The Production Process of M

Raw Materials M&Ms' have two main components, hardened liquid chocolate and the hard candy shell. Liquid chocolate comes from a blend of whole milk, cocoa butter, sugar, and chocolate liquor, among other ingredients. The candy shell is made from a blend of sugar and corn syrup. The Production Process 1 The liquid chocolate is poured into tiny molds to create the chocolate centers of the candy. 2 After the candies are formed, they are â€Å"tumbled† to make the chocolate center smooth and rounded.Then they are allowed to harden. 3 When the chocolates are hard, they are transported via conveyor belt to the coating area, where the process called panning is performed. 4 During panning, the chocolates are rotated in large containers as liquid candy made of sugar and corn syrup is sprayed onto them. 5 The color is added to a finishing syrup and applied as the final coat. Each batch is a different color. The liquid candy dries into the hardened shell. The single-colored batches are c ombined into the mixtures of red, yellow, blue, green, brown, and orange. They are then transported to the machine that stamps the â€Å"m† on the shells. 7 A special packaging machine weighs the candies, pours the proper amount into individual bags, and heat-seals the package. 8 The finished packages are moved along a conveyor belt to a machine that assembles the shipping cartons and fills them with the appropriate number of candy packages. The machine also seals the cartons shut.

Assessment in Schools Essay

1. Reasons for Assessment Diagnosis: helping young people to establish a baseline and understand their progress, strength and develop needs. Recognition and motivation: recording and rewarding learners’ progress and achievement. Standard setting: confirming levels and thresholds of achievement Differentiation and selection: enabling employers and higher education providers to understand what young people have achieved, and how individuals compare with their peers. 2. Purpose of Assessment. Selection Standards Teachers feedback Motivation Assess readiness for future learning. Preparation for life- â€Å"life is like this† Evaluate curriculum effectiveness Information to others Statement of curriculum Attainment Record of progress- over time 3. Baseline and benchmarking Purpose of baseline scheme Characteristics of a baseline scheme Chapter 4. Target Setting 6. Assessment for learning. Assessment for learning is about supporting classroom learning and teaching. It connects assessment and learning/teaching. What is assessment for learning? Assessment for learning. is part of effective planning focuses on how students learn is recognized as central to classroom practice  is a key professional skill is sensitive and constructive fosters motivation promotes understanding of goals and helps learners know how to improve develop the capacity for assessment recognizes all educational achievements Key Issue: 1. Involvement, discussion and feedback Sharing criteria Discussion Feedback Involvement 2. Planning and evidence Gathering evidence Recording personal learning plans Planning for individuals 3. Partnership Partnership with parents and pupils 7. Assessment as learning Assessment as learning is about learning how to learn. It connects learning/teaching and curriculum. What is Assessment as learning? Key issues: 1. Pupils as learners Reflection Reporting Self/peer assessment Motivation 2. Teachers as learners Developing assessment policy Interpreting evidence Collaboration 3. Management of learning Management supports Manageability 8. Assessment of Learning Assessment of learning is about gathering and interpreting the evidence. It connects curriculum and assessment. Gathering and interpreting evidence Teacher assessment is first and foremost about helping pupils to learn. Fundamental principles Developing Assessment Instruments  Application of assessment instrument Assessment as an end-of-key-stage process Management and monitoring of assessment, recording and reporting Recording and evidence Planning Reporting to parents and guardians Assessment as an ongoing process. Transferring Marking and providing feedback to pupils Using assessment information to monitor progress towards meeting targets Internal/External Assessment Grading Systems Chapter One(1) 1. Reasons for Assessment Diagnosis: helping young people to establish a baseline and understand their progress, strength and develop needs. It is a more detailed type of evaluating the learner to find out their ability, skills, level of performance, knowledge, understanding, intelligence quotient etc. Diagnosis helps the teacher to be able to find out the areas of weakness of the students and their areas of strength. It is from these that the teacher will together with the student plan on a possible course of action to taken in order to assist the students to meet the educational they may have. The teacher may select the students who need further examination by the specialist to confirm if they are faced with a learning difficulty that the teacher may not be able to diagnose. All this is done in the interest of the student i. e. to assist him/her overcome the areas of weakness and try to catch up with the rest of the students. The assessment tasks should be varied in strength to be able to find out the different abilities of the students. Recognition and motivation: recording and rewarding learners’ progress and achievement. Assessment is also carried with an aim of rewarding student according to their performance. In some schools badges are designed and made to be worn by the top achievers in particular subject area and in the overall performance at each grade or stage. The prestige that goes with walking around the school wearing such a badge motivates students to compete for the badges and feel recognized by their peers as good performers in a particular area of study say science, mathematics, languages or even in humanities and applied subjects. If one manages to win two three or more badges they are held in honour by their fellow students and given a lot of recognition both within the school and out. This recognition serves as a motivating factor for the learners to work hard to achieve in their studies and other field like in sports. Similarly, such recognition encourages students to maintain their high standards always for fear of ruining the image they may have created for themselves hence it helps in shaping their character. Unfortunately, some of those low achievers may want to be recognized in a different way hence may resort to unwanted behaviour. Standard setting: confirming levels and thresholds of achievement. Assessment helps the teacher to set standards of performance in his/her class at particular stages or levels of learning. Thus the students will be made aware of the expectation by their teachers with regard to performance hence they will strive to meet the set standard. Unless the standard of performance is set many people tend to relax and very little effort will be made to achieve the goals and objectives. The setting of standards will help to drive away laziness from among the students and the teachers. If the learners and teachers know they have a standard of performance they need to measure to, it will definitely create a sense responsibility in them. It is important to have standard of performance set and made clear both to the learners and the teacher. Differentiation and selection: enabling employers and higher education providers to understand what young people have achieved, and how individuals compare with their peers. Assessment differentiates learners at all levels whether it is the prime purpose for the assessment or not. Somehow, there those who will emerge at the top of the whole group. It is this differentiation that will determine the intake of students into the next level of their education. Most selection is done based of the assessment that has already been carried out at the previous level of study. At the end their course most of the students are usually awarded with certificates of merit. It is based on these certificates that their prospective employers base their consideration of selecting possible employees and inviting them for interviews. Generally, the higher the qualification one has, the more skill or tasks he has gone through to achieve what he has achieved. Consequently, the more the knowledge one is deemed to have acquired and therefore more competent on the job market. Thus the rating of the individuals against the performance of their peers which implies how they are likely to fair at the job market. Chapter two(2) 2. Purpose of Assessment. Assessment is carried for various reasons some of which are discussed below. Selection Institutions base their selections and admission of students on national examinations done by the students at end of level examination. Usually assessment outcomes are used to rank students in terms of performance and ability regardless of the different conditions under which they took their examinations. The institutions proceed to choose those they feel qualify to meet their requirements for enrolment into specific courses. Thus a list of prerequisites is drawn to aid the selectors choose those who fall within the already set limits. Standards The standards of an assessment are determined by the educational system of a country and the stakeholder of the education system. The standards set in the country will determine allocations from the budgetary kit at national level. For instance, to improve and maintain a high level of performance in the education sector the teacher-student ratio should be small, resource made should be available to the students especially science oriented subjects. The standards are set at the national level, then at the school level and finally at the classroom level. The standards of performance will reflect the student ability to progress on with their academics to a higher level. Teachers’ feedback Teachers use assessment to get feedback from students to enable them in the planning for further instruction to the students. The feedback help the teachers to know whether the set objectives of learning are being met or not. This means that every teacher has to carry out assessment at one time or another in the course of instructing the students for learning. They will be able to know if they are making progress, and if not what could be the possible reasons for their failure to meet the set objectives. These may mean that their means of instruction be adjusted to suit the learner educational need within the class. Motivation Feedback from assessment can be used as a motivator to the students and the teacher especially when the results indicate that positive learning is being achieved. The teacher feels that his effort have not been wasted after all while the students will feel that their efforts have been rewarded by being able to measure to the standards of the teachers or examiners. As a result both groups will set out for their work and duty with a lot of enthusiasm hence positive assessment outcome are a motivation. The parents will on the same hand feels that their funds are being utilized by their sons and/or daughters and will be motivated to make more investment. Assess readiness for future learning. Assessment helps educational planners to determine the ability of students to progress in higher education or take more specialized courses such as accounting, engineering, medicine, teaching among others. The level of performance at a particular stage will display the learner ability, skills, level of performance and interests. The outcomes of an assessment will therefore form a basis for planning courses, selection and entry point into some designated courses. Most institutions admit students basing on their performance in the terminal examinations sat at end of the previous stage or level. Similarly, selection into the courses that students wish to pursue is usually based on the performance of the examination at the on national level. Preparation for life- life is like this Assessment can be used to find out the skills, knowledge and understanding the students are graduating with. This will prepare them to face life as people with ability to transform their environment so as to be able fit in the wider society. The learners are made aware of the skills they are carrying with them into the society to face life as it really is. Evaluate curriculum effectiveness When a new curriculum is designed, the aim of curriculum planners is to be able to meet the needs of the society and those of the individual learners. Thus the purpose of assessment in this context is to evaluate the effectiveness of the curriculum being implemented to the learners and to the larger society at large. The outcomes of learning are reflected in how students handle assessment tasks presented to them by the curriculum planners and the examiners. Where the curriculum has failed to meet the set objectives, adjustments be made to it so that the predetermined objectives are met or attained. Information to others Assessment is used to obtain information to be related to others interested in education. The ministry of education, for instance, needs to make educational decisions regarding curriculum, performance of teachers, attainment of educational goals both at national and international level, allocation of funds from the treasury, performance of graduates from the education system in relation to the needs at job market among others. The educationists need to take statistics of those who graduate from the systems e. g. basing on the gender, region etc. Statement of curriculum Attainment Assessment helps assessors to get a statement of current attainment as compared to performance in the previous years. The posted outcomes can be used to find out areas that continually been showing poor performance from students e. g. science and mathematics. This statement can be used to draft proposals for future plan of improvement in the course of uplifting performance of areas showing weakness or needs. Record of progress- over time Assessment is carried out for various reasons which ever time have been state differently by different authors of various textbooks. It is important to note that the choice of the method of assessment should be made on the basis of judgment about â€Å"fitness for purpose†. Before making a decision on what to assess, how to assess and who is best fit to carry out the assessment, it is necessary to be clear why assess and achievement expected. The purposes of assessment can be grouped by: Balancing internal and external purposes There are purposes of assessment that are useful within school setting. For example, feedback to students and teachers, students grouping, curriculum improvement and individual target setting. Similarly, there are other purposes that are useful to stakeholders outside the school setting e. g. certification and accountability. This helps to evaluate the balance of assessment activities carried out within the school. In the recent past a lot of external pressure has been mounted on schools in increasing measures with regard to accountability through the publication of performance tables etc. The result has been emphasis on assessment data collection for monitoring, evaluation, marketing and accountability purposes. This may cause internal purpose to be underrated or treated as secondary to external purposes. The schools should thus be watchful of this because their aims for education of their students are unlikely to be well served if they only pay regard to external demands. Another way of viewing assessment purposes is to cluster them according to whether they have a development/learning functions or a public/accountability function. (To some extend, this clustering aligns to internal/external distinction because internal tend to have developmental whereas external tend to focus on accountability. ) TGAT’s formulation of assessment purposes After the Government announced, in 1987, its intention to introduce a National Curriculum, it first set up a Task Group on Assessment and Testing (TGAT) to advice on an associated assessment framework. TGAT’s remit was to propose a system for serving formative, diagnostic, summative purpose. The TGAT report distinguished these purpose in the following way: †¢ Formative So that the positive achievements of a student may be recognized and discussed and the appropriate next steps planned; †¢ Diagnostic through which learning difficulties maybe scrutinized and classified so that appropriate remedial help and guidance can be provided; †¢ Summative for the recording of the overall achievement of a student in a systematic way; †¢ Evaluative by the  means of the aspect of the work of a school, an LEA or other discrete part of the education service can be assessed and/or reported upon. This established two new terms- formative and summative- in the lexicon of assessment purpose. The formative/summative distinction