Awarness and Attitude of Primary Teachers Essay

Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is m alnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.†[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.†[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young.† [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence.† Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

Protecting the natural resources

1. Introduction:In this twenty-first century the universe has to get by with catastrophes. It possibly that we are being punished because we have ignored the issue of protecting the natural resources, and each one of us must lend to this common attempt ( Philander, 2008, V1, P.53, 96 ) . Albert Gore is the former United States frailty president and victor of the Nobel Peace Price with the Intergovernmental Panel on Climate Change in 2006. His plant had the intent of protagonism and research ; Gore subsequently proves that the grounds for the old Global Warming are non true ( Philander, V.1, p.57 ) . He blames the extinction ( Philander, 2008, V.3, p921 ) of some animate beings and works species on worlds: Global heating, along with the film editing and combustion of woods and other critical home grounds, is doing the loss of life species at a degree comparable to the extinction event that wiped out the dinosaurs 65 million old ages ago. That event was believed to hold been caused by a elephantine asteroid. This clip it is non an star-shaped colliding with the Earth and bringing mayhem: it is us. ( Al Gore, May 26, 2006 ) Although nursery gas straight provide gas CO2, CH4 and N2O occurs of course in the ambiance, human activities can alter the focal point of their atmospheric. The IPCC developed the Global Warming Potential ( see table 1-2 ) to mensurate the figure of nursery gas emanations in 100 old ages. The Numberss in the tabular array have concerned scientists for the hereafter of our Earth. (Inventory of U.S. Greenhouse Gas Emissions and Sinks, 1990-2007, p.26 ) . Countries in the universe besides recognize that it is clip for them to alter these human errors, and together they have made a call. North America, South America, Africa, Europe, Asia, and Australia continue together to cut down power phenomena of the Earth from warming up.2. CURRENT International Policy:It is really hard to do a determination for all states. The United Nations is an organisation includes all states are members. This organisation has decided to merely do some Torahs because they do non hold much authorization. Member s of the states can merely hold that the universe must make something to restrict the Warming of the Earth, but to acquire them hold on the solution is non an easy undertaking for governments. The first rating study completed in 1990 was pedal to the birth of UN Framework Convention on Climate Change ( UNFCCC ) by the UN General Assembly. The bureau has the responsibility announced the intelligence about the post-processing transition on clime alteration and through the Intergovernmental Negotiating Committee and of import policy have be en created. Implementations schemes and plans for cut downing nursery gas emanations by sing their state ‘s demands and duties within the range of international, regional, and local fortunes to find what agenda points would be a precedence and for puting of aims. ( Philander, 2008, V.3 p.801 ) On February 16, 2005 the Kyoto Protocol became jurisprudence that lawfully force states which agree to fall in much comply with such understanding. In initial dialogues, the United States voluntarily accepted a more ambitious mark, assuring to cut down emanations to 7 per centum below 1990 degree ; the European Union, which had wanted a much tougher pact, committed to 8 per centum ; and Japan, to 6 per centum. Since the acceptance of the Kyoto Protocol, 175 parties have rarified it. The protocol ritual outlines the basic characteristics of the mechanism of it and the manner the system out, but does non explicate the regulations is really of import how they operate ( Philander, 2008, V.3 p.802 )3. NORTH AMERICA ON EMISSIONS REDUCTION:The United State of America ( US ) is the universe ‘s largest industrialized state and emitter of C dioxide ( see appendix A-5 ) . It is hence widely regarded as the most important subscriber to planetary heating and clime alteration. ( Philander, 2 008, V.3 p.1008 ) The US and China responsible for 40 per centum of the universe green house emanations ( see figure ES-1, ES-2, and ES-3 ) , president Barack Obama is assuring to put a cut of such emanations in the following three hebdomads ( approximately around the hebdomad of 12/20/2009 ) . Harmonizing to Todd Stern, the province section clime alteration minister plenipotentiary, estimates that the mark figure of decrease in nursery gas emanations of 14-20 % by 2020, compares with the 2005 degree. Obama has been making a solid committedness to cutting America ‘s emanations. During his trip in Beijing with China ‘s Hu Jintao, Obama said America would come up a figure for the emanation decreases target every bit long as China came up with its specific mark of its ain. ( Goldenberg, 2009 ) . The United State is publishing a big scope of guideline to cut down the emanation of green house gas. There are many plans the federal requires US citizen to follow and such plans to be operated by private sectors ( see Appendix D for complete list plans ) . When still in office former US president Bush promised that the US will cut down it emanations in comparable to its economic system size, and overall nursery gas strength was to cut down by 18 individual by the twelvemonth 2017 ( Long, 2004, p.5-6 ) Three states in North America are United States, Mexico, and Canada have launched a plan that calls â€Å"North American Carbon Atlas.† The C emanation will be mensurating, and happening the possible storage infinite for the America by such a plan ( Calvin, 2008, p.29 ) . Besides, the three states promise will go on to happen a gaining control and storage solution by funding to the research and development and presentation ( RD & A ; D ) . The over all attempt will intend to do information available and topographic point to interchange information, and besides a topographic point to dispose the emanation: Form a consensus on the methodological analysis to be used in gauging the CO2 capacity of assorted types of CO2 storage systems in North America. This will be peculiarly relevant for cross-border storage to extinguish international â€Å" mistake lines † and guarantee compatible estimations of storage capacity in North America. Promote possible coaction on RD & A ; D related to carbon gaining control and storage. This includes sharing attempts to measure alternate utilizations of CCS engineerings, such as Enhanced Oil or Coal-Bed Methane Recovery. ( Fattahova, † 11/29/2007 ) Although the US has tried to cut down the green house emanations affair, there are many more attempts have to be done in other to accomplish or follow with the universe committedness. Fortunately, the current president ‘s committedness with the decrease attempts, the affair of nursery decrease will shortly be resolve by President Barack Obama consistency to work out the job of planetary heating.4. SOUTH AMERICA:Brasils:its economic system stands at 10th and its population is in the fifth in the universe, Brazil places an of import function in clime policy. Brazil ‘s energy matrix is comparatively â€Å"clean-80 per centum of the generated electricity comes from hydropower, and 45 per centum of the state ‘s entire energy ingestions come from renewable beginnings. Most of Brazil ‘s CO2 emanations ( see appendix A-5 ) come from biomass combustion, as a consequence of deforestation. Deforestation is responsible for between 10 and 25 per centum of the planetary hu man-included C emanations and 60 per centum of all Brazil emanations. Although entire fossil fuel CO2 emanations have increased steadily and reached 90 million metric dozenss in 2004, Brazil ‘s per capita emanation rate of 0.50 metric dozenss of CO2 per twelvemonth remains good below planetary mean rates. ( Philander, 2008, V.2, p.136 ) The measure on domestic and international clime is favourable for Brazil ( an illustration is the design and chase of Clean Development Mechanisms, or CDMs ) . Brazil has been a leader in the Koto dialogues to present carbon-trading mechanisms such as CDMs, which allow for developed states and concerns to number nursery gas ( GHG ) decreases generated by undertakings carried out in less developed states ( LDCs ) . Currently, Brazil is the state hosting the largest figure of CDM undertakings ( Philander, 2008, V.2, p.136 ) . The Brazilian authorities is paying attending to undertakings that relates the Amazon rain forest, and has been loath to back enterprises such as Avoided Deforestation, which is supported by a alliance of conversation involvements and rainforest-rich countries.. This strategy would let developing states to take part in the Kyoto Protocol by electing to cut down their national emanations from deforestation. Forest-rich states would be allowed to publish C certifications, similar to the Certified Emisssions Reductions ( CERs ) of the CDM that would be sold to authoritiess or private investors ( Philander, 2008, V.2, p.137 ) . Domestically, Brazil has invested well in an energy matrix reliant on renewable resources. Brazil ‘s flagship biofuel plan is based on sugar cane and dual-fuel auto engineering ( auto run on sugar cane intoxicant and/or gasolene ) . The sugar cane biofuel plan is deserving over $ 8 billion a twelvemonth and generates a million direct occupations. Brazil ‘s bio-diesel plan is based on oil seeds such as Castor and helianthus harvests that produce clean energy, absorb C monoxide, and are labour intensive. ( Philander, 2008, V.2, p.137 )5. Africa:Soudan:is a sub-Saharan African ( SSA ) state that has been battling planetary warming for many decennaries. Similar to other SSA states, Sudan can anticipate an addition in temperature of 0.4 – 0.9 grades F ( 0.2 – 0.5 grades C ) per decennary, which may take to the clime going desiccant. In Sudan, rainfall is predicted to diminish by 25 per centum over 30 old ages, taking to desertification in a state that is already 50 per centum desert. ( Philander, 2008, V.3 p 931 ) Since the 1930s, the desert in Sudan expanded between 31 and 124 myocardial infarction. ( 50 and 200 kilometer ) , which has led to terrible H2O deficits. It has been predicted that 350 to 600 million people will confront H2O deficits in Sudan by the center of the twenty-first century. Water deficits, particularly in western Sudan, have led many Herders from northern Sudan to migrate to southern countries onto husbandmans ‘ lands in hunt of H2O. This struggle over H2O, which is a cherished resource in Sudan had led to force and to 2.4 million people being displaced in 2003. ( Kennedy, June 29, 2009 ) Although Sudan is confronting many challenges because of clime alteration, it barely contributes to worldwide nursery gas emanations. For case, in 1998, â€Å"Sudan ‘s entire C dioxide emanations was 3,597 thousand metric dozenss ( tmt ) compared with 515,001 tmt for SSA and 24,215,376 tmt for the universe. Non-carbon dioxide emanations for Sudan in 1995 were 132 tmt compared with 5,345 tmt for SSA and 141,875 tmt for the world.