Analysis Of The Immigration Problem Essays - Demography, Population

Analysis Of The Immigration Problem Essays - Demography, Population Analysis of the Immigration Problem The world has gone through a revolution and it has changed a lot. We have cut the death rates around the world with modern medicine and new farming methods. For example, we sprayed to destroy mosquitoes in Sri Lanka in the 1950s. In one year, the average life of everyone in Sri Lanka was extended by eight years because the number of people dying from malaria suddenly declined. This was a great human achievement. But we cut the death rate without cutting the birth rate. Now population is soaring. There were about one billion people living in the world when the Statue of Liberty was built. There are 4.5 billion today. World population is growing at an enormous rate. The world is going to add a billion people in the next eleven years, that's 224,000 every day! Experts say there will be at least 1.65 billion more people living in the world in the next twenty years. We must underezd what these numbers mean for the U.S. Let's look at the question of jobs. The International Labor organization projects a twenty-year increase of 600 to 700 million people who will be seeking jobs. Eighty-eight percent of the world's population growth takes place in the Third World. More than a billion people today are paid about 150 dollars a year, which is less than the average American earns in a week. And growing numbers of these poorly paid Third World citizens want to come to the United States. In the 1970s, all other countries that accept immigrants started controlling the number of people they would allow into their countries. The United States did not. This means that the huge numbers of immigrants who are turned down elsewhere will turn to the United States. The number of immigrants is staggering. The human suffering they represent is a nightmare. Latin America's population is now 390 million people. It will be 800 million in the year 2025. Mexico's population has tripled since the Second World War. One third of the population of Mexico is under ten years of age, as a result, in just ten years, Mexico's unemployment rate will increase 30 percent, as these children become young adults, in search of work. There were in 1990 an estimated four million illegal aliens in the United States, and about 55 percent of them were from Mexico. These people look to the United States. Human population has always moved, like waves, to fresh lands. But for the first time in human history, there are no fresh lands, no new continents. We will have to think and decide with great care what our policy should be toward immigration. At this point in history, American immigration policies are in a mess. Our borders are totally out of control. Our border patrol arrests 3000 illegal immigrants per day, or 1.2 million per year, and Two illegal immigrants get in for every one caught. And those caught just try again! More than 1 million people are entering the U.S. legally every year. From 1983 through 1992, 8.7 million of these newcomers arrived-the highest number in any 10-year period since 1910. A record 1.8 million were granted permanent residence in 1991. Because present law stresses family unification, these arrivals can bring over their spouses, sons and daughters: some 3.5 million are now in line to come in. Once here, they can bring in their direct relatives. As a result, there exists no visible limit to the number of legal entries. Until a few years ago, immigrants seeking asylum were rare. In 1975, a total of 200 applications were received in the U.S. Suddenly, asylum is the plea of choice in the U.S., and around the world, often as a cover for economic migration. U.S. applications were up to 103,000 last year, and the backlog tops 300,000 cases. Under the present asylum rules, practically anyone who declares that he or she is fleeing political oppression has a good chance to enter the U.S. Chinese are almost always admitted, for example, if they claim that China's birth-control policies have limited the number of children they can have. Right now, once aliens enter the U.S., it is almost impossible to deport

Human

Human AbstractThis paper will attempt to analyze cross-cultural and cultural psychology. It will examine the relationship between both, discuss the role of critical thinking in cross- cultural psychology, and discuss the methodology associated with cross-cultural research. Culture is a full range of behavior patterns (N.A. 2010, p. 1). Culture can be distinguished by a set of beliefs and attitudes from a given generation (Shiraev, Levy 2010, p. 2). It is a way of life passed down from generation to generation. Cross-cultural psychology deals with the culture and human behavior. In today's society cross-cultural psychologists investigate how culture affects individuals everywhere.Cross Cultural PsychologyCultural and Cross- Cultural Psychology"Culture is a set of attitudes, behaviors and symbols shared by a large group of people and usually communicated from one generation to the next (Shiraev Levy, 2010p2). Before reaching adulthood individuals learn how to understand their environment a ccording to his parents."English: Moulton Hall, formerly the Metcalf School...Culture is a full range of learned behavior patterns"(N.A., 2010, p .1). We notice individuals of African, Japanese, Italian descent; individuals are referring to the customs and ideals that their parents used. It has become a way of life passed down from generation to generation. " in most cases, those who share your culture do so because they acquired it as they were raised by parents and other family members who have it" (N.A., 2010, p. 1). "There are certain behaviors that are associated with culture such as norms, roles, customs, traditions, habits, practices, and fashions" (Shiraev Levy, 2010, p.3). Cultures can be explained as experiencing explicit and implicit (Shiraev, Levy 2010, p .4). Certain practices in some cultures that are more dominate than others, for example saying, goodbye, and hello in our culture. "Implicit culture implies the information and cultural rules are implied and already.. .

Three Models of Corporate Social Responsibility Assignment

Three Models of Corporate Social Responsibility - Assignment Example The proliferation of mass media and web-based information highway has increased social and environmental awareness globally in the last 20 years. The increase in democratic societies since the fall of the Berlin Wall in 1989 and crumbling of dictatorships in the developing world, has meant that many local communities previously disenfranchised, and exploited by unscrupulous business activities now have avenues for demanding greater social responsibility from corporations. The Nobel Prize-winning Economist, Milton Friedman is well known for his argument against Corporate Social Responsibility for a business organization. Friedman (1970) argues firstly that human beings having a moral responsibility for their actions, not corporations, secondly that managers have the sole responsibility to act only in the interests of shareholders and lastly the fact that social issues and problems are the proper province of the state rather than corporate managers. Crane and Matten (2004), disagree with Friedman’s premise and argue that it is crucial that the fundamental nature of the business operations is questioned. They argue that corporations have to have some sense of moral responsibility in the very same way that individuals are responsible for their actions. They are the legal responsibility of corporations that demand that businesses abide by the law, but a moral dimension also requires that they be socially and environmentally responsible. The social responsibilities they refer to includes aspects of charitable donations, the building of schools or learning centers in communities, sponsoring of arts and cultural events, as well as funding secondary and tertiary scholarships for the gifted indigent in the community they do business.