was first used by Micheal Scrivenin 1967 in an American Educational Research Association monograph on The Methodology of Evaluation, which was primarily concerned with the evaluation of educational programmes. It proved to be a helpful distinction and it was increasingly used in a variety of contexts. TGAT used the distinction in the context of assessment of students’ learning. In the context, the formative purpose is served if evidence and judgments about students’ present learning are used to decide what teachers and learners need to do so that further progress in learning may be made. 3. Baseline and Benchmarking Purpose of baseline scheme The problem with taking output alone as indicators of schools effectiveness, even when more than one measure is considered, is that comparisons made on this basis rarely compare like-with-like. However, this has been the practice for a long time in most the education system. This is the familiar argument against the publication of league tables of ‘raw results’ that take no account of the different contexts and intakes of schools. Whilst the actual grade a student achieves will be of vital importance to him or her, aggregated results which take no account of background factors may be crude and fair measure of the relative effectiveness of the school as a whole. This is the argument for value-added measures. It is important, therefore, to collect information about input as well as output so that the two sets of information can be considered together in any judgement of school effectiveness. The intake characteristics usually considered are: Prior attainment as measured in earlier tests and examinations; Ability as measured on standardized tests; ? Prior attitudes to school; ? Gender; ? Ethnicity; ? English as an additional language; ? Special educational needs; ? Socio-economic status and aspects of home background such as single parent families. It is known that some schools achieve great things in disadvantaged circumstances but, since they start from a lower base, the socio-economic status of their intake should be taken into account when measuring their effectiveness or setting targets. It is interesting therefore that in its proposal for target setting and benchmarking, the government has indicated that benchmarks for individual secondary schools will be constructed on the basis of data on free school meals. If output measures are analyzed in relation to input, we would still expect to find some variability in results. In other words, some schools will perform relatively better or relatively worse than others with similar intakes. In order to find out what makes the difference one has to open the black ‘black box’ between input and output to investigate school processes. These process variables are likely to provide some of the answers. Since carrying out this research on a national scale will not be practicable, schools have to take the initiative to find out for themselves data in order to explain their own results and to identify areas of improvement. This is intended to form a basis for further guidance to schools. Thus the responsibility of identifying the process variables that are likely to be most relevant, lies on the shoulders of the schools. Two kinds of processes need to be considered: ? Classroom processes; ? School management processes. Characteristics of a baseline scheme In order to set appropriate targets, government, through QCA, now publishes benchmarking information. This is intended to enable schools to evaluate their own standard of performance by measuring it against standards achieved by other schools with broadly similar characteristics. Benchmark data do not set targets but, by showing what the best schools with similar intake characteristic achieve, benchmarks are expected to set challenges for less successful schools. Although there are strong arguments for grouping schools according to a variety of background factors such as those used in multi-level modeling, which takes account of student-level, school-level and ward-level factors, the government has opted for benchmarking system based on existing national data sets such as the school census (Form 7). Although schools will be placed in a group for the purpose of drawing up the benchmarks, they will not be told which group they belong to. Thus, when they receive the benchmark information from QCA they have to decide themselves which group best represents their characteristics. 4. Target Setting Section 19 of the 1997 Education Act makes a Provision for legislation to require targets to be set and published by the governing bodies of maintained schools. Setting targets to raise standards: What works A five stage cycle for school improvement in target setting has been put to use. These involve: 1. How well are we doing? This requires the school to analyze student performance and audit its teaching and management. It also calls for the analysis of data about students outcomes. To achieve this objective, the school will need to relate outcomes to intake variables of a given student to give value-added measures. However, in order to explain the patterns in performance and identify areas for action, it is necessary to collect data about processes, such as teaching and management. The statistical analysis will then be supplemented by observational data to provide evidence in relation to input, output and process indicators (perhaps in the lines of the OFSTED Framework of Inspection). 2. How well should we be doing? This requires the school to compare its own results of similar schools n order to identify strengths and diagnose weaknesses as a basis for establishing priorities for improvement. The benchmarking information to be supplied by the DFEE and LEAs is intended to help with this task. 3. What more should we aim to achieve this year? This requires the school to set clear, specific and measurable targets which focus in particular on raising standards of attainment in national tests and examinations. 4. What must we do to make it happen? This requires the school to integrate improvement targets into the school development plan through focused action planning. 5. How successful have we been? This requires the school to take action to implement the action plan and to monitor and evaluate the impact of the action against the success criteria. TARGET SETTING REQUIREMENTS The initial proposals from government indicate that regulations are likely to require schools to set targets in the following terms; a) a single target to be set for each of the three are subjects at the end of each key stage; b) these targets should be measured by National curriculum tests in English, Mathematics and Science at age fourteen and GCSE examination results or equivalent at age sixteen; c) at the end of key stage 3, targets to be expressed, subject by subject, in terms of the proportions of students reaching Level 5 and above; d) At key Stage 4, targets to be expressed in terms of the proportion of students achieving a grade C or better in GCSE English, Mathematics and Science (either single or double award, or in an individual science subject). e) An additional indicator, at key Stage 4, is likely to be the proportion of students attaining a number of A*- C and A* – G grades in GCSE. The proposal also suggested that schools and LEAs should agree or targets covering three year period in which review of results of the previous autumn term and setting targets for the following academic year by January are carried out. PROCEDURES FOR SETTING TARGETS The governments 1997 White Paper Excellence in Schools made it clear that setting school targets was the responsibility of each school’s governing body, working with senior management team. The White Paper tests sets out how the government, LEAs and schools are expected to work together. Chapter 3 paragraph 13 of the paper provides that; 1. The government sets national targets and publishes national performance and benchmark data. 2. Each LEA provides benchmarking data and guidance to all its schools to help them set targets. 3. Each school sets draft targets, taking account of the comparative data and their own previous best performance, for discussion with its LEA. 4. Schools and LEAs agree targets, covering a three-year period and subject to annual review. 5. Where, exceptionally, an LEA cannot reach agreement with a school on its targets, the LEA may invoke the early warning system. 6. The individual school targets are included within each LEA’s Education Development Plan. 7. The DFEE and OFSTED monitor and contribute to the process to ensure targets are high and ambitious enough. Strategies Directly Involving Students and Classroom Process 1. Introducing new commendation and certificate systems to reward achievement and increase motivation and self-esteem; 2. Introducing academic mentoring for borderline C/D GCSE candidates; 3. Reducing the number of GCSE subjects taken per student to encourage quality instead of quantity in performance; 4. Introducing paired reading or literacy tutoring schemes (older with younger students) to improve reading and writing skills; 5. Adopting a ‘Pacific Rim’ approach by assuming that all can succeed if they are prepared to make great efforts; 6. Instituting a ‘cardinal rule’ that students should not interfere with the learning of others 7. Giving special attention to the least motivated groups (of boys especially) by introducing a ten-hour weekly homework contract in Year II; 8. Introducing one-to-one review on a regular basis; 9. Providing a two-day residential, run by teachers and employers, for potential Year II under-achievers with the aim of improving motivation through a series of challenges; 10. Providing students with templates to help them structure their written work; 11. Providing an enrichment programme of generic skills, especially study skills, group work and exam technique. 12. Target setting for effort and attainment with individual students followed up with one-to-one review with allocated tutors. School need to realize, however, that this does not preclude them from setting other goals and targets as well. This will be important if they regard education as having wider functions, such as promoting human flourishing and participatory citizenship. Internal review through data analysis: Progress indicators. Using indicators to monitor performance and set target in primary schools Using indicators to monitor performance Involving parents. The role of the national targets CHAPTER 5 5. a. Types of Assessment Assessment is one of the most potent forces influencing what teacher should concentrate on in their teaching and what students should concentrate in their learning. Assessment sends a message to students about what is important to learn. It is with this in mind that this section seeks to discuss the various types of assessments. In an effort to classify assessment therefore, the following are some of the types of assessment. i) Formative Formative assessment is taken to refer to the process of identifying what students have, or have not, achieved in order to plan the next steps in teaching. It will usually involve the diagnosis of learning difficulties, although this is not synonymous with the kind of standardized, psychometric, diagnostic assessments, within formative assessment, the term ‘diagnosis’ usually possess a more colloquial and less technical meaning. Formative assessment is also distinguished from other forms of assessments in that it is, by definition, carried out by teachers. This is important if it is to inform the decisions teachers make in the classroom. The aspiration is that assessment should become fully integrated with teaching and learning and therefore part of the educational process rather than a ‘bolt-on’ activity. It is important to note that in formative assessment feedback is a key element with two main audiences the student and the teacher. Feedback to the student, mediated by the teacher, is particularly important because no learning can take place without the active involvement of the student. ii) Summative Summative assessment refers to the examinations that are taken by the learners at the end-of-unit or end-of-term and their purpose is to fulfill the public expectation of the schools and form of accountability to parents who have a right to know what progress their children are making. However, this poses a danger in that they assume such importance that it undermines the formative assessments that have been made on a regular basis throughout the period. Just like the giving of grades on ordinary class work can affect self-esteem in such a way as to ‘blind’ students to the substantive advice given in comments, so also can the giving of grades and marks in end-of-unit tests have similar effects. The public usually places allot of emphasis on the assessment as they seem to project what the learners have gained in the course of their studies and skills they possess and are able top demonstrate. Thus entry into higher learning institutions and specifically into particular courses is pegged on the results of summative assessments. iii) Informal Informal assessment is an assessment in which the teacher neither follows a specified timetable drawn by the administration for purpose of assessment nor predetermined questions directed to the learner. It is some kind of impromptu. The teacher in the course of performing his duty may reach a concept that requires prior knowledge of particular concepts on the part of the learner; therefore he may decide to carry out an informal assessment to determine what the learners know. Similarly, a new teacher who wants to understand the ability and level of performance of learners may decide to carryout an informal assessment. There is no general standard set for performance or attainment i. e. the administrator determines the standard as deem fit for his purpose of assessment. Thus an informal assessment is at the discretion of the person administering it. iv) Formal Formal assessment refers to the mode of assessment that follows a specified timeframe and format. Usually most of the learning activities are suspended to allow teachers time to administer the assessment to the learners. Formal assessment therefore has a set standard, to which all assessment items must adhere to. Generally, there is time set aside for which both students and the teachers know well in advance that assessment is going to be carried out. The teachers will this case prepare assessment items inline with the set standards of the particular institution in question or adapt on that has already been set by an assessment agency. The students on their part will concentrate on preparing for the assessment tasks that they are going to encounter. In most institutions this time if known as examination time. The environment is controlled so as to allow students an ample time when tackling the assessment items. For example, in most schools during this time silence is observed at all costs, students are spaced so as to allow for individual work unlike during the normal learning days when corporate work can be tolerated, teachers police the students to check on cheating by cheeky students. v) Continuous Continuous assessments are assessments that are carried out by the teacher in progressive way. The test items are drawn from what has been done in the recent past by the learner which means their strength and complexity increases with the increasing complexity in the content being taught. The teacher designs a test to suit particular content that the learners have learned at a particular level. Generally it focuses on a given concept and they are more narrow and intense in their approach. Once a learner has passed the assessment at a given level they are given chance to progress to the next level of learning. vi) Terminal As the name suggests these are tests that administered at the end of a given course, they act as a point of end into the next level or the job market. They are designed in such a way as to include a cross-section of what the learners have attained by the time they are stepping out of the education programme they have been undertaking. They are in most cases designed by an independent body external to the institution of learning in which they are going to be administered. Similarly, their marking is centralized and carried by few selected people. Grading and ranking is the done from an external point, statistics are drawn to show attainment of schools and individual student in comparison to other schools and students from other places. They are usually standardized tests and the awarding of grades is done an already established scale by the administering body. vii) Coursework While going through the curriculum every teacher would want to ascertain that the course objectives are being met every now and then. Thus where possible assignments are given to students at the end of the lesson, marked and feed back given to the students to assist in the process of learning. Cour