† Even though Sudan barely contributes to planetary heating, the authorities of Sudan intends to accommodate the National Adaptation Plans for Action, which highlight several policy steps to accommodate to climate alteration. These included increasing irrigation and low H2O harvests, H2O direction and preservation engineering sustainable forest resource ingestion, and decrease of farm animal. The authorities of Sudan has besides ratified the United Nations Framework Convention on Climate Change. ( Philander, 2008, V.3 p 934 ) . In add-on, Sudan an d Brazil are teaming up with the same program that to utilize sugar cane to do biofuel. The works about 250 kilometers turn toing from Khartoum capital, to building in cooperation with Brasil Dedini corporation. It aims to bring forth 200 million ethanol litres of ethyl alcohol from sugar cane within the following two old ages. ( Sawahel, June 24, 2009 )6. Europe:France:The largest among the states of Western Europe, France boasts a long history of universe leading in the humanistic disciplines, scientific disciplines, and industrialisation. The state ‘s moderate clime and its ample agricultural land have made it the European Union ‘s largest agricultural manufacturer, ranking 2nd merely to the United States in the universe market. Like other affluent Western states, France has been confronted with the jobs go toing urbanisation, industrialisation, and the loss of the unfastened infinite. The state joins with two-dozen international attempts to the Kyoto Protocol to work out the planetary heating affair on the regional and universe degrees. ( Philander, 2008, V.2 p 432 ) France places a great concern on the planetary heating issue because since 1950 the temperatures have increased about twice the mean rate. The Intergovernmental Panel for Climate Change ( IPCC ) set up be the World Meteorological Organization and the United Nations Environmental Program ( UNEP ) to measure factors connected to climate alteration, estimates that sea degrees by 2100 could lift at a rate three times that of the twentieth century. France authorities has built unreal reefs in an attempt to incorporate eroding, but experts do non believe such attempt would assist the state in the long tally. ( Philander, 2008, V.2 p 433 ) The authorities makes theirs best attempt to cut down the jobs of Global Warming. Besides the authorities programs of addition public consciousness and solution to the jobs of planetary heating. A high per centum of 80 percent public consciousness in France claims to be successful. France besides makes committedness to protecting the unfastened infinites. About 30 per centum of the land ( of ) France today includes the wood and wood. Forest regeneration has become a common scheme to cut down CO2 emanations, but the Gallic authorities is subsidising forest regeneration since 1747, and it ‘s pronounced private 10s of 1000000s of euro to the aid communities and persons Refresh Print Private Property forests 2000-10. Energy production by air current power and biofuels have increased in France, but it is the 80 per centum of its energy demands being met by atomic power that gives France the cleanest air among industrialised states. About 58 ownership size atomic power works in a approximately cultural Texas besides account for 40 per centum of S dioxide N and emanations emission intrinsical France CO2 decrease and oxide 70 per centum decreases. Greenhouse gas France emanation is lowest among power EU, and they still decline. Among the major Western European states, France is closest to fulfilling is Kyoto Protocol duties. President Nicolas Sarkozy, who was elected in May 2007, promised revenue enhancement reforms that include a new revenue enhancement on CO2 emanations and a revenue enhancement on goods imported from states that have non signed the Kyoto Protocol. France seems positioned non merely to hit its ain marks in the universe ‘s response to planetary heating, but besides to act upon states that have elected non to follow.7. Asia:Japan:an Island State with the universe ‘s tenth largest population, Japan is one of the most powerful economic centres of the Earth. The United is the lone state that has higher engineering advanced than Japan. Unfortunately, Japan has ranged in the list of universe ‘s leader in its part to planetary heating. In 2004, the state ranked 4th, after the United States, China, and Rusia, in its C dioxide ( CO2 ) emanations. Regardless of the state attempt in cut downing on CO2, Japan continues to bring forth about 5 per centum of the universe ‘s CO2 ( Philander, 2008, V.2, p.564 )Kyoto Protocol:Japan is a signer to the Kyoto Protocol and is obligate by the understanding to cut down its nursery emanations by 6 per centum of the 1990 degree, but studies show that the state is far for the mark. Pressure for more actions is increasing as the immediate effects of planetary heating are felt throughout the state. The production of rice, Japan ‘s most of import harvest domestically, is expected to increase in some parts of the state as temperatures warm. Researcher predicts that the rise in temperatures will diminish wheat production throughout the state. Concern about heavier weed growing, harmful insects, and alterations in rainfall forms that create drought in some countries and do brassy inundations in others generate fright every bit good. ( Philander, 2008, V.2, p.564 ) Japan has actively responded to these challenges. It has become a universe leader in the development and execution of engineerings to look into taint and energy enterprise capacity. Revise energies save Law, accept in 1999, promote both umbilical local authorities to convey friendly engineerings environmentally such as solar energy, air current power and many fuels vehicles ( Calvin, 2008, p.201 ) . Japan, host to the conference ( see picture† A seaport on an island† ) that led to the Kyoto Protocol, has signed and ratified more than a twelve other international environmental understandings, including Biodiversity, Desertification, Hazardous Wastes, Ozone Layer Protection, Ship Pollution, Tropical Timber 83, and Tropical Timber 94. ( Philander, 2008, V.2, P.565 ) Investing ( of ) Japan in deciding the environmental issues on a planetary degree besides includes existent part to the Global Media Environment Facility ( GEF ) , a major feeder of the many international support mechanism established in 1991 to assist developing states in developing plans and undertakings that protect the Global Environment and the Sustainable. Japan contributed $ 84 million 1991-93, $ 415 million 1994-98, and $ 412 Million 1998-2002. In 2007, concerned that Asia ‘s energy ingestion had grown by 230 per centum since 1977, and alarmed by anticipations that would duplicate once more by 2030, Japan pledged $ 100 million in grants to the Asian Development Bank. ( Philander, 2008, V.2, p.565 ) . Ignoring forecasters, Japan insists that the state will run into its Kyoto mark.8. Australia:Australia is a affluent state, the chief transit are electricity and autos. In the recent old ages more people are get downing to utilize bikes, coach, and train. However, Australia has high consequence in C dioxide emanations per capita: 7.5 metric dozenss in 1990, lifting to 8.6 metric dozenss by 2003. Fortunately, the state maintains a really low electricity coevals, merely 28.4 per centum of it comes from fossil fuels, with 68.6 per centum from hydropower. As the consequence, the state produces highly low rates of emanations of S dioxide, N oxide, and C monoxide. ( Philander, 2008, V.1, p. 102 ) The state is affected by planetary heating in the ground old ages including some thaw of the Alpine glacier. The Great Barrier Reef off Australia is in highly serious status, and perchance in this twenty-first century harmonizing some experts that the universe last coral reef dies ( Calvin, 2008, p.175 ) . The United Nations environmental study in 2003 claims that if planetary heating continues to raise, the temperature in Australia many ski resorts or ski tallies will hold no snow by 2030. The Australia authorities of Fred Sinowatz took portion in the United Nations Framework Convention on Climate Change signed in Rio de Janeiro in May 1992. They are besides signed the official Amenities Kyoto model to the UN Conventions on clime alteration on April 29, 1998, and this is in consequence February 16, 2005 in an attempt to cut down nursery emanations In the UN Framework Convention on Climate Change held on August 31, 2007 the intents are to speak about the decrease in air and dirt poll ution from industrial chemicals, which besides includes the forbiddance of leaded gasolene. After the convention, the authorities issues policies that encourage the usage of air current power and solar power, with revenue enhancement credits to promote citizens to put in solar panels. ( Philander, 2008, V.1, p. 102, 103 ) Ten billion metric ton of C dioxide and other nursery gasses are exhaled into atmosphere each twelvemonth. A typical 124,000 -mile lifetime of an car, the Toyota Primus will breathe 32 dozenss of C dioxide from its tailpipe versus a Ford Excursion spiting 134 dozenss ( Philander, 2008, V.1, p.103-105 ) . In this position the authorities encourages its people to purchase intercrossed or electric vehicles ( see Table 1 for list of reflects the decrease in kgs possible by utilizing alternate signifiers of transits ) . Another option is to increasing battery life which could assist do intercrossed autos more attractive to purchaser because it is the chief ground consumer are declining or postpones purchasing such type of autos. ( Philander, V.1, p.106 ) .9. Decision:Although states in North America, South America, Africa, Europe, Asia, and Australia are together in their attempts to cut down the jobs of planetary heating, there are still jobs that need to be solved for each state. The Un ited States need to cut down theirs greenhouse emanation with more realistic per centum figure and decidedly down from its current held of 40 per centum. The Brazil ‘s authorities much tries its best attempts to cut down the Deforestation which is one of the ground lead to planetary heating. Although Sudan does non lend much of the planetary heating affair, the state has to confront with H2O deficit from the cause of planetary heating ; Sudan ‘s authorities demand to happen better solution to work out the H2O deficit affair. In France, the authorities has to cover with the temperature continue to heat up. The Japan ‘s authorities is struggle with its promising of cut downing nursery emanations by 6 per centum. Similar to Japan, Australia has a high degree of C dioxide emanations. Regardless of the jobs, the procedure of assisting the universe will go on to be successful if states in the universe continue to team up to work out this twenty-first century job that is planetary heating. Lending to work out this twenty-first century planetary heating issues states of North America, South America, Africa, Europe, Asia, and Australia have come with each person campaign. In America the president committedness to come up with a mark figure of 14-20 % by the twelvemonth 2020 ; besides the state launched a plan called â€Å"North American Carbon Atlas.† Such plan usage as a storage and gaining control map to greenhouse emanations. In Brazil the authorities has been a leader in the Koto dialogues to present carbon-trading mechanisms ( CDM ) , decreases generated by undertakings carried out in less developed states ( LDCs ) . Currently, Brazil is the state hosting the largest figure of CDM undertakings. In Sudan, even though the state is barely contributed to planetary heating, but the authorities intends to accommodate the National Adaptation Plans for Action, which highlights several policy steps to accommodate to climate alteration. In France, the authorities is place figure one state in the European to follow with the cupboard figure demand of the Kyoto Protocol. Besides, the state promotes the public affection plan and about 80 per centum of such plan was successful. In Japan, although the state has been seeking to cut down nursery emanation, the mark figure has non yet make despite the attempts. Japan has contributed financially to help some 3rd word state to contend planetary heating. In Australia, the authorities mark contract with Kyoto Protocol to cut down nursery emanation. The Australia authorities has promote it people to utilize intercrossed auto, or utilize public transit to cut down the C dioxide and other nursery gasses are exhaled into atmosphere each twelvemonth.