History Essay Example | Topics and Well Written Essays - 500 words - 98

History - Essay Example The fifteenth century financial crisis also meant a stop to financing to the influential and controlling marabouts and Sharifian families (Tignor, Adelman, Aron, Kotkin, and Marchand). The Islamic dynasties of the fifteenth century responded through the disruption of trade networks in the quest to rebuild devastated polities. The new polities enjoyed support because of the establishment of hereditary ruling families. Clear rules of succession promoted stability in the regions and enabled dynasties to form alliances and strengthen their armies. The Islamic dynasties of the sixteenth century focused on state-building efforts through religion and taxes. In consequence, they enjoyed substantial prolonged existence and impact on the masses. New administrative practices were common in their responses. The leaders enhanced local religious and cultural traditions, and religious harmony enhanced the much-needed economic progress. The Mali, Baghdad, and Cairo Muslim societies served as commercial trading centers. In Mali, the indigenous African dynasty adopted Islam through nonviolent means, while India was marred with brutal attacks against Hindu and Buddhist temples. In India, the Islamic society took some time before it stabilized and enjoyed peace because it relied on fear to keep subjects subservient. India was split into Muslim and Hindu territories while Africans in Mali largely accepted Islam. The Muslim societies that emerged in Mali prospered because of the vastness of the region. The traditional Muslim societies in Baghdad and Cairo faced political divisions because of religious differences. In Cairo, different social groups applied Islam differently because it was seen as a complex and diverse religion. Even so, they all agreed on the basic tenets of the religion. The early forms of Muslim cultures were guided by Arab influences, and most of the tenets were adopted from the behaviors

Artificial Intelligence in the Classroom Essay Example for Free

Artificial Intelligence in the Classroom Essay The Board of Education and Administration of Holland Elementary School have agreed on a decision that will come into effect at the beginning of the Fall 2013 school year. As well as introducing many of our newly acquired teachers to the classrooms, we will also introduce a new artificial intelligence that our students have never experienced before. This will come in the form of robotic instructors who will assist our current teachers with their work and teach other lessons on their own. This may come as a shock to some, but I am extremely confident in this decision. Artificial intelligence coming to the classroom this year will have a positive impact on our school system with increased teaching strategy to achieve a higher level of learning. Robots with artificial intelligence teaching students in the classroom is something that may seem to some like a science fiction fantasy, but the reality of the matter is that robotic helpers, teachers, and playmates are part of a booming technology that has already started flourishing in other countries. Articles from the New York Times have informed us on the hundreds of robots South Korea has already hired to assist teachers, and teach certain subjects on their own (Benedict Carey and John Markoff Students, Meet Your New Teacher, Mr. Robot Para 10). The robots they use are usually computer screened faces with bodies that have arms and legs, allowing them to be entirely mobile on their own. The robots use motion tracking and speech recognition to act human like. This makes them able to engage people in conversation, play games, complete simple tasks, and teach simple skills to others (Carey and Markoff Para 8). Adam Sneed, a researcher for The Future Tense Program explains in his article Coming Soon to a Kindergarten Classroom: Robot Teachers how robots give realistic human-like responses to social cues given by people in their surroundings (Para 6). They also understand the concept of personal space, and when approaching people, they know to stop before anyone’s personal space is invaded (Carey and Markoff, Para 19). The robots are programmed to act as if they have feelings similar to those of children. If the robot is damaged purposely by the students, it will begin to cry. Children react to this by feeling very sorry and backing off right away. If the robot continues to cry, the students offer it peace as they would with another child. Experiments that have shown this in the past are a display of the strong bond students can make with the robots (Carey and Markoff Para 25). Robots with artificial intelligence can engage children through many ways that are subconscious to humans. They hold eye contact with the children and use physical rhythm to stay involved with them. For example, if a child is swaying from side to side, the robot will start to sway as well. The robots mirror the children as a game to connect with them, gain their friendship, and build a sense of trust. If a student lifts his or her arm, the robot will lift their arm as well. The robots will also play vise-versa, letting the children mimic their moves (Carey and Markoff Para 4). Robots also show a large understanding of tasks that are explained to them. In a study done at the Georgia Institute of Technology, a robot was told where certain objects belong in a classroom and then was instructed to put them all away. When the robot came across a toy that it was unsure about, it stared at the toy in hesitation to pick it up. The robot’s instructor asked if it had any questions, and the robot replied by asking where the toy belongs. When it was explained that the green toy belongs in the g reen bin, the robot nodded its head, put the toy in the bin, and said â€Å"makes sense† (Carey and Markoff Para 45-47). This is an example of how the robots that will be incorporated into our classrooms can expand their knowledge and learn from the students to help them improve their teaching. Artificial intelligence is such a large benefit to our students because of all the good teaching qualities the robots have been programmed with that not all human teachers possess. These qualities include encouraging, non-judgmental, infinitely patient, and comforting. Our robots would never get mad at a student for something, and they will never yell at a student or make his or her feel bad for thinking incorrectly. James