Overfishing the World Big Fish Population

Over Fishing the World Big Fish Population Insert your Name Here SCI275 Axia College of University of Phoenix The overfishing of our world’s oceans is causing a depletion of some prize fish, such as tuna and swordfish, to the point that some scientists believe that 90% of these big fish populations have been fished out. Jeremy Jackson of the Scripps Institute of Oceanography published a study in 2001 in which he asserts that overfishing is more destructive than toxic pollution or degrading water quality (University of Phoenix,  2007). Dr. Daniel Pauly, Professor and Director of the University of British Columbia's Fisheries Centre, describes it as follow on The Overfishing. org   (2007) website: â€Å"The big fish, the bill fish, the groupers, the big things will be gone. It is happening now. If things go unchecked, we’ll have a sea full of little horrible things that nobody wants to eat. We might end up with a marine junkyard dominated by plankton† (Fishing down the food web,  para. 1). Among the scientific community there is little argument on how to resolve this issue. Research has found that the situation is reversible if addressed now, but states that it will require a change in attitude in how we are using the oceans (University of Phoenix,  2007). To address this issue now, so that we may sustain the world’s big fish population for future generations, we must create a plan of action that includes the following steps (Young Peoples Trust for the Environment,  n.. d. ). Begin with quotas on fish. We can base this quota on scientific estimates of which fish are the most severely depleted, and adjustments can be made to the quotas according to reassessments done every few years as we monitor the repletion of the fish populations. †¢ Larger nets must also be used. As the big fish population has declined, mesh size has gotten smaller. We must increase this back to the original mesh size used perhaps 40 years ago, to allow the smaller fish to escape a nd continue to grow and breed. International agreements to protect important habitats, such as spawning and nursing grounds of these endangered big fish. †¢ Create a system that monitors the catch being brought in by fisheries, and independent fishermen, worldwide. Perhaps assessing severe fines for those caught exceeding the quotas placed on the endangered fish, or fishing in controlled waters, so that the penalty would exceed the expected gain. Educate fishermen on the fact that by following this plan, they are not losing their income but, in fact, helping to preserve their livelihood Most commercial fishermen, such as Pete DuPruis, who owns and operates his own fishing vessel on the Pacific Ocean, will see this as a challenge to their ability to earn a living. DuPruis and his fellow fishermen must be educated to realize that by following the guidelines, we will ensure their livelihood for many years, and the industry for future generations of commercial fishermen. A presentation should be made mandatory, as part of renewing the commercial fishing license, showing the declining numbers in the big fish groups, and how by following these guidelines, we can sustain their industry and the fish population both. Once made to understand that only through these efforts can the world continue to rely on the ocean’s population as a source of food, and that all fishermen worldwide will be held to the same standards, the fishermen should go along with the management plan, even if not happy about it. On the other side of the issue, environmentalists should be happy to help implement and provide data for this initiative to restock the world’s big fish population. By putting this plan into practice, we will also resolve the other problems created by over fishing, as it effects not only the depleted fish population, but also the animals for which those fish are food of choice. Whales are turning to sea otters for food, rather than the sea lions and eals on which they normally feed, as those populations also decline. Over fishing has also caused the use, as stated earlier, of smaller mesh nets, increasing the amount of by catch that is caught in the nets. By catch is the seabirds, dolphins, sea turtles, and even whales that are also caught in the net as they drag it in, and are usually dumped back into the ocean, dead or dying. A drastic reduction in the amount of by catch will subsequently occur with the reinstating of the larger mesh nets. The management plan may cause fishermen to have to look into a second source of income for the first five to ten years, as the most severe restrictions are put into place, giving the fish populations can breed and repopulate, and a reassessment to be done by the scientific community charged with monitoring the big fish groups. Governments might be forced to subsidize the industry for this initial period, to help prevent illegal poaching by some fishermen who saw poaching as their only economic alternative. Consumers would have to reduce their use of fish, and would have to pay more for the fish they did purchase at the market during this period of regeneration, but the result should be the reduction of prices after the fish populations have been restored. The encouraging news is that, by employing this simple plan for the restoration and future sustainment of our ocean’s big fish populations, we will be able to enjoy them as a food source for the foreseeable future. Referecences Overfishing. org. (2007). Overfishing – a global disaster. Retrieved November 07,2009 from http://overfishing. org/pages/why_is_overfishing_a_problem. php University of Phoenix. (2007). Declining fish stock vlr. Retrieved November 07,2009 from University of Phoenix, SCI275 – Environmental Science website at https://ecampus. phoenix. edu/secure/aapd/axia/sci275/multimedia/video/declinining_fish_stock. htm Young Peoples Trust for the Environment. (n.. d. ). Over fishing. Retrieved November 08,2009 from http://www. ypte. org. uk/environmental/over-fishing/29

Topics to be Investigated Research Paper Example | Topics and Well Written Essays - 250 words

Topics to be Investigated - Research Paper Example An Evaluation of the Extent to Which Social, Economic, and Environmental Factors Influence the Process of Waste Disposal Waste disposal is a process that involves myriad activities and also brings on board different stakeholders that play different roles. Social, economic, and environmental factors are the likely critical aspects that influence waste disposal and management. While the activities, stakeholders, and influential factors are known, the extent to which these factors influence the process of waste disposal is fundamental to assess, evaluate and subsequently discover. The operational relationship between the activities, stakeholders, and influential factors in the process are uncertain or unknown, making necessary to discover this relationship. Research problem: Social, economic, and environmental factors influence waste disposal processes, but the magnitude and extent of this influence need to be researched. Paradigm Shifts in the Use of Alternative Green Energy Sources in Combating Climate Change Climate change has persistently become a global issue, with the trends in global warming and climate change, in general, showing an over the years increase. This has raised the need for the alternative use of green energy sources in order to try and reverse the contemporary trends in climate change. The paradigm shift from the use of pollutant energy sources to the use of green energy sources in combating climate change is a critical aspect of discovering. This follows the fact that the substitution of alternative sources of energy is personally uncertain.

