Education in Pakistan Essay

The existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education  system to improve the service delivery at that level. The main inherent issues of education systems are: †¢teachers absenteeism, †¢high drop out rates particularly at primary level, †¢high repetition rates, †¢low completion rates, †¢inequalities by gender, †¢location and social groups, †¢low literacy rate and †¢unsatisfactory performance of schools, these issues have been addressed under DOP through empowerment of local communities. The present government has initiated political and administrative devolution under its reforms agenda under Local Government Plan 2000. The Local Government Ordinance was promulgated on 14th August 2001. Under devolution, political power, decision-making authority, and administrative responsibilities have been moved as closes as possible to the village, union council, tehsil and district levels, with only the major policy-making, coordination, and special service functions being retained with the central and provincial governments. The main purpose of the devolution is to improve the service delivery at the grass root level in various sectors. It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. Successive governments  addressed this problem in their policies and plans since 1947. The present government has envisioned with a clear commitment to reform a number of aspects of education system framed within the 1998-2010 National Education Policy and ten year perspective development plan 2001-2011 to increase educational opportunities for all children, to enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an Action Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to address the following areas of education system: 1. Comprehensive literacy and poverty reduction program. 2. Expansion of primary elementary education. 3. Introduction of technical stream at the secondary level. 4. Improving the quality of education through teacher training. 5. Higher education sector reforms. 6. Public-private partnership. 7. Innovative programs. POLICIES AND GOALS OF EDUCATION SYSTEM IN PAKISTAN: Since independence, attempts have been made to relate the education system to the needs  and inspirations of the country. All Education Conference was held in 1947 as per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the future development of education by emphasizing interalia, that the education system should suit the genius of our people, consonant with our history, culture and instill the highest sense of honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific and technical knowledge to build up our economic life. This was followed by the appointment of various commissions, which submitted their  reports periodically. The 1959 Report of the Commission on National Education enjoys a peculiar position in the history of educational reforms. There were several other commissions and policy statements up to 1973. In 1973 the civilian democratic government came up with a 1973 constitution which provided that the state shall: (a) promote unity and observance of the Islamic moral standards; (b) promote with special care the educational and economic interests of backward areas; (c) remove illiteracy and provide free and compulsory secondary education within minimum possible period; (d) make technical and professional education generally available and higher education equally accessible to all on the basis of merit; (e) enable the people of different areas, through education , training, agriculture and industrial development , and other methods to participate fully in all form of national activities including employment in the services of Pakistan; (f) ensure full participation of women in all the spheres of national life. The above-mentioned goals were pursued by various policy documents announced by subsequent governments who came into power from time to time. Each policy stressed on: (a) Islamic ideology and character building; (b) the universalization of primary education and promotion of literacy; (c) science education; (d) quality of education; and (e) reduction in inequalities of educational facilities. Formal System of Education in Pakistan. In formal education system, there are a number of stages, which are illustrated in the diagram in Annexure-I as described briefly below: Pre Primary Schooling: Pre-primary education is functional and managed in schools through out country. Public schools provide pre-primary education as part of socialization process. The students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary schools. The age group for pre-primary is 5. Primary Schooling: This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence, the policy makers pronounced to make primary education free and compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross  participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female. Middle Schooling: The middle schooling is of three years duration and comprised of class VI, VII and VIII. The age group is 10-12 years. The participation rate at middle school was about 34 percent during 2000-2001. Males were 36 percent and females were 33 percent. High Schooling: The high school children stay for two years in classes IX and X. The Board of Intermediate and Secondary Education conducts the examination. A certificate of secondary school is awarded to the successful candidates. The participation rate at high school was about 22 percent in 2000-2001 of which, 24 percent were males and 20 percent were females. Vocational Education is normally offered in high schooling. There are varieties of trades offered to the students and after completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of about 88 thousand in 2001-2002. Higher Secondary Education: The higher secondary stage is also called the â€Å"intermediate stage† and is considered a part of college education. Higher Secondary Education consists of classes XI to XII. During two years stay in this cycle of education, a student at the age of 16 years in this stage can opt for general education, professional education or technical education. The Board of Intermediate and Secondary Education (BISE) conducts the examination and awards a Certificate of Higher Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to be upgraded to higher Secondary Schools. Middle sections of high schools were to be linked with primary schools (designating elementary education). This system has limited success and some problems were experienced. Keeping in view the problems this system is being introduced gradually. Higher Education: To obtain a degree, 4 years of higher education after 10 years of primary and secondary schooling is required. Students who pass their first-degree stage are awarded a Bachelor’s degree in arts or science, typically at the age of 19 years. In order to complete an honors course at Bachelor’s degree level an additional one year’s study is required. Further, a two years course is required for Master’s degrees who have completed two years Bachelors’ degree. A doctoral degree requires normally 3 years of study after the completion of a master’s degree course. Professional and Technical Education: The duration of post secondary education varies in technical and professional fields. The polytechnic diploma is a three-year course. A bachelor’s degree in medicine (MBBS) requires 5 years of study after intermediate stage (12 years of schooling). Similarly, a bachelor’s degree course both in engineering and veterinary medicine is of 4 years’ duration after the intermediate examination. Madrassah Education: Side by side with modern education system there is also religious education system, which provides Islamic education. These institutions have their own management system without interference from either the provincial or federal governments. However, grants-in-aid are provided to these institutions by the government. During 2000 there were 6761 religious institutions with an enrollment of 934,000, of which 132,000 were female students in 448  institutions (Khan, 2002). Efforts have been made by the present government to bring the Madrassah in the mainstream under Education Sector Reforms. The main purpose of mainstreaming Madrassah is to enlarge employment opportunities for their graduates. Pakistan Madrassah Education Boards are established to regulate the Madaris activities. Non-formal Education: There are millions of people in Pakistan who have no access to formal education system. It is not possible for the formal system to meet educational needs of the rapidly growing population. Non-formal Basic Education School scheme has been introduced for those who  have no access to formal education. This scheme is very cost-effective. Under this scheme primary education course is taught in forty months. Non-formal schools are opened in those areas where formal schools are not available. Government provides teacher’s salary and teaching material whereas community provides school building/room. There are 6371 NFBE schools functioning in the country. Examinations: Examinations are usually held annually, which are the main criterion to promote the students to higher classes or to retain them in the same class. However, recently a system  of automatic promotion up-to grade-III has been introduced in some schools. In the primary classes, examinations are conducted by the respective schools. However, at the end of the fifth year of the primary stage a public examination is held by the education department for promotion to the next grade. Another examination is held for the outstanding students to compete for the award of merit scholarships. Similarly, the examination in Middle Schools are held by the individual schools but there is a public examination at the end of grade VIII conducted by the Education Department for awarding of scholarships. The Board of Intermediate and Secondary Education (BISE) conducts the examinations of Secondary and Higher Secondary. The degree level examinations are conducted by the respective universities. Teachers’ Training: In Pakistan, there are 90 Colleges of Elementary Education which offer teachers’ training programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary school teachers. For secondary school teachers, there are 16 Colleges of Education, offering graduate degrees in education and there are departments of education in 9 universities which train teachers at the master’s level. There are only 4 institutions which offer in-service teachers’ training. Besides these, the Allama Iqbal Open University, Islamabad, offers a very comprehensive teachers’ training program based on distance learning; its total enrolment is about 10,000 per annum of which 7,000 complete various courses every year Private Education Sector: Private sector involvement in education is encouraging. The Federal Bureau of Statistics survey (1999-2000) indicates that there are 36,096 private educational institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural  areas. The percentage share of private sector in enrollment is 18 percent at primary school level, 16 percent at middle school level and 14 percent at high school level. It has been observed that most of the private schools select their own curricula and textbooks, which are not in conformity with public schools. Majority of the schools are â€Å"English Medium† which attracts the parents for sending their children to these schools. Most of the schools are overcrowded and do not have adequate physical facilities. These schools are usually charging high fees from the students. Most of the schools are  unregistered; therefore, in most cases the certificates issued by these institutions are not recognized by public schools. Majority of these institutions are functioning in the rented buildings. The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Grants-in-Aid for specific purposes shall be provided to private institutions. Setting up of private technical institutions shall be encouraged. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundation. In rural areas, schools shall be established through public-private partnership schemes. The government shall not only provide free land to build the school but also bear a reasonable proportion of the cost of construction and management. Liberal loan facilities shall be  extended to private educational institutions by financial institutions. Despite all shortcomings of private education mentioned above, PIHS survey indicates that enrolment rates in public schools have declined since 1995-96 particularly a large decline has been observed in rural areas. It is generally perceived by parents that quality of education in private schools are better than the public schools, therefore, those parents who can afford prefer to send their children to private schools. These trends indicate that the public education system is unable to meet public demand for providing quality education in  the country. Administrative and Supervisory Structure and Operation According to the Constitution of Pakistan (1973), the Federal Government is entrusted the responsibility for policy, planning, and promotion of educational facilities in the federating units. This responsibility is in addition to the overall policymaking, coordinating and advisory authority; otherwise, education is the provincial subject. The Federal Ministry of Education administers the educational institutions located in the federal capital territory. Universities located in various provinces are administered by the provincial governments, but are exclusively funded by the federal government through the Higher Education Commission. The Federal Ministry of Education is headed by the Minister of Education. The most senior civil servant in the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is headed by Joint Educational Advisor The provincial Education Departments are headed by their respective Provincial Education Ministers. The civil servant in charge of the department is the Provincial Education Secretary. The provinces are further divided into districts for the purpose of administration. The head of the Education Department in a district is Executive District Officer (EDO). Literacy Department functions separately in case of Punjab and Sindh only it is headed by Executive District Officer (EDO) literacy. In the Provinces of NWFP and Balochistan, literacy is the part of Education Department. The hierarchy then runs down to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district Education Officers . At the grass root level (the union council level), Learning Coordinators (LCs) provide academic guidance as well as supervise the schools. The administrative structure has been decentralized under the Devolution Plan. Village Education Committees (VECs)/ School Management Committees (SMCs) have been set up in the provinces at grass root level. Present Scenario of Education in Pakistan The government of Pakistan recognized that education is the basic right of every citizen; therefore, access to education for every citizen is crucial for economic development and for poverty alleviation. The present government has given much importance to education sector it has not only emphasized raising the present literacy rate but also emphasized improving the quality of education. The overall estimated literacy rate was 50. 5 percent, for male 63 percent and for female 38 percent during 2001-2002. Urban literacy rate was 70 percent and rural literacy rate is 30 percent during the same period. Pakistan net primary enrolment rate was 66 percent (male 82 percent, female 50 percent) and gross enrolment rate was 78 percent (male 91 percent, female 64 percent) during 2000-01. About 45 percent children who enrolled in grade-1 drop out before completing primary education cycle (male drop out 45 percent, female drop out 54 percent). There are about 4 million children of 5-9 age group who are left out of school. The left out includes those children who never enrolled and those who drop out. Enrolment at primary level was 16. 63 million during 2000-01. The gross enrolment at middle level was 34 percent, male 36 percent and female 33 percent in 2000-01. The gross enrolment at secondary level was 22 percent, 20 percent for female and 24 percent for male. The total number of Arts and Science colleges were 916 (male 536 and female 380) with the enrolment of 763,000 during 2000-01. There are 68 universities in Pakistan with the enrolment of 1. 1 million. Out of the total universities, 40 universities are managed by public sector. There are 203,439 educational institutions in Pakistan of which 36,096 institutions are run private sector and the share of the private sector is about 18 percent. The major issues and challenges of the education system include †¢low literacy rate, †¢high dropout rate, †¢wide spread teacher absenteeism, †¢weak management and supervision structure,  Ã¢â‚¬ ¢shortage of trained and qualified teachers specially female, †¢lack of teachers dedication, †¢motivation and interest in their profession and †¢lack of physical facilities. †¢Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the requirements of present day. Education For All (EFA): Education For All refers to the global commitment to ensure that by 2015 all children would complete primary education of good quality (Universal Primary Completion), and that gender disparity would be eliminated in primary and secondary education preferably by 2005 and no later than 2015. This commitment was made at the World Education Forum in Dakar, Senegal in April 2000 and reaffirmed in the Millennium declaration in New York in September 2000. The Government of Pakistan is attaching top priority to EFA. The country has ten year Perspective Development Plan (2001-11) to visualize the long term macro-economic and sectoral growth strategies, Poverty Reduction and Human Development is the priority area of the Plan. Sector-wide development approach covering all the sectors of education has been adopted under the Perspective Plan. In order to address the EFA implications linkage  plan focusing on development of other sectors of Education has also been prepared. Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing illiteracy by 50 percent with a focus on reducing the gender gap by 2015, life skills and learning opportunities for youth and adults; and early childhood education. The targeted groups for EFA goals belong to disadvantaged communities with minimal opportunities. These groups are highly vulnerable, without access to learning facilities, or public sector facilities, which are functioning at sub-optimal levels.