Marshall Crotty, co-founder/peripatetic publisher of Monk Magazine has recorded in his article Why Kids Prefer Robots to Teachers and Parents that students feel more welcomed and accepted because of this, allowing them to feel more room for guilt-free error. This will eliminate the social boundaries that often keep students from being creative so they will be able to be themselves with much mo re confidence and learn in a more proficient mind set (Forbes Para 7). Robots are able to detect when children are not engaged in the learning, and they are also able to understand signals that children subconsciously put out when they are confused or have a question they are waiting to ask, in which case the robot would offer them the chance to ask their question (Carey and Markoff Para 52). These are all very important skills that are necessary for an instructor to have. The new robots will be an extraordinary help to our special education program which includes mostly students with Attention Deficit Disorder and Autism. Sneed explains how robots will help our students learn social and cognitive skills in a way that is less intimidating to them than through human contact. At times when children with Autism are shy and will not communicate with other people, the robots are able to bring them out of their shell and teach them social skills (Para 5). The robots also provide the students with certain therapies that help their disabilities such as repetitive tasks and imitation. The robots are able to keep any student on task just as efficiently, if not more than human teachers, which is something that will benefit everyone (Carey and Markoff Para 20). Robots are especially good at teaching subjects such as foreign language. In a study performed at the University of Southern California, a robot was used to teach the Finnish language to a group of preschool students. It would pick up objects and say what they were in Finnish, and use productive teaching strategies such as games and repetition to help the children retain the information. When the study was finished, all of the words taught by the robot were significantly imbedded into the children’s memories, while the words they learned from multimedia tapes or other sources were not embedded well at all. This is due to the cognitive engagement, patience, and encouragement the robots provide for the preschoolers. Many different experiments such as this one show that robots’ teaching strategies impact students at about the same level as human teaching strategies (Carey and Markoff Para 21-24). Experiments are performed all over the world by many different specialists who study robotics, and anyone can see, their data concludes that artificial intelligence has a positive influence on the learning levels in a classroom. Specialists have also taken into account the feelings of children who have had the opportunity for artificial intelligence to become a part of their lives. Studies reported by Crotty show that a majority of students are pleased to have a robot to study and play with (Para 2). Robots are able to make games out of children’s homework, and the knowledge they gain from their assignments is portrayed as fun, giving them incentive to get their work done as well as possible. This is very helpful, especially for children who are discouraged in school and have low self-efficacy (Crotty Para 4). The robots are viewed by the children as friends and as very helpful companions. A quote from an article by Rendeiro Fonesca in United Academics Magazine brings us into the life of a boy who had artificial intelligence assisting him at home as well as in school: When I get home, my robot helps me with my homework. My mother and father came in and said no video games now, homework first, but when they saw that I was already finished and had done everything correctly, they were glad that I had made friends with the robot. It could do everything—play soccer, build Legos, read, do math, write, and all the movements a person can make. Since my parents really are always at work a lot, they can’t always help me or play with me or cook something. Now the robot helps them with that.† —Boy, 9, Germany. (Fonseca Robots in the Classroom Para 4) According to this article, children see their robots as reassuring, helpful, encouraging, and as a very big influence to help them with their learning. They often feel more comfortable being their true selves around the robots than they do with a teacher they are unfamiliar with, which helps to be creative in their work when the robots are around (Fonseca Para 10). They also encourage children to be proud of themselves, which gives them incentive to show their parents and human teachers how well they are doing with the instruction given by the robots (Crotty Para 6). While we understand that robots teaching children in the classroom is viewed as unnatural by many, we ask for your cooperation to please understand the significant advancement in technology that has occurred in the past ten years. In Crotty’s article, he also explains how technology is viewed through the eyes of children as something very human. It is a major part of our culture, and young students don’t know of any life deprived of the conveniences technology has given us (Para 4). Robots seem strange and unfamiliar to us, but every new technology appears this way when it is first introduced. The introduction of artificial intelligence to the Frenchtown Elementary School District will lower our budget by decreasing the amount we will be paying in teacher salary. It will bring new learning opportunities to our children, open up a new kind of culture into our lives, and provide excellent assistance to our special education teachers, as well as general classroom lessons. With this addition to our curriculum, the administration hopes to achieve higher state testing scores, and higher overall levels of learning and motivation. Works Cited Carey, Benedict, and John Markoff. Students, Meet Your New Teacher, Mr. Robot. The New York Times. The New York Times, 11 July 2010. Web. 26 Oct. 2012 Crotty, James Marshall. Why Kids Prefer Robots To Teachers And Parents. Forbes. Forbes Magazine, 03 Feb. 2012. Web. 26 Oct. 2012. Fonseca Rendeiro, Mark. Robots in the Classroom. United Academics: Connect Science and Society. UA Magazine, 22 Jan. 2012. Web. 26 Oct. 2012. Sneed, Adam. Coming Soon to a Kindergarten Classroom: Robot Teachers. Slate. The Slate Group, 6 Aug. 2012. Web. 26 Oct. 2012.