The Risks of a Nuclear Power Plant Facility Essay

The Risks of a Nuclear Power Plant Facility - Essay Example Considering the concept in the light of nuclear power plant, the focus will be on the detrimental effects accompanied by the presence of such a facility. It deals with the unprecedented effects of a potentially precarious activity or event that has not been eliminated or avoided. The radioactive material produced in the nuclear power plants exposes humans to the risk of cancer (Clapp, 2005). Risk Management and its Relevance after the Occurrence of a Disaster Because of the potentiality of a risk to produce undesirable and hazardous results, policies and strategies should be put in place to manage them whenever they occur. This brings in the concept of risk management. Risk management entails a well-structured and organized process of risk identification, and the subsequent measurement of the risk and enactment of systems to handle it. The process can be analyzed through the stages of hazard identification, assessment of the risk, control of the risk, and the monitoring and evaluation of the risk. A hazard is something potentially harmful to the people environment or the property. Any hazardous material in whichever form it is should have their effects analyzed. A nuclear power plant utilizes Uranium that is hazardous when mishandled. There are other radioactive elements that are produced during the reaction process, all of which should be disposed well. Otherwise, the accompanying effects may have a profound effect to the society and the environment for generations. In order to identify hazards in a nuclear plant facility, nuclear reactors incidences should be well documented through use of appropriate report forms. Other strategies will include conducting self-inspection, doing regular maintenance checks, regular observations and consultations, knowledge sharing with other nuclear plants operators and research institutions and seeking of specialists to assist in specific areas. Risk assessment is the second critical process in risk management. Upon realization of a risk, it is imperative that the likelihood of risk occurrence is evaluated. The likelihood of occurrence is a factor of the probability and frequency (Cohen, 2005). Therefore, the probability of a risk should be considered, in the light of the Fukushima Diiachi plant incidence it is evident that the disaster was unprecedented. Considering this fact, the probability and frequency of tsunami can predict the trend in which such disasters can occur. An evaluation of the underlying consequences should also be looked at. The effects of the radioactive material produced in the nuclear plants should be assessed and proper strategies put in place to dispose them and to ensure that in case of a disasters like earthquakes, tornadoes, and tsunamis among others the harmful material will not spread to harm the environment. In risk assessment it is also important to classify the magnitude of the risk, is it extreme medium or low risk. More focus is given to extreme risks without assuming the low risks. Aft er the risk is assessed, then control measures should be put in place. The adoption of risk control measures should be done in a manner that the most risky situations are given prevalence. In risk control, the main objective is to eliminate the risk, a situation that is not possible instantly. However, efforts should be made to reduce the risk to an extent that its chances remain negligible. A

Beyond addiction Pina et al (2011) Assignment Example | Topics and Well Written Essays - 500 words

Beyond addiction Pina et al (2011) - Assignment Example h it has be considered as the platform of distributing privileges, rewards and status which has in turn brought conflict and division rather than order. This has led to different organizations trying to implement other strategy execution approaches in place on hierarchy (John, 2010). In doing so, however, there are issues involved that may be problematic or advantageous. That said, this paper will discuss the concepts on hierarchy and the possible alternatives in strategy management. There are two major challenges facing hierarchy .The first challenge is the changing nature of competition and workforce. For instance, a fast completive approach would require a quick response that does follow the bureaucracies in hierarchies. This has, therefore, led companies such as Nokia to change its traditional implementation its strategies to involving its employees in decision making (Business Hierarchy, 2013). The other challenge involves vital information about the company known to the periphery level in the hierarchy remaining at that level. This could be as a result of reasons such as not knowing the importance of the information, to avoid control or there being no mechanisms of communicating information. Additionally, to change from hierarchy to other alternatives organization needs to understand the change as a dialectic process and not a liner process. Therefore, this can either be problematic or necessary depending on the point of view of the members of an organization towards the change. From the point of view of the transition process being problematic (Denning, 2010). This challenge has led to organizations opting to experiment other alternatives to hierarchy either fully or partially (Kooten et al, 1986). For instance, organizations are implementing the heterarchy approach, in places of hierarchy approach, which involves balancing power among the members in an organization. This is where a group makes managerial decision but it is not responsible for the

An essay about the book - The Brief Wondrous Life of Oscar Wao

An about the book - The Brief Wondrous Life of Oscar Wao - Essay Example His protagonist, Oscar Wao is a rejected boy moving in the society who lacks the physical appearance as well as the exposure to do and say the right things at the right time. It is a true portrayal of what goes on in life every day, but Diaz has managed to add the spark of fiction as well as humor to make this book even more interesting to read. Junot address’s the problem of existing in this world, harsh? Yes, True? Extremely! This book highlights the problem of men being suffocated in the fantasy of fiction and women are expected to do more than they can. It’s a tale of how Oscar’s life is affected by his dysfunctional family and how much his inner dreams are crushed regularly. Oscar Wao is the worst possible nightmare of any person who has gone through groveling social experiences in high school, college or even work. Oscar Wao is an extremely oversized boy who is known for his dorky outlook and lack of judgment with girls. He is from a typical Dominican family with a frustrated mother who works hard all day long and treats her kids with anything but love. Now, Oscar is a pity young character who has no father to support and guidance to lead him into the â€Å"manly† zone of life. In Chapter one Oscar’s sister comes to his support when Beli, his mother is hurling at him for crying because of girl trouble: â€Å"It wasn’t just that he didn’t have no kind of father to show him the masculine ropes, he simply lacked all aggressive and martial tendencies.† (Page 8) His problem was not the fact that he had no male guidance in his life; his uncle La Inca lived with them but was a drug addict. Naturally, Oscar was just not the m an of aggression and violence. This initial part of the story clearly paves the path of what is to come in the book. How the lack of macho-ism caused problems for the protagonist. What can be worse than the fact that you are beaten up by

Anatomy and physiology Essay Example | Topics and Well Written Essays - 1250 words

Anatomy and physiology - Essay Example Although my heart was pounding within me as I entered the door, BODIES...The Exhibition eased me into the experience by starting with the skeletal system. There were a few human skeletons in the room but I was fascinated by the expanded skull and complete spinal display. In this section of the exhibition, I was amazed to learn that human bone is five times stronger than steel and that children’s bones grow faster in the spring. Every one of the 206 bones in the human body was on display. The muscular system was more graphic and I had to pause in the gallery for a moment to take in the red and white figures displayed to highlight the movements of the muscles. This section marked the beginning of the display of nearly twenty human bodies displayed in athletic poses to illustrate how the human muscles work in unison with each other. Some of the human specimens were arranged as if they were performing activities such as playing basketball, kicking a football and conducting an orchestra. The real shocker was a skeleton dancing with it’s own skin! Two bodies were displayed holding hands with extended arms to balance each other. I was in sheer disbelief when I realized that it is really one body – one side depicting the muscles and the other depicting the skeleton. These displays helped me understand how our bones and muscles work together as we stretch, hold hands or do any other chores. Although my textbook ‘Essentials of Human Anatomy and Physiologyà ¢â‚¬â„¢ explains the mechanism of muscular movements in great detail, one has to see these muscles displayed the way they are in this exhibition to appreciate what â€Å"actually† goes on under our skin. On display was a skinless male figure posed similar to the famous Rodin sculpture ‘The Thinker’ highlighting the muscular system, the spinal chord and the brain. I was impressed to see how the display

Compare between the new and the old enforcement arbitration law of Research Paper

Compare between the new and the old enforcement arbitration law of Saudi Arabia and the legal effects on the international agree - Research Paper Example 15). After this law, the previous law was referred to as the old law, which pledged to modernize the nation’s arbitration regime in a number of ways. Most significantly, this new law restrains the nation’s court intervening power with regards to arbitration through acknowledging the parties’ autonomy to deal with the arbitration process (Rawlings et al. 16). The new Saudi Arabian law addresses a vital concern under the old law, which is the power to the nation’s courts to reopen, as well as effectively re-litigate awards on their principles (Jones Day 1). Even though, the new law is an acknowledged enhancement, which promises considerable changes in Saudi Arabia, the event of change in practice remains unclear to date. Much will rely on the text of the executing principles and where the country’s courts stand with regards to the new law (Rawlings et al. 16). Many critics consider that this law slightly killed the independence of the Saudi Arabian co urt system while others argue that the law works to develop the nation, unlike the old law. This paper will take into consideration these arguments and bring out which law is better. It will also discuss the international effects of the legislation of either of the laws in order to note the significance of each. Provision of the Two Laws The New Law Encouraged by the UN Commission of International Trade Law (UNCITRAL) Model Law on International/Foreign Commercial Arbitration, which has been endorsed by a number of regimes, Saudi Arabia’s new law acknowledges parties’ independence to concur on significant aspects of their arbitration process (Rawlings et al. 44). Most importantly, the law respects the right of groups to arbitrate under a governed set of arbitration principles. This is a significant development, which tackles a region of uncertainty, which was present during the old law days. This new law acknowledges parties’ option of governing language, law and arbitrators provided that the sole arbitrator is a qualified lawyer (Rawlings et al. 44). This law also bestows with the entry under the old law for groups to file their agreements with courts for validation prior to commencing arbitration (Jones Day 1). The new law further respects that an agreement between parties can be published in a correspondence among them. The law dictates that arbitrators should have an encouraging obligation to keep groups updated with circumstances, which might lead to a conflict of interest (Rawlings et al. 45). This new law dictates straight procedure for resolving disputes by the arbitral tribunal, such as time restrictions for complaining groups to lodge doubts in the applicable court (Jones Day 1). This eliminates the capacity of groups to oppose to the execution of arbitral awards on such grounds when they did not raise it earlier within the time limit (Rawlings et al. 45). When the groups have not concurred on specific arbitration regulations such as the ICC, the law dictates a detailed arbitration course, which applies by default to all (Jones Day 1). The arbitral award should be granted within a year from the date, which arbitration started depending on the arbitral tribunal's authority to prolong this by an extra 6 months and the groups’ ability to concur with longer extensions. This grants the arbitral board a much more practical timeframe to resolve key commercial disputes, which