October Sky Movie Essay

October Sky†¯is a movie about how a hillbilly†¯accomplished his dream of building rockets and got out from the falling mining hometown named†¯Coalwood. Homer Hickam, the main character of the movie, would never succeed in his rocket dream without the extraordinary inspiration and encouragement from Miss†¯Riley. An outstanding educator will focus on enlightening students and†¯extending†¯their†¯limits instead of instructing strict rules and following rigid†¯formats. The teacher in the movie, Miss Riley, recognizes the potential in every student, not only the ones with visible ability.†¯ She would use†¯philosophical†¯stories and her experience and observation to help her students to orient their dreams. All†¯the positive impacts on the students came†¯from the unique personality of the instructor. There is a remarkable†¯dialogue†¯that touches my heart and wins my approval in the†¯movie October Sky. When Homer and his partners were going to launch their rocket, some of the town residents had found their blockhouse and had been waiting for†¯their†¯launch. Miss Riley said to Homer, â€Å"You do not have to prove anything to anybody.† Miss Riley said that to the boys to make them feel more relaxed and try to comfort them from†¯nervousness. Even Homer’s father, John Hickam,†¯didn’t†¯believe his son could be successful in†¯building†¯rocket. Miss Riley gave support to the rocket boys and helped them to approach their goal as much she could, such as ordering a book for Homer. In the beginning, Principal Turner reprimand Miss Riley for giving her students false hopes and wasting their time; and confiscated Homer’s rocket and the book about rockets. It was Miss Riley helped to get Homer’s things back and directed him to pursue his goal even though there would be obstacles along the way and he should not fear.†¯ Homer’s father, John Hickam, and Ike†¯Bykovsky†¯both†¯had influence on Homer’s coming of age. The†¯effects from them were definitely not the elements that motivated Homer to achieve his ambition, but they taught Homer his responsibility to the family. Ike rather stayed at mining†¯for higher salary†¯than†¯go back to work in car shop. For the reason that his family was in poverty, his choice headed him to†¯death. In another accident, John was severely wounded, Homer picked up the responsibility to support family as his father had done. John was one of the major†¯obstacles for Homer to†¯accomplish†¯his rocket†¯dream. His father wanted to make Homer to be an exceptional miner in†¯Coalwood then take his place in the Company, so he threw Homer’s rocket equipment out and  sneered at†¯Homer. John had constructed his plan for Homer’s future;†¯nevertheless, Homer hated to be a†¯miner. John’s unsupportive actions towards Homer’s rocket dream were absolutely†¯negative†¯to Homer. But John gave Homer a†¯positive†¯lecture about how to treat friends when John saved†¯O’Dell†¯from his†¯drunken†¯stepfather†¯ou tside the police station. Homer shaped his outlook and grew up to be a man from Ike†¯Bykovsky†¯and John†¯Hickam’s valuable lectures. In†¯this tangible world, educators do not†¯necessary†¯have to be human being. Anything that inspires us can be our role model. The similarity between a physical object or an event and an instructor is that they both can give students positive impacts through affirmative representations. There is another movie that inspired†¯me named,†¯Life of†¯Pi. It is a sad story about how an Indian teenager survived from a marine peril with a tiger.†¯Ã¢â‚¬ ¯When Pi was a child, he converted himself to several religions, and his father told him that having several different faiths in the meanwhile is equal to not believing†¯in anything at†¯all. His mother explained a different idea to him which is, science takes over†¯our outside†¯world and it never gets inside†¯our heart,†¯only†¯faith does. This short†¯conversation†¯in the movie has its own†¯charm;†¯it reveals some truth to me, and affects me on†¯developing†¯my†¯standard of treating the world. Pi’s experience of sailing the sea taught me†¯that†¯no matter how slight the chance†¯is we should never†¯lose†¯hope. Even though the movie did not convey these ideas directly to us, it gave us†¯the direction to imagine. As the interpretation above,†¯great educators always use stories and their experiences to enlighten†¯students.†¯Ã¢â‚¬ ¯That†¯is where usually the positive sources come from. In October Sky, Quentin, one†¯of the rocket boys, could also be†¯seen as†¯a great teacher to†¯Homer. It was him who introduced Homer the basic†¯ideas†¯about†¯rocket; Homer would probably never recognize his hidden potential without Quentin. Before making friends with Homer and the other two Rocket boys, Quentin was the biggest geek in their school. He continued school without having a social life†¯and†¯friends.†¯Ã¢â‚¬ ¯Quentin came from a poor family in the poor†¯Coalwood neighborhood; he had†¯nothing†¯but a clever†¯brain. Rocket Dream joined Quentin and Homer together, and they were attracted by each other’s qualities as well. Homer desired Quentin’s†¯knowledge, and Quentin†¯wanted Homer’s†¯bravery and compassion†¯which encouraged him to pursue his†¯dream. They were not only a good friend to  each other, but also†¯a good teacher to each other. Educators giving great positive impact and support to their students do†¯not require obtaining a high diploma, but the ability to recognize the student’s potential and discover their possibility for greatness. Great educators come with a unique personality.†¯ The most primary job of educators is not to make their†¯students to be†¯solely erudite, but to offer them confidence and understanding to pursue†¯their†¯dreams,†¯just†¯like what Miss Riley have done for the rocket boys.

