Causal Essay - 904 Words

Prohibition of drugs and alcohol causes crime. Ostrowski a political analyst from the Cato institute, states that drug laws greatly increase the price of illegal drugs, often forcing users to steal to get the money to obtain them. Although difficult to estimate the black market prices of heroin and cocaine, these drugs appear to be many times greater than their pharmaceutical prices. For example, a hospital-dispensed dose of morphine (a drug from which heroin is relatively easily derived) costs only pennies; cocaine costs about a dollar per ounce. It is frequently estimated that a good percentage of all property crime in the United States is committed by drug users so that they can maintain their habits. That amounts to about four million†¦show more content†¦Every property crime committed by a drug user is potentially a violent crime. Many victims are beaten, severely injured, and murdered each year. A New York City crack user murdered five people in an eight-day period to get the money to buy drugs. The user survived t he crack, but his victims did not. So in actuality, the act of prohibiting drugs is to blame for so called â€Å"drug-related violence.† Legal drugs like morphine, alcohol, and a pack of smokes are more detrimental to the user and those around the user than one joint smoked a week. Plus, if pot were to be legalized, it would be regulated, and DUIs could be given to those who drive while high. Legalization will not increase drug use. Ostrowski says that long-term trends in legal drug use suggest that there would be no substantial increase in drug use under decriminalization. As a society, we are gradually moving away from the harmful use of alcohol and tobacco. Alcohol consumption and death caused by alcohol have also been gradually declining as people switch from hard liquor to less potent formulations. Finally, use of marijuana has declined according to the National Institute on Drug Abuse (NIDA). As our society grows increasinglyShow MoreRelatedCausal Essay1211 Words   |  5 PagesCausal Science has helped improve many people’s lifestyle from eating a healthy diet to stopping different form of disease that are attacking the human body. Science also provides intolerable lifestyle to people such as the elders as when the elderly have an incurable disease and the elderly are suffering for this incurable disease and wants to die, but cannot due to science advancement in technology making impossible to die at that moment. The possible future of science is uncontrollable. The powerRead MoreCausal Argument Essay1357 Words   |  6 Pagesï » ¿Causal Argument: Will Lowering the Drinking Age Solve the Problem of Binge Drinking among College Students? Research has supported the observation that young people in America consume alcohol regularly; this prevalence of use increases rapidly during adolescence, as well as a few years afterward (Wagenaar and Wolfson 37). This has come to be a problem among college students. It has been shown through extensive quantitative and qualitative research that those under twenty-one years of age areRead MoreCausal Analysis Essay : Childhood Obesity913 Words   |  4 PagesCausal Analysis Essay A drive down the road in any given American city and one can observe at least one reason that the United States is struggling with obesity. One would be hard pressed to find a community that is not teeming with fast food restaurants. However, it might surprise some that the obesity epidemic in our country has reached the most vulnerable population of all and they aren’t even capable of driving themselves to these bastions of unhealthy food. The childhood obesity level hasRead More Descartes’ Special Causal Principle Essays2201 Words   |  9 PagesDescartes’ Special Causal Principle      Ã‚  Ã‚   In his Meditations, Rene Descartes attempts to uncover certain truths about existence.   In his Third Meditation, he establishes his special causal principle (SCP).   Descartes uses this principle to explore the origin of ideas, and to prove the existence of God.   I agree that there is much logic to be found in the SCP, but I disagree with Descartes method of proving Gods existence, and in this essay I will explain why.   I will begin by explainingRead MoreEssay about Causal Factors of Ebd1362 Words   |  6 PagesRunning head: CAUSAL RISK FACTORS Causal Risk Factors Sharon OKeefe Grand Canyon: SPE 513 October 5, 2011 Causal Factors coincide Identifying and understanding the causes of Emotional and Behavioral Disorder (EBD) can help in developing successful interventions and prevention strategies. Research has been unable to show that any specific factors cause EBD, but causal risk factors seem to concur with EBD. These risk factors are categorized as either internal (biological) or externalRead MoreCausal Essay Trends of Social Networking1301 Words   |  6 PagesThe Trends of Social Networking Social communication has always been a vital need to humanity. At its core, social communication did not change. People still exchange thoughts, feelings and news; however, the ways they socially communicate have radically changed. Online social networking is a recent form of social communication conducted over the internet. It witnessed a huge growth since 1997 with the first