MARKETING COMMUNICATIONS (Paragon Software Ltd) Assignment

MARKETING COMMUNICATIONS (Paragon Software Ltd) - Assignment Example The report will also explore the other marketing communication tools that can be used together with exhibition to promote the sales. Marketing communication can be described as the process which attempts to advance the interests of the company, product range or the brand. It comprises of the following elements; personal selling, sales promotion, advertising, public relations, and direct marketing. The main purpose of marketing communication is to persuade the customer (Kimmel 2005, p1). Exhibitions are very vital elements in the marketing communication strategies. These exhibitions have advantages and disadvantages. Exhibitions assist the organization to create relationships with the stakeholders on the basis of meeting face to face. There are varied reasons as to the use of exhibitions in an organization. Exhibitions come in three forms and each form aims at a certain group within the market; the consumer, the trade and both the trade and the consumer. The last category (exhibitions aimed at both the consumer and the trade) is the most common form of exhibition. Majority of the exhibitions begin as a trade exhibition and after a week or so, they become open to the public. A fee is paid by the public for entry into the exhibition. The fee is a source of revenue for the company. Most of the times, the products in the exhibition are of little or no interest to the public, thus, they may not purchase the products (Lancaster n.d., p1). Exhibitions can produce sales lead for the company. Immediate sales are achievable because the buyer comes to the trade fairs. New contacts of a business nature are made with the customers and even with the competitors. Positive media coverage is enjoyed by the organization through exhibition (Donaldson and Smit 2007, p86). Exhibitions at times are considered as a promotional activity. Exhibitions are encompassed within the trade shows and trade fairs. These trade shows perform two functions; non-selling and selling

Business Economics and Finance Case Study Example | Topics and Well Written Essays - 2750 words

Business Economics and Finance - Case Study Example Carbonated water was teamed with the new syrup to produce a drink that was at once "Delicious and refreshing," a theme that continues to echo today wherever Coca-Cola is enjoyed (The Coca-Cola COmpany). Thinking that "the two Cs would look well in advertising," Dr. Pemberton's partner and bookkeeper, Frank M. Robinson, suggested the name and penned the now famous trademark "Coca-Cola" in his unique script. The first newspaper ad for Coca-Cola soon appeared in The Atlanta Journal, inviting thirsty citizens to try "the new and popular soda fountain drink." Hand-painted oilcloth signs reading "Coca-Cola" appeared on store awnings, with the suggestion "Drink" added to inform passersby that the new beverage was for soda fountain refreshment. During the first year, sales averaged a modest nine drinks per day. Dr. Pemberton never realized the potential of the beverage he created. He gradually sold portions of his business to various partners and, just prior to his death in 1888, sold his remaining interest in Coca-Cola to Asa G. Candler. A person born in Atlanta and an individual with great business acumen, Mr. Candler proceeded to buy additional rights and acquire complete control (The Coca-Cola COmpany). The history of Coca-Cola is a story of special moments - times with family and friends and special occasions when Coke was naturally there. Every person who drinks a Coca-Cola enjoys a moment of refreshment - and shares in an experience that millions of others have savored. And all of those individual experiences combined have created a worldwide phenomenon - a truly global brand that plays its own small part on the world stage. Methodology: The analysis of this case specifically on the strategy for business development adopted by Coca-cola as also the operational, financial decisions taken by the management at various points of time and its impact primarily on the market share of the company in the primary market place i.e. United States in particular and the global markets in general are discussed. The basis for discussions is research of secondary sources essentially on the internet. Various publications, data from various marketing related academic websites is also referred to in the analysis of this case. The statistics, figures referred to in this case may be subject to copyright of the respective owners and is quoted in this case analysis purely as an academic reference and has no commercial barring whatsoever. Main findings: The soft drink industry is highly competitive. Characteristics of the industry include slow growth and maturity, a phase during which weak companies are weeded out of the market by the strongest corporations. In order to stay competitive, soft drink companies must be able to offer their product at a low price. A price that can at least match (or preferably, beat) a competitor's price will allow that product to enter into a consumer's mental set of possible brands to purchase. Because the pop industry produces a fairly standardized product, competitors in the industry cannot entice the consumer to pay a premium

Thinking about your future self Essay Example for Free

Thinking about your future self Essay When I am 72 years old, I will have a large family with grandchildren and grand-grandchildren. I will be the happiest person in the world, who has overcome seven decades of fruitful life, has valued the essence of the life; to love and be loved, and has learned how to love and be loved. I see myself as a tender and loving grandmother, full of optimism and respect towards innovation and progress. I will cherish warm relations with all of my family members, old friends and other relatives. I do not imagine my life without close people, especially at the end of the life, human relations become more specific and as all elder people, I too, will greatly depend upon positive relations. Maintenance of friendly and loving atmosphere around me will be my main goal. I would dream to be in good health and good shape but for 72 years old person being able to take care of myself, to be able to move, to see and hear, do not have chronic serious illnesses is a positive perspective. From now on I foresee that I might have problems with my backbone and probably have blood pressure problems. Problems of mobility are also threatening me and many of the population, due to ignorance of healthy lifestyle and less time spent on walking and being in the nature. It’s difficult to look ahead and see what goals I will have in my elder years, practically the last years of my life. They will be short termed and rather practical; to try to be in good health, make my days differ and spend those years surrounded by family members. The last dream seems so unreal, due to the life conditions and intentions of the younger generation to live separately. In many cases the education and career development of the younger members force tem to leave home. One more point, I will probably not be adaptable to new places to live and will keep the house I am used to live in. I tried to analyze if I will be self centered or an open and devoted person. Today I am in the middle, and I hope to keep the same line also during the years that seem so distant. In order to be able to love and be loved, one should keep the middle line and not forget the outer world or oneself. I will be surely concerned about the well being of my relatives and friends, as much as I will be concerned about myself and try to get the same attitude towards me. I will be very upset if I am forgotten, or my birthday is not remembered, my heritage and life experience is not appreciated etc. Anyway, the goals of my last years will be like a prologue; appreciation of my past. When I thought about the age 72, it seemed to me that I will be full of wisdom, will know EVERYTHING about life. It is an expectation young people cherish in their hearts, that one day they will get all the answers. It is something impossible; people leaving the world leave much more puzzled than they were before. I have always read the question â€Å"Why?† in the eyes of the dying people. I am not someone special and will probably think about the life and human relations, about God, birth and death, life full of sufferings and efforts, full of endless work, failures and successes. I have the feeling that I will be sitting on a high hill and look down at the world. I will probably be extremely puzzled about what I see Daily activities will surely save me from thinking about global issues that have not so far found their answers. I will read a lot; will watch TV, mainly news and new films, will listen to music, the old and my loved ones. Internet will have its place in my life. I will try to walk a lot and attend clubs of my interest. If my health and finances allow me, I will travel a lot. I will try to make the last stage of my life into an endless vacation. Active lifestyle is my passion. If I am healthy, I will be in motion every minute. Again and again, my family members will take the most special part of my life. I really dream to be able to spend time with my grandchildren, to play with them, talk to them, take care of them and serve their loved dishes on their birthdays. I will try to create commemoration days, family days which will gather the large family all together. Unity can save from an endless number of troubles. The main goal of the elderly, in reality, should be the cultivation and maintenance of unity among the family members. I will try to reach this goal and be the tying force for my family.

