Protecting the environment free essay sample

One key method of protecting the environment from construction and the built environment is Legislations.These legislations are put in place to be followed and if they are not it results in punishments. There are many legislations which only concern the environment such as; Water Act 1989 and Water Resource Act 1989 which are put in place to protect water. Therefore, during construction substances and rubbish will not be allowed to enter any bodies of water as they can contaminate the water which will have a negative effect on the environment. The Control of Pollution (Amendment) Act 1989 makes it a criminal offence for a person who is not a registered carrier to transport controlled waste to or from any place in Great Britain. It also provides for the seizure and disposal of vehicles used for illegal waste disposal. This provides a lot of protection for the environment due to only registered vehicles being able to carry the waste, these registered vehicles can be monitored and will take the waste to the appropriate place so the waste is properly disposed of without causing any harm to the environment. We will write a custom essay sample on Protecting the environment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are hundreds of European directives concerning the environment that was created by the European Parliament for each member of the country develops in the environmental regulations. These European directives are put in place to ensure the safekeeping of the environment for example hazardous waste must have extra labelling on to inform everybody of its contents as well as records being kept so there is no chance of the hazardous waste entering the environment. Hazardous wastes according to the European directives are not allowed to be mixed together to ensure none of the waste contaminates the environment.Protection y control: Health and Safety Executive (HSE); Environment Agency (EA); local authorities (eg environmental services, planning, building control departments) · The HSE protect the environment in many ways for example, they gather intelligences, which leads to discoveries in the best ways to keep protecting the environment. They also agree industry standards therefor e creating a standard in which everyone will know to keep to for example asbestos training standards, which keeps workers and the environment safe by allowing only workers with the relevant training to complete works involving asbestos, as they know how to safely work with asbestos and dispose of the waste safely. The HSE also help create National and European standards Supporting policy development and implementation · Communicating with industry sector stakeholders, including equipment manufacturers, trade associations, professional associations and trades unions · Working with National and European bodies in the development of standards (eg BSI and CEN standards) · Publishing guidance in consultation with key stakeholders · Monitoring health and safety performanceThe Local Authorities protect the environment by having street workers who will pass work sites and ensure all waste is kept where it should be and not littering the streets. The building control ensure that in order for many works to take place and any works that will affect any protected tree a planning application will need to be taken out which can be refused therefore they are protecting the environment and not allowing trees to be cut down so works can take place.Protection by design and specification: reduction in e nergy usage; minimisation of pollution; reduction in embedded energy; specification of environmentally friendly/renewable materials; re-use of existing buildings and sitesThe environment is also protected from construction by using design and specification; this is arranged before the works begin, as plans must be made to ensure the building phase runs as smoothly as possible. Pollution can be minimised in this way as equipment will be used to complete a task and then turnt off avoiding leaving equipment running and producing emission when it is not needed therefore as little emissions as possible will be emitted. If the build is managed properly after a good design and specification have been made then the embedded energy should be less due to the works proceeding efficiently and often friendly renewable materials are used. These materials are very beneficial to the environment for example building with these materials can; protect the ecosystem, reduce the amount of waste produced that is very beneficial as it stops habitats being ruined by pollution, conserve water along with other natural resources and also help to restore them which is important in protecting the environment.Protection by management: simple environmental impact assessments (EIAs); improved management of construction sites; clear policies and objectives (eg reduction in wastage, increase in recycling, noise management, dust and dirt control); sharing of good practice; raising awareness; communication of informationAnother way the environment can be protected against construction is via management. For instance an EIA (environmental impact assessment) can be taken out, this will give everyone an understanding of what effects the construction will have on the local environment and can lead to projects no being carried out if the effects to the environment are too severe. Management is also used during the building process to reduce the effect on the environment for example waste will be reduced by the management ordering the right amounts and not too much extra as the leftovers will cause waste, noise must also be controlled by working between certain hours as to not ruin habitats for animals in the local area as lots of animals do not like noise or dust and dirt which additionally can come from construction sites therefore the area must be kept clean and tidy when possible and if achievable entrances and exits can be shut to prevent the escape of dust.M2In conclusion, I believe that all of the above methods of protecting the environment from construction and the built environm ent are important. Legislation is the law behind all of the methods and without this, it would be easy for building sites to ignore the impact, which they are having on the environment as they would not have to face any charges. However these legislations are greatly supported by the HSE, the EA and local authorities to set benchmarks in which should be followed as without these there would be no way to assess whether or not a construction site is breaking the rules or is having negative effects on the environment.Whilst it is all good having legislation and organisations to enforce them a company need a way in which they can concentrate on keeping the environment healthy and this is achievable through the means of having a good plan/spec and design as once everybody knows what they are doing it is a lot easier to put in place preventative measures and ensure everyone is keeping to the plan to ensure the works can be completed with low levels of aftermath on the environment. Whilst a plan is important it falls down to management to handle the day to day construction and ensure the specification is followed and also add to it. Management has the benefit of being in the now and actually onsite therefore they can observe the construction and pick up where improvements may be need and enforce these.The best of all the above methods for cost would be via management as this is needed anyway and paying managers extra to ensure the environment is looked after is not a lot compared to the other methods for example a legislation costs lots of money to get it through government and passed. The control method is also very expensive as it involves a whole organisation enforcing the legislations and taking people to court. The next least expensive would be the design and specification method that would still be rather expensive due to the skilled professionals which will need to be paid before the build begins to create design/spec in which diminishes the effect on the environment.The most effective method in my opinion is protection by control as without this enforcement it would be easy for construction to occur and get away with not following any guidance and break the law. As there is control is becomes compulsory to follow the legislation or they will be convicted which will make companies think twice before breaking any laws. Legislations are effective however, without enforcement they are just guidelines. Design and specification are also very effective however, the design and spec can be controlled by the organisation and changed to suit them not the environment. Finally protection by management can be extremely effective due to the more hands on approach as the management are on site however they are employed by the company and as with design and spec can be influenced by them and may not want to change certain things as they could be fearful of losing their job.The method I consider best for Public perception has to be protection