Down Syndrome Characteristics

Down Syndrome is named after John Langdon Down, an English Physician who first described the set of characteristics that have long been associated with the genetic abnormality. The chromosomal aberration is an additional full or partial copy of the 21st chromosome which causes a change in the developmental arch of the organism (child) and therefore the developmental differences.   There is no definite cause for the presence of Down Syndrome than the random presence of this mutation.   There is a higher incidence of Down Syndrome births to mothers as their age increases, but there is no familial or genetic component. Physical Traits Short stature:   Often a child can be diagnosed based on the ratio of length and width of the bones in the finger.   Adult males average a height of five foot one inch and adult females average four foot eight inches.    The stature issue is also reflected in difficulty with balance, short, broad fingers and hands and later motor.    A Flat Nasal Ridge: a flattening of the face and large tongue often contribute to sleep apnea.    Wide Spread Feet:   Students with Down Syndrome usually have an extra large space between their big and second toes.    This creates some challenges for coordination and mobility.    Neurological Traits Intellectual deficits:   Children with Down Syndrome have mild (IQ or Intelligence Quotient of 50 to 70) or moderate (IQ of 30 to 50) intellectual disabilities, although a few have severe intellectual disabilities with an IQ from 20 to 35.    Language:   Children with Down Syndrome often have stronger receptive (understanding, comprehension) language than expressive language.   In part, it is because the facial differences (flat nose ridge and a thick tongue, often attached to the bottom of the mouth and requiring a simple surgery).    Children with Down Syndrome are capable of making intelligible language, but require speech-language therapy and lots of patience in order to master articulation.    Their physical differences create articulation challenges, but children with Down Syndrome are often anxious to please and will work hard to create clear conversation. Social Traits Unlike other disabilities such as Autism Spectrum Disorders which create difficulties with social skills and attachment, children with Down Syndrome are often enthusiastic to engage other people and are very social.   This is a reason that inclusion is a valuable part of a child with Down Syndromes educational career. Students with Down Syndrome are often very affectionate, and may benefit from social training that includes helping students identify socially appropriate and inappropriate interactions. Motor and Health Challenges Weak gross motor skills and a tendency of parents to isolate their children may lead to long-term health problems, including obesity and a lack of aerobic and gross motor skills.   Students with Downs Syndrome will benefit from physical education programs that encourage aerobic activity.   As children with Down Syndrome age, they will have health challenges related to their physical difference.   They are prone to arthritis due to the skeletal stresses related to their short stature and their low muscular tone. They often do not get enough aerobic education and can often suffer from heart disease.   Co-Morbidity Often students with disabilities will have more than a single (primary) disabling condition.   When this occurs, it is referred to as Co-Morbidity.   Although some sort of co-morbidity is common in all disabilities, some disabilities are more likely to have co-morbid pairs.   With Down Syndrome, it can include schizophrenia, depression and obsessive-compulsive disorders. Being attentive to the symptoms is essential to providing the best sort of educational support.

Down Syndrome Characteristics

Down Syndrome is named after John Langdon Down, an English Physician who first described the set of characteristics that have long been associated with the genetic abnormality. The chromosomal aberration is an additional full or partial copy of the 21st chromosome which causes a change in the developmental arch of the organism (child) and therefore the developmental differences.   There is no definite cause for the presence of Down Syndrome than the random presence of this mutation.   There is a higher incidence of Down Syndrome births to mothers as their age increases, but there is no familial or genetic component. Physical Traits Short stature:   Often a child can be diagnosed based on the ratio of length and width of the bones in the finger.   Adult males average a height of five foot one inch and adult females average four foot eight inches.    The stature issue is also reflected in difficulty with balance, short, broad fingers and hands and later motor.    A Flat Nasal Ridge: a flattening of the face and large tongue often contribute to sleep apnea.    Wide Spread Feet:   Students with Down Syndrome usually have an extra large space between their big and second toes.    This creates some challenges for coordination and mobility.    Neurological Traits Intellectual deficits:   Children with Down Syndrome have mild (IQ or Intelligence Quotient of 50 to 70) or moderate (IQ of 30 to 50) intellectual disabilities, although a few have severe intellectual disabilities with an IQ from 20 to 35.    