social networking website SixDegrees.com (â€Å"Boyd†). Social networking websites provideRead MoreA Very Wise John Green Once Said965 Words   |  4 Pagesin WRC 1013 was that despite all the banners my high school flaunts around, I was not college ready. More so specifically in my â€Å"AP† writing classes I was not taught how to properly cite and use research and use sources, which really showed in my essays. Thankfully through this course, I have learned the importance of outlining, researching sources, and revising. Although I feel that I did improve within the areas of utilizing better sour ces and learning how to properly cite, I do however feel thatRead MoreRhetorical Analysis Of Alexander Pope s An Essay1310 Words   |  6 PagesAn essay is, generally, a piece of writing that gives the author s own argument — but the definition is vague, overlapping with those of an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Formal essays are characterized by serious purpose, dignity, logical organization, length, whereas the informal essay is characterized by the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, gracefulRead MoreThe Grade I Would Assign Myself786 Words   |  3 Pagesinto the journals and essays. The effort I put into the journals is the first reason that I deserve a ninety-three percent. I put thought into the journals and came up with well-thought out responses. The journals that were mostly reflective I put honest and elaborate examples. Finally, I did research for some of the journals. The journal that I definitely did research for and put just as much hard work into as the other journals was the journal where we had to describe causal chains. The final reasonRead MoreHow Is Success Defined?2369 Words   |  10 Pagesmistakes in life. Process: A process essay explains how to do something, such as a procedure, which can either be informative or informative, or informal depending on the writers subject. A process essay uses transitional words and phrases to move the piece along fluidly. In my process essay I wrote about the rigorous trials of becoming a Call of Duty pro. It was a fun piece to write, I greatly enjoyed the outcome, and the light-heartedness about the essay as step by step the process was explained

Essay on Women Dealing with Posttraumatic Stress Disorder

This article is based on a study comparing the ethnic differences in Posttraumatic stress disorder (PTSD), among the women’s population of non-Hispanic Whites, African American, and Hispanic. The population of Hispanics and African American female’s veterans, in terms of gender, experience a higher symptom of PTSD than male veterans. The study is aimed at providing analysis demographic characteristics, diagnostic validity, and the normative sampling, among the three ethnic populations of women who experienced treatment for PTSD compared to servicemen veterans. Harrison, J. P., Satterwhite, L. F., Ruday, J. (2010). The Financial Impact of Post-Traumatic Stress Disorder on Returning US Military Personnel. Journal of Health Care Finance,†¦show more content†¦The majority of the participants, were Caucasian, male, disabled veterans, and severity scores from military personnel who served in Korean, Vietnam, and Gulf war. This article focuses on the future researchers aiming on the conflicts in Afghanistan, and Iraq, and improving therapy techniques, and social functioning impacting veterans of PTSD. Savitsky, L. (2009). Civilian Social Work: Serving the Military and Veteran Populations. Social Work, 54(4), 327-339. This article reveals some of the challenges civilian social workers faces while offering interventions for veterans that served in the military, and their families. Social workers specialized in treating service members who experience psychological issues such as PTSD. Also, social workers are well-educated to help victims of domestic violence, substance abuse, and the deployment of both male and females. Many military veterans need social support because of family issues, unemployment, and lack of medical care. The Veteran Administration estimated over 400,000, a year is reported homeless from the veteran population. Social workers works with this population of veterans who served in military, in providing the financial benefit and addressing the intervention needs for their families. Tsai, J., Harpaz-Rotem, I., Pietrzak, R. H., Southwick, S. M. (2012). The Role of Coping, Resilience, and Social Support in Mediating the Relation Between PTSD and Social Functioning in Veterans Returning fromShow MoreRelatedProlonged Exposure Therapy for Post Traumatic Stress Disorders1271 Words   |  5 Pagesexposure therapy is a form of therapy treatment applied in posttraumatic stress disorders. Prolonged exposure treatment based on behavioral and cognitive levels of therapy, is a method used in treatment of trauma where the victim remembers the triggers of trauma rather than letting go, as it has been the case. Trained Social workers, psychologists and psychiatrist offer treatment to these conditions. 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Divorce Marriage and School Aged School Free Essays