by management as this method involves environmental impact surveys assessments that takes in to consideration what local residents say regarding the local environment and gives them a chance to look at the assessment so they are aware of how they will be affected. Legislations do not have a very good public perception as the public may not completely understand how they work. The control method may have a good public perception due to them getting things done and stopping any works that are not following protocol however although the public can raise complaints they are not as involved as they would be with the environmental impact assessment. Design and specification does not involve the public a lot and they will probably not get a chance to see the plans let alone have a say in them.P5Explain 3 dif fit for purpose sustainable construction techniquesEnergy-based techniques: eg reduced energy consumption, improved energy efficiency, use of renewable and alternative sources of energyWhen designing a building it is important that as much energy as possible can be saved as fossil fuels are burnt in order to create energy and these fuels can run out and are also bad for the environment. When building modern projects the client will want to ensure the building is energy efficient, this is achievable through using energy efficient bulbs, using light sensors so lights will turn off when they are not being used and good insulation is important to prevent heat loss which in turn means the heating does not have to be on for as long or as high temp therefore saving energy. A large project will need lots of energy to operate once built, therefore to further the sustainability renewable and alternative sources of energy should be used. Solar panels are a good way to reduce the running costs but also use an alternative source of energy which does not have a negative effect on the environment. Biofuels can also be used to run the building in a more sustainable way. Other alternative sources of energy include wind turbines, hydroelectric power, wave turbine and geothermal energy.Materials-based techniques: eg specification of renewable materials, consideration of embodied ener gy and low-energy manufacture of materials and componentsAnother sustainable technique is using materials that are eco friendly. Sheeps wool can be used for insulation as it is thermal efficient and at the same time can allow hot air out in the summer, sheep wool is a natural material that is produced naturally every year. A green roof can also be produced to insulate the roof and reduce rain runoff as the plants on the roof take in the water and release it via transpiration. Low Embodied energy consumption is when a material is used from a demolished building to reduce the energy needed to make a new material for example bricks from buildings that have been knocked down can be treated and reused in new buildings, this saves lots of materials being wasted. Other materials that can be reused are glass, concrete, and sometimes steel.Waste-based techniques: eg producing less waste and recycling more, off-site prefabrication, modern methods of constructionA building creates lots of waste in construction and demolition therefore it must be ensured that the building is as sustainable as possible, this can be achieved in many ways, for example; steel frames are recyclable as they can be melted down and used again, similarly wood once knocked down can be used to make wooden chippings and also burnt to create energy or heat. Workers on site can also be educated in order to teach them how to reduce the waste they produce whilst working and also the importance by offering rewards as extra encouragement to reduce. Although waste can be reduced it will not be absent therefore it is important that the waste can be recycled for example old bricks can be cleaned and reused on new builds. Glass can also be cleaned to create new glass and concrete can be broken down and used. All of these recyclable materials can be brought along with materials that have been over brought from different jobs. A lot of clients opt for of site fabrication which is when sections of the build are created off site then transported on site and put together easily. The reason most people choose this is that it is quicker than building on site as all of the tools and equipment required are in the warehouses where these are built and the workers are ready and have all the space they need, this also makes it very productive using less energy. Offsite fabrication often uses renewable materials and some even plant a tree for every cut down and using offsite fabrication reduces the carbon footprint.M3Compared sustainable construction techniques in terms of relative cost and performance.Cost is a very important factor that must be considered when starting a project.Energy based techniques involve running the building as efficiently as possible with as little energy as possible therefo re this will cut the costs as less electricity is being used. Renewable energy resources can also be utilised to make the most of any space for example the roof can have solar panels to generate energy for the building and reduce the running costs however the solar panels are expensive to buy and it will take a long time in this country to see a return from your investment.Material based techniques are efficient as valuable materials are being reused instead of being thrown away to create new materials the existing materials are just used and these are very cheap as the person selling them will have to pay to put them in a landfill or skip therefore it is very cost effective. Sustainable wood is when for every tree cut down to make wood another is planted, this is very sustainable and good for the environment however the trees that are planted have to be paid for. As I said before wool can be used as insulation which can be a lot cheaper than manufactured insulation. Sheep wool insulation is an outstanding insulator. For thousands of years she ep have been able to survive the elements using their wool coats to protect them from extreme cold and heat. Due to the crimped nature of wool fibres, they form millions of tiny air pockets that trap air, helping to provide a thermal barrier. Waste based techniques are cheap as the materials are being brought instead of being thrown away therefore they are very cheap. The person demolishing the building would have to pay to put the materials in a landfill therefore they are saving money selling them so they will also be alot cheaper.embodied costs associated with the extraction, production, manufacture and transportation of building materials are immense. Using reclaimed materials can significantly reduce these environmental impacts, and save up to 95% of the embodied costs by preventing unnecessary production of new materials, and reducing the amount of waste sent to landfill.In conclusion waste based techniques is the most cost effective as the materials the building is made of are very cheap from the beginning. The next most cost effective is material based techniques as they involve using different materials however they can cost more. Energy based techniques are cost effective in the long run if using solar panels ho wever biofuels can be more expensive. However all 3 sustainable techniques can be used to create a more sustainable building and also these techniques can be used to save money.Performance this is another important factor as a technique must work well in order to be used.Energy based techniques offer a high level of performance as things like light sensors will turn lights on when they are needed therefore the light is the same as if the light was on all the time however it is saving energy to run the light. Solar panels will give energy that is clean instead of using fuel which produces fumes however the energy from both creates the same electricity therefore the performances is not decreased by using the solar panels.Material based techniques are high in performance also as they involve using sustainable materials that are good for there job for example sheeps wool which performances as good as manufactured installation and sustainable wood which will perform the same as any other wood that is the same quality.Waste b ased techniques are of high performance as long as they are treated correctly for example a brick that has been used for the demolished building will have aged therefore to be returned to its former glory must be treated so that it is strengthened to be as good as bricks that would be brought. The materials being brought must be checked for performance as they may have defects that can affect their performance. In conclusion I believe all the methods can have good performance as long as the correct materials are brought although energy methods have the best performance of the 3. Energy methods involves using the same energy therefore as long as the energy is strong enough it is the same.D1assess the importance of addressing environmental issues for the mutual benefit ofthe community and individual construction firms