Importance of Chemical Bonding | Essay

Importance of Chemical Bonding | Essay George Brown Chemical bonds are either ionic or covalent. When a metal is present the bond is ionic as an electron is given from the metal to the non-metal, so the two ions are attracted to each other. When a bond is between two non-metal’s then it is covalent meaning that in the outer electron shells of the two atoms bonded electrons share electron to complete their outer electron shell. When two atoms bonded together are not the same, the electrons will not be shared equally as each atom will be positively or negatively charged in relation to each other. This value is measured as the difference of the electronegativity of each atom present. The electronegativity of an atom is the potential for the atom to attract shared electrons towards itself. The difference in electronegativity between ionic bonds is greater than that of polar covalent bonds and greater still of non-polar covalent bond. An example of a non-polar covalent bond is H-I as the difference in electronegativity isn’t very high. An example of a polar covalent bond is H-Cl as the difference in electronegativity is higher than 0.5 and lower than 1.7 and an example of an ionic bond would be Na-Cl as the difference in electronegativity is above 1.7. In figure 1 it can be observed how the electrons are shared in ionic and covalent bonds. This explains the high difference in the resultant electronegativity between ionic and covalent bonds. Metal, as an ion, donates an electron making it positively charged and a non-metal, as an ion, gains an electron making it more negatively charged meaning the attraction between ionic bonds is greater than that of covalent bonds. Ionic bonded substances are more polar than covalent bonded substances thus a better solvent. NaCl has a much high boiling point (around 1413 °c) than for example HCl (around -85c) Sodium Chloride, better known as table salt, is an example of an Ionic bonded substance due to the high difference in electronegativity. Sodium and chlorine as elements are very reactive and thus poisonous to the human body in large quantities if uncontrolled. So the fact that sodium and chloride are ionically bonded helps to control the concentration of sodium and chlorine in the body as it can only be broken down when it needs to be in the liver. Sodium and chlorine is needed In low concentrations for key cell functions in nerve cells for maintaining the â€Å"resting potential of nerve axon cells which is -70 mV† (Hall et al., 2009) maintained by the â€Å"sodium potassium pump†. It is required for the nerve cells in the human body to function. It’s the reason for why you can feel or can react to stimuli. A molecule is always non polar, where the bonds between atoms in the molecule are non-polar an example of this would be H-I. Water is an example of a polar covalent bond as it consists of polar covalent bonds H-O and the molecule is asymmetrical. This means that water is a good solvent allowing it to transport sugars and salts around the body, in blood, as they can be easily dissolved in an aqueous solvent such as water. In figure 2 you can see the relative charge of the molecule in water. CCl4 is example of a molecule of which its atoms are polar bonded together but due to the symmetry of the molecule observed in figure 2 the polarity of the molecules cancels itself out, and it acts as if it’s non-polar in intermolecular interactions The strength between intermolecular bonds is a lot weaker than the strength of intramolecular bonds and the weakest form of intermolecular bond is a bond that uses Van der Waals forces or an instantaneous induced-dipole bond. These are observed when a nearby non-polar molecules experiencing an instantaneous dipole, due to the random nature of electron clouds oscillating on molecules, which induces a dipole of another molecule, it may cause a ripple effect inducing dipoles on nearby non-polar molecules. Larger molecules have a larger electron cloud which means the induced and potential electronegativity of instantaneous dipoles would be stronger. Van der Waals forces is the attraction that occurs between all molecules polar or non-polar, but is the only source of intermolecular attraction between non-polar molecules. Lower boiling points will be observed of substances of similar elements that are polar, dipole-dipole bonds or even stronger hydrogen(dipole-dipole) bonds, than that of n on-polar Van der Waals force bonds, as they are much stronger so it requires more energy(heat) to break them. Figure 3 is an example of an induced dipole bond from an instantaneous dipole. Hydrogen bonding (an example of a strong dipole-dipole bond) is another example of an intermolecular. Standard hydrogen bonding is an intermolecular bond where a hydrogen from one molecule is attached to one of the most electronegative elements; oxygen, nitrogen or fluorine of another molecule. Figure 4 shows a diagram of a hydrogen bond between two water molecules. These bonds help to keep the water molecules together so it requires more energy for the substance to change state from liquid into a gas. It also means when water is a solid (ice) it is less dense than when it is a liquid, which is unusual as usually substances tend to expand when they heat up. Heat is a measure of kinetic energy of a substance, so when substances, molecules or atoms, has more kinetic energy it is more fluid, less packed together (less dense). You can see in figure 4 that each oxygen atom is bonded from a combination of hydrogen (intermolecular) and covalent (intramolecular) bonds to 4 oxygen atoms. Ther e is a lot of free space around these atoms when they are structurally bonded this way, so this is why ice is less dense than water. The structural function of ice is important for all seasonal marine life and some land organisms as it allows ice to float. An example of a more complex intermolecular bond is ionic hydrogen bonding. Potential uses is discussed in the article BIOPHYISCAL (Kaledhonkar et al., 2013). The article states â€Å"Standard hydrogen bonds are of great importance for protein structure and function† but â€Å"Ionic hydrogen bonds often are significantly stronger than standard hydrogen bonds and exhibit unique properties† which allows them to be used in protein folding (polypeptides), modification in the golgi apparatus, enzyme active transport centres and the formation of membranes, processes that are all critical for life. Ionic hydrogen bonding is explained further in an article in chem. rev. (Meot-Ner (Mautner), 2005). The article states that â€Å"ionic hydrogen bonds (IHBs) that form between ions and molecules with bonds strengths of 5-35 kcal/mol, up to a third of the strength of covalent bonds†. Ionic hydrogen bonds are believed to be the strongest intermolecular bond but still only up to a third the strength of a covalent bond. So even the strongest intermolecular bonds are weaker than intramolecular bonds. [Word Count: 1058] References bbc.co.uk, (2014).BBC Higher Bitesize Chemistry Bonding, structures and properties : Revision, Page2. [online] Available at: http://www.bbc.co.uk/bitesize/higher/chemistry/energy/bsp/revision/2/ [Accessed 2 Dec. 2014]. Chemprofessor.com, (2014).Intermolecular Attractions or van der Waals Forces. [online] Available at: http://www.chemprofessor.com/imf.htm [Accessed 2 Dec. 2014]. Hall, A., Hickman, G., Howarth, S., Middlewick, S., Owens, N., Reiss, M., Scott, A. and Wilberforce, N. (2009).Salter-Nuffield Advanced Biology A2 Student Book. London: Edexcel Pearson, p.201. Kaledhonkar, S., Hara, M., Stalcup, T., Xie, A. and Hoff, W. (2013). Strong Ionic Hydrogen Bonding Causes a Spectral Isotope Effect in Photoactive Yellow Protein.Biophysical Journal, 105(11), pp.2577-2585. Meot-Ner (Mautner), M. (2005). The Ionic Hydrogen Bond.Chem. Rev., 105(1), pp.213-284. Physicsofmatter.com, (1998).Hydrogen Bond Disorder in Ice Structures. [online] Available