Divorce’s Impact on Preschool, School-Age, and Adolescent Children Abstract This writing reviews current literature examining the impact of divorce on children in the context of family. The review encompasses ways divorce can be prevented and how un-prevented divorce can affect children of the specified ages. The ages of the children are outlined as preschool, school aged and adolescence. We will write a custom essay sample on Divorce: Marriage and School Aged School or any similar topic only for you Order Now The impact on each group is different and considered. Ways to minimize the number of divorces is examined by outlining preventions on a state level. Recommendations for state established programs are made that would occur prior to marriage to prevent later iscommunications. In the face of unstoppable divorce it is important to understand how children can be helped to cope more effectively with divorce in context of future development. Divorce’s impact on preschool, school-age, and adolescent children As divorce continues to be an option for marriage resolution it is important to take a look at how divorce affects young children. Numerous studies have been done to prove the negative effects of divorce on children. This writing will examine those effects upon children of preschool, school, and adolescent aged children. It is mportant to understand the effects on children in terms of later development. Divorce affects both the custodial and non-custodial parent and their relationship with the child (ren). It effects how parents discipline their children and bond with their children. The negative effects of divorce could be avoided if divorce could be minimized. Minimizing divorce could prevent the negative long term effects of divorce on children. This writing will also take a look at how divorce can be minimized in order to circumvent negative effects on preschool, school and adolescent aged children. The impact of divorce on preschool, school aged and adolescent children needs to be understood in order to prevent long term emotional, mental, social and psychological issues later in life. Preschool Preschool aged children generally marked from ages 4 to 5 years old have been found to have negative effects from divorce. Studies have engaged the personality traits of preschoolers to determine the impact of divorce . The main reference has been made to the attachment theory. This theory supports the idea that preschool children are affected by divorce emotionally . Attachment theory developed by John Bowlby is the bond between the child and the caregiver and plays a serious role in the developmental stages of growth. Preschoolers use their attachments as safety nets to depend on when exploring the world outside them. During the preschool years children will be attached to one or both parents and divorce causes an upset in that attachment. It has been documented that the attachment security is negatively impacted by divorce (Nair Murray, 2005). The impact reflects mostly on the security of attachment. The preschool aged child exhibits behaviors of separation anxiety and insecurity. It has been determined that negative effects to attachment will later become issues for older children . The preschool age children do not understand divorce but do understand that upset and the separation and may carry feelings of abandonment and fear of abandonment. Preschool children may feel if parents can divorce, then parents can divorce children. Preschool children are likely to feel responsible for the divorce and for the separated parents . Preschool children are effected by the custodial parents form of discipline, other children in the home, interaction with other children at school, relationships with teachers, and identifying ith self . All issues could develop into other negative elements later in growth. School Aged School aged children will handle divorce differently than preschoolers and will progress through successful with guidance. However, there are a few behaviors or effects that are characteristic and common of school aged children. Children at this age are affected behaviorally and psychological . These children tend to internalize the effects of divorce and think that the situation is caused by them. In turn they will think and act as if they have control over the situation. They will blame themselves or the divorce and will think they can get the parents back together if they behave. They will misbehave to get attention. They will act sick or experience true sickness in order to unite their parents. This stage is burdened with the responsibility of getting parents back together and will respond in ways to accomplish this mission . School aged children harbor fear of abandonment. The greatest effect on school aged children is not being able to see life past divorce. They are uncertain of the future and are confused about the roles to be played. This confusion will cause them o not want to participate at school and make up stories and act out Just to get attention. The combination of the change in parental separation, parenting style, and parental coping skills leads them to behave in unexpected and uncharacteristic ways . These behaviors left unaddressed can lead into greater issues in adolescence. Adolescent The impact of divorce on adolescence can run deep and wide. Adolescence is affected behaviorally, socially, and