buy custom Cockpit Security Technology essay

buy custom Cockpit Security Technology essay Risk is evident in every industry man is able to manage. The Aviation Weekly is a media platform dedicated to assessing risks associated with aviation industry. Aviation industry accidents are the most devastating according to the kind of emotional criticism and media insinuations that always point to torts against negligence. Therefore, safety measures such as physical walls, scrutiny of crewmembers and passengers is common I s all airport in order to seal terrorist activities from travelers. Federal government agencies have put in place experienced security official and special aids like sniff dogs to clear suspicions from the bay area. This paper looks at what the article says concerning assessment of risks and how this relates to the aviation government.In pursuit of this purpose, the paper consists of three major parts, what the article says about risk assessment, the relation of risk assessment to aviation government, and conclusion. Risk Assessment Cockpit security technology has unveiled methods of fencing off cockpit doors coupled with video camera. The government is dedicated to risk assessment and recommendations such as arming pilots are likely to be adopted and implemented. The aviation industry is looking to introducing a risk based approach to security. Risk in aviation especially in regards to security is an issue seriously handled by the industry. Airports have introduced advanced security systems with the capacity to monitor and evaluate a mass of travelers. The security mechanisms range from body scanners, baggage screening, reinforced cockpit doors, and arming pilots. Some of the security measures have not worked, e.g. explosive trace detection portals, and federal air marshals. Governments Role In spite of the statedd precautions, risk-assessment is a progressive matter in the aviation industry. Government can only issues travelling documents after clarifying the identify, purpose of travelling and time of conducting business. The traveler information can then merge with government intelligence to improve effectiveness of risk assessment. US policy makers are however reluctant to implement the risk-management system for fears of racial and ethnic profiling. In addition, bilateral disagreements on protection of passenger information present another challenge for an integrated risk-management system for the aviation industry. Conclusion The governments need to be more vigilant in implementing the policies, which will to improve the current risk-management policies already in place. World governments need show greater cooperation in promoting new risk assessment methods for the overall good of the aviation industry. Buy custom Cockpit Security Technology essay