Multiple Sclerosis

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3.2 The Internal Environment - Research Paper Example At present, Health Ascension is identified to follow an innovative organizational structure. The implementation of this structure facilitates the authorities of the healthcare organization to make decisions in a centralized manner. The corporate structure of the organization is clearly conveyed to every employee associated with the same. The organization has developed a new structure for managing operations in accordance with its business objectives as well as mission. In this context, the corporate structure is recognized to be consistent with the organizational objectives, policies and strategies among others (1Ascension Health, 2015). The changes in the organizational structure within Health Ascension as compared to BJC Healthcare has been quite different, as Health Ascension is focused on providing special attention to the patients based on the transformations observed in the healthcare system within the US (1Ascension Health, 2015; BJC Healthcare, 2015). Ascension Health is recognized to get developed based on a well-defined culture consisting of shared expectations, values and beliefs. The organization has developed a culture based on the principle of ‘Living the Mission and Values Awards.’ By following this principle, it can be found that the individuals associated with the aforesaid healthcare organization get support as well as become motivated for performing their respective operations in accordance with the organizational mission and values. The organizational culture of this healthcare firm is also recognized to be in alignment with ethics and workplace spirituality with the development in culture based on the legal healthcare provisions in the US (2Ascension Health, 2015). 1. Marketing. Ascension Health does not make any marketing initiative for its promotion. It must be mentioned in this context that the healthcare organization is involved in implementing sponsorship strategies in terms of clarity as well as responsibility to develop itself

Effective vs. Ineffective Language Essay Example | Topics and Well Written Essays - 250 words - 1

Effective vs. Ineffective Language - Essay Example Ineffective language happens as a result of failure of attainment of certain goals set, as a result of stress and pressure in the process of work. Such stress leads to use of a communal language that develops in the setting where there is stress. Language and euphemism develop in form of group terms from group thinking such as ‘credibility and cultivating a ‘you attitude.’ In organizations, the jargon is useful for developing motivation among workers to work toward a certain cause and goal. It is an effective language in creating motivation among workers. Such jargons are useful for stirring self-drive in places of work. They are especially effective where users and learners of language are involved. Creating a ‘you attitude’ may serve in more than one field as means of development. Use of language like this and jargon among a group of people creates a communication platform for the workers and new users of a language to develop unity and understanding among themselves. The jargon develops into other modes of language that acts like the first language for the group involved. It provides authenticity and as sense of belonging and extends further to the use of aid in achieving communication through language different from the norm but which is understood among peers, colleagues or other groups that need to communicate amongst

Nissim Ezekiel Treatment of Poetry Essay Example for Free

Nissim Ezekiel Treatment of Poetry Essay Nissim Ezekiel’s poem Enterprise describes a metaphorical journey toward a specific goal. The travelers on this journey begin in a real physical place, a desert, and argue about how to cross this challenging landscape. One of the members of the group, who writes the most stylish prose, goes his own way. The rest of the group is left on its own. Some quit the team. The group is attacked by travelers, and over time become unmoved by anything they witness. Fatigue and the stresses of travel have settled in and many of the members of the group cannot go on. By the fifth stanza, the picture ahead is grim. The enthusiasm has faded and their burdens are heavy. Their vision is clouded with the disintegration of the group and their exhaustion. The well-focused goal presented in the first stanza is lost. The travelers are a disorganized group of aimless wanderers unaware any longer of the original motivation for their expedition. Their observations at this point in the poem are about trivial things. In the last stanza, the travelers reach their destination; however, it is not quite home. Ezekiel concludes that this type of expedition is not a worthy undertaking; living â€Å"at home† with inner satisfaction is the greatest achievement of all. The travelers’ consider their journey and have moments of introspection. They come to the conclusion that their expedition has been neither pioneering or notable for any reason. They had thought their journey would make a mark in history. The only problem is that others have made this journey before. It is nothing new. The journey of â€Å"Enterprise† is a metaphor for life and our focus on the destination as the only means for our goals. Some critics have noted that Ezekiel’s â€Å"Enterprise† is also his attempt to bring together two â€Å"homes†: his place of birth and his journey to a European city. His exploration of the idea of â€Å"home† is sophisticated enough to be compared to the same themes in the poetry of Robert Frost, for example.

Harry S. Truman Essay Example for Free

Harry S. Truman Essay Harry Truman was born in Lamar, Missouri, on May 8, 1884. He was the eldest of three children born to John Anderson Truman, a farmer, and livestock dealer, and Martha Young Truman. To avoid disagreement as to whether the boy’s middle name should b Shippe (for his maternal grandfather), his parents gave him only the initial â€Å"S. † Truman graduated from high school in Independence, Missouri, in 1901 and worked at various clerical jobs in Kansas City until he was 22. For the next 11 years, he operated the family’s 600-acre (240-hectare) farm at Grandview, Missouri. The purpose of this study is to describe the background, personality, character, and integrity of Harry S Truman and know some of the crucial decisions that Truman was forced to make during his seven and three-quarter years as president (Ryan, 1999). II. Background A. World War I and After When the United States entered World War I, Truman’s National Guard regiment was ordered into active service. He was sent to France in 1918, becoming captain of an artillery battery. He commanded the battery through the heavy fighting of the Vosges Mountains, St. Mihiel, and Meuse-Argonne offensives. When discharged in May, 1919, Truman was made a major in the service. Eight weeks later, Truman married Elizabeth Wallace, of Independence. He had known â€Å"Bess† Wallace since childhood. Meanwhile, in partnership with an army friend, Truman invested his savings in a Kansas City men’s apparel store. The business failed in 1922, a casualty of the postwar depression. Truman refused to declare bankruptcy, however, and spent more than a decade repaying all his debts (Gardner, 2002). B. Truman Enters Politics His business gone, Truman turned to politics, being helped by his friendship with the brother of Kansa City political boss Tom Pendergast. In 1922, he was elected one of the three judges of the Jackson County Court. This position was an administrative rather than a judicial one, with duties corresponding to those of a country commissioner or supervisor in other states. While in this post, Truman also studied law at night at Kansas City Law School. In 1924, Truman was defeated in his bid for reelection, but in 1926 he was elected presiding judge. He conducted his office with such honesty that his integrity could not be questioned. In 1934, Truman was elected to the U. S. Senate. Generally, he supported Roosevelt’s New Deal programs. World War II began during his second term, and Truman became a national figure as chairman of the Special Senate Committee to Investigate the National Defense Program, 1941-44. He estimated that 15 billion dollars was saved through the committee’s recommendations. II. Discussion Harry S. Truman was the 33rd President of the United States. After only 82 days as Vice President, he succeeded to the Presidency on the death of Franklin D. Roosevelt in 1945. Despite having had little preparation for the office, Truman proved to be a strong and forceful President. He led the country to victory in the Final phases of World War II and through the critical postwar reconstruction period, and he set the course for United States policy in the cold war. During his presidency made a number of crucial decisions that were both controversial and historically significant. In seeking to shorten World War II, he authorized the use of atomic bombs against Japan. After the war his administration created the Marshall Plan in a successful effort to prevent the economic collapse of Europe; his administration also was responsible for the creation of the North Atlantic Treaty Organization (Levantrosser, 2003). When North Korea invaded South Korea in 1950, Truman sent United States troops to halt the aggression. His efforts to gain congressional approval for his domestic legislative program (the Fair Deal), however, were generally not successful. Truman was a skilled and fiercely partisan politician who had worked himself up through the ranks of Democratic politics in Missouri. He was a controversial figure throughout his public career. During his years in the White House, Truman was called impulsive, obstinate, and tactless by his critics; courageous, self-confident, and forthright by his admirers (Levantrosser, 2003). IV. Conclusion In conclusion, as president of the United States, I will give him a rate of 8 out of 10. Though President Harry S. Truman had weaknesses as other presidents also have, yet he showed his sincerity as a public figure by serving the people wholeheartedly. Though there ware many criticisms against him yet it did not stop him to stand and do what was right for the welfare of the many. 1. Gardner, Michael R. (2002). Harry Truman and Civil Rights: Moral Courage and Political Risks. Southern Illinois University Press. Carbondale, IL. 2. Levantrosser, William F. (2003). Harry S. Truman: The Man from Independence. Greenwood Press. New York. 3. Ryan, Halford R. (1999). Harry S. Truman: Presidential Rhetoric. Greenwood Press. Westport, CT.