psychologically. Children at this age are already experiencing socio-emotional changes and hormonal changes adding divorce can be a recipe for disaster. Since these children are more independent and self-functional the risk are higher for negative behaviors. Adolescence is a time for individualism and self-expression. The negative effects are displayed outwardly. Examples of adolescent behaviors include disobedience, failing school, and legal activities. During the time of divorce adolescence are confused, upset and angry. The anger drives the adolescent to participate in negative behaviors. They will be more upset with one parent over the other. The way they relate to others and get along with others will be dramatically attected The entire socialization process can be damaged nd without proper guidance could last well into the adult years . Divorce The negative effects of divorce become obvious after discussion. The greatest effects fall upon the children. Divorce is seen as a resolution to a bad marriage. Divorce is occurring more often and with the involvement of children. Preschool, school aged, and adolescence children can be more affected than adults. The emotional, behavioral, social and psychological effects of divorce are factors of development in life. Taking a proactive approach to divorce could alleviate and circumvent the negative effects on children. With divorce being the number one resolution to a bad marriage coming up with innovative and creative ways to prevent divorce can be difficult. Preventing divorce falls can be done with extending the process of marriage and educating the public before and during the marriage. In order to prevent divorce the state could become more involved with the process of marriage . In the majority of states the process of marriage involves purchasing a marriage license and standing before a clerk or planning a wedding. It does not take much to get married. If the state were to take more interest in those who are equesting a marriage license and provide mandatory education to those apply, it could decrease the number of divorces. Greater involvement could go as far as outlining the marriage and discussing issues like parenting, education, work and career as well as sexual expectations . These are elements of a marriage that are not always discussed but could be the primary targets for divorce. In order to prevent divorce the state could mandate education and mentoring at various levels of a marriage. Prior to getting the state license for marriage the state could required counseling and educational classes about what to expect in marriage ife. Couples could discuss expectations and needs. Couples could be mentored by other couples in order to learn healthy ways of communicating and resolving conflict. If a marriage is seemingly in trouble and headed for divorce, the state could mandate marriage counseling and education on healthier ways of resolving conflict. If the marriage is not salvageable then pre-counseling could be provided for divorce. The process of divorce could be discussed and when children are involved they could be included in the counseling in order to help them adjust prior to the change . Coping Until such measures could be mandated or implemented helping children to cope positively with the changes of divorce is a necessity. The social, emotional, behavioral and psychological effects of divorce despite the age of impact could affect the remaining stages of development when not positively adjusted. This writer is of the opinion that in order to help children cope they need to be involved in the process. Counseling the children about what divorce means, what to expect, and how things will change is an important element in divorce. Helping children to understand what is going on and what to expect. Children would have a better understanding of how divorce should affect them. It is important for children to know they are not responsible for the divorce and that parents still love them. It would also be helpful to have the children attend a group with other similar aged children to discuss the effects of divorce and how each one is coping. This would allow the chi Idren to gain support and realize they are not alone in the way that they feel. This would be a facilitated group where the facilitator could direct the discussion and help the children to identify with how they are feeling and work hrough the emotions and ideas. As a professional counselor I would be able to help each party involved by being available for open discussion as well as education. I would meet with the parties individually and as a group. I would inform the parents about the well-being of the children and make suggestions for family discussion. I would encourage both parents to have discussion with the child(ren) outside of counseling in order to gain the child’s trust and help them to see that because the family is splitting up it is all about the parents and not the child(ren). Conclusion The impact of divorce on preschool, school aged and adolescence is emotional, behavioral, social and psychological. These effects cause issues involving healthy separation, self-esteem, and the development through the stages of growth. In younger children the effects of divorce