at: http://www.physicsofmatter.com/NotTheBook/Talks/Ice/Ice.html [Accessed 2 Dec. 2014]. Page 1 of 7 Soil Water Contamination: Wheal Jane Incident Soil Water Contamination: Wheal Jane Incident The Wheal Jane incident was a significant mine water discharge event. The incident occurred in 1992, shortly after the mine closure. This report provides a brief description of the mine, the incident itself and the resulting aftermath. Wheal Jane Mine is located near the village of Chacewater, in Cornwall. The mine itself was formed in 1861, after the merging of five smaller mines. The oldest mine workings from the area were thought to date back as far as the 1740s (Cornwall Calling, 2017). The mine had worked many mineral lodes over its lifetime, producing tin, copper, and silver-lead (Cornwall in Focus, 2017). In the years leading up to its closure, the mine was primarily extracting cassiterite, the main source ore of tin, but older workings also produced pyrite and arsenopyrite, with the modern development drives taking the mine to 450 meters below surface level (University of Exeter, 2002). The mines of the Gwennap parish were all interconnected, with Wheal Jane connected to the neighbouring, working mine Mount Wellington, and to the abandoned workings of United Mines. Wheal Jane was an extremely wet mine, requiring dewatering measures in the region of 60,000 m ³ day-1 in the winter months. The pumped water was highly acidic, owing to the dissolved metals from the sulphide mineral deposits. Approximately half of pumped water was treated before being discharged into the Carnon river (Bowen, Dussek, Hamilton, 1998). Wheal Jane Mine had been working, on and off, from this time until its eventual closure in 1991 due to financial difficulties, primarily relating to the low price of tin, following the International Tin Agreement in 1985. Much of the mines infrastructure and equipment was sold off at the time of its closure, with the mines operational dewatering systems being turned off after a government grant subsidising the pumping costs was withdrawn (University of Exeter, 2002). After the mine closure, and the cessation of the government grant, the operational dewatering pumps were switched off, leaving only the tailings dam pumps remaining. With the dewatering measures stopped, the water level rose and filled the expansive voids underground, with the sulphide mineral bearing rock now being leached by the rising ground water. The NRA (National Rivers Authority, now part of the Environment Agency) was concerned of the potential of Acid Mine Drainage (AMD) into the Carnon river and commissioned a survey to determine the potential impact of a mine water discharge, and its likely discharge points and timing. The investigation proved difficult to predict due to the unknown volume of connected, un-surveyed mine workings which would also need to fill before release (Bowen, Dussek, Hamilton, 1998). The NRA continued to monitor the water levels and water quality throughout the year. On November 17th 1991 the mine water levels reached 14.5 m AOD, and a mine water discharge event occurred through Janes adit. The water treatment lagoon onsite was quickly overwhelmed by a flow of approximately 5,000 m ³ per day of AMD at a pH of 2.8 (Bowen, Dussek, Hamilton, 1998). The NRA had contingency plans in place and immediately reacted by adding lime at the head of the adit to raise the pH and precipitate the metals from the mine water. A plug was constructed near the portal of Janes adit and the water pumped out into the tailings dam (University of Exeter, 2002). On January 4th 1992 a technical issue meant that the pumps to the tailings dam were stopped. The mine water levels quickly rose by an estimated 4 meters. The mine water built up and, on January 13th 1992, discharged through the Nangiles adit, which was the second lowest known discharge location after Janes adit. This released an estimated 50,000 m ³ of AMD (pH of 3.1) into the Carnon river over a period of 24 hours, flowing through the Restonguet Creek, Carrick Roads and into the Fal estuary (Bowen, Dussek, Hamilton, 1998). The contaminated water created a highly visual pollution event, as oxidation caused the iron rich water to turn a yellow-brown ochre colour, drawing worldwide media attention and causing much alarm to the community ( CL:AIRE, 2004). The mine water also contained considerable concentrations of heavy metals, most significantly being the presence of over 600 parts per billion Cadmium (University of Exeter, 2002). Following the discharge, new pumps were installed by the owners to pump water from the adit directly into the tailings dam as a short-term solution. Monitoring after the incident proved that the effects of the mine water discharge proved to be short-term only, with the NRA stating that There appears to have been no major adverse effects from the incident on the biota of the estuary. (National Rivers Authority, 1995). However, it was clear after the event that the mine water could not be left unchecked, and thus a water treatment solution was proposed. The NRA proposed both an active and passive treatment system. In 1994 a pilot passive treatment plant (PPTP) was constructed, as a research method for potential long-term treatment options. An active treatment plant was constructed in 2000. The PPTP contains three different treatment streams, all containing aerobic reed beds for removal of Iron and Arsenic, an anaerobic cell for removal of zinc, copper, cadmium and iron by bacterial reduction, and an aerobic rock filter which removes manganese through growth of algae (University of Exeter, 2002). The three streams differ however in the pre-treatment. One stream is first treated with lime to raise the pH, the second is first passed through an anoxic limestone drain, and the third stream involves no pre-treatment at all ( CL:AIRE, 2004). A report into the performance of the PPTP found that it offered inconsistent performance, and water discharge commonly exceeded the permitted water quality guidelines. The PPTP was also only processing 0.6 l/s of contaminated water, The active treatment plant took over from the PPTP in 2000. The process involves the addition of lime to increase the pH, and flocculant to precipitate out the metals in solution. The metal precipitates form a sludge, which is sent to a hold tank, and onto the tailings dam. The treated mine water is discharged out into the Carnon river. This system treats an average of 200 l/s, at a metal removal efficiency of 99.2% ( CL:AIRE, 2004). Whilst there have not been any significant long-term environmental impacts from the incident, it serves as a stark reminder of the potential environmental disaster that can come from mining activities, particularly from historical mines which were not subject to the same environmental regulations that are in place today. References CL:AIRE. (2004). Mine Water Treatment at Wheal Jane Tin Mine, Cornwall. CL:AIRE (Contaminated Land: Applications in Real Environments), 1-4. BBC. (2014, June 3). Pumping the polluted water from mines. Retrieved from BBC News: http://www.bbc.co.uk/news/uk-england-26573994 Bowen, G. G., Dussek, C., Hamilton, R. (1998). Pollution resulting from the abandonment and subsequent flooding of Wheal Jane Mine in Cornwall, UK. London: Geological Society. Cornwall Calling. (2017). Retrieved from Cornwall Calling: http://www.cornwall-calling.co.uk/mines/carnon-valley/wheal-jane.htm Cornwall in Focus. (2017). Cornwall in Focus. Retrieved from http://www.cornwallinfocus.co.uk/mining/whealjane.php National Rivers Authority. (1995). Wheal Jane Mine Water Study. Ashford: Knight Pià ©sold. Retrieved from Environment Data: http://www.environmentdata.org/fedora/repository/ealit:2627/OBJ/20000033.pdf University of Exeter. (2002). The Wheal Jane Incident and water quality. Retrieved from Projects University of Exeter: https://projects.exeter.ac.uk/geomincentre/estuary/Main/jane.htm