Causes of over Eating

The doctor told her that she was eating too much junk food and not enough health foods. The food she was eating wasn’t giving her enough energy. This is just to show how over eating unhealthy foods can affect you over all health. Over eating unhealthy foods cause serious health problems such as, heart problems, diabetes, and high blood pleasure. First, over eating can be so dangerous towards a person’s health. Heart problems are the worst sickness a person can have; in fact it’s one of the leading causes of death due to unhealthy eating. Whereas to avoid having heart problems by eating health and exercising. Greasy food causes fluid to crowd around the heart other body organs. It’s important to take care of the body so that there wouldn’t be health problems like this. Because who wants to have heart problems they get old in age no one does. Heart conditions are major issues. Second, diabetes comes from eating a lot of sugar, not burning calories, and fried foods. People with diabetes have to watch what they eat at all times. A person might look health on the outside but is unhealthy on the inside. Diabetes is a huge responsibility to withhold. A person with diabetes have to give there self a shot at least twice a day in the stomach, that’s very painful to go through. It’s obvious that people who find out that they have diabetes can’t leave a normal life anymore. Third, high blood pressure is one of the major causes of over eating. People seem to eat their pain away and its causes them to have all kinds of health problems. Dealing with high blood pressure and eating unhealthy food can really make a person have a nervous breakdown. In addition, high blood pressure it causes stress makes a person want to just eat more and more. The stress of this over eating make a person blood pressure goes up so high that it causes them to be hospitalized. Over eating isn’t good for a person with high blood pressure. Most seem to beat themselves down or just eat their hearts out because of their health problems. When people over eat the foods that they know is bad for them, in contrast its makes them have health issues. Heart problem are no good for those who have over eating addictions. Diabetes can get worse if a person continue to over eat unhealthy food. High blood pressure is very hard to deal with knowing that self is the cause of this bad health condition. Overall the cause of over eating has its down falls on a person’s way of living there life on a day to day bases. Causes of over Eating The doctor told her that she was eating too much junk food and not enough health foods. The food she was eating wasn’t giving her enough energy. This is just to show how over eating unhealthy foods can affect you over all health. Over eating unhealthy foods cause serious health problems such as, heart problems, diabetes, and high blood pleasure. First, over eating can be so dangerous towards a person’s health. Heart problems are the worst sickness a person can have; in fact it’s one of the leading causes of death due to unhealthy eating. Whereas to avoid having heart problems by eating health and exercising. Greasy food causes fluid to crowd around the heart other body organs. It’s important to take care of the body so that there wouldn’t be health problems like this. Because who wants to have heart problems they get old in age no one does. Heart conditions are major issues. Second, diabetes comes from eating a lot of sugar, not burning calories, and fried foods. People with diabetes have to watch what they eat at all times. A person might look health on the outside but is unhealthy on the inside. Diabetes is a huge responsibility to withhold. A person with diabetes have to give there self a shot at least twice a day in the stomach, that’s very painful to go through. It’s obvious that people who find out that they have diabetes can’t leave a normal life anymore. Third, high blood pressure is one of the major causes of over eating. People seem to eat their pain away and its causes them to have all kinds of health problems. Dealing with high blood pressure and eating unhealthy food can really make a person have a nervous breakdown. In addition, high blood pressure it causes stress makes a person want to just eat more and more. The stress of this over eating make a person blood pressure goes up so high that it causes them to be hospitalized. Over eating isn’t good for a person with high blood pressure. Most seem to beat themselves down or just eat their hearts out because of their health problems. When people over eat the foods that they know is bad for them, in contrast its makes them have health issues. Heart problem are no good for those who have over eating addictions. Diabetes can get worse if a person continue to over eat unhealthy food. High blood pressure is very hard to deal with knowing that self is the cause of this bad health condition. Overall the cause of over eating has its down falls on a person’s way of living there life on a day to day bases.

Outline Research Paper Example | Topics and Well Written Essays - 250 words - 1

Outline - Research Paper Example This role has remained the same up to date, and therefore, more than ever international relations are crucial in maintaining global peace. It is from this understanding that as a political science major, I feel motivated to focus on international relation. Further, the rapid changing economies around the world, I believe that international relation is a study necessary to enable proper implementation of international trade policies, and define the requirements and limitations to cross border trade. Further, international relations are required to determine cross border policies for immigrations, given the high rates of immigration. People travel between different countries for business, tourism, employment or temporal visits. Processing of visas and other necessary policy documents will certainly require this profession. The increasing numbers and occurrence rates of global issues like environmental disasters and terrorism, which are greater than any country or continent, call for global collaborations. Pursuing global cooperation is becoming necessary in order to solve such issues. International relations come in handy to help bolster such global cooperation for a similar curse. Finally, international relations play a greater role in promoting culture, than the usual facilitations of goods and services exchange between countries. Such activities like students exchange programmes; cultural exhibitions and cultural tourism enhance understanding and appreciation of human expressions worldwide. All these will require international relations for effective

Labyrinths a symbol of mystery Essay Example | Topics and Well Written Essays - 750 words

Labyrinths a symbol of mystery - Essay Example However, labyrinths that are built in inside places are made up of tiles and floors. Such labyrinths are generally found in churches, cathedrals and other places of worship. A labyrinth is quite similar to a maze in structure and shape but it has striking differences as well. A maze usually has obstacles in it creating difficulties for the traveler to finish it whereas a labyrinth is comparatively easier to walk on without hindrances in the pathway. There are significant meanings attached to the existence and walking of labyrinths that serve as rituals among ancient cultures. It, however, is being practiced by many even in this modern era by a multitude of people all over the world regardless of their cast, creed, belief or religion. There are many famous labyrinths in different parts of the world which are the site of preservers of sacred tradition. The labyrinth described in this essay is the labyrinth of Grace Cathedral, located in Sac Francisco, California in United States. Grace Cathedral labyrinth is one of the famous labyrinths of the world and is a replica of the labyrinth in Chartres Cathedral situated in France. The labyrinth in Grace Cathedral had been introduced in 1994 by Dr. Lauren Artress. There are two labyrinths in this cathedral; one is placed inside the cathedral whereas the other one composed of terrazzo stone is situated outside. Both of these labyrinths are open for visitors to walk on it and sense spirituality and divine revelations during the walking experience of the labyrinth. The narrator recently experienced walking through this labyrinth situated inside the cathedral and has recollected his personal experience in the next passages. I started a journey of walking the labyrinth inside Grace Cathedral in the morning with a candle in my hand. Everything looked so bright and beautiful to me in the cathedral the moment I began my walk through the labyrinth. Before entering the starting point of the labyrinth I was unaware of the feelings I was going to experience in the labyrinth as it was my first visit. I was very excited and I wondered what I was going to feel while walking through it. I started my walk barefooted and took a deep breath while stepping inside the labyrinth. I closed my eyes for a while and prayed in my heart. I opened my eyes to see a candle in my hand and walked slowly while focusing my mind on a thought. I pondered over my existence in the world and my role as a human being in this broad universe. Instantly the messages started coming in my mind from nowhere as if a door of knowledge was opened before me. I got meanings of my existence in life and thought of myself as a precious being capable of doing great things in life. I immediately felt happy and felt a sensation of calmness and serenity in my heart and soul. With these beautiful thoughts in my mind, I completed my walk toward the centre of labyrinth and stayed there for a while to pray. When I stayed quietly at the central point I felt as if I had been bestowed with something precious by God; the message of thinking of myself as a capable human being worthy of doing good things in life. During my journey backwards toward the starting point, I felt myself being transformed into a new self as if by magic. The labyrinth appeared a rite of passage for me as I walked back from the labyrinth to the starting point.