are more psychological and effect the attachment of the child and the primary caregiver as well as self confidence to explore the world beyond self. The school aged children internalize the process and the conflict and seemingly take on the responsibility of putting the parents back together. Adolescents can fall into negative and illegal behaviors. These issues can be avoided by minimizing the number of divorces. This could be done with state involvement to mandate the process and the education of marriage. The mandates should take place before certification for marriage is approved and if necessary during the divorce process. As a counselor this writer would be available to see families through the process of education during conflict and counseling for family and individual children if entering the divorce process. Ulitimately understanding the impact of divorce on children is necessary in order to help children to cope and move ast emotions related to the process of divorce so they do not interfere in the stage development of the child. How to cite Divorce: Marriage and School Aged School, Papers

Role of Childhood Educators Samples †MyAssignmenthelp.com

Question: Discuss about the Role of Childhood Educators. Answer: Introduction Te Whariki is a teaching principle that is adopted for teaching young children. This education system does not encourage education in a formal setting. This principle was published in the year 1996 and later revised and adopted by the education system of New Zealand to educate and take care of young children. (Lee, 2013)(Ritchie, 2013) In this form of education children learn in an informal setting through play and a homely environment is set up where the child is able to freely express himself as he does at home. The children develop a sense of belonging and feel secure as they do at the comfort of their home. The main principleof Te Wharaki are Whakamana Children are empowered through learning and growth by this the educational curriculum. Each and everyone has a certain time in life when they are infants and are totally ignorant of the world and it is at this time of their age that is when they are infants, that they are encouraged or are empowered to acquire knowledge. It is the time when each and very children is given a lot of enthusiasm and encouragement to learn from their surroundings and it is also the most active stage in ones life when the learning habit is at its prime. Kotahitanga-This educational curriculum focuses on development of children in early childhood by adopting a holistic approach (Lee, 2013)(Ritchie, 2013). It is the second stage when the infants are in their growth phase are expected to learn from each and every activity taking place around them, be it from their families their friends or from their society that is they learn from any and every movement, activities or social changes that take place around them. Wh?nau Tangata The educational curriculum creates a homely environment where children feel that they are among their family and members of community. It is perhaps one of the most crucial part because the children are very vulnerable at this age are perhaps the most closest to their families and community and they have a kind of trust vested in them as a result of which, they learn from whatever they witness in their surroundings. Ng? Hononga It is the phase of critical learning where children are taught to build relationships which are reciprocal in nature. They learn from any and every responses or reciprocal vibrations and communications taking place in their surroundings with which they share some kind of relationship. The strands of Te Whariki are Well-being Mana Atua The educational curriculum ensures that children are in fine physical health and their well being is of paramount importance in this curriculum.It is ensured that children learn in a safety environment where there physical heath and emotional well being is taken care of. (Ritchie, 2013) Belonging Mana Whenua A sense of belonging is developed in between children and their families Children feel comfortable through this educational procedure as they are protected and nurtured. It is assured that children feel safe and they feel very comfortable to freely express themselves through play and various other activities (May, 2012) 3: Contribution Mana Tangata Children are given equal opportunities irrespective of their age, gender, ethnicity, background, race. Children get a chance to deliver equally and no discrimination is done in this educational system where each child is encouraged to learn in perfect harmony 4: Communication Mana Reo This educational system boosts the verbal and non-verbal communication among children. Children are encouraged to learn freely and express themselves. Open communication is encouraged and children learn through stories and symbols of their own culture and also they are encouraged to imbibe the values of different cultures. This educational system fosters learning and growth in a multi-cultural environment (May, 2012). 5: Exploration Mana Aot?roa Children are encouraged to learn by undertaking spontaneous activities. Learning while playing is encouraged which helps in cognitive as well as in emotional development of children. Children are taught by this educational curriculum to think and they develop a sense of reasoning. Children learn to explore their environment by this supportive educational curriculum.