Language:   Children with Down Syndrome often have stronger receptive (understanding, comprehension) language than expressive language.   In part, it is because the facial differences (flat nose ridge and a thick tongue, often attached to the bottom of the mouth and requiring a simple surgery).    Children with Down Syndrome are capable of making intelligible language, but require speech-language therapy and lots of patience in order to master articulation.    Their physical differences create articulation challenges, but children with Down Syndrome are often anxious to please and will work hard to create clear conversation. Social Traits Unlike other disabilities such as Autism Spectrum Disorders which create difficulties with social skills and attachment, children with Down Syndrome are often enthusiastic to engage other people and are very social.   This is a reason that inclusion is a valuable part of a child with Down Syndromes educational career. Students with Down Syndrome are often very affectionate, and may benefit from social training that includes helping students identify socially appropriate and inappropriate interactions. Motor and Health Challenges Weak gross motor skills and a tendency of parents to isolate their children may lead to long-term health problems, including obesity and a lack of aerobic and gross motor skills.   Students with Downs Syndrome will benefit from physical education programs that encourage aerobic activity.   As children with Down Syndrome age, they will have health challenges related to their physical difference.   They are prone to arthritis due to the skeletal stresses related to their short stature and their low muscular tone. They often do not get enough aerobic education and can often suffer from heart disease.   Co-Morbidity Often students with disabilities will have more than a single (primary) disabling condition.   When this occurs, it is referred to as Co-Morbidity.   Although some sort of co-morbidity is common in all disabilities, some disabilities are more likely to have co-morbid pairs.   With Down Syndrome, it can include schizophrenia, depression and obsessive-compulsive disorders. Being attentive to the symptoms is essential to providing the best sort of educational support.

Reason Of Youth Violence - Free Essay Example

Sample details Pages: 6 Words: 1893 Downloads: 9 Date added: 2019/08/02 Category Society Essay Level High school Tags: Youth Violence Essay Did you like this example? According to the data found on the website (Violent Video Games- ProCon.org 2018) sixty percent of Americans play video games. Twenty-eight percent of gamers are under 18 years old and they contribute to the $21.53 billion-dollar U.S. gaming industry (Violent Video Games- ProCon.org 2018). Don’t waste time! Our writers will create an original "Reason Of Youth Violence" essay for you Create order Video games depicting violence make up 50 percent of the top-selling video games sold today(Violent Video Games- ProCon.org 2018). These video games have been blamed for school shootings, and a rise in bullying. The debate is not new, and dates back to as early as 1976(Violent Video Games- ProCon.org 2018). Proponents contend   that violent video games contribute to desensitization, increased bullying, and aggressive behaviors in children. Opponents disagree and have confidence that these games give a safe place to express anger, and aggressiveness, and that playing these games lead to lower crime rates. This raises the question: Do violent video games contribute to an increase in violence in youth? The major perspectives on whether violence in video games contributes to an increase in violent behaviors, and actions are; The American Psychological Association (APA), The American Academy of Pediatrics (AAP), President Trump, other politicians, game industry leaders, and expert resea rchers.   Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  This issue is not a new one to the population. This debate has been a hot topic of interest for 32 years. It started in 1976 with the release of the game Death Race (Violent Video Games- ProCon.org 2018). The object of this game was to run over gremlin-like figures with a car. The argument began because of the similarities to people that these creatures mimicked. Reports were also circulated that the real title of the game was Pedestrian. It was only when protestors went to the extreme of physically destructing these games that they were no longer in production   (Violent Video Games- ProCon.org 2018). Fast- forward to 1993, and the release of the popular fighting game Mortal Kombat. Again, the public was outraged at the level of violence portrayed in the game. This led Congress to conduct senate hearings on controlling the sale of these violent games. In the weeks prior to these hearings Senator Lieberman, and childrens television icon, Captain Kangaro o conducted a press conference to condemn these violent games.   