Mean World Syndrome Essay Example | Topics and Well Written Essays - 1250 words

Mean World Syndrome - Essay Example ..It used to be the parent, the school, the church, the community. Now it's a handful of global conglomerates that have nothing to tell, but a great deal to sell.† It is without doubt that back in the days when the media was not as full blown as it is now, meaningful stories used to be told by individuals such as: parents; guardians; teachers at school; church leaders; community members. However, that changed since the inception and the optimization of the media. As of now, the media can be in a position to tell stories in the manner that they would like to tell it regardless of the impact that the story will have on the viewers and/ or the audience. In addition to that, the media has the capability to manipulate stories and events in the manner which in most occurrences it will always be to their gain; that is to have a â€Å"great deal to sell† (â€Å"George Gerbner Leaves the Mean World Syndrome†) As cited from Murrey (2008), Warr, a professor of sociology, men tioned that the media has taken the centrefold to showcase that the world we live in is indeed very dangerous with regard to violence and crimes. Warr added that, "What makes fear of crime so important as a social problem is its consequences for our society. When people take precautions based on fear that restrict their life and their children’s lives, we restrict our freedom and we do so unnecessarily. Fear also undermines the civility and trust in our communities that make civic life possible, and that’s a terrible consequence for a democratic society†. When this scenario is applied in real life, a parent may think and conceptualize in their mind that the world is indeed very cruel for their child. As a result, they may end up being very over protective to their child such that they cannot engage in social activities such as shopping, going to the movies, going to visit friends and so on. As such, the parent unknowingly ends up withdrawing their child from the world in a bid to â€Å"protect† them while in actual sense they are causing harming to the child – that is, the child cannot engage in social activities and this may lead to depression and other forms of seclusion. However, this scenario is different for those individuals and/ or children who do not watch much of television. They tend to not be affected by the mean world syndrome. This is because instead of getting advice from the media, they get it through their elders by communicating to them what challenges they are facing. As such, they get a review and a reality of the world from a personal level. There are countless channels through which mass media content can be viewed from. Movies can now be viewed either at the cinemas, at home through kits such as Cable TV, Pay TV, Blue Ray, VCR and DVD. As such, this increases the audience reach that is going to gain access to such entertainment forums. For example, if an individual prefers to view media content through Bl ue Ray, then they will watch what they prefer through Blue Ray; the same goes for those who have VCR’s and DVD’s – they can be in a position to choose what media form suites them best. Through that, the media has managed to cultivate fear to their audiences through a variety of horrific films as well as films that project ethnic

Scavenger Hunt Research Paper Example | Topics and Well Written Essays - 2000 words

Scavenger Hunt - Research Paper Example Question 2: sexually transmitted infections (STIs) that can cause infertility The two main sexually transmitted infections that cause infertility are gonorrhea and Chlamydia (Wingood & DiClemente, 2002). Gonorrhea is caused by bacteria and dwells in the bodily fluids. It is contacted through vaginal, anal or oral sex. It leads to a condition known as epididymitis and Pelvic inflammatory disease (PID) (Fogel & Woods, 2008). This is due to the infection of the urethral tract and the vaginal duct. Chlamydia is also caused by bacteria that stay in vaginal fluid and semen. It left untreated Chlamydia causes infertility where a condition known as epididymitis and PID causes the infertility (Covington, & Burns, 2006). Question 3: Giardiasis The disease is commonly known as Beaver fever (Veliah, 2005). It is a gastrointestinal illness that is exhibited by serious diarrhea. The disease is caused by a parasite that is known as Giardia Lamblia. This is disease is water-borne and it affects the human intestines where it affects over 200 million populace globally every years (Langford, & Langford, 2002). The disease is reported to have affected about 90 communities in the United States in the years between 1964 and 1984 (Caveney, Jones & Ellis, 2012). Question 4: peer-reviewed journal article on smoking cessation Michele A Faulkner, (2009), Smoking cessation: an economic analysis and review of varenicline, Journal: Clinical Economics and Outcomes Research, Vol. 1, issu 1. Pgs 25-30 is a peer reviewed article that addresses the attempts in reducing the use of tobacco. The article raises concerns that despite the many efforts in reducing the use of tobacco the rate of smoking continues to go high leading to premature death and morbidity. There are economic costs related to smoking which include health care costs and loss of productivity (AJHP, 1986 & Callahan, 2000). The main program raised in the article is the varenicline novel mechanism aimed at addressing the ability to r educe the addiction and withdrawal symptoms (Michele, 2009). Question 5: Durham Region with the highest percentage of births to teenagers According to various findings it has been established that Oshawa area in the Durham Region has the highest rate of births to teenagers which replicates the place the mother was living at the time the child was born (Smithard, 2009). The high births rates are as a result of availability of less expensive housing and the supports and motivation from the mothers (Goldin, Reinert & World Bank, 2007; Vargas, 2009). Question 6: The difference between angina and a heart attack Angina is a term that is applied by doctors to refer to the pain in the chest as a result of insufficient oxygen supply to the heart muscles (Jevon, 2012). This form of pain is identical to the pain as a result of heart attack (Jackson, 2004). On the other hand heart attack is a long lasting damage to the heart muscle which might lead to inability of the tissues to function well d ue to lack of blood supply. The heart muscles need regular oxygen supply which is initiated through the blood (Ramaiah, 2008). Question 7: The Cost of Type 2 Diabetes in Canada The type 2 diabetes is along life state where

David Leans film Lawrence of Arabia Term Paper Example | Topics and Well Written Essays - 2750 words

David Leans film Lawrence of Arabia - Term Paper Example Particular emphasis is placed on Lawrence’s participation in attacks on Aqaba and Damascus, as well as his involvement in the Arab National Council. Within this overarching narrative, the film further explores Lawrence’s complex and oftentimes conflicted identity and perspectives. The film would go on to claim an Academy Award for Best Picture, as well as an extensive array of other awards.1 Even while the film gained great critical acclaim, one considers that the film undeniably is of first class aesthetic quality. Through a consideration of criticism, perspective, and my personal opinion, this essay examines David Lean’s film Lawrence of Arabia. The film opens with a truly epic credit sequence. While the film title and credits remain static the epic music and slow paced editing indicate to the viewer that the film is going to be expansive and truly Earth moving. Following this credit sequence, however, is a scene where T.E. Lawrence is riding on a motor scooter along a narrow road. The filmmakers implement a cinema-verite style means of articulation, as bumpy shots of Lawrence on the motorcycle are counter-posed against point of view shots from his perspective. Critics further argue that Lawrence’s lack a helmet intensifies his characterization as wild and potentially reckless.2 The scene itself serves to act as juxtaposition from the slow-paced credit sequence, but also seems to function as a metaphor on Lawrence’s life.... In the next scene Lawrence is featured writing on a map. It is here that, in a sense, the actual story begins. The film then explores the meeting that leads to Lawrence’s transfer to Arabia. While from a strictly narrative standpoint the information in this scene could be explained in a simple sentence, the scene holds the viewer’s interest through the strong and engaging acting and character dynamics. Indeed, this will become a one of the prominent structural elements that drive the narrative and viewer interest. This scene is followed by a shot of the Arab sunrise. This shot demands further consideration, as it is both expansive and exquisite. One considers that the film’s widescreen format functions as a means of allowing the capture of this transcendent image. In addition to fitting thematically into the film’s epic scope, it operates as a powerful interlude between the Western capital model of organization and what could be considered a more desolate, yet firmer connection to natural being evidenced in the Arabian desert. One considers the ancient Muslim tradition of praying towards the Sun, as well as endless mythology that figures the Sun as a central aspect of spiritual existence; in this sense the scene transcends the film’s narrative elements for a deeper sense of spiritual purpose. One considers that later in the film there are perspective shots of the Moon and surrounding stars. The effect seems to be a general linking of the film’s infrastructure to the timeless and transcendental qualities of the universe and nature. Still, in terms of the narrative this shot functions as a pivotal transition between the aforementioned Western culture and that of the Middle East. This clash of perspectives will become of the film’s central thorough-puts

Compare and contrast Essay Example | Topics and Well Written Essays - 1000 words - 15