Societal Determinants of Health

Societal Determinants of Health Louise Matthews Determinants of Health Tutor: Liz Footsoy Introduction This essay will be looking at how an individual’s health is determined within society. Epidemiologists who study the pattern of disease, have found that not all groups have the same opportunities to achieve good health (Naidoo, 2009). There are many factors that effect a person’s health such as where a person lives, the state of the environment in which they live, employment, income, education levels and relationships that person has with their family and friends. Using employment as an example. If a person is in employment they will receive an income, which can be used to fund food, a home and bills. Therefore they have shelter, heating and a decent chance of a steady healthy life. In comparison if a person is unemployed they would not receive an income to fund food, a home and bills. This would have a detrimental effect on their health, not only physically but also mentally. Financial worries and stress could easily cause mental health problems such as depression and the person would have low levels of self-esteem. They are also at risk of having to live in damp housing which could cause long term respiratory disease (Deaton, 2003). This essay is going to have an in-depth look at how income and education effect the lifestyles of different levels of social class. It will then look how this determines the health of these groups in society. Statistical sources will be used as evidence to show how mortality rates are effected by high and low levels of income and education in England compared to America. The essay will finally be drawn to a conclusion, using all the information and statistical facts found throughout the writing of this piece of work. An excellent introduction – good use of sources. Main Body[i1] In the 1900’s the major causes of death were infectious diseases such as Tuberculosis and Influenza but with advances in science and improvements in medicine, deaths from these sort of diseases have been dramatically reduced. As infectious have been eliminated, other illnesses have replaced them as leading causes of early death in Western culture. In modern day the main causes of death are known as chronic lifestyle related conditions such as chronic heart disease, respiratory disease, obesity, diabetes and certain forms of cancer (Mc Graw Hill, 2014). These kinds of diseases are most common amongst lower socioeconomic groups. It is the lifestyle that this group of society lead that causes these kind of diseases. Things like excessive drinking, smoking; low levels of physical activity and high levels of stress, depression and poor diet are all factors that contribute towards ill health (Naidoo, 2009). Cardio vascular disease in England is amongst the highest in the world, being the cause of death in 40% of men and 38% of women (Mayes, 1991). For a person to have good health and well-being they need to have access to fresh fruit and veg[i2] daily in order to eat well. Regular physical activity is essential for disease prevention and health promotion. Good fitness reduces the risk of chronic diseases such as heart disease. Good fitness also contributes to the mental well-being of an individual, making them feel good about themselves and improving their self-esteem and increasing energy levels. Fewer than 40% of adults meet physical activity guidelines and this generally declines with age (Mc Graw Hill, 2014). People in higher social class groups live longer and enjoy better health than disadvantaged groups, for example a man in a professional job is likely to live seven years longer than a man in an unskilled or manual job. It would seem that if a man was unemployed the life expectancy would decline even further (Naidoo,2009). The major inequality in social class is wealth, income and education. Many economists argue that better educated people live longer than poorer, less educated people. This is because with good education, comes good knowledge and understanding and stands well educated people in better positions to get higher paid jobs, bringing them good income and wealth. Meaning they can afford better things in life, like good fresh food and housing which in turn should lengthen their life expectancy. A varied, healthy diet is essential in promoting good health. A person needs to eat to survive, food supplies energy for growth and movement, Protein for muscles and dietary fibre for roughage. A low intake of dietary fibre is suggested to be the cause of many diseases such as constipation, bowel cancer, coronary heart disease and varicose veins (Mayes, 1991).[LF3] The type of housing a person lives in also has a massive impact on that person’s health. If someone lives in a damp free house, situated in an area of low pollution levels, they should have lesser chance of suffering from respiratory problems than someone who does live in damp conditions. A person from a lower class group, that has no choice but to live in damp housing because of income is at risk of ill health. With damp housing comes all sorts of problems for an individual’s health. It can cause respiratory problems and infections, allergies and asthma, the environment can also affect the immune system (NHS, 2014). More than one million children in England live in bad housing. Poor housing conditions increase the risk of severe ill health or disability by up to 25% during childhood and early adulthood. Respiratory problems such as coughing and wheezing, means losing sleep, restricted physical activity and missing school. Therefore growing up in poor housing can have a long term impact on a child’s life chances because of the effect it has on their learning and education, lower educational attainment, greater likelihood of unemployment and poverty (Harker, 2006). It is thought that better educated people are more able to understand and use health information and are better placed to benefit from the healthcare system. The knowledge that the higher class people have learnt prevents them from partaking in risky behaviours like binge drinking and smoking, like the lower socioeconomic, less educated people do.[LF4] Both education and income promote health in different ways, like stated before good education makes it easier to use new health information and technologies and income makes life easier for the individuals, reducing stress and worry financially. Not having to worry about child care costs and being able to go on relaxing family holidays, giving them a better quality of life and better state of mental health. Reducing stress levels is just as important as a healthy diet and exercise regime in reducing the risk of chronic heart disease and certain forms of cancer. Cities with higher average education or higher average income have lower mortality rates (Deaton, 2003). Children born into well educated, high income households will also be given the best chance at a bright, healthy future. They will realise the importance of education and along with education comes power and the ability to earn a decent income. This is obviously not the case for children born into less educated poorer families. These children arrive at adulthood with poorer health and poorer educational attainment. This has a massive knock on effect to that individual’s ability to earn themselves a good income in adulthood. These individuals will also suffer high levels of stress and low levels of self-esteem which will have a negative effect on their mental health and well-being. An excellent discussion – well done! Conclusion It is obvious at the end of this report that not everyone is given an equal chance at a healthy life. People do not get chronic diseases because they are unlucky; they get these diseases because of the lifestyle in which they lead. These people may not choose to lead these lifestyles; it can be because of reasons out of their control why they are in these situations. Lack of education and income can all impact upon their health and lifestyle. A good education is the building block to a healthy life. Education increases a person’s chance of employability and ability to cope with many situations, allowing the person not to get overwhelmed with stress which could have a detrimental effect on their mental health. Employment provides income and thus access to health promoting resources such as a variety of fresh fruit and vegetables, good housing and heating. People need to take education more importantly from an early age to increase the whole of society’s life expectancies and to close the gap between different social classes. Very clear, decisive conclusion however it is important to consider factors such as a healthy balance between foods, drinks and exercise. Some people who exercise excessively when they are young will often suffer ill health later in life etc. Overall an excellent report – well done! Table of Reference Mayes, A. (1991) ‘The A-Z of Nutritional Health’. London: Harper Collins Publishers. Naidoo, J., Wills, J. (2009) ‘Foundations for Health Promotion’. (3rd edition) London: Bailliere Tindall ELSEVIER. Deaton, A. (2003) ‘Health, Income and Inequality’ [Online] Available at: http://www.TheNationalBureauofeconmicresearch.com [Accessed – 12th May 2014] GOV.UK. (no year) ‘Can damp and mould affect my health?’ [Online] Available at: http://www.nhs.co.uk [Accessed – 5th May 2014] Harker, L. (2006) ‘The impact of bad housing on children’s lives’ [Online] Available at: http://www.england.shelter.org.uk [Accessed – 12th May 2014] Mc Graw Hill. (no year) ‘Lifestyle for health, fitness and wellness’. [Online] [Accessed 5th May 2014] Very good range of sources! 1 [i1]Should be discussion of findings [i2]Always write in full i.e., vegetables [LF3]Very good points of discussion and very good use of sources. [LF4]I do agree however this could go the other way too – more money means you can afford to behave more riskily e.g., drug taking alchol.