Fear of these impending regulations directed the video game industry to create the Entertainment Software Rating Board (ESRB) in 1994(Fulton, 2015). It wasnt until 1999 in the days following the Columbine Massacre that all of society was in total agreement with each other that there was a definitive connection between violent video games , and mass shootings. It was reported that the teenagers that that opened fire at Columbine High School were avid players of the first-person shooting game Doom. This was the critical starting point where many individuals became more aware of the issues surrounding the games, and crusaded to end video game violence(Disis, 2018). In the response to this mass shooting Senator Jeff Sessions blamed the negative influence of movies, media, music, and violent video games. They are able to hook into the Internet and play video games that are extraordinarily violent, that cause the blood pre ssure to rise and the adrenaline level to go up, games that cause people to be killed and the players to die themselves. It is a very intense experience.(Cherkis, 2013). In 1995 New York Senator Hillary Clinton proposed a bill that would criminalize selling M rated and Adults only games to minors, stating that these games were a silent epidemic of desensitization (Violent Video Games- ProCon.org 2018). The bill did not pass. Many subsequent efforts at the state level were also denied. In the aftermath of the Parkland, FL school shooting, an article posted on abcnews.com cited that President Trump feels that there may be a need for imposed reforms for the gaming industry in regard to video game violence(Phelps/abc news, 2018).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many scientific studies, and experiments have been conducted throughout the years to determine of there is a link between violence in video games, and increased violence in children, and teenagers. A study conducted in   2014 concluded that 90% of pediatricians agreed that violence in video games can increase aggressive behaviors in children, and 67% of parents concurred with this perspective(Violent Video Games- ProCon.org, 2018). The American Academy of Pediatrics released a policy statement claiming that there is a proven connection between virtual violence, and real-world aggression(Virtual Violence, 2016). In 2017 The American Psychological Associations task force on violent media concluded that although there is a definitive link between violent video games and increased aggression, there is no sufficient evidence to link these games to violent criminal behavior (APA, 2013). Over 130 studies, and experiments have been conducted all over the globe, and there have been over 130,000 participants within these studies. Many researchers, and doctors agree and believe there is a direct causal link. Brad Bushman a psychology and communications professor at Ohio State University believes that the evidence found from the many studies is clear, and there is a direct link between the games and increased aggressive behaviors in children. He not only claims that they lead to an increase in aggressive thoughts, angry feelings, physiological arousal, including increased heart rate, and aggressive behavior, but also a decrease in empathy for others (Association for Psychological Science, 2011). Douglas Gentile a developmental psychologist at Iowa State University agrees with Bushman and states the psychological science on the link between the games and increased aggression still holds up.   He believes that parental involvement and setting limits on their childrens video game use is the best way to protect them overall (Association for Psy chological Science, 2011). Many of these studies have concluded that a decrease in empathy is linked to video games depicting violence. A study published by the APA concluded that exposure to violent media led to decreased empathy, and positive social behavior ( Violent Video Games- ProCon.org, 2018). Prominent Psychologist, and researcher Jeanne B. Funk PhD, and other notable members of the Department of Psychology at the University of Toledo conducted a study consisting of 150 fourth and fifth graders, and the effect violent media has on empathy, and prosocial behaviors. This study found that video games are the only form of media that is linked to a decrease in empathy (Funk, Baldacci, Pasold, Baumgardner, 2004, pp.22).   An increase in mass school shootings done by teenagers has been a focus of this debate in the last 20 years. According to an article published in USA Today online, as of February 2018 there have been 25 fatal school shootings in the Untied States since Columb ine in 1999(Diebel, 2018).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many psychologists, medical professionals, and game industry leaders disagree that there is a definitive link between video games and increased aggressive behavior, and violence. Many believe that video games are only a small influential factor in the potential for real world violence. Many argue that there is a lack of supporting evidence indicating a prevalence of past physical abuse, and psychological issues with participants of the studies. Information published by The Entertainment Software Association (ESA) published data that shows the difference in video game popularity, and crime rates. Data depicted on a graph produced by the ESA shows a steady rise in video game sales from 1998-2015, but also shows a significant decline in reports of violent crimes during this time period (Entertainment Software Association, 2015). This data leads many to contend that