Compare and contrast - Essay Example These policies try to block expansion of the Soviet Power and expose falsities of it and to induce a retraction of Kremlins control and foster seeds of destruction in the Soviet System. These policies give power to US where it has military strength. Containment policy maintains strong military power that guarantees the national security and conduct of the policy of containment.2 The link suggests that the policies of containment is not implemented properly It has made the country to be in diplomatic impasse with the Soviet Union. The US states that they have the capabilities in economic and military fields and the political and psychological fields. The citizens of US believe that with the principle of freedom, importance of the individual and tolerance and are more vital than the ideology of the Soviet dynamism.3 It analyzes that the American democracy has a degree of unity where the society is cohesive than the Soviet system that is created through force, favor and fear. This means that chances of revolution are less than in the Soviet system. This creates potential for force in international relations where the tolerance for a world outlook has enormous influence. The second link The Charge in the Soviet Union (Kennan) to the Secretary of State talk about that how the Cold War disrupted the global affairs and divided the 20th-century history.4 It states that Soviet Socialist Realism is disconnected from dominant narratives and discredited by Soviet systems. It is deemed to have represented the cultural context at the place of time. It therefore functioned as a state apparatus that responded to political and historical realities that guide military and economic initiatives in the Soviet Union. Kennan’s long-term article written in 1946 gave an incisive annalistic of the Soviet outlooks where it gave the convictions of the Soviet Union ideology of its policy. The Soviet Socialist Realism related first, with

Playing Upon the String of Emptiness Essay Example for Free

Playing Upon the String of Emptiness Essay Nowadays, the search for something new has been greatly pursued. The availability of resources helped individuals to innovate. It impels them to work beyond the existing rules and surpassing limitations, be it in the field of music, architecture, literature, etc. The modernity of this world brought upon by globalization made it easier to reach cultures. Cultures that were bound by their physical territories before have been accessible because of modern technologies. This easy, unlimited exposure provides endless ideas and innovations that bring about different works of art. For Aleksandr Solzhenitsyn, this infinite flow of innovations or novelties offers unrestricted venues for artists to produce their works—venues that are free from rules and do not conform to a certain set of standards. According to him, this poses a threat to the morality of society as well as of the artists’. He argued that novelty is an art with unlimited freedom and thus equates to a soulless art. This perspective was explained in the context of Russian’s struggle with communism which Solzhenitsyn directly experienced. He focused on the deterioration of arts’ standard after the fall of Communism, specifically with literature. Due to the given freedom, arts do not fall under a set of standards, causing the artistic value to suffer. He then related that Communism promoted a new society. To be able to build a new one, the old cultures and traditions should be thrown away: To start a new world is to start from scratch. Solzhenitsyn then compared this situation to the literary artists in his country. They were writing outright criticisms of every aspect of Russian roots like language, religion, and traditional cultures—a move that was so desperate for a change to be made by who he termed as ‘desperate innovators’. The author disapproved of forgetting the roots of any artistic work, for this is important in the development of a new face of art. Solzhenitsyn does not believe in the aggressive step of aiming forward in the arts starting from nothing. Novelty becomes relentless with the absence of ancient roots. It is an unintelligible art with no significant value to the world—an art without a purpose and is useless. Solzhenitsyn cited what kinds of arts were produced because of the frantic novelty frenzy. The arts arising from novelty does not have that spiritual connection from the artist with the world. Since the ‘great cultural tradition’ has been detached, the spiritual grounds that were developed from it are missing as well. Arts were not produced for a greater purpose anymore. Thus, it does not emanate a higher sense of value for the world. It is reduced to a mere display without a profound significance. It was from the author’s observation that the absence of artistic limits has resulted in irresponsibility and apathy. Solzhenitsyn mentioned the ‘what do you care’ attitude of the Russian writers who created literary works when the censorship has been lifted after the downfall of communism. This kind of artistic mindset alienates the welfare of its audience. The line between right and wrong has become thinner, its boundaries blurry and sometimes interchanging. The arts, according to Solzhenitsyn, have been turned into more of a personal ambition of the artists rather than an intentional product of passion and love. He stressed that artists do not bring the world as the subject; they are the focal point. The arts became a movement of personal interests of the artists. Novelty becomes like a venue for affectation. Going back to Solzhenitsyn main argument, novelty became ruthless because it eradicated the classical foundation of arts. Arts cannot push for development if its foundation will be forgotten. It would be more disruptive if it will be forced to progress aggressively without any fundamentals to back it up. Alexander Solzhenitsyn sees novelty as a cause for a more individualistic nature rather than being communal in interaction. He was alarmed by how the current generation responded to old traditions. These traditions were treated as something useless and irrelevant in the present. Novelty was portrayed by the author as something anti-cultural and antagonistic of anything universally accepted. The saying ‘to each his own’ in arts or in general constitutes obscure distinction between good and evil. Another supporting factor for Solzhenitsyn’s argument is that this particular freedom attached with novelty developed into a negative relativity. This has been embraced by young artists who turn self-expression into a lack of sensitivity with regard to the effects of their work to other people. Social responsibility slowly ceased to exist anymore. Artistic freedom has always been believed to be helpful in maximizing an artist’s work. However, Alexander Solzhenitsyn presented an opposite view. The freedom vested on the artist implies a threat of producing an art with is a much lesser value. With no artistic limitations and no principles to follow, art becomes less of a recreation instead of serving a higher purpose. Solzhenitsyn emphasized the need to take the cultural tradition into account because without it, progress will be impossibly successful. He sees novelty as a trend resulting in chaos—socially and morally disruptive. It promotes an individualism that is obviously selfish and divides humanity even more. Innovations should be created for the benefit of others. Arts may be a compiled output of an individual’s unique skills and talents, but there will always be a responsibility attached to it because people get to grasp these works. An art is a huge factor in contributing to the formation of an ideology in a society. It is a powerful tool to propagate a message that can reach a huge number of people. Hence, Solzhenitsyn sees its development as critical because this will determine where the world will be heading to. The world will not be able to move forward without revisiting and considering the past. The cultural traditions within human society should be embedded for development. It is an important basis to learn from past mistakes and to improve on the present. It can be seen that Solzhenitsyn somehow views relentless novelty as the anarchism of art that will later on transcend into society. He mentioned the absence of laws in the process of arts and the lack of absolute truth. Aleksandr Solzhenitsyn provided the view of novelty enclosed in a reckless handful of freedom and a lack of traditional grounds. He presented it as something negative because he had witnessed what it did to his people especially to the younger generations. As an artist himself, the author poses a huge concern on what kind of directions the arts would take since he knows the powerful influence of it to the society. He hopes to spread his view to make the younger generations be exposed of what history has brought the Russian country and what were its implications. Solzhenitsyn firmly believes that through history, it may shape the new artists to work for a greater purpose for humanity.