What Is Pre-AP How Are Pre-AP Classes Different

What Is Pre-AP How Are Pre-AP Classes Different SAT / ACT Prep Online Guides and Tips What is a pre-AP class? Has your school started to offer pre-AP classes or are you wondering if they should? Have you heard about the College Board’s new official pre-AP classes and aren’t sure what they are? This guide is here to answer all your pre-AP questions. We’ll explain what pre-AP is, how official pre-AP classes differ from unofficial pre-AP classes, important changes coming to pre-AP, and what subjects the official pre-AP classes will cover. What Is Pre-AP? What is a pre-AP class? Pre-AP classes are a fairly new term for classes that are meant to prepare high school students for AP classes (college-level classes taken in high school) as well as college classes themselves.Pre-AP classes are typically taken by high school freshman, but some courses are also meant for sophomores. Can any school decide it wants to have pre-AP and just assign the title to some of its classes? Yes, but not for much longer.The College Board has recently announced that it will launch an official pre-AP program in the fall of 2018 (learn more about the official pre-AP classes in the â€Å"What Official Pre-AP Classes Are Available?† section further down).Beginning in the fall of 2022, all classes that are labelled as â€Å"pre-AP† must be submitted to the College Board and have their curriculum approved in order to be called pre-AP. Official pre-AP classes must also be available to all students in a grade, not just honors or advanced students. Currently, however, there are both official and unofficial pre-AP classes, and although both are meant to prepare students for future college classes, the two types are actually quite different from each other. Unofficial Pre-AP Classes Until 2022, any school can give certain classes the â€Å"pre-AP† title without having to follow the curriculum or rules of official pre-AP classes.Unofficial pre-AP classes are usually similar to honors classes. They are more challenging than regular-level classes and will likely have more homework and more rigorous tests to help you prepare for the advanced level of AP classes.You may need to have certain grades or pass a test to be accepted into an unofficial pre-AP class. Official Pre-AP Classes Official pre-AP classes are those that have had their curriculum approved by the College Board. Beginning in 2022, they will be the only pre-AP classes allowed. The College Board created pre-AP classes as a way to introduce all high school students to the skills and resources they'll be using in college classes. Unlike regular AP classes, which are often only for advanced students, official pre-AP classes must be open access, which means students at all learning levels must be able to take them. Pre-AP classes are meant to be the standard curriculum for a course, not an honors or advanced program.If your school has an official pre-AP course, then all students must be enrolled in it. Schools can’t exclude anyone from a pre-AP class based on his or her grades or aptitude for the subject. It's possible for a school to have an honors pre-AP class, but only if they also have a regular-level pre-AP class in the same subject as well.This could mean that, instead of having regular and honors biology, a school would just have pre-AP biology and honors pre-AP biology. When a class is an official pre-AP class, that doesn't necessarily mean it's an advanced class or more difficult than regular classes. Pre-AP just means the class has more of a focuson preparing you for future college classes. You'll still be studying the same major topics in a pre-AP class that you would in a regular class, but the way the lessons are taught and how you are assessed will be slightly different and more similar to a college class. This may mean you'll analyze more texts similar to those studied in college classes, practice critical thinking skills, and learn specific lessons that are part of the pre-AP program. Since these are skills all students should be learning, pre-AP classes aren't meant for just advanced students. How Does Pre-AP Differ From Regular Advanced Placement? Because the names are so similar, it’s easy to confuse pre-AP and regular AP classes. However, they’re quite different from each other, and the three major differences are discussed below. #1:You Can’t Get College Credit for Pre-AP Classes AP classes are taught at the same level as college classes; therefore, passing one means you can pass its college counterpart. This is why many colleges give college credit for passing AP classes. Pre-AP classes are still taught at the high school level, so although they can be more difficult than regular high school classes, you won’t get college credit for them since they aren’t as difficult as regular college classes. #2: There Is No Final AP Exam to Pass in a Pre-AP Class For most students, the most important part of every AP class they take is the final AP class in the spring. These exams, which are scored from 1 to 5, are important for showing colleges how well you understood the material and possibly getting college credit. Pre-AP classes don’t have final AP exams like that. Just like a regular class you’ll probably end the year with a final exam or project, but there’s no official pre-AP exam you need to take or pass. #3:Pre-AP Classes May or May Not Give Your Transcript a Boost Some students and parents get confused as to how important college think pre-AP classes are. Does a pre-AP class look as good as an AP class on your high school transcript? No, since, as mentioned above, AP classes are significantly more difficult than pre-AP classes. Currently, many colleges will view a pre-AP class on a high school transcript the same way they view an honors class. However, once official pre-AP classes become more widespread, colleges will likely stop viewing pre-AP classes as honors or advanced classes since official pre-AP classes are meant to be taught to students of all abilities. An honors pre-AP class will likely be viewed the same as a regular honors class. What Official Pre-AP Classes Are Available? Beginning in fall 2018, five official pre-AP classes will launch in schools. These classes are all official pre-AP classes and will follow curriculum designed by the College Board. The five classes are all meant for 9th graders, but more pre-AP classes, including some for students in other grades, are expecting in coming years. Many of them include more of an emphasis on critical reading and analysis skills than regular classes typically would. Below are the five official pre-AP classes, each with a short description. You can find out more about the pre-AP classes on the College Board’s pre-AP website. Pre-AP Algebra 1: Focuses primarily on linear relationships as well as other building blocks of math. There will be an emphasis on using math skills to solve real-world problems as well as being able to support or refute mathematical arguments. Pre-AP Biology: Gives students a foundation on basic biological concepts, both macro and micro. Students will read higher-level biology texts and learn analytical reading and writing skills useful for upper-level and college science classes. Pre-AP English 1: Teaches students close reading skills, analytical writing, and language skills while reading a variety of complex texts similar to what you'd read in intro-level college English classes. Pre-AP World History and Geography: Focuses on how history and geography are related, the importance of evaluating evidence from historical texts, and how to explain historical relationships. There's an emphasis on identifying and analyzing relationships between historical figures and events, as well as incorporating evidence into written and oral arguments. Pre-AP Visual and Performing Arts: There are four specific courses in this group: pre-AP Dance, pre-AP Music, pre-AP Theater, and pre-AP Visual Arts. Compared to many regular classes, these pre-AP classes focus more on analysis and interpretation of important works, peer-to-peer dialogue, experimentation, and reflective writing to prepare students for college-level classes in these subjects. Conclusion: What Is Pre-AP? Pre-AP classes used to be a title used by schools to designate honors classes or other rigorous classes designed to prepare students for AP classes in future years. Beginning in fall of 2018, the College Board will launch five official pre-AP classes. These classes are open-access, which means students of all abilities must be allowed to take the class. Instead of being honors classes, official pre-AP classes are meant to be the standard class in a school to teach a subject.Unlike regular AP classes, you can’t get college credit for pre-AP classes, and there is no final AP exam to take at the end of the year. What's Next? Want to learn more about Advanced Placement classes?Check out our introductory guide to AP classes and tests to learn everything you need to know! Does your school offer AP and IB? Are you curious about the differences between the two? Take a look at this article to learn whether AP or IB will be a better fit for your needs. If you're taking the SAT or ACT soon, you'll want to be well prepared. Check out our ultimate study guide for the SAT and ultimate study guide for the ACT for everything you need to score high! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Comparison of food-labelling laws of products containing GMOs in the Research Paper

Comparison of food-labelling laws of products containing GMOs in the European Union and the United States - Research Paper Example There has been a debate in whether manufacturers of GMOs should be forced to label their produce as GMO products. In the USA, many manufacturers of GMOs have argued against this idea saying that it would only cause unnecessary fear and speculation from the consumers. In light of this, the European Union and the United States of America have been in the front line in ensuring that these organisms have been regulated in both countries especially the foods to certify them for human consumptions (Albert 2). In European Union, Genetically Modified Organisms are mostly combined with irradiated foods which further categorize them as the type of foods that require evaluation from the food safety in the country such as the European Food Safety Authority(EFSA) (Princen 215). However, the EFSA must seek authorization from the European Commission , who have the mandate of writing down the proposal in reference to denying or granting the authorisation of the GMOs in their market. Of importance to note is that the European Commission may take a substantial period of time depending on the type of GMOs that have been put under scrutiny. According to the country’s regulation, the European Commission ensures that cases revolving GMOs are thoroughly investigated and confirmed especially those that need Safeguard clauses and temporary restriction. Similarly, the United States have taken the initiative of ensuring that Genetically Modified Organism (GMOs) are identified through labelling to provide a clear understanding of the organisms especially foods that are mostly used by human beings. In essence, the effects of the GMOs brought concern to product that were said to have ingredients that genetically modified. Apparently, people in the United States of America have constituently pushed for the initiation of food labelling laws due to the assumption that most GMOs are argued to cause cancer and other chronic diseases. Nevertheless, food labelling law in the country have co ntinually reduced fear among the people as it ensures that it is easy to differentiate between organisms that genetically modified and those that are not (Elderidge 133). However, laws regarding food labelling in the United States have met constant opposition usually fuelled by manufacturers of GMOs and junk food. For instance, in a state wide election in California in the 6th of November last year, a law called the proposition 36 was rejected in California. It is believed that the manufacturers of junk food and GMOs spend over $46 million to defeat the proposition. In Europe, the issue of labelling seems to be taken more seriously than in USA. For instance, in Europe, any food product that has a little as 0.9 percent of GM material has by law be labelled. This is not the same in USA. Of importance is that the senate in the United States of America have continually debated on this issue with the Vermont House argues to have passed a controversial bill that was said to require labell ing of foods with GMOs. Fortunately, the bill gained enormous support from twenty seven other states. Although, a tag of war was witnessed when three of the senate disputed the labelling of the product, a group of advocates affirmed that consumers have the right to know the kind of foods that they were using in terms of whether they were