video games have a positive effect on teenagers aggressive behaviors and gives them a safe out let to release negative emotions. Christopher J. Ferguson PhD, and associate professor at Stetson University published a paper stating that the results of   The Hitman Study suggest that video games help with mood management, and lead to a decrease in depression, and hostile behaviors(Ferguson, Rueda, 2010). There is a general consensus of game developers, creators, founders, and designers that claim that not only is there no link to an increase in violence, but there is evidence supporting a positive outcome from playing these games. Co- founder of Liquid Entertainment Ed del Castillo feels that games allow players to lessen their aggression by providing an outlet on the screen, instead of in the real world(Fisher, 2013). There are many that argue that video games are not the most important contributing factor when it comes to an increase in aggressive behaviors, and real-world violence. Patrick Markey a professor of psychology at Villanova University in Pennsylvania contends th at recent studies show video games a tiny influential factor on aggression, and real life violence. In an article published in Healthday Markey stated, This suggests that less than 1 percent of the variance in aggression [among kids] is explained by exposure to video game violence. This is an itty-bitty effect. (Norton, 2018).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many perspectives on the issue surrounding the link between violence in video games and real-life violent acts. There have been many studies, and experiments done to determine if there is a link between the two. Although studies have shown a link to these games, and increased aggression, there is no conclusive evidence linking this to real-world violent acts. It is important for us to weigh all the data compiled from the many studies conducted throughout the last 20 years, and gain perspective on this critical debate. By doing so we can become better educated and help to come up with a solution to the occurrence of violence committed by youth in our society. References (2013, August 13). APA review confirms link between playing violent video games and aggression. Retrieved from https://www.apa.org/news/press/releases/2015/08/violent-video-games.aspx Association for Psychological Science. (2011, June 28). Whats the psychological effect of violent video games on children? Retrieved from https://www.psychologicalscience.org/news/releases/whats-the-psychological-effect-of-violent-video-games-on-children.html Cherkis, J. (2017, February 3). Jeff Sessions blamed culture, not guns, for Columbine massacre. Retrieved from https://www.huffingtonpost.com/entry/jeff-sessions-guns-columbine_us_5894d54de4b0c1284f25dd10 Diebel, M. (2018, February 15). Fox News anchor Shepard Smith emotionally lists all 25 fatal school shootings since Columbine. Retrieved from https://www.usatoday.com/story/news/nation/2018/02/15/fox-news-anchor-shepard-smith-emotionally-lists-all-25-fatal-school-shootings-since-columbine/340108002/ Disis, J. (2018, March 8). The long history of blaming video games for mass violence. Retrieved from https://money.cnn.com/2018/03/08/media/video-game-industry-white-house/index.html Entertainment Software Association. (2015). Essential facts about games and violence. Retrieved from https://www.theesa.com/wp-content/uploads/2018/03/EFGamesandViolence.pdf Ferguson, C. J., Rueda, S. M. (2010). The Hitman Study. European Psychologist, 15(2), 99-108. doi:10.1027/1016-9040/a000010 Fisher, M. (2013, April 8). Game creators are in the eye of the video-game storm. Washington Post. Retrieved from https://www.washingtonpost.com/national/game-creators-are-in-the-eye-of-the-video-game-storm/2013/04/08/16e2c976-8cd3-11e2-9838-d62f083ba93f_story.html?utm_term=.ddc0a2952f61 Fulton, W. (2015, April 16). How Mortal Kombats gruesome fatalities led to video-game ratings | Digital Trends. Retrieved from https://www.digitaltrends.com/gaming/how-mortal-kombats-gruesome-fatalities-led-to-video-game-ratings/ Funk, J. B., Baldacci, H. B., Pasold, T., Baumgardner, J. (2004). Violence exposure in real-life, video games, television, movies, and the internet: is there desensitization? Journal of Adolescence, 27(1), 23-39. doi:10.1016/j.adolescence.2003.10.005 Keim, B. (2013, February 28). What science knows about video games and violence. Retrieved from https://www.pbs.org/wgbh/nova/article/what-science-knows-about-video-games-and-violence/ Norton, A. (2018, October 1). More evidence video games may trigger aggression in kids. Retrieved from https://consumer.healthday.com/mental-health-information-25/child-psychology-news-125/more-evidence-video-games-may-trigger-aggression-in-kids-738216.html Phelps/abc news, J. (2018, March 8). Trump turns spotlight on violent video games in wake of Parkland shootings. Retrieved from https://abcnews.go.com/Politics/trump-turns-spotlight-violent-video-games-wake-parkland/story?id=53593714 Violent Video Games ProCon.org. (2018, July 9). Retrieved from https://videogames.procon.org/view.resource.php?resourceID=003627 Virtual Violence. (2016, August 1). Retrieved from https://pediatrics.aappublications.org/content/138/2/e20161298

The Dilemma Of Moral Responsibility From A Universe With...