How Children Learn Disrespect From Their Parents

How Children Learn Disrespect From Their Parents Children these days often treat people with disrespect, for example their parents, teachers, elders, classmates, or even a person of the opposite color or even gender. Disrespect in children usually starts with their legal guardian or parents. Children learn disrespect from their parents by how they create a role model for their children, by how they approach and handle certain situations with their child, by the kind of relationship they carry with their spouse in front of their child, how their child sees them treat each other at home, and lastly from simple things like what kind of shows or movies that you allow your child or teen to watch on television. Children learn disrespect from their parents by what kind of example and role model their parents set for their children. For example if your at the corner store with your child or teen and you treat the lady at the register with disrespect and unkindness, there is a higher chance that your child will reflect those acts and treat others that way. On Tween and Teen Health it says Remember, teens learn how to behave by watching their parents. Your actions generally speak louder than words(Tween and Teen Health). Children learn disrespect by observing how their parents act, if you are a kind respectful person, your kid is more likely to be kind and respectful rather than being rude and disrespectful. They observe the way you talk and the way you treat and speak to others. Children live off of your rules and expectations, so dont make them think that treating others disrespectfully is acceptable. Not only can it make them look bad but it can make you look bad also. You dont want to set a bad example as a parent, because its possible if youre a bad parent, they can grow up to be bad parents too. On tween and teen health it also says Set a positive example and your teen will likely follow your lead(Tween and Teen Health). Its important to act the way you want your child to act because they are most likely going to mimic your actions.When your child sees you acting negatively and disrespectfully it makes them think that it is okay. You are the person your child looks up to, so whatever you do, they are going to think is okay even when you are not around. Children learn disrespect from their parents by the way they talk and approach them in certain situations. For instance if your child is acting up or talking to an adult in a disrespectful way, you should handle the situation correctly and you shouldnt yell and shout at them, you should talk to them in the correct manner, and let them know what they did wrong, and use the correct tone of voice and punishment to teach them what is correct. In Top 7 Parenting Skills anger management it says Use authoritative tone of voice to rein in your childs bad behavior(Top 7 Parenting Skills). If your child misbehaves or acts up, you must approach them in the right way, not by shouting, screaming or saying negative things to them, that may bring them down or trigger them to act in an inappropriate way. But of course always remember not to let them get away with it and make them think they are the one in charge, so make sure you step up and take on your role as a serious responsible parent. In the article it also says Remember that if you start to shout and fill your childs head with negative thoughts, your words will reinforce the negative behavior(Top 7 Parenting Skills). Not only by the way you talk to your children will affect their behavior, but also by what you say, never put negative thoughts into their head. When pointing out all the wrong things they do, dont forget to reward them and make them feel good and accomplished for the things that they do right. Always pointing out what they do wrong can make them feel like they never do anything right, you dont want them being put into a depressing or upset state of mind. You also dont want to hold a distant or bad relationship with your child, try to let them know that you are always there for them to talk openly about any situations. It is better to bring your child aside and talk to them about their misbehavior and actions and explain to them what is right from wrong. You must also show your child who is the boss and wh o is in charge, its important to teach your kid without letting them run all over you, act and talk to them like their parent not their friend or buddy. Another way children learn disrespect is from how they observe their parents relationship and actions towards each other at home. A good example is if you are having problems or a rough time with your significant other at home, its important to not fight, argue, disagree, or even mistreat each other in front of your child. In a health article it says School age children whove witnessed domestic violence, may model their views on gender roles based on what theyve seen(Jonathan Strickland).Exposing your child to this kind of violence can lead up to them misbehaving or even treating a person of the opposite sex unfairly or differently than the way they would treat someone of the same sex. It also says This could lead to boys growing up to be abusive toward women or girls(Jonathan Strickland). So not only can it cause your childs disrespectfulness to be present while they are a young child, but it can take long term consequences for when they grow older also. So never forget to keep your problems with your spouse behind doors and private, and to always make sure you dont expose your child to any of your relationship violence at home. Often times a childs parents will split up and try to work against each other to try and be the better or favorite parent. Doing that can confuse your child and they may act differently and be confused on whats wrong and right when getting different perspectives from two different parents. This is another thing that can take a toll on their behavior. Parents need to work together rather than against each other for the wellness of their child. Another way children learn disrespect from their parents is not only what they learn from them, but by simply what you allow, like what kind of movies and TV shows you allow them to watch or have access to at home. For example if you see your child or teen watching inappropriate TV shows or movies at home that are not acceptable for their age range, let them know that its not okay to view those kind of things, or even put parental control on certain channels or shows on your tv at home. In the article Lifestyle|Tweens and teens it says According to Professor Samineh Shaheem of the human relation institute in Dubai, 70 percent of the 20 most popular TV shows include sexual content(Lifestyle|Tweens).You dont want to allow your child or teen access to see these kind of inappropriate things happening on TV shows or even movies at home. In the article it also says When teens constantly watch their favorite characters engage unseemingly behavior, theyre likely to imitate what they see, whe ther its smoking, violence, or treating members of the opposite sex with disrespect(LIfestyle|Tweens). Children often look up to their favorite actors or characters, so you dont want them seeing their favorite role models acting violent or inappropriately because thats not the kind of example you want to be set for your child or teen. If your child sees their favorite actors taking part in drugs, gangs, fighting and other bad things, they have a higher chance of acting that way or maybe even thinking that acting like that is okay. The last thing you want is your child imitating bad things that they see on TV shows. If their isnt a way for you to always monitor what they watch, at least try to limit how much they watch TV or a certain show, constantly watching a inappropriate TV show can take a huge effect versus if they were only watching it once or twice a week. So children being disrespectful can happen and be caused in many different ways. Anywhere from what kind of example and role model you set for your child, by how you talk and approach your child in certain situations, by what you let your child see from your relationship with your partner at home along with if they are exposed to any domestic violence or abuse, and even by what youre letting your kid watch on Television shows and movies. Therefore children do learn disrespect from their parents or guardian, because in the end thats who raised them and gave them their first look on the difference between right and wrong. References Jonathan Strickland Whats the effect of childrens exposure to actual violence as victims or as witnesses? 24 August 2010. HowStuffWorks.com. 10 February 2017 HowStuffWorks.com Contributors What do right and wrong mean to your adolescents? 4 April 2011. HowStuffWorks.com. 10 February 2017 Top 7 Parenting Tips 11 March 2009. HowStuffWorks.com. 10 February 2017 Staff, Mayo clinic. Tween and Teen Health Tween and Teen Health. Mayo Clinic, Healthy Lifestyle, 20 July 2016, www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/basics/tween-and-teen-health/hlv-20049436.

Essay --

Francisco was the illegitimate son of Gonzalo Pizarro Rodrà ­guez de Aguilar, an Extremaduran nobleman who had fought with distinction in wars in Italy. There is some confusion as to Francisco's date of birth: it is listed as early as 1471 or as late as 1478. As a young man, he lived with his mother (a maid in the Pizarro household) and tended animals in the fields. As a bastard, Pizarro could expect little in the way of inheritance and decided to become a soldier. It is likely that he followed in his father's footsteps to the battlefields of Italy for a time before hearing of the riches of the Americas. He first went to the New World in 1502 as part of a colonization expedition led by Nicolà ¡s de Ovando. San Sebastià ¡n de Uraba and the Darià ©n In 1508, Pizarro joined the Alonso de Hojeda expedition to the mainland. They fought the natives and created a settlement called San Sebastià ¡n de Urabà ¡. Beset by angry natives and low on supplies, Hojeda set out for Santo Domingo in early 1510 for reinforcements and supplies. When Hojeda did not return after fifty days, Pizarro set out with the surviving settlers to return to Santo Domingo. Along the way, they joined an expedition to settle the Darià ©n region: Pizarro served as second-in-command to Vasco Nuà ±ez de Balboa. First South American Expeditions In Panama, Pizarro established a partnership with fellow conquistador Diego de Almagro. News of Hernà ¡n Cortà ©s' audacious (and lucrative) conquest of the Aztec Empire fueled the burning desire for gold among all of the Spanish in the New World, including Pizarro and Almagro. They made two expeditions in 1524-1526 along the western coast of South America: harsh conditions and native attacks drove them back both times. On the second trip they vis... ... 1532, Atahualpa agreed to meet with the Spanish: the Spanish treacherously attacked the Inca, capturing him and murdering thousands of his soldiers and followers. A King's Ransom Pizarro and Atahualpa soon made a deal: Atahualpa would go free if he could pay a ransom. The Inca selected a large hut in Cajamarca and offered to fill it half full with golden objects, and then fill the room twice with silver objects. The Spanish quickly agreed. Soon the treasures of the Inca Empire began flooding into Cajamarca. The people were restless, but none of Atahualpa's generals dared attack the intruders. Hearing rumors that the Inca generals were planning an attack, the Spanish executed Atahualpa on July 26, 1533. Read more: Francisco Pizarro Biography (Explorer/Conquistador) | Infoplease.com http://www.infoplease.com/biography/var/franciscopizarro.html#ixzz2nGtqOFex

Community Gardens at this University Essay -- Agriculture Community Ga

A Growing University: Community Gardens Humanity, when striving to create a more perfect world, may have difficulties in choosing a place to begin. However, in light of the direction much of humanity is quickly going, it seems obvious where to look. All over the world, urban populations are rapidly growing. Researchers predict that the time when 50% of the world’s population lives in cities is quickly approaching (â€Å"News and Highlights† 1). As urban populations increase, hunger becomes a growing concern. Thus, it is necessary to restructure the way food is produced in order to more efficiently feed the world’s growing population. The answer lies in urban agriculture. As a leading university in a growing city, serves as a primary example of urban sustainability. Thus, it is important that Kansas City join other major cities in embracing the practice of urban agriculture. In New York, Havana, and Tokyo, urban agriculture has been used as an economic, educational, and environmental resource through a variety of methods. Some serve solely as children’s educational centers, like the Collingwood Children’s Farm in Melbourne, Australia. Others are resources for those interested in testing out ideas related to sustainable agriculture, like The Florida House Institute for Sustainable Development in Sarasota, Florida (â€Å"Urban Agriculture† 1) In related research on community gardens in poor neighborhoods in New York City, results showed that â€Å"urban gardening is an effective tool for crime reduction, maintenance of cultural diversity, community empowerment, and promotion of civic participation.† (Saldivar 407) In light of this, I propose that university should have a community garden on campus, to be used for food produc... ... 2003. 21 10 2006 . Mougeot, Luc J.A.. "Urban Agriculture: Definition, presence, potentials and risks." Growing Cities Growing Food: A Reader on Urban Agriculture Theme 110 1999 1-30. 21 Oct. 2006 . "News and Highlights." Growing urban farms provide useful greens and earnings for poor, but reforms could boost supplies. 10 1996. Food and Agriculture Organization of the United Nations. 30 Oct 2006 . Saldivar-Tanaka, Laura. "Culturing community development, neighborhood open space, and civic agriculture: The case of Latino community gardens in New York City." Agriculture and Human Values 21(2004): 399-412. 4 "Urban Agriculture." Wikipedia. 22 Oct 2006. Wikimedia. 2 Nov 2006 .