(May, 2012). Characteristics of Infants, Toddlers and Young Children Infants: Infants are regarded as very vulnerable as they are dependent on their adults in order to meet their needs. The infants need guidance from the educators and also the caretakers who are really responsible to provide help to the infants. The educators if they ask questions such as How are you? even if the infants do not able to understand the language but while communicating with them would lead the infants to understand their speech and also the learning of words. (Harms, 2017) (Lee, 2013). Toddlers: Toddlers are considered to be quite energetic. Toddlers tend to search the interactions based on civil and they also learn through imitating others. Educators over here are responsible to portray their manner which would be needful in the near future. Toddlers are always looking ways to get encouraged so that in future they can become explorers and creators. For example through the mode of game or practical lessons, toddlers can develop the self- process learning or regulation (Harms, 2017) (Lee, 2013) Young Children: Young children generally utilize their imagination to discover their identities. The art is regarded as a creative term and Young Children generally refine their skills. Young children has the capability to recognize a wider range of pattern and also the regularities in the environment around them. This gives them a boost to questions back when they see the things are in a puzzling situation. The educators can develop the learning procedures Do you know how to do that? and this promotes positive communication with the young children (Harms, 2017). Vulnerable Children Act (VCA) It was made to strengthen the safety for the children by making sure that the centers for Early Childhood adopt the policy of the child protection. To give protection to the vulnerable children is everyones responsibility irrespective of the fact whether the children belongs from other ethnic backgrounds. It ensures a safe place for the children and recognizes their protection accordingly. (Grant, 2014 )(Wang, 2016) United Nations Convention on the Rights of the Child (UNCROC) The UNCROC was creates in the year 1989 and got its approval from New Zealand in the year 1993. It assures basic rights to the children and giving opportunity to the children from all over the world. It gives an opportunity to feel the sense of belonging that they set foot in the early childhood centre. (Wang, 2016) ECE Code of Ethics The Code of Ethics contains four principles such as Autonomy, justice, Truth and Responsible Care. Without these principles, there is no presence of this Code of Ethics. This document made to ensure protection for the children who are the part of the Early Childhood Centre can get acknowledgement and abide by the rules and regulations of the Code of Ethics. It is not only for Children but also for Teachers, parents (Umpstead, 2013) ECE regulations: This regulation was created in the year 2008 to set the expectations and standards for the development in the curriculum. The regulation encompasses the qualifications of the teacher, sizes of the centre and adult to child ratios and administrative requirements. All ECC must meet the regulations requirements and decided to support the ethics which are required to the educators (Bruce, 2012). Code of Conduct: It is a concept which is supported four values bearing different aspects which describe how the surroundings of the children would be. Educators need to create a compassionate surrounding where all the children are encouraged to apply their full potential by showing integrity and give meaning to the learning of the child (Bruce, 2012) Conclusion: Therefore, it could be concluded that the area of knowledge of the wellbeing and safety protection of the children. The prime responsibility of the educator is to provide education to all children and make sure that they are aware about the policies which are beneficial for the caregivers or the educators. References Bruce, T. (2012). Early childhood education. Hachette UK. Hachette UK . Grant, A. (2014 ). Vulnerable children act 2014. Auckland UL Rev., 22, 401. Harms, T. C. (2017). Infant/toddler environment rating scale. Teachers College Press. Teachers College Press. Lee, W. C.. Lee, W., Carr, M., Soutar, B.( 2013). Understanding the Te Whariki approach: Early years education in practice. Routledge. Routledge. May, H. (2012). Ma An early childhood curriculum for inclusion in Aotearoa-New Zealand. Diversitt und Kindheit. Diversitat und Kindheit . Ritchie. (2013) education grounded in a commitment to Te Tiriti o Waitangi. Weaving Te Wh?riki, 141-156. Weaving Te Wh?riki. Umpstead, R. B. (2013). Educator ethics: A comparison of teacher professional responsibility laws in four states. JL Educ., 42, 183. JL Educ., 42, 183. . Wang, W. (2016). Children's Views in the Family Court: Giving Form to Article 12 of UNCROC: how Does New Zealand Measure Up Against Australia and England? (Doctoral dissertation, University of Auckland). (Doctoral dissertation, University of Auckland).