Frankfurt distinguishes between acting freely and having a free will. Are both of these compatible with determinism? How does our freedom relate to causation? In this essay, I will initially address an incompatibilist approach towards free will and decipher why it is illogical and contradictory. In turn, I will address why Frankfurt’s definitions regarding freedom of action and free will is more appropriate and evaluate why they are both synonymously compatible with determinism. Following on from this, I will evaluate the paradoxical dilemma of moral responsibility entailed from a universe with causal law and freedom. I will utilise Frankfurt’s theory in demonstrating how a deterministic universe employing a single causal effect chain does not necessarily impede on our freedom and moral accountability. In order to effectively approach the question of free will and determinism being compatible or not, we must extend the question towards their respective definitions. The task is then to surmise an appropriate definition of free will and what it means to possess it and finally, if it aligns with the causal laws defined by determinism. The proposition of determinism follows the notion that everything is a predisposed chain of cause and effect. This entails that all occurrences in the world are a part of a linear sequence, with each event or action being an inevitable consequence of previous events. Incompatibilism is the branching notion that it is illogical to believe in bothShow MoreRelatedEssay on Ayer, A.J. Freedom and Necessity.972 Words   |  4 PagesPhilosophy 1301. 1002 Ayer, A.J. â€Å"Freedom and Necessity.† In the following paper I will talk about A.J. Ayer’s â€Å"Freedom and Necessity,† and I will explain the dilemma of determinism and Ayer’s compatibilist solution to it. I will explain some of the examples Ayer uses to explain the difference between cause and being constrained, and how both affect one’s free will. 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Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction

A Project Management Approach To Planning - Myassignmenthelp.Com

Question: Discuss about the AProject Management Approach To Planning. Answer: Freds shed Construction A budget has to be prepared for construction of a shed for presenting it to the project steering committee. Mr. Jones wants Fred Smith to develop a shed with a cost of approximately, $40,000. According to the specifications given by Mr. Jones, a project budget has been prepared by considering the best quality materials for the project. The size of the shed to be prepared is considerably large as it should accommodate to store tractors, utility, vehicles and should include spaces for a workbench, tools and fertilizers. The project work should commence within six weeks and therefore, estimated date of project initiation is taken as 20th February 2018. Me. Jones has made it clear that he needs the whole work to be completed within 3 weeks and therefore, the date of project completion is roughly estimated to be 20th March 2018. The budget for the whole project work has been prepared considering the salary of all the project team members and the construction workers. The site preparation is a crucial step of the shed construction as it involves proper survey of the site and locating the boundaries of the site properly. A proper project management methodology is to be followed for planning, designing and completion of the project. The detailed budget and work breakdown structure of the project is elaborated in the following table. Freds Shed Work Breakdown Structure Task Number/ ID Task Description Predecessor relationship (sequence) Time Resource Names Cost 0 Shed Construction 20.63 days $39,885.00 1 Project starts 0 days Contractor Fred $0.00 2 Requirement selection and Planning 0.88 days $2,160.00 2.1 Inspection of the site 1 2 hrs Contractor Fred $480.00 2.2 Meeting with Mr. Jones for selection of color and style of the shade 3 1 hr Contractor Fred $240.00 2.3 Documenting the requirements 4 2 hrs Contractor Fred $480.00 2.4 Estimating the materials required 4 2 hrs Contractor Fred $480.00 2.5 First installment of the payment receiving 6 2 hrs Contractor Fred $480.00 3 Shed Designing 2 days $2,440.00 3.1 Analyzing the requirements 3 5 hrs Contractor Fred $1,200.00 3.2 Designing the shade on basis of the place available 9 10 hrs Designer Karen $1,000.00 3.3 sharing the design with Mr. Jones 10 1 hr Contractor Fred $240.00 3.4 design Approval by Mr. Jones 11 0 hrs Contractor Fred ,Designer Karen $0.00 4 Site Preparation 7.25 days $7,710.00 4.1 Underground Cable Service Check 12 10 hrs Construction Workers $250.00 4.2 locating existing boundaries 12 4 hrs Surveyor $200.00 4.3 site clearance 15 20 hrs Construction Workers $500.00 4.4 Establishment of temporary site facilities 16 24 hrs Contractor Fred $5,760.00 4.5 Building the framework 17 10 hrs Designer Karen $1,000.00 5 Implementation 6.38 days $17,340.00 5.1 start of excavation work in the site 18 0 hrs Construction