Gm Foods Essay -- essays research papers

Genetically Modified Foods: Harmful to Nature   Ã‚  Ã‚  Ã‚  Ã‚  The process of Genetically Modified (GM) Foods is the way of the future, it is promised to help eliminate world hunger across the world. Genetically modified foods are going to create a healthier, drought resistant crops which do not need any sprayed chemicals, but that is not the case. Genetically Modified Foods, are unsafe because of the many organisms in the food that may affect the body, which has not been identified yet. It is estimated that 2/3 of the United States supermarket may contain Genetically Modified Foods, or Genetically Modified ingredients. Genetically Modified Foods can cause allergies, destroy ecosystems, and are dangerous to eat. Therefore they should not be allowed to distribute them in our supermarkets. Genetically Modified Foods are a health hazard and will not improve anything except create more world issues.   Ã‚  Ã‚  Ã‚  Ã‚  Genetically Modified Foods should not be mistaken with Hybrid crops. Hybrid crops are plants whom breed with other plants producing a better offspring, for the consumtion of the consumer. Genetically Modified Foods are plants that have had their DNA tampered or mixed with another gene or chemical, producing a brand new strand of DNA. It is believed that when mixing the DNA and genes in Genetically Modified Foods is that, it will create a better nutritious long lasting fruit or plant for the consumer. Producing new strands of DNA can be deadly, as it can produce wild outcomes that may not be able to be controlled. What the unknown is that, the consequences maybe deadly to the consumer, it is unknown how the human body can react the tampered food.   Ã‚  Ã‚  Ã‚  Ã‚  Previously stated, Genetically Modified Foods have probably been eaten already at least once by the population. Once again 2/3 of America has genetically modified foods in thier supermarket. With a high percentage, people wonder what the long term effects may be in the long run in food consumption. The crop most altered is the Soy Bean, the 2nd most altered crop is Corn. Soy Bean is an ingredient used in almost everything we eat or consume, it is found in milk, candies, cookies, bread, ice cream, and even baby food. This means Genetically modified foods can be in anything we eat and we wont even know it, nor does it make the food smell or taste any ... ...t the balance of the ecosystem, and if an specie is unable to survive, it will cause the food chain to collapse.   Ã‚  Ã‚  Ã‚  Ã‚  Since Genetically Modified ingredients aren't listed on nutrition labels, any extra iron or vitamin A will be unknown to the consumer. The consumer will be unaware of the danger he or she may put herself into if she has a weak metabolism. A consumer may look at a label and think everything is perfectly fine but is unaware of da extra iron in the product produced by the Genetically Modified soybeans. Too much iron in a body can cause neurological brain damage. Other similar incidents may occur if the consumers body is weak and cannot consume nor react properly to an overdose of a certain nutrient.   Ã‚  Ã‚  Ã‚  Ã‚  Until Genetically Modified Foods are safe to consume by any organism, they should not be produced or sold to the consumer. Consumers are unaware of the food they are buying if it is labelled, and are unaware of the health risk they are putting themselves in. With all the problems around G.M Foods, they is no reason to be growing, manufacturing, or selling Genetically Modified Foods, without letting the consumer know.

Racial Discrimination :: essays research papers

Racial Discrimination "KAFFIR". When you see or hear this word, what runs through your mind? Do you picture a man with skin the color of the midnight sky, do you see him bending his muscular body down to the dry earth to pick cotton from thorn-ridden plants? Can you feel the heat of the sun beating down on his charred back? Perhaps you can even taste the beads of sweat swelling from his forehead and arms. Or maybe you are more inclined to visualize a dark-skinned woman with creases in her forehead made by many years of hard work and endless worrying. You watch her as she puts the breakfast dishes on the table and addresses her owners with a "yes sah" or "yes ma'am". There is nobody to cater to her needs. She spends each day taking care of everyone but herself. Pain. Sorrow. Anguish. Agony. Is this what comes to your mind when you hear the word "KAFFIR"? Well, it shouldn't because the word "kaffir" has nothing to do with the color of your skin. The word "kaffir" is just that; a word. It is a term that sprouted out of ignorance and continues to be used to this day exclusively by ignorant people. A kaffir isn't a slang term for an African; it is a word that describes the person that uses it. This type of person is one who feeds his ego by dehumanizing those around him when he feels they are not equal to him. He may regard those of different races or nationalities as "bad" or "dirty" because they do not have the same skin color as he does or they may cherish beliefs that are contrary to the ones by which he lives his life. These qualities describe the man who tells his son that it is okay to make fun of people who are different because differences are bad. A child who is repeatedly told such things will believe them because "mom and dad never lie". This idea, inculcated in them as children, is like a grain of sand caught in the clutches of an oyster. It eats away at their minds until it becomes part of them. Instead of forming into a pearl, it creates a whole new individual that is as ignorant as the parents who raised him. And so this vicious cycle of ignorance continues. Children need to be taught from infancy that people of other races and nationalities are human too. They think like the rest of us. They have feelings, hopes, and aspirations. They are intelligent.

The Solar System Essay -- Astronomy

The universe was once a vast uncharted area; an area of the unknown. People looked up to the sky in wonder and awe, curious as to what was beyond Earth. What were those lights in the sky? Where did they come from? How did they get there? As time has passed, the universe made up of stars and planets has evolved. What we did not know before, we know now, our cosmos has changed immensely, transforming into what we now call our solar system. Before people had the knowledge and technology we have today, the heavenly skies were an area of endless speculation and inspiration. People from all around the world created their own myths and explanations about the cosmos and the celestial bodies within it. Roughly six thousand years in the past, the Sumerians had the belief that Earth lied in the center of the universe. The Babylonians and Greek civilizations further carried this same belief into their centuries, depicting the heavenly skies as a cosmos revolving around the earth. Looking back into history, the Greeks were the first to put forward the idea that planet Earth was a sphere (now known as an oblate ellipsoid). Then around 340 BC, a Greek philosopher named Aristotle made the discovery of a few of our most influential and fundamental theories that helped to further prove this idea. Aristotle first proposed that one always witnesses the sails of a ship approaching past the horizon first and then its framework. This suggested that the surface of the ocean must be curved and not flat as it was once thought to be. Secondly, Aristotle discovered that the eclipses of the moon were generated by the shadow that Earth casted on it. This further proved the point that if the Earth was flat, the shadow it casted upon the Moon would not app... ...years later that non-uniformity in the antediluvian commenced the formation of galaxies and ancient stars out of pouches of gas condensing due to gravity. Approximately five billion years ago, such pouches of gas that resided in a spiral channel of the MIlky Way Galaxy formed the Sun. An immense circle of gas and refuse that was whirling around the ancient Sun formed to the planets, Earth included, which is predictably 4.6 to 4.5 billion years old. Works Cited Adskin, Alaina. Humanities 242. Away we go!. N.p., 22 Feb. 2011. Web. 1 Dec. 2011. "Big Bang Theory - An Overview." All About Science. N.p., n.d. Web. 1 Dec. 2011. Cessna, Abby. "Heliocentric Model." Universe Today. N.p., 22 June 2009. Web. 1 Dec. 2011. "Isaac Newton." Scientists: Their Lives and Works. Gale, 2006. Gale Biography. Dec. 2011. "The Universe." The Big View. N.p., n.d. Web. 1 Dec. 2011.

What Would You Like to Ask?