Aurora- Light of Mystery Essay -- Papers

Aurora- Light of Mystery Text Box: This shuttle image shows the characteristic oval shape of the aurora.i What is aurora? Auroras, or polar lights, are the luminous phenomenon of the upper atmosphere occurs in high latitudes of both hemispheres. Auroras in the northern hemisphere are called aurora borealis and those in the south hemisphere are called aurora australis. Aurora (Latin for 'dawn') is beautiful and amazing lights which are visible in the dark sky in the poles. It can appear as many different forms, but usually it is a greenish quivering glow near the horizon. In 1621 the term 'aurora' was coined by the French astronomer. More and more observations were done and a concrete description was archived soon afterwards. Many theories were developed this phenomenon. Some suggested that it was the reflection of sunlight of artic light and some believed it was the firelight at the edge of the world; however both hypotheses are rejected because it was found that aurora was found 100-400km above the earth surface which is well beyond the atmosphere. Around the 17th century it has been discovered that it is caused by the interaction between energetic plasma particles from outside atmosphere with atoms of higher atmosphere. Till now, not all the questions about aurora have been answered, but with the escalating astronautic technology, we have a much better understanding on this puzzling phenomenon. How does aurora form? At every moment the sun is giving out charged particles in solar wind. Some of these particles are captured by the earth magnetic field and the bombardment of the solar wind with the atmospheric particles... ...aurora_e/index.html The Exploration of the Earth's Magnetosphere. http://www-istp.gsfc.nasa.gov/Education/wmap.html Learning about Aurora. http://sprg.ssl.berkeley.edu/~cyclopi/lesson1.html Applied physics laboratory site. http://www.jhuapl.edu/newscenter/pressreleases/1998/auroras.htm NASA website. http://www-istp.gsfc.nasa.gov/ Web Exhibits site. http://webexhibits.org/ Britannica Online. http://www.britannica.com/ Hyperphysics. http://hyperphysics.phy-astr.gsu.edu/hbase/hph.html Evaluation on resource: My source information comes from books, journals and internet. The information about most topics is quite consistent except the formation of voltage drop in the aurora acceleration region. There are many theories explaining the phenomenon, but I only concentrated on the two main ones.

Milk Adulteration

Executive Summary on National Survey on Milk Adulteration The National Survey on Milk Adulteration 2011 (snap shot survey) was conducted by the Food Safety and Standards Authority of India to ascertain the quality of milk and identify different type of adulteration in the liquid milk throughout the country.The survey was carried out by the Regional Offices of the FSSAI located at Chennai (Southern Region), Mumbai (Western Region), Delhi (Northern Region), Guwahati, (North Eastern Region) and Kolkata (Eastern Region) with the following objectives: 1. To identify the common adulterants in milk in rural and urban areas of different states. 2. To find out the non conforming samples in loose and packed milk.The samples were collected randomly and analysed from 33 states namely Andhra Pradesh (75), Arunachal Pradesh (25), Assam (109), Bihar (75), Chhattisgarh (19), Chandigarh (25), Delhi (71), Dadra & Nagar Haveli (12), Daman & Diu (25), Goa (24), Gujarat (100), Haryana (109), Himachal Pra desh (27), Jammu & Kashmir (18), Jharkhand (25), Karnataka (51), Kerala (50), Madhya Pradesh (61), Maharashtra (126), Manipur (25), Meghalaya (26), Mizoram (25), Nagaland (22), Orissa (50), Puducherry (25), Punjab (109), Rajasthan (103), Sikkim (18), Tamil Nadu (74), Tripura (25), Uttarakhand (26), Uttar Pradesh (136), West Bengal (100) totalling to a sample size of 1791. The samples were sent to the govt. aboratories namely, Department of Food and Drug testing, Government of Puducherry, Central Food Laboratory, Pune, Food Reasearch and Standardisation Laboratory, Ghaziabad, State Public Health Laboratory, Guwahati and Central Food Laboratory, Kolkata for analysis. The following parameters were analysed such as Fat (%), SNF (%), Neutralizers, Acidity, Hydrogen Peroxide, Sugar, Starch, Glucose, Urea, Salt, Detergent, Skimmed milk powder, and Vegetable fat to ascertain the presence of adulterant. The total conforming samples to the FSSA standards were 565 (31. 5%). The total non-confo rming samples were found to be 1226 (68. 4%). The non-conformity of samples in rural areas were 381(31%) out of which 64 (16. 7%) were packet samples and 317 (83. 2%) were loose samples respectively and in urban area the total non confirming samples were 845 (68. 9%) out of which 282 (33. %) were packed and 563 (66. 6%) were loose samples. The deviations were found highest on account of Fat and SNF content in 574 samples (46. 8%) of the total non–conformity, which includes 147 samples with detergent and two samples with neutralizers respectively. Detergent was also found in 103 samples (8. 4%). Perhaps the reason may be dilution of milk with water. The second highest parameter of non conformity was the Skim Milk Powder (SMP) in 548 samples (44. 69%) which includes presence of glucose in 477 samples. Glucose would have been added to milk probably to enhance SNF. The presence of Skim Milk Powder indicates the reconstitution of milk powder.The non-conforming sample in the descen ding order of percentage with respect to the total sample collected in different states were as follows: Bihar (100%), Chhattisgarh (100%), Daman and Diu (100%), Jharkhand (100%), Orissa (100%), West Bengal (100%), Mizoram (! 00%), Manipur (96%), Meghalaya (96%), Tripura (92%), Gujarat (89%), Sikkim (89%), Uttrakhand (88%), Uttar Pradesh (88%), Nagaland (86%), Jammu & Kashmir (83%), Punjab (81%), Rajasthan (76%) Delhi (70%), Haryana (70%), Arunachal Pradesh (68%), Maharashtra (65%), Himachal Pradesh (59%), Dadra and Nagar Haveli (58%), Assam (55%), Chandigarh (48%), Madhya Pradesh (48%), Kerala (28%), Karnataka (22%), Tamil Nadu (12%), and Andhra Pradesh (6. 7%).All the samples in Goa and Puducherry conformed to the standards. Conclusion (1) The study indicates that addition of water to milk is most common adulterant. Addition of water not only reduces the nutritional value of milk but contaminated water may also pose health risk to the consumers. (2) It also shows that powdered mil k is reconstituted to meet the demand of milk supply. All state /UT enforcement authorities may specifically check whether the declaration of new FSSAI rules is being complied to. (3) The study also indicated the presence of detergent in some cases. Consumption of milk with detergent may cause health hazards and indicates lack of hygiene and sanitation in the milk handling.