Child Observation Reflection

Child Observation Reflection Brief notes on the venue/situation and age and gender of the child being observed (dont give names use initials or made up names for any individuals if necessary): What I observed: How I felt: Thoughts, reflections : The child was going homework related to concepts of math Felt good and I was happy that she was responsible enough to do her work Responsibility showed and she was able to handle the concepts well. I was happy to see this that she can grasp knowledge so well. She was able to pick up objects like pen I felt that her gross motor skills had come into being as she was able to pick up items This made me feel that she was able to do things independently without any help. Playing with shapes She was able to identify most of the shapes which was good and showed her skills This made me feel that she was able to do things independently without any help. Playing The Piano She was able to play the piano without the help of the babysitter This had shown how independent she is and how in rhythm she could play the piano Child observation This essay will critically examine the role of a social worker to observe a child. This essay will also talk about the ethics and the anti-oppressive practices in relation to care of children. The child I observed was named S who was three and half years old from an Indian Family. She could only talk in English and her national language as those are the languages which were taught to her. This observation took place in one day where I was told to meet her at a friends place. I was a bit curious and yet excited as this was my first time where I had to observe a child. She did not even greet me as she was a very shy girl also she was in the middle of her school homework. She felt very intimidated and scared to say any word. The only thing that was concerning was that S was not aware that I was coming to observe her. Thus here, one of the elements of anti-oppressive practice is to make sure that peoples rights are not violated. All social workers need to put the childs needs first and how to respect their human rights, which is right to liberty and privacy of a family life (Dalrymple and Burke, 1995: 57). I was bit unsure where to start and how I should make it less awkward for her and me. I was anxious to know what S might be feeling inside as a stranger had come in the house. It was good know that her gross motor skills and fine motors skills were in place. She was able to pick a pencil and could write as well. She was able to understand the different key concepts in mathematics (additions and subtractions) as her mother was trying to explain to her using soft toys to demonstrate the concepts, which showed that her cognitive development was probably quite advanced for her age. To understand addition and subtraction the child must already have been able to count and understand the significance of number values. While this was happening, I was looking at her and somehow or the other she got distracted and a bit scared because she was thinking what will I do or what will I say to her. As soon as her mother told her that I was a friend of hers the child had a smile on her face. She was happy, jumping for joy and even understanding why I had come here. She was excited to see me. There was some support given to S by her mother that made me feel comfortable, however I was thinking if I had observed some kind of anti-discriminatory practice where the childs feelings had not been considered. Later during the day, S had said a word to her mum saying what is your friends name?. This suggests that she was curious about who I was and why I was there. The mother sweetly with a smile replied that his name is Mahir and he is a family friend of mine. She smiled and danced. She was so happy and the grin on her face made me smile as well. Crystal (2010) believes that there are five stages of childrens language acquisition and that questioning begins in stage two even though their vocabulary is still small. Chouinard (2007) considers that childrens questions are an important part of their cognitive development and indicated five important points: that their questions must aim at gaining information; that they must receive answers that aid their cognitive development; they must be motivated to ask questions to gain information; the questions must be relevant at that moment; responses must aid their understanding and add to their knowledge. Chouinard (2007) adds that if children rece ive an unsatisfactory answer, they will keep asking. After a small chat took place she had a pacifier in a mouth. She was hungry as well. Sigmund Freuds psychological theory states that children do go through five stages called: oral, anal, phallic, latent and genital stages. When she had her pacifier, she was going through her oral stage; also in addition to that this is a stage where the focus is more on the gratification of the mouth. It is also where the phallic stage takes place where there is a formation of superego and genitalia taking place in the child. Freud believed that a child could become fixated if any of these stages were not met (Parrish, 2010:59-62). He also said that a child could have three types of personality that could be ID, EGO and SUPEREGO which could become integrated during the stages (Berk, 2006). This helps to define the basic behaviour formation of an individual. Erik Eriksons theory is actually a step up from Freuds theory, but Erikson actually placed more importance on the psychosocial belief like a parent and siblings or even different cultural backgrounds than Freud did and less importance on the sexual urges to try to explain the childs performance. Eriksons emphasis on the ego adaptive of power was greater than the attention of ID (Parrish, 2010: 62-64). Also at this stage initiative vs. guilt occurs, which is stated by Erikson as being where the children assert themselves more frequently. They begin to plan activities, make games and initiate activities with other people. They can somewhat make decisions. If they receive any criticism or over- control by elders they do feel guilt and they do develop self-initiative as it is lacking in them (Walker and Karin Crawford 2014:31). A few minutes later, she was playing with shapes and she was able to define and tell which shapes they were. Yet, she had confusion between the shape of an oval and circle. She could not define between them and thus she was calling an oval a circle. Then her mother told her the correct thing by giving an example that a bangle is a circle in shape and a pear soap an oval. She then understood the difference between them. Then her mother told her to count the corners of a square and rectangle and she was exact with her answer. The doorbell rang and she had a babysitter who had come to teach her music and play games with her. She tried to call the babysitter by her name but she was unable to recall her name. As her babysitter was trying to give her hints she still was not able to guess her name. This went on for two to three minutes. She then said can I play the piano? The babysitter took the piano from the play room that she had. She was jumping with joy and said can I play Do Re Me?. Her babysitter was so impressed when she started playing the piano and she did so well by playing Do Re Me. She knew the exact tune and notes. This does show the different skills of the child and even how gross motor skills develop in them. Then the babysitter was playing and she was dancing away in one position as she was enjoying the beat of the piano. The babysitter told her to try and close the buttons of a shirt but she was not able to do so as she was not able to match the button with the correct hoop. It did give her a problem as she was not able to follow the instruction, which was simply that the baby sitter demonstrated for her how to close the buttons of the shirt. When she tried to do it again she did manage it finally. The mother and the baby sister clapped and cheered for her which led to a smile on her face. Then the mother gave S some food to eat. She was slightly able to pick up fruits and was able to eat them. As soon as the babysitter left she started to cry and I knew the attachment towards the babysitter was emotional but special so then she stayed for ten or fifteen minutes more, when she heard it she was happy. She does have the emotional touch towards the babysitter so then her mother said that she will be back tomorrow to come and see you again but she said no; she needs to stay. The attachment was strong and unbreakable. She heard a sound of a dog so we took her outside and she said the word dog. In reference to what Piaget said: For this child it was a pre-existing scheme as the child could assimilate the dog being a Labrador by seeing the breed of the dog. She was cheerful and kept pointing at the dog which gave me a smile on my face. The pre-operational stage takes place in the child which happens at Ss present age. This is the cognitive development that takes place in the child. It is the 2nd stage of Piagets theory of cognitive development. There is a phase where the child is ego centric which did show in Ss behaviour. She was decentring where she could not understand the meaning of why the world is a centre and they want to grab attention. They have all kinds of imagination which we cannot know. So the child did have such a kind of imagination which her mother and I were confused about because we could not understand what she was trying to say. Also she did look at the world from her own point of view which is called egocentrism (Parrish, 2010: 118). There is a good knowledge of knowing language that can help the social worker to know and help the child while they are talking. Ss language skills were good and she was able to say words like Mama or Papa. This shows how confident the child is. She was also able to depict and understand the difference when it came to colours, differentiating between black and grey or red and orange. In conclusion to my essay, I can say that this observation was fun and exciting. She was happy to see me after ages and she made me feel so comfortable that I was happy to see her. At the end of the session she had a smile on her face that made me also smile and I really enjoyed observing her. Knowing the different stages and applying the theory was really difficult but interesting to know. This really boosted my knowledge and confidence up. Thus in my essay I have said that anti oppressive practice is a important role for any social worker as to keep in mind that those who work with children need to keep the legislation of the child protection act and human rights in mind as they cannot be violated nor they can be effected in anyones life in any circumstance it is in. References Crystal. D., (2010) The Cambridge Encyclopaedia of Language Cambridge: Cambridge University Press Chouinard, M., (2007) Childrens questions: a mechanism for cognitive developmentMonographs of the Society for Research in Child Development. 2007;72(1) 113-26 Available at: https://www.ncbi.nlm.nih.gov/pubmed/17394580 Accessed: 26/02/2017

The Difference Between Truth And Belief

The Difference Between Truth And Belief The word truth can have a variety of meanings, from honesty and faith to a verified fact in particular.[1] The term has no single definition about which a majority of professional philosophers and scholars agree, and various theories of truth continue to be debated. There are differing claims on the roles that revealed and acquired knowledge play; and whether truth is subjective, objective, or absolute. Though truth is generally believed to be both subjective and objective, belief is assumed to be objective which means it differs from person to person. For example, I believe that the sky is blue entails that I think that this proposition is true. The ways by which we acquire knowledge, can be differentiated into four broad categories, sense perception, language, emotion and reasoning. The four ways of knowing help us to identify and differentiate between subjective and objective truths. It is generally assumed language gives us access to subjective truths while reason gives us access to objective truths. For example, the various mathematical proofs, theories and formulae that are in use today are in practice because of they have been proved by reason and are considered as objective mathematical truths. However, some theories and formulas are axiomatic truths. Axiomatic truths are self evident truths or basic facts which are accepted without any proof. On the contrary, perception and emotion are believed to result in subjective truths. From past experiences, I have generalized that objects left out in the rain get wet. Through reasoning I apply this understanding to tonights rainfall, and conclude that my own bicycle will get wet if it is left out in the backyard. Reason can help us to identify both subjective and objective truths. For example, reason can help to distinguish between objective mathematical truths and subjective artistic truths. Thus, from the above examples it can be seen that the various ways of knowing , alone can help to identify truths. But, the ways of knowing may also work together to give us the truth. For example, in science the way of knowing of reason and sense perception may work collaboratively to give us the objective truths. Some examples are objects falling on the ground with an acceleration of 9.8 m/s2. However, if reason helps us to identify and distinguish between objective mathematical truths such as the sum of the angles of a triangle is 180 and subjective artistic truths such as Beethovens 9th symphony is his best, it does not mean that reason is superior to the other ways of knowing because each of the ways of knowing has its own limitations and may not necessarily g ive us the absolute truth. The way of classical inductive reasoning can lead to false claims. Consider this example, I saw a duck and it was black. I saw a second duck and it was black. I saw a third duck and it was black. I saw an Nth duck and it was black. A general statement becomes the conclusion All ducks must be black. After tens of thousands of instances of black ducks in Africa, Asia and North America I go to the UK and see a white duck, right in the middle of a lake. One false instance is enough to topple over the general conclusion I had painstakingly reached. In the wake of the development in sciences and the extensive use of reason in daily life, a question is raised Is reason the most superior way of knowing?. Reason has give rise to many scientific explanations and theories such as the formulae of mathematics and the laws of physics. In the AOK of science, the various laws of gravity in physics have been defined after reason and research. For example, if I observe that the gravity is always same when I undertake an experiment, by inductive reasoning I will assume that this will always be the case if I measure gravity on any X place in the world. The general statement becomes the conclusion The acceleration due to gravity is 9.8 m/s2. But, if I were to conduct the same experiment at the North or the South pole I would find that the value of gravity is more than what I had found before, as the earth is elliptical and the poles are closer to the earths core. Also, the value of gravity would be quite different if I were to conduct the same experiment at the equatorial regions .Thus, as we can see, the reasoned assumption can sometimes lead to a paradigm shift i.e. true in specific environments so not a universal truth. Even if the experiment is conducted hundreds of times, there is always a possibility that an exception will be found and the theory would be falsified like in the case of the white duck. Thus, it is suggested that a hypothetical deductive method should be used, which is a continual interplay between deductive and inductive reasoning, mediated by testing done in the real world, whereby false hypotheses are discarded through trial and disproof. However, there is a possibility that somebody may stumble upon a case that falsifies the conclusion. The other knowledge issue raised is How far do our cultural beliefs distort our attempts to distinguish between subjective and objective theories?. For example, a recent case in India, where cultural beliefs are followed on a large extent, the idols of Lord Ganesha in temples all over the country were believed to be drinking milk from the offerings by visitors and followers. Thus, the subjective truth of all the followers was that the idol of Lord Ganesha was drinking milk. However, scientists conducted various experiments on the idols thereafter and came out with an objective explanation whereby the subjective truth of the followers was falsified. The rationalists and the scientists proved that the result was because of the surface tension and the absorption capabilities of the materials of which the idols were made .Thus, the cultural belief in India that the offerings by devotees are consumed by the god , gave rise to the subjective truth and distorted the objective truth. Also , another knowledge issue which is raised is How to do we get from our subjective beliefs to our objective truths ? . Darwins theory of evolution was based on his observations and is believed to be true especially by most of todays scientists. Darwins subjective belief in evolutionary theory was transformed into an objective truth. He proposed that all of the millions of species of organisms present today, including humans, evolved slowly over billions of years, from a common ancestor by way of natural selection  [1]  . However, certain counter-claims make us believe that the theory of evolution is false. According to the theory of natural selection birds could never evolve to fly  [2]  while this is certainly not the case. Though subjective beliefs can be and have been transformed into objective truths by repeated experimentation, it is possible that a single counter-claim could forge the conclusion and prove the theory to be wrong. The distinction between subjective and objective truths also raises the knowledge issue Is emotion an effective way of distinguishing between subjective and objective truths ? . For example, in Ethics we may use reason effectively to distinguish between the reasons why we should switch off a life-support machine on a family member and why we shouldnt, but reason may not take into account the emotional pressures we feel in the moment of flicking the switch, or emotion may even over-rule reason to some extent. The ongoing debate between subjective and objective truths also raises the knowledge issue Are there any absolutely certain objective truths independent of what we believe to be true? . This knowledge issue takes into account absolute truths. An absolute truth, sometimes called a universal truth, is an unalterable and permanent fact  [3]  . Many religions contain absolute truths. For example, a Christian might believe Lord Jesus to be his savior. To the Christian this may be an absolute truth. While many may agree that the Christian believes absolutely that Jesus is his Lord, they are unlikely to agree that Jesus is everyones Lord is an absolute truth. Centuries of missionary work is evidence of the human sense of infallibility in this area and is shown by the movie the mission in which a Spanish jesuist travels to the south American wilderness in the hope of converting the Indians into Christians . When a persons absolute truth is extended to all other people, it can be viewed as a philosophical statement of exclusion. Those who do not endorse the absolute truth of another are either pitied or attacked  [4]  and results in war and oppression. The method of the natural sciences involves perception as part of the collection of data to prove or disprove theories about the natural world for example , the development of the big bang theory by Edwin Hubble was based on his investigation of mysterious masses of stars called Nebulae. However, the problem is that a scientists observations may be limited by the instruments they use to make their observations. However, several of these theories are considered as absolute truths today inspite of what we believe. Again, Historians might provide primary sources to represent the absolute objective truth of the horrors of Stalins reign of terror, but the problem is this: how do we know that those sources havent been tampered with if Stalins regime was capable of doctoring evidence during his rule, isnt this even more rife in an age where everyone has access to Photoshop?