Is youth unemployment a social time boom Essay Example | Topics and Well Written Essays - 1250 words

Is youth unemployment a social time boom - Essay Example The growing problem presented by unemployment commonly affects the economic wellbeing and the social welfare of the community. The youth unemployment has continuously escalated despite the numerous efforts being made towards providing remedy for the unemployment challenges. Official data regarding unemployment within some countries shows the problem to have gone beyond the anticipate levels. Numerous social elements associated with the unemployment among the youth commonly have detrimental effects upon the economic systems within the different countries. The unemployment among the youth is commonly associated with various problems like high crime rate among the youth and riots. The youths have remained unemployed because of various social challenges which face the youths. These include laziness among the youth which makes them not to desire to search for employment hence, they remain unemployed for long durations because of such social elements. These two fundamental outcomes of unemployment could result in the social breakdown when they reach unmanageable levels. Joblessness remains the fundamental cause o f the social evils commonly associated with high unemployment levels (Shildrick et al. 2012). These social problems cannot be predicted when they will occur but they certainly will occur when the unemployment becomes uncontrollable. The youth unemployment can be defined as a time bomb waiting to explode. These imminent problems associated with unemployment present a significant challenge to many governments in seeking to provide solutions to the problem of unemployment. The fundamental approach utilised by many governments remains the creation of jobs within the informal sector. Other than the creation of jobs which ensure the individuals become directly absorbed into the labour market, other approaches are also utilised by different governments around

Kite Runner Essay Essay Example for Free

Kite Runner Essay Essay Hitler was an undoubtedly deranged man with the desire to concur a nation, who used inhumane methods to achieve his goal of a ‘perfect’ society. The proud words of Assef about him were, â€Å"Now, there was a leader. A great leader. A man with a vision.† (39-40) In the novel The Kite Runner by Khaled Hosseini, Assef is characterized as a cruel sociopath; his character is created through Hosseini’s use of figurative language and connotative diction. Throughout the passage with Assef as a child Hosseini describes Assef with repetition. Repetition in a novel is a way to convey the point that an author is trying to make. Hosseini makes his statement about Assef very clear. He uses the words â€Å"relentless†, â€Å"ambush†, and â€Å"Savage† over and over to push the severity of Assef’s lunatic way of life. Even more words are used like â€Å"stainless steel brass knuckles† (38) and yelling out the prejudice slur, â€Å"Flat-Nose† (38), referring to the Hazara people. They were repeated because they show up later in the novel and foreshadow Amir’s journey back to Kabul. Also the author uses an epithet to describe Assef, as if he were an evil character of an old epic story. Amir proclaims him to be â€Å"Assef ‘the ear eater’† (38) and the gruesome name created a legacy from his actions. Assef’s character is also shaped by the way Hosseini uses connotative diction to support how crazy Assef is. His word choice clearly states how Assef dominates the other children in Kabul, as Amir says â€Å"blond-blue eyed towered over the other kids.† (38) Assef is a force to be reckoned with because of â€Å"his famous stainless steel brass knuckles† (38) He uses them as a way to prove his authority in the neighborhood. His obsession to be the leader is unusual and he is out of control as a child. The way Hosseini describes Assef there is no bright future for him as he is a corrupt boy with the drive to cause suffering. Assef plays the role of the antagonist in the story where he instigates all conflicts by creating turmoil in the novel, which the main character, Amir, has to overcome. His psychotic mindset leads him to become part of the unexpected climax of the story, and helps to develop the novel further in relation to all the obstacles Amir must face when dealing with his past.

Where the Girls Are: Growing Up Female with the Mass Media by Susan Dou

Where the Girls Are: Growing Up Female with the Mass Media by Susan Douglas In "Where the girls are: Growing Up Female With the Mass Media," Susan Douglas analyses the effects of mass media on women of the nineteen fifties, and more importantly on the teenage girls of the baby boom era. Douglas explains why women have been torn in conflicting directions and are still struggling today to identify themselves and their roles. Douglas recounts and dissects the ambiguous messages imprinted on the feminine psyche via the media. Douglas maintains that feminism is a direct result of the realization that mass media is a deliberate and calculated aggression against women. While the media seemingly begins to acknowledge the power of women, it purposely sets out to redefine women and the qualities by which they should define themselves. The contradictory messages received by women leave women not only in a love/hate relationship with the media, but also in a love/hate relationship with themselves. As early as the nineteen fifties women were identified and targeted as a market. In a consumer culture the most important things are consumers. Advertisers convinced homemakers that in order to be a â€Å"good† wife and mother you must have their products and appliances to keep a clean and perfect home. The irony of this ploy is that consumers must have money to buy, and so trying to improve their quality as homemakers, off into the workforce women went. This paradox left women ...

Secretary Maria and the OSI Network Model

Secretary Maria and the OSI Network Model Mr. Boss meets Maria on the 7th floor of the main building headquarters. He gives Maria a secret message that must get to the US Embassy across town. Maria proceeds to the 6th floor where the message is translated into an intermediary language, encrypted and miniaturized. Maria then takes the elevator to the 5th floor where she checks the message to be sure it is all there and puts some checkpoints in the message so her counterpart at the US Embassy can be sure she got the whole message.On the 4th floor the message is analyzes to see if it can be combined with some other small messages that need to go to the US Embassy, also if the message was very large, it might be broken into several smaller packages so other secretaries can take it and have it reassembled on the other end. The 3rd floor personnel check the address on the message, determine who the addressee is and advise Maria of the fastest route to the Embassy. On the 2nd floor the mess age is put into a special courier pouch (packet). It contains the message, sender and destination ID, and warns the recipient if other pieces are coming.Maria then proceeds to the 1st floor where Mr. Boss has leased a limo for the trip. Maria departs for the US Embassy with the secret packet in hand. On the other end at the US Embassy the process is reversed. Maria proceeds from floor to floor where the message is decoded. The US Ambassador is very grateful, saying â€Å"Maria, please tell Mr. Boss I’ll be glad to meet him for dinner tonight†. Of course there are many ways this could be displayed but as long as the steps outlined are maintained in this order the OSI layers are explained very clearly.