Comparing four or more poems Essay

The world around you is full of relationships. Some good, some bad. A relationship can bring happiness and love whilst also bringing sadness and unpleasantness. Two people having emotional feeling for each other, sharing those feelings with comfort and pleasure, form a relationship. Many will say that a relationship is the best thing ever, whilst others may say it’s also the worst. When a relationship forms why does there always have to be a good and a bad part? One of the poems I have studied is ‘this be the verse’ by Philip Larkin. It is about a child blaming everything that has happened to him on his parents. Larkin has expressed his feelings for a relationship by using the bitter and brutal word ‘fuck’. He chooses these choices of words to shock the readers and members of his family. When the poem was write in 1960 the word ‘fuck’ would have been even more offensive than it is now. Ask yourself why call the poem ‘this be the verse’? Larkin uses the word ‘be’ to get his point across on relationships. Using the word ‘be’ makes his opinion a fixed thing. Larkin’s uses of language in this poem sets out the pessimistic image that your parents destroy you. You can tell that him and his parents have never really got along by the quote: ‘they fuck you up your mum and dad’. Larkin is applying that your parents mess you up when he states ‘they may not mean to but they do’. He also sets up the image of hatred by using the rhythm to bang in an effect of anger. The rhythm is bouncy and contracts with the message. Having said that it also depends on your mood when reading the poem. Larkin obviously had a disruptive childhood by the tone and the mood of his poem. ‘Add some extra just for you’. Larkin dents the ironic image by implying he is ashamed of his parents and their parents. The second verse sets up the impression that Larkin might have changed his mind about his parents as the first word is ‘but’. However I was wrong he carries on throughout the verse ‘slagging off’ his parents and grandparents by saying ‘by fools in old style hats and coats’. On verse three he still hasn’t changed his mind about his distraught childhood and his hatred towards his parents. ‘It deepens like a coastal shelf’ Larkin explains that his hurt and hatred built up and deepens more every time he got hurt. Larkin obviously cannot forget about this childhood and forgive his parents for the way he has turned out. He states ‘get out as early as you can’. Larkin gets the impression across the only way to stop you tuning out like you family is to kill yourself. ‘This be the verse’ is a misanthropic poem. Does this mean that Philip Larkin agrees with Sartre, that hell is other people? My opinion towards this poem is that the poet, Philip Larkin is cruel and bitter towards his parents. He gives off the impression very clearly that he has no respect for his parents and grandparents what so ever. And it is very clear that he is not willing to forgive his parents for the way in which he has turned out. However his opinion is different than mine. I feel that the way you turn out has some effect on your parents. However most of it is up to you, by the way you choose to dot things and the way you choose to learn from your mistakes yourself. Another poem I have chosen to study is called ‘the sick equation’ written by Brian Patten. What is a healthy equation? One that works, that provides an answer. Patten is implying that the ‘sick equation’ is one that doesn’t work. Signifying that his parents don’t work well together. At the beginning of each poem ‘this be the verse’ and ‘the sick equation’ they both have a point of comparison. Both poets bring the image across that a relationship is a fixed and bad thing by Patten using ‘absolute’ and Larkin using ‘be’. Are both poets establishing the same message? Patten’s poem talks about the difference at home and school. ‘In school I learned that one and one made two and could have been engraved in stone, an absolute I could not question or refute’. Patten gives out the impression that at school everything has an answer however at home nothing adds up. He the goes on to use the ironic message ‘but home sweet home’ he uses irony to get the message across that he doesn’t care. I feel using irony has more of an impact that not using it. In the second verse Patten uses the strong word ‘raw’. He describes that he is feeling hurt and the hatred towards his parents has grown strongly. ‘In that raw cocoon of parental hate’. ‘I came to believe how it was best that one remained one, for two, one at least would suffer so’. Here Patten explains that for the best its better to keep yourself to yourself, as if you are to become committed at least one of you would hurt. He objects with his mum and dad being together as one of them is always hurting. In the second verse Patten is applying that he had love but let it go by the comment ‘believing this I threw away so many gifts- I never let love stay enough to take to take root, but by thinking myself of too little worth I crushed all its messengers. His parents have let love go for him, they have spoiled love for him, the way his mum and dad acted towards each other impacted into Patten that love is not a good thing. He goes on to stay ‘I grew-or did not grow-and kept my head down low, and drifted with the crowd’. Even though he grew on the outside in height he still remained immature on the inside. ‘I stayed apart, stayed one claiming separateness was out of choice, and at every wedding ceremony I saw the shadow albatross- divorce- fall over groom and bride’. By saying this it implied that for some time that Patten never had the courage to have a full time relationship, as he was scared that the same might happen to him that happened to his parents. It feels that Patten sees a divorce at the beginning of a wedding. In the final verse Patten states that he can’t blame his parents for the way he turned out. (Unlike Larkin) he explains to the reader that he can’t judge everyone for the way they are or that way they have been brought up. He changes his opinion on his parents towards the end of the poem. Its absurd to believe all others are as damaged as we’, ‘the lesson that our parents taught’ he clearly feels he cannot blame his family for what had happened to him now and in the past. He can forgive and forget, unlike Larkin. Unlike Larkin, Patten chooses to only highlight the positive side of a relationship. Pattens choice of words hammer to message into the head that not all relationships are bad, just because he had a bad experience he learnt that you will always be able to love someone. The language he uses relates to his loneliness and hurt in his past. He expresses his hurtful past through his poetry. Another poem I looked at is ‘looking for dad’ again by Brain Patten. You can guess what Patten is going to talk about before reading it for yourself. His dad. The poem is about a boy who thinks his dad has ran away because he hadn’t tided his room, when really it was just another relationship ending disruptly. The poem is set out from the others, when you look at a poem the first thing you will notice is the fact is has verses. ‘Looking for dad’ is all joint together without any verses.

Quintessential Leader Description Essay

The main focus of this research paper is leadership qualifications in the workplace. Please structure a research paper to address the following issues: (A) Develop the academic foundations of leadership by providing a brief literature review of three (3) current articles (that is, within the last 4 years) that relate to any of Daniel Goleman’s theories. Research other articles not use used in the course. Make sure that the articles you choose are appropriate and related to you topic. The articles do not require Goleman as an author. (B ) Describe what you consider to be the quintessential good leader using additional research literature (in addition to those of the previous Goleman literature review) to support your defense. (C) Using the research from the Goleman literature reviews (category A), and the literature used to describe the quintessential leader (category B ), develop a theoretical leadership model with a focus on middle manager leadership qualifications for an existing or fictitious organization. Use one of the teamwork development models from threaded discussion 2.2 as one of the expectation of the leader. In other words, I want you to build an organization with a middle manager (leader) which instills all of the characteristics that you choose to describe, defend, and analyze. This is your chance to put your preferred leadership resource in place. It is recommended that you include at least three characteristics for your leadership qualification model. Note: you have full autonomy to provide the list of characteristics as long as it is defended using proper research methods. Make sure you analyze each characteristic and defend your assertions.