The Reality of Science :: Psychology Essays

The Reality of Science Science is defined in the Merriam Webster dictionary as "an area of knowledge that is an object of study". What is the object of scientific study? Through an adherence to the rules prescribed by the scientific method, researchers and students of the various scientific fields search for truths, as defined by what can be proven to really exist; in short, they searching for what is real. It is the quest to define reality, for the purpose of mastering it; perhaps, to one day be able to manufacture reality in a vast warehouse in the likeness of the landscape-altering remnants that litter the hills and meadows of industrialized nations around the globe. Through extensive research, theorizing and endless testing, retesting, and further retesting, scientists seek the common goal of determining the reality composing an exhaustive array of materials. Science, as we regard it today, was coaxed into consciousness by the ancient philosophers of Pre-Socratic fame. These legendary thinkers whiled away the days in deep contemplation regarding the nature and definition of reality. Out of the flames of the fire started by the investigations of Socrates, Plato, Aristotle, and others, a fork in the road arose along the journey in pursuit of reality. Science is seldom seen as a branch of philosophy, yet to deny its association to philosophy would be to deny its own mother. Science has arisen from the epistemoligical branch of philosophy, that massive vine of the great oak tree that encompasses the pursuit of reality through the utilization of the five senses. This twisting, intertwining bough developed from the attempts by philosophers who sought to define reality through inspection, comparison, and logical deduction. Nothing is real but what can be felt, sensed, smelled, heard. This can be represented by the famed question "If a tree falls in the forest, but no one hears it, does it make a sound?" Philosophers in every school of thought continue to struggle with this question, which scientists have attempted to solve through methods of investigation. Still, the original question remains: Is a sound really a sound if it is not heard? If there are two people in the forest who both hear the tree fall, yet because of thier respectiv e locations they perceive entirely different sounds, how do we decide which one is real? Can reality take on opposing characteristics? Can the same sound be at once muffled and booming?

William Shakespeares Othello Essay -- William Shakespeare Othello Ess

William Shakespeare's Othello A significant moment in Othello demonstrates the theme of binaries questioned in many of Shakespeare's works. Addressing the Duke and senators, Othello says: "Let her have your voice. Vouch with me heaven, I therefore beg it not To please the palate of my appetite, Nor to comply with heat--the young affects In me defunct--and proper satisfaction, But to be free and bounteous to her mind; And heaven defend your good souls that you think I will your serious and great business scant When she is with me. No, when light-winged toys Of feathered Cupid seel with wanton dullness My speculative and officed instruments That my disports corrupt and taint my business, Let housewives make a skillet of my helm, And all indign and base adversitities Make head against my estimation." This speech occurs in Othello 1.3.259-273. Desdemona has just requested to accompany her husband to Cyprus and Othello seconds her request. He swears not to be distracted from his military duties if Desdemona comes along. To convince his listeners, he claims he cannot be distracted by sex because he lacks the desire for it. As he puts it, â€Å"the young affects [are] in me defunct† (262-263). Further stressing his commitment to the military, he boldly declares that if he indeed neglects his duties for the state, â€Å"let housewives make a skillet of my helm, and all indign and base adversities make head against my estimation† (271-273). In other words, if his sexual pleasure (â€Å"disports†) gets in the way of his work (â€Å"business†), he does not deserve to be called a man and should be emasculated by allowing housewives to cook with his helmet. Furthermore, his enemies good reputation should be razed. Line 271 (â€Å"Let house... ...od a place as any to start. Works Cited â€Å"Appetite.† Oxford English Dictionary. 2nd ed. 1987. Greenblatt, Stephen. Introduction. The Norton Shakespeare. New York: W.W. Norton & Co., 1997. â€Å"Helm.† Oxford English Dictionary. 2nd ed. 1987. McDonald, Russ. The Bedford Companion to Shakespare. 2nd ed. New York: Bedford/St. Martin’s, 2001. â€Å"Palate.† Oxford English Dictionary. 2nd ed. 1987. Shakespeare, William. â€Å"The Tragedy of Coriolanus.† The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 2793-2872. ---. â€Å"The Tragedy of Othello the Moor of Venice.† The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 2100-2174. ---. â€Å"Troilus and Cressida. The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton & Co., 1997. 1835-1913. â€Å"Skillet.† Oxford English Dictionary. 2nd ed. 1987.