Relational Skills Reflection Paper Essay

The purpose of this paper is to allow me, the learner to analyze and reflect on a video created between an actor and themselves. Using my knowledge obtained I was to effectively incorporate trust, respect, honesty and effective communication, as they are key principles in establishing a relationship with a client (RNAO, 2002). During this experience, I encountered an issue that I believe is significant in my development as a nurse. I was placed into a scenario involving a 47 year old patient named John, who was waiting to be discharged after suffering his first heart attack. Finding the patients quietly sitting in a chair watching the floor as I entered the room, I felt the need to be in the moment with him. The issue that seemed significant to pay attention to in this scenario was my patient’s feelings of being overwhelmed by his medical condition and the changes that needed to be made (Appendix A). Sitting within good distance and showing respectable body language showed him respect, while acknowledging he had my full attention was displayed to the patient by making comments such as yes and I understand (Appendix A). Through the use of open-ended questions, I was able to identify what was meaningful and concerning to john. John showed a lot of concern around his ability to care for himself so this doesn’t happen again, and being able to support his family (Appendix A). Knowing his concerns, I was then able to acquire the necessary knowledge needed to participate effectively in our nurse-client relationship (RNAO). This experience has allowed me to develop further in my role as a nurse. My patients comment on how our encounter gave him more encouragement to face his challenges was proof that my communication methods were effective in developing a therapeutic relationship (Appendix A). The opportunity to set aside my own concerns and focusing on the patients, allowed me to be in the moment with the patients. In those moments, the experience helped me become a better nurse as my actions made me feel more confident after each successful encounter. Watching his facial expressions and drawing in his positive responses allowed me to watch him develop confidence in my ability to care and in turn, allowe d me to develop confidence in myself (Appendix A). The significant actors in this experience were the individual playing the part of â€Å"John† and myself, the nurse attending to the patients needs. My role in the scenario was to identify the concerns of the patient and help them to obtain knowledge. Providing  resources for my patient gave him options that were specific to his concerns such as a well balanced diet and proper exercise. The options of meeting with a nutritionist to help make healthy meal choices, and with a physiotherapist to help develop custom exercises to take with him on the road encouraged John to change his routines (Appendix A). Taking note of my patient’s feelings of being overwhelmed by his heart attack, I was able to give him some comfort when offering to find an individual recovering from a heart attack that would be willing to sit down and share their life stories and methods of coping (Appendix A). The patient’s role in this experience was to help create a therapeutic relationship. I first observed my patient with her arms and legs crossed and staring down at the floor with concerned look on his face (Appendix A). Comparing the first image to the end of the scenario showed an individual that was interested in making a change, a smile on his face and as he stated, an â€Å"encouraged† perception of his health (Appendix A). The client was in need of direction and help with making the appropriate changes to ensure a healthy lifestyle after having his heart attack. I was able to provide her with resources such as a nutritionist, physiotherapist and social support to adjust to life changes (Appendix A). While meeting the needs of my patient, I was successful in completing my own personal needs. Coming into the experience with knowledge of possible resources available, the anxiety present upon introduction had disappeared after gaining acceptance from my patient through effective communication. The development of a therapeutic relationship allowed both the pat ient and I to gain from the experience. The patient left feeling encouraged and satisfied, as I felt successful and confident in how I handled the situation (appendix A). Before the taping of the scenario began, I was trying to achieve the perfect scenario while presenting a professional image of a nurse. I acted the way I did due to the lack of experience in the spotlight and I allowed my nerves affect my thought process. This is demonstrated throughout the entire video as I kept returning to the same question â€Å"are there any concerns you have†, and trying to solve the patients problem instead of helping them understand and cope with the emotions that are attached to the experience (Appendix A). My feelings, thoughts and responses during this experience were influenced  by my personal view and the presence of my preceptor placed me in a nervous state to which I became unsure of how to respond properly to my patient’s thoughts. This experience allowed me to feel capable of my skill levels and feel confident as a nurse. Overall this scenario showed perception of my growth through the friendly gestures and facial expressions of the p atient. Anxiety and stress diminish communication, interpersonal effectiveness and empathy within a nurse-patient relationship (Beddoe and Murphy, 2004). Lack the knowledge and understanding of why I am feeling this anxiety, even with positive reflections on my experience, allowed me to evaluate what I did wrong. Future encounters will help me to reflect on the scenario and blindside my anxiety before it has an effect on my actions. Having a limited amount of empirical knowledge made it challenging to let the patient know exactly what to expect after having a heart attack and what daily routines have to be adjusted. Obtaining empirical knowledge from my education regarding the components of a nurse-client relationship reminded me that I needed to place the power into my patient and develop respect and trust within the relationship (CNO, 2004). Personal knowledge was limited in this scenario as it was my first time being placed in the spotlight with a patient and I was unsure of how everything would unfold. Introducing my aesthetic knowledge was shown when I offered to find John an individual recovering from a heart attack that he could speak with (Appendix A). Throughout the experience, I became more aware of the patients feelings as I picked up on Johns overwhelmed feelings and concerns around providing for his wife and son (Appendix A). This perception of the experience is seen as John believe that he should have seen the heart attack coming before it occurred (Appendix A). He stated the he felt encouraged by this experience and felt he had more options to seek. The wife was more of a background actor, but was said to be a â€Å"sweet woman†, who has helped a lot throughout the experience (Appendix A). Valuing ones beliefs and concerns based on an experience is something all nurses should consider. Giving John multiple options and resources to consider instead of telling him what he has to do, have given him the power to make all the necessary changes within his life with the help of his wife and son (Appendix A). If I was given the opportunity to be placed in a similar situation in the  future, I believe that my anxiety would still be present, but more control over the situation would be noticeable due to the knowledge I have developed on therapeutic relationships. The relationship skills that I could have performed differently during this experience, was my self-awareness of human emotions. My nerves had played a role in distracting my train of thought when trying to be in the moment with the patient. Repeatedly asking the patient if he had any other concerns he would like to address may have given him the feeling of being rushed and that I was not interested in how he was feeling emotionally (Appendix A). On a few occasions, I would finish my patients sentence for him as I felt he was stuck for words, this may have allowed the patient to know I was listening to what he was saying, but also might have given him the idea that I was being rude (Appendix A). During the introduction stage of the experience, my patient told me he was in the hospital due to a heart attack. Empathy is the appreciation of the patient’s emotions and expression of awareness of what they are presenting (Haslam, 2007). My nerves caused me to overlook his feelings and just right into asking him about any concerns he might have with his state of health (Appendix A). It is possible to slip into a task-and time-orientated way of thinking to get jobs done, thereby neglecting effective communication with patients (Cocker, 2008). Consequences that may have developed from overlooking the patients feelings was the challenge of developing a closer relationship with the client as I was interested in obtaining information to help me solve his problems. Rushing my patient through the experience may have caused him to close himself off from the relationship as he may have felt that I was not listening to what he was truly feeling. This would leave the patient in the same state he had entered the experience with. The sources of knowledge that I could use to enhance my relational skills in these areas, is to take the time to practice with a partner a variety of scenarios that would help me develop my communication skills and place more focus on the patients feelings. The outcome of this experience was positive as my patient left feeling more encouraged and had obtained multiple resources to help him incorporate any changes that he may need to adjust within his daily routines (Appendix A). Looking back at this experience I was able to reflect on all of the positive  and negative aspects of a therapeutic relationship. I feel that the next time I am placed in a similar experience, I will be able to blindside my anxiety and personal thoughts and feelings. In turn, I would have the ability to be in the moment with my patients and address not only how I can help solve his problems, but also the feelings and thoughts being experienced. I have learnt that having self awareness identifies what skills I possess and those I need to learn and develop on. Self awareness provides nurses with knowledge of their thoughts, feelings and what they do to become awareness of issues that may affect their ability to intervene effectively (Parsons & White, 2008). Ther e will always be room to learn and improve my skills, and with practice, I will get the chance to watch them become second nature to me. This experience has taught me to avoid all the barriers such as the presence of anxiety in new situations. With confidence in creating an effective therapeutic relationship, I can focus on being in the moment with the patient. I have learnt that my anxiety can affect my interactions with patients, and that it is more than trying to solve the patients problems, it is about showing you care and being there in the moment to listen. This experience has allowed me to realize how a nurse’s action can affect the development of a therapeutic relationship. My ethical knowledge allowed me to recognize my patients overwhelmed feelings due to his health condition and by following my values and beliefs, I knew that he was in need of someone to care and help guide him in the right direction. Using my aesthetic knowledge, I was able to think of possible resources for my patient, and the creative idea of finding a previous heart attack patient showed my patient that I was willing to take that extra step and comfort his feelings. The knowledge gained from this experience can be incorporated into future situations and will allow for proper adjustments and better relationships to be developed. Lacking empirical knowledge before entering the scenario was a barrier that challenged my patient care. Knowing more information on heart attacks would have allowed me to present the patient with more options and what he could expect in the future (RNAO, 2002). Acknowledging my personal knowledge gathered from previous experiences, I considered how I would like to be treated and that anxiety would be present. Knowing this helped me to reduce my fidgeting and respect my patient by actively listening and keeping eye contact (Appendix A). This experience  will influence my future practice as a nurse because I have learnt that nursing is more than working on fixing the patients physical needs, but is more of an ethical interaction where you can take the time to be there in the moment with them. Looking at each experience as a stepping stone toward my success as a nurse and with each successful hurdle crossed, I can confidently await the next. â€Æ'Reference Beddoe, A., and Murphy, S. (2004). Does Mindfulness Decrease Stress and Foster Empathy Among Nursing Students? Journal of Nursing Education, 43(7), 305-12. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 669281021). Carper, B.A. (1978) Fundamental Patterns of Knowing in Nursing. New York. Aspen Publishers, Inc. Cocker, J. (2008). Patient dignity. Nursing Standard, 22(25), 59-60. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1440306621). College of Nurses of Ontario (CNO), (2004, January). CNO Practice Standard: Therapeutic Nurse-Client Relationship. Retrieved February 15, 2008, from http://cno.org/docs/prac/41033_Therapeutic.pdfHaslam, N. (2007). Humanising medical practice: the role of empathy. Medical Journal of Australia, 187(7), 381-2. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1374608891). Parsons,A., and White, J. (2008). Learning from reflection on intramuscular injections. Nursing Standard, 22(17), 35-40. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1413949861). Registered Nurses of Ontario (RNAO), (2002, Novemeber). Best Practice Guidelines: Establishing Therapeutic Relationships. Retrieved January 15, 2008 from http://www.rnao.org/bestpractices/completed_guidelines/BPG_Guide_C2_TR.asp