Workers $0.00 5.2 Booking of council inspection 20 1 hr Council Inspector $100.00 5.3 booking the concrete truck 20 1 hr Concrete truck [1] $5,000.00 5.4 setting dates for shed installation and power supply 20 1 hr Contractor Fred $240.00 5.5 receive of second installment of payment 23 2 hrs Contractor Fred $480.00 5.6 Construction of the Shed 24 48 hrs Contractor Fred $11,520.00 6 Shed Installation 7.38 days $3,515.00 6.1 shed delivery 25 1 hr Contractor Fred $240.00 6.2 connecting the main powers 24 18 hrs Subcontractor Eddie( electrician) $900.00 6.3 connecting the water supply pipes 24 15 hrs Subcontractor Bob(Plumber) $750.00 6.4 Installation of a toilet in the shade 29 15 hrs Construction Workers, Subcontractor Bob(Plumber) $1,125.00 6.5 Installation of Windows 27 10 hrs Subcontractor Gary( Glazier) $500.00 7 Site clearance and project handover 3.38 days $6,720.00 7.1 Removal of rubbish and temporary amenities from the site 31 6 hrs Contractor Fred ,Team members $1,680.00 7.2 Project completion 33 0 days Contractor Fred $0.00 7.3 Drafting the final bill 34 2 hrs Contractor Fred $480.00 7.4 documenting the projects 35 2 hrs Contractor Fred $480.00 7.5 Resource release 36 5 hrs Contractor Fred $1,200.00 7.6 Payment completion 37 10 hrs Contractor Fred $2,400.00 7.7 Keys handover 38 2 hrs Contractor Fred $480.00 7.8 Client sign off 39 0 hrs Contractor Fred $0.00 8 Project ends 40 0 hrs $0.00 Table 1: The budget prepared for the Project (Source: Created by Author using MS Project) The work breakdown structure of the project is illustrated below- Figure 1: The work breakdown structure of the Project (Source: Generated by author using MS Schedule Pro) Figure 2: Representing the Gantt chart of the project (Source: Generated by author using MS Project) The work activities marked in red in the Gantt chart above depict the critical path of the project. The project is complex as the time available for the project is very less. A strategic planning is required for meeting all the requirements specified by Mr. Jones. A budget of $39,885 has been prepared that covers all the specification set by the Mr. Jones. The budget table specifies the tasks that are needed to be implemented for project development. The project team is small and therefore proper resource allocation is necessary. The budget table indicates the different resources allocated for the different tasks associated with the project. Bibliography Fewings, P., 2013.Construction project management: an integrated approach. Routledge. Joslin, R. and Mller, R., 2015. Relationships between a project management methodology and project success in different project governance contexts.International Journal of Project Management,33(6), pp.1377-1392. Kerzner, H., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Larson, E.W. and Gray, C., 2013.Project Management: The Managerial Process with MS Project. McGraw-Hill. Meng, X., 2012. The effect of relationship management on project performance in construction.International journal of project management,30(2), pp.188-198. Walker, A., 2015.Project management in construction. John Wiley Sons.

Human Population Impacts on Global Wildfire Emissions

Question: Explain about the Human Population Impacts on Global Wildfire Emissions. Answer: According to the question, the functional form used for the institution of the graph for all countries is best suited with the help of linear, exponential form in which two variables are concerned, one is dependent, and other is independent. Here, the dependent variable is Global Carbon Fossil Fuel Emissions (FF) taken in million metric tons carbon and independent variables taken are fossil fuel carbon emissions in different countries such as China, USA, India, Russia, Japan and Germany. However, to fit the best trend line, the dependent variable is converted to log form. The equation followed for the graph is Log Y = + 1X1 + 2X2 + 3X3 + 4X4 + 5X5 + 6X6 + Ɇº (Log - Linear Form: On Semilog axis) (Gujarati 2014). The results are carried out using Excel. The graph fitted is depicted in Figure 1. Figure 1 Fossil Fuel (FF)-based carbon emissions plot The problem illustrated to state that the there is slightest changes in Mauna Loa (land) values, but not much can be experienced in the seasonal variations of Antarctica as referring to values. However, the land has more carbon emissions than water body due to increased levels of greenhouse gasses (Muradov 2014, pp. 43-77). Figure 2 Seasonal Variations Of Mauna Loa According to the question, the results show an increasing rate of carbon emissions on Mauna Loa and Antarctica. The growth rates individually calculated show a fluctuating trend. Nevertheless, the trends were first calculated by averaging the yearly ppmv value and later the growth rate was computed. However, the fluctuation is shown on an increasing trend. The graph illustrating the trend is depicted in Figure 3. Figure 3 Atmospheric Growth Rate The carbon sinks for every year are computed by subtracting the sequestered land