A group of British Boys, Marooned on an Island A group of British school-boys find themselves marooned on an island (perhaps in the Pacific Ocean). They were being transported by an aircraft from England to some safer country on account of a nuclear war which had broken out in Europe. When, on the way, the aircraft caught fire the pilot released the detachable passenger-tube carrying the school-boys. The passenger-tube crash-landed on this island, and most of the boys managed to come out of it although some were trapped in the passenger-tube which was soon carried away by the waves into the open sea and lost.At first the boys who have landed on the island get scattered but soon they are able to get together when one of the boys by the name Ralph, having discovered a conch-shell, happens to blow it. Ralph now suggests that the boys should have a chief to guide them and to direct their activities. A boy called Jack, who is the leader of a group of choir-boys, says that he should be acc epted as the chief because he is chapter-chorister and head boy and because he can sing C sharp.But Ralph says that the chief should be chosen by votes. As the majority of the boys are in favour of Ralph, Ralph declares himself as the duly elected chief. Ralph now frames certain rules regarding the holding of meetings of the boys and about the conduct of these meetings. He says that, if anyone wishes to address the assembly at any meeting, he should ask for the conch and should hold the conch in his hands. Ralph Elected as the Chief. His Constructive Suggestion A conflict now begins between Ralph and Jack.Ralph had allowed Jack to continue as the leader of his choir-boys. Jack had the designated his choir-boys as the â€Å"hunters†. Having seen pigs on the island, Jack makes plans to hunt down and kill them in order to obtain meat for boys who feel fed up with the fruit which they have to eat everyday to keep themselves alive and who are craving for meat. Jack is a boy of an adventurous spirit, and the desire to hunt pigs becomes an obsession with him. Jack now begins to hate Ralphs because Ralph’s priorities are different fromJack’s. Ralph insists on the maintenance of the fire and the smoke, while Jack is wholly occupied with the hunting of pigs. Jack, having proved quite successful in his hunting expeditions, has won the support of the majority of the big boys who have come to be known as the â€Å"Biguns†. Jack therefore becomes increasingly defiant towards Ralph. Ralph now develops a liking for piggy who becomes an ardent supporter of Ralph. Jack hates Piggy even more than he hates Ralph. A beast on the Mountain-TopOne morning Sam and Eric, who are twins and who had been put on duty one night to keep the fire burning, come in a state of deep perturbation from the mountain-top and tell Ralph and the others that they have seen a beast on the mountain-top and that the beast had tried to chase them in order to seize them. Ralph, Di splaced By Jack. Simon’s Hallucination In the course of one such expedition, Jack offers the head of a slain pig as a gift to the beast in the hope that would not harm him and his hunters.Simon at this time is at his usual hunt in the forest and witnesses the action of Jack and his hunters and his hunters in offering a gift to the beast. Simon, Killed by Jack’s Hunters Jack has now begun to adopt the primitive method of tribal leaders. He refers to his followers as his â€Å"tribe† and he keeps his face painted all the time with red clay, white clay, and charcoal, asking his followers also to paint their faces in the same way. He has also begun to encourage mock-hunts in the course of which the boys dance and sing and chant certain words relating to their hunting operations and their killing of pigs.Jack and his followers now become more and more callous, with the result that, in the course of one mock-hunt, Simon is killed by the hunters. The hunters, in their frenzied excitement, had taken Simon for the beast and had pounced upon him. Jack does not experience the least regret over Simon’s death. Later, Jack accompanied by a couple of his supporters, raids Ralphs camp and takes away Piggy’s spectacles because he and his supporters need the spectacles in order to light a fire every time they want to roast pig-meat.Jack had now become quite oblivious of the to rescued from island ; but Ralph and Piggy are filling constantly worried as to whether any rescue will come, especially now when the cannot light a fire a fire and keep it burning as a distress-signal to the sailors of a passing ship. Piggy, killed. Ralph’s Life in Danger Piggy feels distraught because, without his spectacles he cannot see anything. He therefore says that he would go to Jack and demand the return of his spectacles. Ralphs thereupon calls jack â€Å"a swine† and â€Å"a bloody thief†.There is an exchange of blows between of blows betw een Ralphs and Jack. Then Piggy speaks and, addressing Jack’s savages, urges them to follow a sensible course of action instead of living like primitive savages. At this point Roger, who has become as savage as Jack, releases a rock from above in order to kill piggy. The Savages’ Pursuit of Ralph. Ralph, saved Ralph hides himself in the forest. But a little later he sees the twins standing guard at the entrance to Jack den. In a state of panic he runs out of the forest towards the beach. He stumbles and falls down on the sand.Thinking that now there is no hope for him, he cries for mercy. On looking up, however, he sees a British naval officer in full uniform standing close to him. Thus Ralph’s life has been saved. The officer says that he would take all the boys home. Ralph now bursts into tears. His whole body is shaken by spasms of grief. He weeps at â€Å"the loss of innocence†, at â€Å"the darkness of man’s heart†, and at the thought o f the death of Piggy who was his true friend. Rescue had come, but two noble-minded and innocent boys have been killed in account of the brutality of jack.Evil had reigned supreme on the island for some time. The Allegorical Significance of the Story Golding wanted to demonstrate that the evil instincts in a human being would rise to the surface and assert themselves as soon as that human being has been liberated from the restraints of civilized. The majority of people in this world are inherently evil. Evil is ineradicable, and it asserts itself as soon as it finds a favourable climate. The favourable climate consists in the removal of the fear of law and in the removal of all those restraints which civilized life imposes upon human beings.