How To Make Green Flames Using Copper Sulfate

How To Make Green Flames Using Copper Sulfate Its easy to create green flames using copper sulfate, which you can find in common household products. Green Flames Materials copper sulfatealcohol or alcohol-base fuel Copper sulfate is found as the main ingredient in certain stump removal and algae control products. Be sure copper sulfate is listed on the product label. Other copper salts also produce green or blue flames, but not all are as safe. The project is easiest using granular or powdered copper sulfate, although you can use a liquid product. To use a liquid, you can either soak paper or wood and allow it to dry before burning it or you can pour the liquid into a shallow dish, allow it to evaporate and collect the solid for use in projects. A Note about Fuel I recommend using alcohol or an alcohol-based fuel because alcohol burns with a blue flame, so youll get a bright green color from the copper. However, you will get green flames if you simply sprinkle copper sulfate on a wood fire or if you use a different fuel, except other chemicals in the fuel may add yellow, orange and red to the flame. Make Green Flames Simply sprinkle copper sulfate onto the fuel, light it and enjoy the green flames! The copper is not consumed by the fire so if you are burning a clean fuel you can reuse the copper sulfate again and again. Heres a YouTube video of copper sulfate green fire, showing you this project in action. Green Flames with Boric Acid | More Ways to Color Fire