Environmental Health Essay

Overcrowding: Overcrowding in houses can arise from several causes, and the physical and psychological effects on people living in overcrowded conditions can be quite severe. Overcrowding poses serious direct and indirect health risks to all segments of the population, particularly the elderly, young children, and the disabled. Overcrowding results in insufficient ventilation in homes, causing or exacerbating respiratory illness. Susceptibility to disease, the severity of diseases, the spreading of illness, and the mortality due to disease all increase as a result of social and physical overcrowding. Overcrowding physically and emotionally overburdens mothers and other caregivers, increasing health risks of dependents. Lack of space and overcrowding directly impacts on the physical development and psychological wellbeing of disabled residents. Children living in overcrowded and unfit conditions are more likely to experience respiratory problems such as coughing and asthmatic and wheezing. For many children this means losing sleep, restricted physical activity, and missing school. Effects of overcrowding include meningitis, tuberculosis, heart disease, stomach cancer, respiratory disease. Children in overcrowded housing are up to 10 times more likely to contract meningitis than children in general. Meningitis can be life threatening. Long-term effects of the disease include deafness, blindness and behavioural problems. Children in unfit and overcrowded homes miss school more frequently due to illnesses and infections. Overcrowding is linked to delayed cognitive development, and homelessness to delayed development in communication skills. Urbanization: Movement of people from rural to urban areas with population growth equating to urban migration. It is a double edged sword as on one hand it provides people with varied opportunities and scope for economic development and on the other hand it exposes community to new threats. Unplanned urban growth is associated with environmental degradation meaning that population demands that go beyond the environmental service capacity, such as drinking water, sanitation, and waste disposal and treatment. Rapid growth of urban centres has led to substandard housing on marginal land and overcrowding. Outbreaks of diseases transmitted through respiratory and faeco-oral route due to population density. It exacerbates health risks related to insufficient and poor water supply and poor sanitation systems. Lack of privacy leading to depression, anxiety, stress etc. Due to the numbers of motorized vehicles and industries in the cities of the developing world Problems of noise and air pollution arise. Air pollution can affect our health in many ways with both short-term and long-term effects. Short-term air pollution can aggravate medical conditions like asthma and emphysema. Long-term health effects can include chronic respiratory disease, lung cancer, heart disease, and even damage to other vital organs. Water pollution: Water pollution can come from a number of different sources. If the pollution comes from a single source, such as an oil spill, it is called point-source pollution. If the pollution comes from many sources, it is called nonpoint-source pollution. Most types of pollution affect the immediate area surrounding the source. Sometimes the pollution may affect the environment hundreds of miles away from the source, such as nuclear waste, this is called trans boundary pollution. Industrial and agricultural work involves the use of many different chemicals that can run-off into water and pollute it. Metals and solvents from industrial work can pollute rivers and lakes. These are poisonous to many forms of aquatic life and may slow their development, make them infertile or even result in death. Pesticides are used in farming to control weeds, insects and fungi. Run-offs of these pesticides can cause water pollution and poison aquatic life. Subsequently, birds, humans and other animals may be poisoned if they eat infected fish. Petroleum is another form of chemical pollutant that usually contaminates water through oil spills when a ship ruptures. Oil spills usually have only a localized effect on wildlife but can spread for miles. The oil cancause the death of many fish and stick to the feathers of seabirds causing them to lose the ability to fly. Industry is a huge source of water pollution, it produces pollutants that are extremely harmful to people and the environment. Many industrial facilities use freshwater to carry away waste from the plant and into rivers, lakes and oceans. †¢Pollutants from industrial sources include: ? Asbestos – This pollutant is a serious health hazard and carcinogenic. Asbestos fibres can be inhaled and cause illnesses such as asbestosis, mesothelioma, lung cancer, intestinal cancer and liver cancer. ?Lead – This is a metallic element and can cause health and environmental problems. It is a non-biodegradable substance so is hard to clean up once the environment is contaminated. Lead is harmful to the health of many animals, including humans, as it can inhibit the action of bodily enzymes. ?Mercury – This is a metallic element and can cause health and environmental problems. It is a non-biodegradable substance so is hard to clean up once the environment is contaminated. Mercury is also harmful to animal health as it can cause illness through mercury poisoning. ?Nitrates – The increased use of fertilisers means that nitrates are more often being washed from the soil and into rivers and lakes. This can cause eutrophication, which can be very problematic to marine environments. ?Phosphates – The increased use of fertilisers means that phosphates are more often being washed from the soil and into rivers and lakes. This can cause eutrophication, which can be very problematic to marine environments. ?Sulphur – This is a non-metallic substance that is harmful for marine life. ?Oils – Oil does not dissolve in water, instead it forms a thick layer on the water surface. This can stop marine plants receiving enough light for photosynthesis. It is also harmful for fish and marine birds. ?Petrochemicals – This is formed from gas or petrol and can be toxic to marine life. Carbon footprint: Man-made climate change, or global warming, is caused by the release of certain types of gas into the atmosphere. The dominant man-made greenhouse gas is carbon dioxide (CO2), which is emitted whenever we burn fossil fuels in homes, factories or power stations. But other greenhouse gases are also important. Methane (CH4), for example, which is emitted mainly by agriculture and landfill sites, is 25 times more potent per kilogram than CO2. Even more potent but emitted in smaller quantities are nitrous oxide (N2O), which is about 300 times more potent than carbon dioxide and released mainly from industrial processes and farming, and refrigerant gases, which are typically several thousand times more potent than CO2. In the UK, the total impact on the climate breaks down like this: carbon dioxide (86%), methane (7%), nitrous oxide (6%) and refrigerant gases (1%). Given that a single item or activity can cause multiple different greenhouse gases to be emitted, each in different quantities, a carbon footprint if written out in full could get pretty confusing. To avoid this, the convention is to express a carbon footprint in terms of carbon dioxide equivalent or CO2e. This means the total climate change impact of all the greenhouse gases caused by an item or activity rolled into one and expressed in terms of the amount of carbon dioxide that would have the same impact. Loss of biodiversity: Human activities are responsible for most of the loss in biodiversity throughout the world. With an increasing population, we are consuming more and more natural resources.. We do this by driving more, using more energy in our homes, and buying many more products than we need. Biodiversity is important since it provides us with raw materials that we use to make products such as clothes, shoes and paper. And although we use many natural products and materials in our daily lives, we also use many human-made chemicals–cleaners, fertilizers, bug spray, pesticides, and many others. Even though we use them to help us, they have many side effects. Toxins and pollution are very harmful to biodiversity. The chemicals that we use end up in our waterways. Plants and animals are killed by oil spills. Wildlife gets caught in plastic trash.

Ethics in the Case of Redesigning a Park Essay

In the course of pursuing any type of career, it is important that one undergoes training to teach them how to perform the particular job. For professionals such as engineers, doing the right job includes a lot more that what they were trained to do (Liao, 2013). These professionals must learn to be responsible to the public since they job involves interacting a lot with the members of the society For instance, if an engineer is contracted to construct a bridge, he must also consider whether the bridge will be safe for people to use besides looking at the cost of constructing that bridge (Liao, 2013). This means that professionals should be able to make judgment calls when required of them. In this light, this paper is a discussion of professional ethics as to whether closing an already existing park for two years in order to renovate it would be ethical or not. The park in question in this study is a large park that was in existence for more than thirty years. The park was used by many people during the weekends and evenings where they loved to relax and meditate about life. Moreover, many parents loved to take their children to this park where they would swing and play children’s games with their friends. The rest of the family would get to enjoy family picnics and barbeques and play different sports such as skating or bowling. Unfortunately, since the park was more than thirty years old, it had become old and degenerated and required to be renovated by a new developer. This meant that it had to be closed for almost two years for this to happen. The main ethical issue in this case is that the closure of the park will largely affect the social and interactive life of many families and people. Most of the people who frequented this park resided around the park and valued it for the relaxing effect it had on their lives. This was the place most people would meet, especially over the weekends to have chitchat as they watched their children play with each other. In overall, the park was very useful to everybody who visited it and formed part of his or her daily life routine. However, with the looming issue of redesigning the park and closing it down for two years, there are many ethical issues that require to be addressed. Assuming that I was part of the city urban planning council, I would allow the proposed project of the new park since it would bring a lot of beneficial developments to park users. According to the engineering values and ethical conduct, it is stated that engineers need to understand and promote the principles of sustainability and development. In addition, these professionals need to ensure that they uphold the high regard for environmental, social and economic obligations (Wang and Thompson, 2013). The code of engineering ethics was established by the engineers society in order to monitor the actions of fellow engineers during the course of their career (Hoke, 2013). This ethics code stipulated that engineers should not only consider the technical aspects of their work, but also the human side as well. Engineers need to ask themselves whether the projects are safe enough to the lives of people who will be beneficiaries of the building or facility they plan to put up. At all times, these professionals must make judgment calls that form part of the final decision they will make (Wang and Thompson, 2013). They must decide whether what is good for science and technology is equally good for humanity. There is always a certain responsibility to an expert in what they have created. In this case, allowing the proposed new park project will be beneficial to the previous users of the park. There are no engineering ethics that will be violated since people will be redirected to use another park and their lives will still be in safe hands elsewhere. The only violation that can be argued to be present in this project is that the cost of 20 million AED required in renovation and expansion may be a bit overboard. However, it can also be argued that the cost is justified due to the new developments that the project will bring into the new park. There are many ways that the renovations of the park, some of which may violate the engineering ethics conduct (Ameh and Odusami, 2010). First, renovation can be allowed to occur without the closure of the park. The second option would be to sub-divide the park into two parts such that the renovation occurs in a two- phase design. For each of these two decisions, there are serious consequences that may follow. In the first case, allowing the re-designing of the park while it is still in operation would endanger the lives of the people who will be frequenting the park. A building that is under construction may be a danger to the people around it. Considering that children frequent the park most of the time, they might endanger themselves in the course of play. Moreover, people who like talking a walk in the park may injure themselves in the course of the I walk through building materials and incomplete structures. In the second alternative, sub-dividing the park in order to redesign it in two phases may also have its own risks. For starters, sub-dividing the park would mean that the park would have more people in it than it usually holds. This would in turn lead to overcrowding and the park would no longer be conducive for relaxation. Moreover, it also means that the available recreational facilities would be strained such that their efficiency of park users will reduce much easily over time. In this regard, the decision to close down the park in order to re-design it would remain the most ethical approach to this matter. After the construction, the park is expected to have admirable designs and structures that people would enjoy walking through. Moreover, the new park will also have relaxation joints such as food cafes, restaurants, boutiques and public libraries. With all these features, the new park is expected to be admirable and will definitely improve the social lives of the people who frequent it. However, those families that enjoy having barbeques in the park will suffer since barbecues will no longer be allowed because of the danger of fires spreading. This is one of the disadvantages that creating the new park would have. However, when the ups are weighed against the downs, it remains very logical that redesigning of the park will have many numerous benefits to the users of this park. In conclusion, the re-designing of the park will bring with it many benefits that the users will live to enjoy. With regard to the engineering code of conduct, closure of the park for two years would mean that the lives of people would not be endangered since they will be re-directed to use other parks within the city. During the course of the two years, the park will be given a new facelift where additional social amenities and designs will be put up to enhance the appearance of the park. Ultimately, the new park would be beneficial to the frequenters once the re-designing project is complete. References Ameh, O. J., & Odusami, K. T. (2010). Professionals’ Ambivalence toward Ethics in the Nigerian Construction Industry.  Journal of Professional Issues in Engineering Education & Practice,  136(1), 9-16. Doi:10.1061/(ASCE)1052-3928(2010)136:1(9) Hoke, T. (2013). Maintaining Zero Tolerance for Bribery, Fraud, and Corruption.  Civil Engineering (08857024),  83(3), 36-37. Liao, S. C. (2013). Enhancing Ethics and the Competitive Environment by Accounting for Conflict of Interest in Project Procurement. Leadership & Management in Engineering,  13(2), 86-95. Doi:10.1061/(ASCE)LM.1943-5630.0000219 Wang, G., & Thompson, R. (2013). Incorporating Global Components into Ethics Education.  Science & Engineering Ethics,  19(1), 287-298. Doi:10.1007/s11948-011-9295-x Source document