaching University such behavior. Cae Review Queen's College! The Customer accepts that the UK Study Help offers a service that locates suitably qualified Assignment Editing Expert s for the provision of independent personalized research services in order to teaching argumentative University of Applied help students learn and advance educational standards, and that no Work supplied through the UK Study Help may be passed off as the Queen's College Customer’s own or as anyone else’s, nor be handed in as the Customer’s own work, either in whole or in part.

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