An Evaluation Of The Impacts Of Tourism Tourism Essay

An Evaluation Of The Impacts Of Tourism Tourism Essay In this project I would like to take a look at the relationship between tourism and the people living in popular tourist locations; specifically the deep impact tourism has on local culture. This topic interests me as although I have never visited the global south myself, many of my friends and acquaintances travel there frequently for vacations. Tourism is sure to have many effects on these ‘destination’ type communities. I know that many of these destinations are in poorer areas of the world. Some significant effects that tourism has on these areas manifest themselves economically, socially and culturally. Though tourism may create jobs and stimulate the local economy there are some downsides to tourism and aspects of the influx of visitors that may be harmful to local cultures. In my research paper I will analyze the benefits that tourism has on local economies in relation to the social and cultural impact on the community. I hope to evaluate just how beneficial pote ntially short-term economic stimulus is in the face of potential harm to the economy in the long term, local people and local culture. I will discuss this topic globally but with a focus on Southeast Asia and specifically India. My paper will emphasize the important question: is vacationing in a ‘third world’ country potentially unethical? Or does the stimulus to a developing country’s economy justify the social and cultural implications of tourism and the development that tourism brings in the area. Looking at the ethical issues surrounding this will also be an important factor in determining whether the cultural impacts of tourism is acceptable or justifiable by the economic benefits. In my opinion, although tourism does support economic growth in many communities there is deep and irreversible cultural impact. In ‘Tourism in Destination Communities’ Shalini Singh looks at an idea by Jafar Jafari the author of â€Å"Encyclopedia of Tourism†. Jafari created the consolidated platforms of tourism. One of Jafari’s four platforms is advocacy- that is to say that tourism is capable of economic good. Another platform, the cautionary platform, emphasizes the importance of noting the complex interactions at the local level. The other two platforms are â€Å"Adaptancy† (which is described as ‘pro community tourism’) and Knowledge based – which is a holistic treatment for community-based tourism (Jafari cited in Singh 2003). Singh and S.W. Boyd (26-30) discuss relationships between tourism and destination communities in terms of ‘win-win,’ ‘win-lose,’ ‘lose-win’ or ‘lose-lose’ paradigms (Carter and Lowman, 1944; Nepal, 2000). Examples of ‘win-win’ situations do exist and this indicates that tourism can indeed be economically beneficial to a destination community. The example given by Boyd and Singh is that of Ayers rock (Uluru) whic h is one of Australia’s most famous tourist attractions. Although Australia is not a country typically considered to be part of the global south I believe this example is relevant as the aboriginal communities in the area could easily be marginalized and exploited by tourism. The community however takes an active role by defining their relationship with tourism as having control and choice. (Mercer cited in S.W. Boyd and S. Singh: 1994:37). The community participates by providing educational services, which allows them to convey that the religious and cultural significance of Uluru is something to be respected. (Wells, cited in S.W. Boyd and S. Singh 1996:37). The local businesses in the area benefit and are owned by the people of the aboriginal community. This example is congruent to Jafari’s platforms of Advocacy and Adaptancy and it shows tourism in this scenario as ‘pro community’ and capable of economic good. As this situation is economically benefici al to this area, without compromising or de-valuing the local culture, it is an excellent means of development. Another example where the local community benefits is the ‘win-lose’ situation, a very salient example being Cuba. The community benefits economically, although mass tourism does not. This is achieved through policies and marketing that emphasizes quality tourism by restricting the number and type of tourists (high spenders, low numbers). The tourism is marketed for exclusivity and affluence and this is done through selective marketing and catering the services towards wealthier people. Cuba’s tourism industry’s markets strategically to target Canadian ‘snowbirds’ who also take long-term vacations in Florida (Peters 2002:4). Their vacationing for long periods of time in a US location and their ability to spend US currency indicates their affluence. Another strategy is the development of golf courses in the area. Miguel Figueras, a to urism ministry economist and advisor in Cuba, says that golf is a feature that can attract higher spending tourists (Peters 2002:5). Strategic tourism planning allows a country to tap into the wealth of the global north’s wealthiest tourists allowing maximum economic benefit without mass sharing of what they have to offer.

Capital Market Efficiency Hypotheses Observations in Croatia Essay

Capital Market Efficiency Hypotheses Observations in Croatia - Essay Example Jordon (1983. pp1325-1327) proved that efficient market hypotheses cannot be viewed from the ideal perspective whereby the signals (of internal information) and the corresponding return on assets need not be normal if the dimension of signal space is larger for a smaller number of assets. In such cases, the researcher argued that the market equilibrium is generally inconsistent with the efficient market hypotheses. If investors are risk neutral, the equilibrium price of each asset can be equal to its expected returns. However, investors do have risk aversion – in the form of relative risk aversion and constant risk aversion. Each signal, when known to the investors adds to the risk perception thus affecting the return from the asset – positively or negatively – depending upon how the signal has been perceived. Beaver (1981. pp23-26) described the phenomenon of â€Å"incomplete markets† whereby the expectations are formed on future prices based on informal signals and the equilibrium is characterized as dependent upon these expectations that have formed from the informal signals. In growth times (bull markets) or during uncertainty (bear markets) the polarity of the signals automatically changes as a result of relative risk aversion of the investors. Hence, during bull markets, even the companies not rated high may still enjoy a rally and during bear markets, even the best-performing companies may suffer crash of security prices.