The increasing problem of the destruction of the Amazonian rainforest

In the following essay I am going to describe the increasing problem of the destruction of the Amazonian rainforest. The forest lies in Amazonia, an area of Brazil, so called because of its proximity to the river Amazon. The Amazonian rainforest was once flourishing with growth and teeming with wildlife. However, due to the rapid rate at which the forest is being decimated, few trees will remain for the next generation to perceive. This crisis is so extreme that every day an area the size of Wales is demolished, and in only half an hour approximately half a million trees are pulverised. Already, half the original rain forest has been destroyed. And the reason for this catastrophic abolishment of nature? Money! One of the foremost problems is the construction of huge roads proceeding though the forest and knocking down trees and vegetation in its path. These roads often consist of thousands of kilometres of very basic, primitive, bumpy tracks carved out of the sandy soil. The most prestigious road of its kind is the â€Å"Trans Amazonian Highway. † The roads are built to connect the rain forest with Brazil's major cities, of which the majority are situated on the coast. Although the building of these roads should not contribute to the destruction of the rainforest, due to heavy machinery and the odd careless worker many trees are being damaged unnecessarily. They are cutting down far from the minimal amount of trees possible for the project. The consequence of the Amazonian rainforest being made accessible to major cities is the increasing potential of well established and prospering businesses set to make a fortune for some poor Brazilian families. As an outcome to this are frontier towns comprised from wood extracted and transported from the rainforest. Brazil is home to millions of impoverished citizens. The general domestic standards in homes often consist of no water or electricity and fairly severe food shortages. This poor standard of life encourages many families to move west in search of better conditions in which to work and live. The government issued each family with a plot of land to cultivate and occasionally this would include a house. The poor Brazilians began to rebuild their lives, however, before their land could be utilised it had to go through the lengthy but crucial process of removing all the trees from their plot. To do this they used destructive tools like axes and chainsaws then after to get rid of any remnants of life they would burn it. This was a further problem as many fires got out of hand and lead to major forest fires. After a while it became known as â€Å"slash and burn† Once the land was clear the settlers started to plant and grow their crops, corn, manioc and sweet potatoes to feed their families. Because the settlers had know knowledge of agriculture many wasted time carrying procedures to no effect. At first their crops were productive, however, because there were no trees left to shield the soil from the penetrating sun it soon dried out and the yield sunk into decline. After ten years there was nothing to harvest, so, the settlers packed up their positions and moved on to another plot to start again. After another ten years the same thing would happen and they would move to another plot. Many millions of trees were destroyed in this way. However after approximately thirty years the area the settlers had originally inhabited had re grown, so the people alternated between plots. These people were nicknamed as â€Å"the shifting cultivators. Although this did contribute to destroying the rainforest they were not major destroyers. An additional Contribution to the destruction of the rainforest is the trading of forest land to large companies who in exchange give money to the Brazilians. These companies are not concerned for the welfare of the forests and its wildlife. Their main interest is establishing their businesses so they will become a thriving success. However before they can commence with the construction work the forest trees have to be cleared quickly and therefore the most efficient method of doing this is fire. This process proves fatal to the environment in a wide variety of different ways. Firstly when trees are burned it causes an enormous amount of smoke and consequently lots of pollution. In addition, fire is extremely unpredictable, and depending on the direction of the wind any forest adjacent to the plot of land possessed by the company is under the risk of also being burned. This form of destruction is also far worse for the animals inhabiting the forest, because, unlike the chopping down of trees the animals have a minimal opportunity of survival†¦ early every living organism is slaughtered. The citizens of the forest are also endangered, many people die this way. Beef is currently in considerable demand all over the world; people just can't get enough of it. The poor people of Brazil saw this as a great opportunity to make money and consequently started purchasing large ranches in the rainforest in which to nurture and breed their cattle. However, once the cows have consumed all the grass and vegetation in one field they are transferred to another, this system goes on all the time. In consequence to huge areas of land being trodden on for many years, the soil looses its fertility and therefore no seeds or crops can survive. This system is increasingly being used around Brazil and is by far the biggest and worst destroyer. For years, areas of the rainforest have been destroyed by fire for varying causes. Subsequently, all this pollution is adding to the already horrific situation of global warming. If the pollution of are planet continues at this rapid rate in as little as 100 years many peoples lives could be ruined. Islands similar to Guernsey could be completely beneath the sea. The reason for this future disaster is the gasses which are being constantly radiated off industry and then interwoven in the Earths atmosphere, this consequently forms a warm blanket around the Earth which is starting to melt the ice at the poles, and as the ice melts the sea level rises and starts to flood flat land areas. An as a result of this many farming land will be destroyed and therefore food will become more scarce and prices near exorbitant for poor countries. The situation will be so dyer that the entire country of Bangladesh will be flooded because it is 80% flat land. It is also one of the most highly populated countries in the world. This will impact our lives as well; many areas of the British Isles will become submerged by sea. No country, person or animal will escape the effects of human disregard for the environment around us. Mining is another industry destroying the Rainforest. Large areas of land are dug up by companies wanting to make money from the precious minerals. The types of substances extracted are, tin, mananes, aluminium, iron and copper. Mining is a huge business and there are lots of additional expenses which have to be considered. For example more space is needed to provide the minors with hospitable accommodation, it is also necessary for 1000 km of railway to be dug for exporting the finished products to their required destinations. More lines are being built at an extremely fast speed. As much as 2 and a half km of the track is built a day and therefore it is not the workers priority, how they get rid of the trees and wildlife. All this construction is at the expense of the plants and animals. Charcoal making is a large occupation for many Brazilian citizens. However, because of the pollution it sends into the atmosphere it is adding to the greenhouse affect. The process of making charcoal involves baking the wood in a small mound of earth surrounded by sticks it takes a lot of time, experience and care. Charcoal is in such demand that 4 tonnes of wood only lasts for 4 minutes in a factory. Brazil is home to the 4th largest dam in the world. The purpose of these huge structures (built mostly in the 80's and 90's) is to generate cheap electricity. However, some people say they make more than can be used in Brazil, because the Brazilians don't use many electrical items. The dams function by a series of clever but complicated methods; all rivers start in hills, and therefore flow down the side of the mountain or hill into the sea or a lake. As the water is flowing down the hill inevitably gathers speed and it is this speed that can be converted into electricity by things called turbines. These turbines are comprised of a large wall built across the river. A small amount of water is let through a small gap, but the rest builds up behind the wall building up force to get through the gap. It is this force which generates the electricity; because inside the turbine there is a wheel which is being turned by the force of the water this can then be transformed into electricity. Brazil makes hydro electricity. However, there are many downsides to this method of resource preserving. Firstly due to the turbine a lot of the forest has been flooded by the water which overflows. Many animals have drowned and the smaller species which in future will prove vital in the ecosystem had no chance of survival. Even the lucky ones who were rescued appeared to be suffering. The pollution is so bad that the water has become acid and therefore unsafe. The Brazilians were promised that a certain percentage of profits would be donated to support them, however, this has not been the case. It has turned out that Brazil did not originally have the money to fund this project so they borrowed money from large companies and are still paying it back, with interest! The people in charge of the project it appears have also overlooked some simple ways of making money and at the same time utilising the forest; they could have sold the trees they flooded and in exchange received additional funding. This was an extremely expensive project with what at the end appears to be no final product. The Brazilians can't use all the electricity being generated. The flooding of the rainforest also disadvantages the Brazilian indigenous peoples. The land protected and preserved for them is being also destroyed along with its citizens. All the thousands of natives who inhabit the forest are being endangered because of the different people such as gold miners, forest workers and dam builder's bringing with them new viruses and diseases which they are not immune to and consequently can not fight off. Gold mining is the final thing which is decimating the forests, to extract the gold they blast the banks with powerful water hoses which erode the river sides. They also use arsenic, which is a poison to extract the gold. The water is consequently polluted and the fish inedible. The land becomes toxic and unusable forever. In conclusion, I strongly believe that if this disrespect for one of the most beautiful natural phenomena's of the world refuses to cease, the human race will have destroyed it before we truly recognise what cures and life saving treatment it can offer us. The Amazonian Rainforest is being sabotaged so quickly that unless some drastic action is taken quickly we will never realise the full potential of the forest. There is a lot of controversy and speculation about what to do with the forest, however, I believe the forest should be preserved for one prime reason, and that is the true and rightful owner of the forest†¦ nature.

Summary of the Books of the Old Testament Books

Leviticus The book of Leviticus is largely a book of laws. Some key themes include God speaking to the people of Israel to define what it means to be the holy people of a holy God. This is accomplished by God speaking through Moses. The instruction given to Moses provides guidelines for the conduct of the individual as well as the nation as a whole. These instructions address the individual’s every day needs such as cleanliness, diet, sexual relations, and neighborly interactions. There are also laws given to address the relationship and worship between Israel’s people and God. There are descriptions of how to properly present God with a sacrifice. There are defined punishments for blasphemy and for child sacrifice. There are also descriptions of blessings for obedience. Though the Israelite people were the chosen people of God, God knew there would be times, as humans, they would be unfaithful. The book of Leviticus is setting the expectations and describing how to approach God for forgiveness if a person fails to observe the Law of God. (Word count 176) Ruth The book of Ruth is largely a narrative. Some of the key themes in this book are kindness and love. The book of Ruth shows how people of God can experience his wisdom, love, and kindness. These may be experienced and more greatly appreciated while the person is enduring a hardship. This is where we find Ruth and Naomi after the deaths of their husbands. Naomi is returning to her homeland and Ruth is accompanying her mother in law. We can see God’s love and kindness shown through the actions of Boaz and his field workers in allowing Ruth to glean wheat from his fields and assuring her safety. We also see the love and kindness of God when Ruth approaches Boaz in asking for their marriage. The heart of Boaz is right with God and his actions assure the proper following of the customs so there would be no disrespect or dishonor brought to Ruth or their marriage. God is pleased with both of his followers and blessed them with a son, Obed, who would be the grandfather of King David. (Word count 179) Job The book of Job is a book of wisdom. The key elements are trust and faith. We see Job, a servant of God that has been richly blessed by God for his loyalty and faith. Satan questions if Job’s faith is related to the blessed life God has provided for him. God allows for all to be lost for Job to assure his faith is honest and true. The loss and suffering experienced by Job offers an opportunity for doubt or distrust in God. Though within this book Job does get angry and questions God . God does not become vengeful, rather agrees with Jobs words and understands his hurt and anger. Due to Job’s unyielding faith God restores his health and bestows double the blessings upon him after this test . The book of Job is simply about God and his relationship with man . It was written to show that in a world where injustices and suffering occur daily God is present. We are not alone. Our continued trust and faith in God will be rewarded by blessings. Word count 178) Daniel The book of Daniel is largely a narrative . The key themes in this book are faithfulness, trust, and not compromising your beliefs. We find that Daniel, Shadrach, Meshach, and Abednego are captured and placed in exile in a foreign land. The three serve the king loyally yet without compromising their own loyalty to God. When found not to be partici pating in pagan worship Shadrach, Meshach, and Abednego were sentenced to death. Even in this time of great turmoil they stood fast in their trust in God and they were delivered from death. God used these three to show his awesome power . God showed several times in this book that he is a living God of action. His servant needs only to believe with all of his heart and pray and they will be delivered. The heart of the oppressor was humbled at the sight of God’s miracles. The oppressor may not have been converted away from his pagan worship but he had to acknowledge the power of the living God. (Word count 172) Jonah The book of Jonah is a book of prophecy. The key themes in this book are compassion, repentance, and forgiveness. God spoke to Jonah and gave him the direction to go to Nineveh to deliver his message to the people. Jonah disobeyed and attempted to run from God. God found Jonah and had him swallowed by a fish. In the belly of the fish Jonah asked for forgiveness and God placed him back on land to go to Nineveh to deliver his message. Jonah stayed on task . The message of pending destruction was received and the people of Nineveh repented and asked the Lord to forgive them and not destroy their city. God heard their prayers and let the city stand. This book shows us of a God who can and will readily punish for not abiding by his law but will also show love and compassion on those same people if only they repent and ask for forgiveness. (Word count 160)

Organizational structures Essay

Organizations have distinct structures for organizing business entities. An organization can be of different structures depending upon size of the business organization. The complexity in organizing demands segregating the responsibilities. The important organizations structures are pre-bureaucratic, bureaucratic, Functional, Divisional and post bureaucratic structures. Pre-bureaucratic organization has typically small management team, typically one man show format, low on profits and easy to organize. Bureaucratic organizations has a complex organization structure, large business entity with varied functions to take of, the decision making process needs to run in hierarchical phase and it may delay the decision making process. Functional organization is concerned with large organizations with different entities. A FMCG company may have toilet soaps, detergents, cosmetics etc is a perfect example of functional structure. The organizational structure will have more freedom to product enhancement. Cross functional organizing will be difficult to organize. Matrix organization segregates distinct functional profiles and organizational operational aspects. Different departments will separately work on a specific project like the engineering, marketing, operations and administration. Post organizational structure deals with the unique features of an organizational which are having virtual importance than the conventional organizational responsibilities. The functions like the quality management, employee benefits and cross cultural management are taken into account. Not many organizations can bear the non revenue profiles like the above as these facilities are expensive and complex to implement.