and ocean from the annual total of fossil fuel and land use of carbon emissions. The steps that are used for calculation are: The annual total (fossil fuel +land use) is changed to PPMV value from metric million tons. The total of Mauna Loa and Antarctica value is even totaled The total value (Mauna Loa and Antarctica) subtracted from the total annual value of carbon emissions. Later, the growth rate is calculated in percentage. Figure 4 depicts the graph of the growth rate, which depicts the weakening of carbon emissions that is creating a climate change. Figure 4 Weakening of Carbon Sink On the other part of the question, the results depicted on the hypothesis of the decadal means, the different means for both annual data and total of Mauna Loa and Antarctica is calculated. The results depicted can be shown in Table 1 Total (Antarctica and ML) Total Annual PPMV (Fossil + Land) Mean 695.5860934 2889.866323 Variance 1971.789643 556970.9355 Observations 52 52 Hypothesized Mean Difference 0 df 51 t Stat -21.16460209 P(T=t) one-tail 3.23803E-27 t Critical one-tail 1.675284951 P(T=t) two-tail 6.47606E-27 t Critical two-tail 2.007583728 Table 1 Decadal Means The t value calculated shows the t statics to be insignificant as Antarctica, and Mauna Loa are a part of Total Annual Carbon Emissions data and does not influence in a sound pattern. However, though the p-value also states to be insignificant which states that there are huge differences in the variances of the two. If stated on decadal means, then the hypothesis is minimal, proves not to be aligned and does not support the average of the data. The various carbon emission scenarios are plotted in two different graphs in Figure 5 and Figure 6. Figure 5 Projected Emissions Figure 6 Corresponding CO2 Concentrations Discussions The global emissions since 50 years have been increasing due to the changes that are leading to increasing in greenhouse gasses and alterations of human activities both by the accumulation of fossil fuels for energy, transportation, industrial processes and land use changes. However, the global emissions are influencing the ability of natural sinks that are adding to the atmosphere with an increase in the industrial revolution. However, the CO2 emissions from fossil fuels are due to long and short term factors like changes in energy prices, technologies and seasonal temperatures. Largely, the transport emissions have been increased from 5% 1960 to 21% in 2011 (Muradov 2014, pp. 43-77). The mean magnitude of the carbon sinks depicts that the weakening growth rate of 50 years is 0.027%, which states that there is large variability if analyzed from year to year. The large change in the emissions is declining, and CO2 concentrations continue to increase because of expanding human population that continues to grow in urban areas and that is the reason for the change in climate pattern. However, the emissions will rise due to the risk of demographic change and CO2 fertilization leading to higher fuel loads continuity (Knorr, Jiang and Arneth 2016). Data Interpretation The current yearly increase is not steep for current periods due to rise in Mauna Loa of land use and fossil fuel emissions. However, the countries the countries that have lowered their carbon emissions are Germany and Russia followed by USA and Japan with the slightest change. Hence, these countries were part of Kyoto Protocol (Schnepf 2013). According to the CO2 interannual and decadal time, the emission is declining but the results from decadal times show less emissions from water than land use. However, according to the actual data, it showed a significant result. However, when analyzed on the robust growth, the fluctuations are long-term and continue to affect the growth per annual total of CO2 (land use and fossil fuel). The emissions scenario that has been more realistic one is the CO2 concentrations. According to the Figure 5 and 6, the stabilization process can be based on CO2 concentrations, which provides the ground for the basis for future projections. However, according to the projections, the emissions are projected to be higher in the future scenario. Nevertheless, the concentration level has increased since the 400ppmv concentrations of carbon on the different level of projections. References Gujarati, D., 2014.Econometrics by example. Palgrave Macmillan. Knorr, W., Jiang, L. and Arneth, A., 2016. Climate, CO 2 and human population impacts on global wildfire emissions.Biogeosciences,13(1), pp.267-282. Muradov, N., 2014. What Is So Unique About CO2?. InLiberating Energy from Carbon: Introduction to Decarbonization(pp. 43-77). Springer New York. Raupach, M.R., Gloor, M., Sarmiento, J.L., Canadell, J.G., Frlicher, T.L., Gasser, T., Houghton, R.A., Le Qur, C. and Trudinger, C.M., 2014. The declining uptake rate of atmospheric CO 2 by land and ocean sinks.Biogeosciences,11(13), pp.3453-3475. Schnepf, A., 2013. Soil carbon models used for Kyoto Protocol reporting.BELOWGROUND CARBON TURNOVER IN EUROPEAN FORESTS, p.12.