ACT Guessing Strategy The Top Mistake Students Make

ACT Guessing Strategy The Top Mistake Students Make SAT / ACT Prep Online Guides and Tips The ACT doesn't penalize guessing, so you should never leave any answer blank even if you have to take a completely blind guess. Even with this information, students still make one huge mistake. Here we expose the biggest ACT guessing strategy mistake students make, and suggest a much better approach. We've seen students improve 1-2 points immediately after applying this 5-minute strategy. The Biggest ACT Strategy Mistake ACT takers already know not to leave any questions blank – after all, the ACT doesn't penalize guessing. But many students take this to mean that they should spend substantial time on each question. These mistaken students think, "if I have to answer all questions, doesn't it make sense to spend at least 20-30 seconds looking at each?" The answer is a big, fat NO. Let me be clear: you have to give an answer for each question, but you DO NOT need to spend 20-30 seconds looking at each question. I am a strong advocate of blind guessing for many students on many types of questions. First, What Is Blind Guessing? Blind guessing is exactly what it sounds like guessing on a question without even reading it. Just filling in "C" or "G" at random. This might sound crazy, but for many students this is not a bad strategy. How and Why to Use Blind Guessing In particular, you should always blind guess when you encounter a problem way beyond your difficulty threshold. For example if you usually score a 15 on the math section, then most of the problems in the "hard" towards the end of the section will be way above your skill level. You get .20 points (in expectancy) just for blind guessing, which means you have a 1-in-5 chance of getting it right. And it takes 1 second! Now, since these are hard questions, and you usually score a 15, it may take you 2 minutes just to understand each question, and another 2 minutes to eliminate a couple of answer choices. This is a really bad use of four minutes to just get .4 extra points (in expectancy). Besides, you may not even eliminate correctly. Who Should Not Blind Guess: High Scorers High scorers, those with above a 20 on all sections, should not be using Blind Guessing. That's because, to maximize their points, they need to be spending time trying all of the questions. In such a case, since you're reading and understanding all questions anyway, you might as well make a more educated guess by eliminating some answers. When Everyone Should Not Blind Guess: Easy Questions For easy questions (those toward the beginning of the section), everyone should be trying them even if you're a low scorer, these are the questions that will give you your baseline points. On these questions, blind guessing is a big no-no. Recap As a recap, a holistic ACT guessing strategy is made up of three parts: 1. Always answer all questions, even if it means blind guessing last minute. Never leave them blank! 2. If you read a question, make an educated guess by eliminating answers you think are wrong. 3. Do not spend time on all questions: for ones that you know are much too hard for you, intend to blind guess. Read More! How is the ACT scored? Is the ACT easier than the SAT? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Learning Dates and Days in Mandarin Chinese

Learning Dates and Days in Mandarin Chinese The Mandarin Chinese calendar is relatively easy to learn. The days of the weeks are numbered 1 – 6, so once you’ve learned your Mandarin numbers, weekdays are a snap. The same thing with months – all the months are numbered from 1 – 12, so once you’ve learned these numbers, you simply add the word for â€Å"month† and you have the complete Mandarin calendar under your belt. Throughout this article, audio files are marked with ââ€" º. Number Review 1 ââ€" ºyÄ «2 ââ€" ºÃƒ ¨r3 ââ€" ºsÄ n4 ââ€" ºsi5 ââ€" ºwÃ… ­6 ââ€" ºlià ¹7 ââ€" ºqÄ «8 ââ€" ºbÄ 9 ââ€" ºjià º10 ââ€" ºshà ­11 ââ€" ºshà ­-yÄ «12 ââ€" ºshà ­-à ¨r Days dayââ€" ºtiÄ nÃ¥ ¤ ©todayââ€" ºjÄ «n tiÄ nä »Å Ã¥ ¤ ©yesterdayââ€" ºzuà ³ tiÄ næ˜ ¨Ã¥ ¤ ©tomorrowââ€" ºÃ¢â‚¬â€¹mà ­ng tiÄ n明å ¤ © Weeks weekââ€" ºlÇ  bi / ââ€" ºxÄ «ng qÄ «Ã§ ¦ ®Ã¦â€¹Å" / 星æÅ"Ÿthis weekââ€" ºzhà ¨i gà ¨ xÄ «ng qÄ «Ã©â‚¬â„¢Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿlast weekââ€" ºshng gà ¨ xÄ «ng qÄ «Ã¤ ¸Å Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿnext weekââ€" ºxi gà ¨ xÄ «ng qÄ «Ã¤ ¸â€¹Ã¥â‚¬â€¹Ã¦ËœÅ¸Ã¦Å"Ÿ Months monthââ€" ºyuà ¨Ã¦Å"ˆthis monthââ€" ºzhà ¨i gà ¨ yuà ¨Ã©â‚¬â„¢Ã¥â‚¬â€¹Ã¦Å"ˆlast monthââ€" ºshng gà ¨ yuà ¨Ã¤ ¸Å Ã¥â‚¬â€¹Ã¦Å"ˆnext monthââ€" ºxi gà ¨ yuà ¨Ã¤ ¸â€¹Ã¥â‚¬â€¹Ã¦Å"ˆ Years yearââ€" ºninÃ¥ ¹ ´this yearââ€" ºjÄ «n ninä »Å Ã¥ ¹ ´last yearââ€" ºqà ¹ ninåŽ »Ã¥ ¹ ´next yearââ€" ºmà ­ng nin明å ¹ ´ Weekdays Mondayââ€" ºxÄ «ng qÄ « yÄ «Ã¦ËœÅ¸Ã¦Å"Ÿä ¸â‚¬Tuesdayââ€" ºxÄ «ng qÄ « à ¨r星æÅ"Ÿä ºÅ'Wednesdayââ€" ºxÄ «ng qÄ « sÄ n星æÅ"Ÿä ¸â€°Thursdayââ€" ºxÄ «ng qÄ « sà ¬Ã¦ËœÅ¸Ã¦Å"Ÿå››Fridayââ€" ºxÄ «ng qÄ « wǔ星æÅ"Ÿä ºâ€Saturdayââ€" ºxÄ «ng qÄ « lià ¹Ã¦ËœÅ¸Ã¦Å"Ÿå… ­Sundayââ€" ºlÇ  bi rà ¬ / ââ€" ºlÇ  bi tiÄ n / ââ€" ºxÄ «ng qÄ « rà ¬ / ââ€" ºxÄ «ng qÄ « tiÄ nç ¦ ®Ã¦â€¹Å"æâ€" ¥ / ç ¦ ®Ã¦â€¹Å"Ã¥ ¤ © /星æÅ"Ÿæâ€" ¥ /星æÅ"Ÿå ¤ © Months of the Year Januaryââ€" ºyÄ « yuà ¨Ã¤ ¸â‚¬Ã¦Å"ˆFebruaryââ€" ºÃƒ ¨r yuà ¨Ã¤ ºÅ'æÅ"ˆMarchââ€" ºsÄ n yuà ¨Ã¤ ¸â€°Ã¦Å"ˆAprilââ€" ºsà ¬ yuà ¨Ã¥â€ºâ€ºÃ¦Å"ˆMayââ€" ºwÇ” yuà ¨Ã¤ ºâ€Ã¦Å"ˆJuneââ€" ºlià ¹ yuà ¨Ã¥â€¦ ­Ã¦Å"ˆJulyââ€" ºqÄ « yuà ¨Ã¤ ¸Æ'æÅ"ˆAugustââ€" ºbÄ  yuà ¨Ã¥â€¦ «Ã¦Å"ˆSeptemberââ€" ºjiÇ” yuà ¨Ã¤ ¹ Ã¦Å"ˆOctoberââ€" ºshà ­ yuà ¨Ã¥  Ã¦Å"ˆNovemberââ€" ºshà ­ yÄ « yuà ¨Ã¥  Ã¤ ¸â‚¬Ã¦Å"ˆDecemberââ€" ºshà ­ à ¨r yuà ¨Ã¥  Ã¤ ºÅ'æÅ"ˆ What’s the Date? What’s the date today?ââ€" ºJÄ «n tiÄ n shà ¬ jÄ « yuà ¨ jÄ « ho?ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥ ¹ ¾Ã¦Å"ˆå ¹ ¾Ã¨â„¢Å¸?Which day of the week?ââ€" ºLÇ  bi jÄ «?ç ¦ ®Ã¦â€¹Å"Ã¥ ¹ ¾?Which day of the month?ââ€" ºJÄ « ho?Ã¥ ¹ ¾Ã¨â„¢Å¸?What month is it?ââ€" ºJÄ « yuà ¨?Ã¥ ¹ ¾Ã¦Å"ˆ? Practice Dates What’s the date today?ââ€" ºJÄ «n tiÄ n shà ¬ jÄ « yuà ¨ jÄ « ho?ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥ ¹ ¾Ã¦Å"ˆå ¹ ¾Ã¨â„¢Å¸?Today is May 10.ââ€" ºJÄ «n tiÄ n shà ¬ wÇ” yuà ¨ shà ­ ho.ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¤ ºâ€Ã¦Å"ˆå  Ã¨â„¢Å¸Today is June 22.ââ€" ºJÄ «n tiÄ n shà ¬ lià ¹ yuà ¨ à ¨r shà ­ à ¨r ho.ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¥â€¦ ­Ã¦Å"ˆä ºÅ'Ã¥  Ã¤ ºÅ'號Today is December 24.ââ€" ºShà ­ à ¨r yuà ¨ à ¨r shà ­ sà ¬ ho.Ã¥  Ã¤ ºÅ'æÅ"ˆä ºÅ'Ã¥  Ã¥â€ºâ€ºÃ¨â„¢Å¸