Study Of Titanium And Its Alloys Engineering Essay

This chapter describes theoretical background associated with the research subject. This subject involves Ti and its metal. The most common job that restricts the usage of deep-rooted metallic stuffs is their biocompatibility such as low bioactivity and mismatch of mechanical belongingss with assorted organic structure tissues, hence reviews on both are besides presented. Porous constructions of implant stuffs are stimulate bone tissue turning that can better the arrested development. Both pulverization sintering procedures ( PSP ) and pressurized pore enlargement procedures ( PPEP ) were employed to fabricate porous construction of the stuffs, consequently reviews on these subjects are besides undertaken. Titanium is transition metal occurred in mineral beginnings as rutile-TiO2 and ilmenite- ( Fe, Mg, Mn ) TiO3 that are dispersed about 0.6 % of the Earth ‘s crust [ 1 ] . The runing point temperature of pure Ti is 1670oC, much higher compared to aluminium. Although the Ti ‘s strength is comparatively the same as some of steels, the denseness is a half of that of steel. However, due to high responsiveness with O taking to instantaneous formation of oxide surface bed, which is high corrosion resistant in nature, it is expensive procedure. Titanium processing from metal ore requires energy more two crease than that of the Fe processing ( 431 x 106 Btu/ton compared to 203 tens 106 Btu/ton ) [ 2 ] . At room temperature, Ti has hexangular unit cell of the i stage which are values of the lattice parametric quantities a ( 0.295 nanometer ) and c ( 0.468 nanometer ) . Pure Ti undergoes an allotropic transmutation at 882.5oC [ 3 ] changing from hexangular close-packed crystal constr uction ( i ) below the temperature to body-centered three-dimensional crystal construction ( i ) above the temperature and remains stable up to the thaw point. Some of the basic physical belongingss of the unalloyed metals e.g, Ti, Nb, Ta and Zr are presented in table 2aˆ‘1. Since Ti is passage metal holding uncomplete shell, it allows developing solid solutions with Numberss of subtitutional elements which have size factor within  ±20 % , therefore the exact temperature is attributed by add-on metal elements. Table 2aˆ‘2.Summary of physical belongingss of the unalloyed metals e.g. Ti, Nb, Ta and Zr Property Titanium ( Ti ) [ 4 ] Niobium ( Nb ) [ 5 ] Tantalum ( Ta ) [ 5 ] Zirconium ( Zr ) [ 5 ] Atomic figure 22 41 73 40 Atomic weight 47.867 92.906 180.948 91.224 Allotropic transmutation temperature ( oC ) 882.5––863 Lattice Structure [ 6 ] Density ( 20oC ) ( g/cm3 ) Coefficient of Thermal enlargement, a, at 20oC ( K-1 ) i‚? 882oC Alphaiˆ : hcp, degree Celsius ( & A ; Aring ; ) : 4.6826 a ( & A ; Aring ; ) : 2.9505 i‚?882oC Beta: bcc, , a ( & A ; Aring ; ) : 3.3065 4.51 8.4 X 10-6 Beta: bcc a ( & A ; Aring ; ) : 3.3066 8.57 7.07 x 10-6* Beta: bcc a ( & A ; Aring ; ) : 3.3058 16.65 6.6 x 10-6 i‚? 863oC Alphaiˆ : hcp, degree Celsius ( & A ; Aring ; ) :5.1475 a ( & A ; Aring ; ) : 3.2316 i‚?863oC Beta: bcc, a ( & A ; Aring ; ) : 3.6090 6.51 5.7 x 10-6 Thermal conduction ( W/ ( m.K ) 19.2 53.7 57.5 22.7 Melting temperature ( oC ) 1668 2468 2996 1857 Young ‘s Modulus, E, ( GPa ) 100-145 [ 7 ] 3 104.9 [ 8 ] 185.7 [ 9 ] 98 [ 10 ] Output strength, iys, ( MPa ) 140 [ 7 ] 3 1051 [ 8 ] 1701 [ 9 ] 276 [ 11 ] Ultimate tensile strength, iu, ( MPa ) 235 [ 7 ] 3 1951 [ 8 ] 5852 [ 8 ] 2851 [ 9 ] 6502 [ 9 ] 379 [ 11 ] Noted: 1 Anealed 2 Cold Worked 3 Refference [ 7 ] page 20 Harmonizing to the nature of their microstructure upon the room temperature commercial Ti metals may be divided as i metals, iiˆÂ «i alloys and i metals, with farther subdivision into near-i metals and metastable i alloys [ 12, 13 ] . Base on that, debasing elements of Ti are classified into i-stabilizers, i-stabilizers and neutrals, Fig II-1. Debasing elements taking to an addition in the stage transmutation temperature such as Al, O, N and C are categorised as i-stabilizer elements. On the other manus, elements dissolved in Ti diminishing the allotropic transmutation temperature are known as i-stabilizers which by and large comprises of the passage metals and baronial metals [ 3, 14 ] . The i-stabilizer elements are divided into i isomorphic component ( e.g. , V, Nb, Mo, Ta ) and i eutectoid forming elements ( e.g. Fe, Mn, Cr, Ni, Cu, Si, H ) . While impersonal elements produce no important alteration in the transmutation temperature ( e.g. , Sn, Zr ) [ 14 ] . The belongingss of Ti metals are attributed to debase elements composing, metallurgical processing status and comparative proportion of the phases/ microstructure formed [ 14-17 ] . Alpha Ti metals are chiefly fabricated by CP Ti and alloys with iiˆ stabilizer elements singly or combination ensuing in microstructure of iˆ i stage at room temperature. The i stage is categorized as the deficiency of heat intervention response since metastable stage no remain after chilling from high temperature. These alloy show acceptable strength, good stamina, high weirdo opposition, good weldability because they are insensitive to heat intervention, hapless forgeability peculiarly at temperature below the beta transus, and due to absence of ductile-brittle passage, the nature belongings of bcc construction, they suitable for cryogenies application. Beta Ti metals are attained by add-on high sum of i stabilizer elements to titanium. This add-on allows diminishing the beta transus and besides enables cut downing martensite start temperature ( Ms ) . Further, martensitically transmutation of i metal will be really restricted upon slaking to room temperature, ensuing in a metastable i stage. In some instances i metastable stage can partly transform into i? · stage and/or martensitic-iiˆ during the slaking processing for temperature scope depending on chilling rate and metal composing [ 18 ] . In many less of stabilised i metal, metastable i stage besides can be triggered to transform to martensitic-i because of cold work at ambient temperature [ 19, 20 ] . While, the stable i stage can be dispersed as a finely signifier in the maintained iiˆ stage after solution handling taking to increase in the mechanical belongingss [ 14 ] iˆÂ ® The advantages of the beta metal are they have high hardenability, excellence forgeabi lity, can be deformed at low temperature, high corrosion opposition and can be strengthen to high strength degree [ 21 ] . The disadvantages of the metals are higher denseness than that of iiˆÂ «i metal and lower weirdo opposition. Alpha-Beta Ti metals have composings with adequate sum of i and i stabilizer that consequence in a mixture of alpha and beta stages at room temperature. The mechanical belongingss of the iiˆÂ «i metals are tailored by composing, thermic intervention and thermo-mechanical intervention status to set the microstructural and precipitational provinces of the i constituent. The most normally used alpha beta Ti metal is Ti-Al-V. Figure 2aˆ‘1 Consequence of debasing component on stage diagram [ 14 ] Titanium and Ti metal are normally known as an attractive stuff for application in aerospace [ 22 ] , military [ 23 ] , biomedical [ 24, 25 ] , chemical industries, automotive, athleticss and many others [ 14 ] . The broad application of the metals are owing to its singular belongingss chiefly, good corrosion opposition, good biocompatibility and high strength to denseness ratio i.e. Ti possesses comparative high strength combined with low denseness [ 26, 27 ] .