Ilm Developing Yourself and Others

Know how to identify development needs 1. 1 Identify own learning style(s) and the learning style(s) of another team member To identify the learning and development style of myself and a team member we both completed a Multiple Intelligence (MI) test developed by Howard Gardner. After completion of the test on myself I have discovered that I have a learning style of Logical – Mathematical, with a majority score of 37, closely followed by Interpersonal with a score of 32, (see Appendix 1). People who are strong in logical-mathematical intelligence are good at reasoning, recognising patterns and logically analyse problems.These individuals tend to think conceptually about numbers, relationships and patterns. Characteristics of Logical-Mathematical Intelligence are: * Excellent problem-solving skills * Enjoys thinking about abstract ideas * Likes conducting scientific experiments * Good at solving complex computations The conclusion of the test does not come as a revelation to me . As I am the Finance & HR Manager with an accounting qualification this examination confirms my knowledge and learning style as being logical thinking with ability to evaluate and solve problems.During the course of my career and training aspects I believe that I learn and develop in a methodical and analytical way. I execute mathematical calculations, detecting irregularities and patterns, creating resolutions to issues that have been identified, plus producing a strategy to achieve successful working systems within my role. After completing the MI test myself I then requested a member of my team (Jane Doe) to complete the same learning styles questionnaire to see what type of style they were. On completing the questionnaire she scored equally n 3 areas; Linguistic, Logical-Mathematical and Intrapersonal, (see Appendix 2) People who are strong in linguistic intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at wri ting stories, ability to learn languages, memorizing information and reading.They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. The characteristics of Linguistic Intelligence are as follows: * Good at remembering written and spoken information * Enjoys reading and writing Good at debating or giving persuasive speeches * Able to explain things well * Often uses humour when telling stories Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings and motivations. They tend to enjoy self-reflection and analysis, including day-dreaming, exploring relationships with others and assessing their personal strengths. The characteristics of Intrapersonal Intelligence are: * Good at analysing their strengths and weaknesses * Enjoys analysing theories and ideas * Excellent self-awareness Clearly understands the basis for their own motivations and feeli ngs 1. 2 Use a simple technique to identify own development needs and the development needs of another member of the team To identify any development needs that would enhance my current skills and abilities I decided to complete a development needs analyses in the form of a SWOT analysis (Strengths; Weaknesses; Opportunities; Threats). Strengths: * Very organised and meticulous with excellent prioritisation skills * Always willing to help others, friendly and approachable * Ensures protocol is followed by me and others at all times * Quick learner *Conscientious * Finance / Accounts * Excellent communication skills with all levels of people| Weaknesses: * Expect others to be very tidy and meticulous like myself * Sometimes try to take on too much work, as I don’t like to say no * Forget people have different learning speeds * Perfectionist * Health & Safety management * Management training| Opportunities: * Work closely with the Director of Support Services * ILM Course * Job Opportunities * Network meetings with other business managers * External / Internal training| Threats: * Funding for courses due to funding cuts * Unexpected things in personal life * Out of comfort zone * Policy Changes| I then requested for a member of my team (Jane Doe) to carry out a development needs evaluation by completing a SWOT analyses. Strengths: * A willingness to learn * Always happy to help others * Quick learner * Can work at a quick pace * Good IT skills (Excel / Word)| Weaknesses: * Not always very confident with others * Need to have confidence in my answers, so I don’t need to check I am doing things correctly * Stress easily under pressure * Works too quickly at times and make trivial mistakes|Opportunities: * Take work from others to learn new roles * Study AAT * In-house training with colleagues. Shadow colleagues to learn new roles * Read policies / bulletins / news to keep up to date with rules and regulations * Customer Service courses| Threats: * Not enough time to learn new tasks due to busy office environment * Not enough funding to pay for training * Training too expensive to pay from personal income * Confidence| After completing the SWOT for me and Jane the following development needs were identified: * Myself – Leadership & Management Training; HR development training; Health & Safety development * Jane – Customer Service Training; AAT Qualification; In-house training to improve skills. 1. 3 Identify potential barriers to learning. After considering the DELTA model and barriers to learning I have found that there are potentially a various number of barriers that Jane and I face. I have listed the potential barriers below: My Self Time /Workload – Work is extremely busy and the amount of work is exceptionally high, therefore to take time out of work to attend training would mean work could suffer, get backlogged and deadlines missed. * Personal Commitments – This is due to home life being very busy and possibly not having time to complete studying on an evening or weekend. * Resources / Funding – due to funding cuts with the LA, the school has had to reduce budgets therefore depending on the costs of courses there may be no funds available to pay for training. Jane Faulkner * Time / Workload – Work is extremely busy and the amount of work is exceptionally high, therefore to take time out of work to attend training would mean work could suffer, get backlogged and deadlines missed.Costs for AAT training is expensive and she is unable to afford the full costs from her personal income * Confidence / Fear / Self-esteem – Jane is very quiet and shy, and she feels very uncomfortable in unfamiliar surroundings and may shy aware from learning. * Personal Commitments – This is due to home life being very busy and possibly not having time to complete studying on an evening or weekend. * Mobility / Transport – Jane doesn’t drive t herefore if a course is some distance she may have difficulties getting there. * Resources / Funding – due to funding cuts with the LA, the school has had to reduce budgets therefore depending on the costs of courses there may be no funds available to pay for training. 1. 4 Explain how barriers to learning can be overcome.There are a number of solutions for Jane and I to be able to overcome the barriers to learning that was mentioned above: 1) Time / Workload – Some courses/training aspects are important and workload should not be a reason for not attending any coursers. Jane and I need to ensure workload is organised and prioritised, and possibly get other staffs assistance to ensure work load does not get behind. 2) Expensive Training Costs – Contribution or full costs of any training development should be paid for by the school or at least a contribution towards the costs if the training will benefit the school and improve Jane and the service she provides th e school. 3) Confidence / Self Esteem – Put Jane at ease and give her ownership of and pride in what she can do.Also have regular progress reviews in order for her to measure her personal achievements and progress. 4) Personal Commitments – Undertake training through the school day or provide time off in lieu if the training is beneficial to the service we provide. 5) Funding – Free training may be available, if very beneficial to the school funding should be located. 6) Transport – Training can be provided in local colleges or at school, therefore there would be very little travel required. Jane would be able to get local public transport and costs would be reimbursed by the school. Section 2: Know how to develop self and others to achieve organisational objectives 2. Briefly analyse learning/development options to meet need(s) of self and another member of the team. After studying and analysing the SWOT analyse and appraisals completed earlier in the ye ar, I have identified various learning opportunities for Jane and I. After undertaking my appraisal in December 2011 it was identified that I required further training on leadership and management of others. I felt that this was a significant area to develop as I had never received any training on managing staff, yet I have line managed several numbers of staff over the years. I am now currently undertaking the ILM Effective Management course. Another area that I found to have a weakness in is Health and Safety Management.I currently line manage a member of staff who has the responsibility for the Health and Safety of the school, pupils and staff. I currently have limited knowledge in this area and believe that this is an important area to improve to ensure I can manage the member of staff and her role efficiently. The member of staff is currently attending a diploma course in Health and Safety, which was organised by me through school. I have also arranged for myself to attend a 2 day workshop on Health and Safety within the workplace. A further area for development for me is HR & Recruitment policies and procedures. As a HR manager I feel that I have not received adequate training relating to HR Law, rules and regulations and Recruitment policies.I also feel this is the same for my team that manages the day to day processing of personnel matters, including contracts, sickness, maternity leave and much more. I have therefore arranged a one day seminar with a HR Adviser from OMBC to talk to myself and the team on HR & Recruitment policies and procedures to develop my team and I. Through Jane’s appraisal completed earlier this year and the SWOT analyses I feel that a vital area for development is her confidence with people, including staff and pupils. With her lack of confidence this sometimes affects her customer service, therefore I have arranged for a customer service course to be done at the school so Jane and 14 other staff receive training in this remit.Also to improve her confidence within the work place I ensure I give her tasks that encourages her to leave the sanctuary of the office and work with other colleagues in the school. Another development for Jane, which she is keen on is to commence her AAT (Association of Accounting Technicians) qualification. This is an expensive course and I have arranged for the school to contribute funds towards the costs of this course. Jane will also be attending a one day seminar that I have arranged in relation to HR and Recruitment policies and procedures. She currently works in the Finance & HR office and all staff come into the office asking questions in relation to contracts, pay, special leave, recruitment and I feel this is an area for her to develop.I have also arranged for some training to be provided to Jane, by me, on the payroll system so she can learn how to process timesheets, unpaid leave, and sickness pay. Again this is another vital area for Jane to develop i n to enable her to progress in the future in her career. The development of my needs and the needs of my team are always connected to the service provided to the school and to improve their professional development. 2. 2 Identify support mechanism for the development of self and another member of the team. For me, Jane and all other members within my team there are a number of significant support mechanisms in place. These are: * Annual appraisals where discussion on past progress and future development takes place. Termly (3 times a year) 1:1 meets take place to discuss any issues, training requirements, any difficulties they may be facing. * Monthly team meetings providing updates, and any questions, queries or ideas the staff may have to improve service or themselves. * Termly www. ebi (what works well & even better if) feedback from staff in relation to the office or themselves. * Regular in-house training provided by me to improve necessary skills for their development of t hemselves and the team. *Flexible working arrangements if necessary. * Engraining a whole school Continuous Professional Development (CPD) attitude and constantly reminding staff that school funding is available for self-development. 2. Prepare a development plan to achieve a learning objective either for self or another team member. The below table has been extracted from the staff appraisal which is completed every year and referred to throughout the year to review and monitor the development of the staff members development. Development Need| Development Action. | Approx. Cost| Measure of Success (Training Outcomes)| Evaluation Outcomes (Individual Outcomes)| Who to take action /By| Customer Service training to improve confidence and service| Arrange training course to come to school and provide training for 15 staff (including Jane)| ? 800 for 15 staff| Jane to attend and complete course. Improvement to Jane’s customer service| Line ManagerCourse booked for March 2013 ins et day| AAT Qualification training for work and self-development| Oldham College contacted and course information, dates and costs sent out to me and Jane. Jane to commit to 2 evenings per week at college| ? 1200 approx. for 1st year. This is a 3 year course. | Jane to attend course over the year and enrol for year 2. | To improve knowledge of basic accounts, improve self-confidence with attending college. | Line Manager & Jane Doe. Information obtained by December 2012. Funding secured by February 2013. Enrol during August 2013. | HR & Recruitment Training| HR Adviser from OMBC contacted by Helen Sharples.They are to provide training in the school conference room for HR team| Free| Jane & other HR staff member to attend one day seminar| To improve knowledge of HR/ Recruitment policies and procedures for whole of the team| Line ManagerNovember Inset training day. | 2. 4 Describe a method that could be used to monitor the development of self and another member of the team . One method that can be used to monitor the development of people, myself and team members is an appraisal system. This is what is currently used in my place of work. The main objective of an appraisal system is to review performance, potential and identify training and career planning needs. Performance reviews give managers and employees opportunities to discuss how employees are progressing and to see what sort of improvements can be made or help given to build on their strengths and enable them to perform more effectively.They are also used to look back on what has been achieved during the specific period and agree objectives for the next year. By using the appraisals system this can help to improve a team member’s job performance by identifying strengths and weaknesses and determining how their strengths can be best utilised within the organisation and weaknesses overcome. They can help to reveal problems which may be restricting employees’ progress and causing i nefficient work practices. As a manager I appraise my team on an annual basis setting target and development needs. In their initial or annual appraisal the staff member and I talk about how they wish to develop and progress within their role and the team.The areas of development are then discussed to ensure training is provided, either in-house or an external provider, to meet the development needs. Target dates are then set to ensure the training has commenced or completed before the next appraisal. Throughout the year I monitor the progress of the team member on a regular basis to ensure they are developing as discussed and no issues have come up. When monitoring I review their targets through 1:1 meetings which are done every half term. At the end of the 12 month period the training and development of the person is reviewed and assessed to ensure the training has had a beneficial impact on the person and the service the team provide. They cycle then commences again with a new se t of targets for the next 12 months are agreed.