Writing about my career and why i want to study in boston university Personal Statement

Writing about my career and why i want to study in boston university - Personal Statement Example Boston University is the kind of educational institution that emits an air of confidence in its teaching methods. It is the kind of university that creates students and graduates that are prepared for the world after school and who have little fear in the unknown because of the education imparted onto them. I am applying to Boston University because I feel that it is the kind of institution that allows its students to absorb education in their own ways. It also equips its students with the tools needed in order to remain confident in the education they have received and in turn, succeed in life. I am confident that I will be a great addition to the school as my skill set and experience will mesh well with the university’s culture and process. I am, first and foremost a bilingual student, able to converse well in both English and Spanish, which is my native language. This gives me a number of dimensions in which to communicate, learn and impart learning. I am also a proud holder of a dual bachelor’s degree in finance and management, which not only makes learning in similar fields easier, but it also gives me a chance to share information to my fellow students on a higher level. My skill set has also been broadened by my work and volunteer experience both in the United States as well as in my native country, Honduras. These experiences have helped me to become adaptable to any work environment. It has also taught me to prioritize what is important and think ahead. The work experience has also allowed me to interact with different kinds of people and become adept in customer communication which, when related to the educational environment, means I can adapt to different communication styles of each student and professor with little to no difficulty. Aside from my experience in business analysis and employee management, I have also been involved in teaching. I have taught English in Honduras, which has given me a look at what it is to be the

Health Care Communication Methods Essay Example | Topics and Well Written Essays - 1250 words - 1

Health Care Communication Methods - Essay Example This is a very effective method because the administration is assured that the message has reached the right people. In addition, the people would be given a chance to air their grievances which must be incorporated in the overall strategy so as to reduce the level of resistance. Furthermore, face-to-face communication method provides the administration with a platform to observe and note the real reaction of the people who are involved in the whole process. The people are the one to be affected by the process. As a result, they are likely to give out very crucial suggestions that may make the process to be more smooth and friendly. One of the major disadvantages of using this method of communication is that it is expensive and requires a large number of subordinates in order to pass the information to all people. The organization need to train them in order to ensure that the information passed is credible and according to the expectations of the administration. The method is also e xpensive. Hiring and assigning these educators is an expensive affair which might affect the overall performance of the organization (DuPreÃŒ , 2010). Therefore, when it is undertaken, the administration must have considered all the other available methods of communication. Another disadvantage is that it is time consuming. The population that will be affected by the changes is very large. Reaching all of them would be a very hard task that will take time. In addition, some of the people may need more time in order to understand the whole concept. This may delay the process, an aspect that might affect its success. Therefore, other methods should be given the first priority. This is still an effective method of passing information to the people. The health care organization involved can post an advert in the local dailies. However, before this strategy is used, a research should be conducted to study.