Questions on Physics free essay sample

What happens to the strength of an electric field when the charge on the test charge is halved? 6. What happens to the electric potential energy of a charged particle in an electric field when the particle is released and free to move? 7. A test charge experiences a force on . 30N on it when it is placed in an electric field intensity of 4. 5 x 10? N/C. What is the magnitude of the charge? Q= 6. 7 x 10-7C 8. What is the electric field strength 20. 0 cm from a point charge of 8. 0 x 10 C? E=1. 8X105 N/C 9. How much work is done to transfer 0. 15C of charge through an electric potential difference of 9. V? W=1. 35J 10. A voltmeter measures the electric potential difference between two parallel plates to be 60. 0 V when the plates are separated by 3. 0 cm. What is the electric field strength between the plates? 11. Describe two ways to increase the current in a circuit. We will write a custom essay sample on Questions on Physics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 12. Sue finds a device that look like a resistor. When she connects it to a 1. 5V battery, she measures only 45 x 10 A, but when she uses a 3. 0 V battery, she measures 25 x 10 A. Does the device obey Ohm’s law? NO 13. Refer to the diagram below to answer the following questions. a. What should the ammeter reading be? 1. 5 A b. What should the voltmeter reading be? 27V c. How much power is delivered to the resistor? 40. 5 W d. How much energy is delivered to the resistor per hour? 1. 46105 J/hr. 14. For each of the following write the form of circuit that applies: series or parallel. e. The current is the same everywhere throughout the entire circuit. f. The total resistance is equal to the sum of the individual resistance. g. The voltage drop across each resistor in the circuit is the same. h. The voltage drop in the circuit is proportional to the resistance. i. Adding a resistor to the circuit decreases the total resistance. j. The voltage drop to the circuit increases the total resistance. k. If the current through one resistor in the circuit goes to zero, there is no current in the entire circuit. l. If the current through one resistor in the current goes to zero, the current through all the other resistors remains the same. m. This form is suitable for house wiring. 15. The load across a battery consists of two resistors with values of 15 ohms and 47 ohms, connected in series. n. What is the total resistance of the load? 62? o. What is the voltage of the battery if the current in the circuit is 97mA? 6. 0V 16. A 16. 0 ohm and a 20. ohm resistor are connected in parallel. A difference in potential of 40. 0 V is applied to the combination. p. Compute the equivalent resistance of the parallel circuit. 8. 9? q. What is the total current in the circuit? 4. 5V r. What is the current in the 16. 0ohm resistor? 2. 5 A 17. Describe how a permanent magnet differs from a temporary magnet. 18. A wire that is 0. 50m a nd carrying a current of 8. 0A is at a right angle to a uniform magnetic field. The force on the wire is . 40N. What is the strength of the magnetic field? B=0. 1 T 19. A beam of electrons moves at right angles to a magnetic field of 6. x 10 T. The electrons have a velocity of 2. 5 x 10? m/s. What is the magnitude of the force on each electron? F=2. 410-14 N 20. An electric wire inside the wall of a building carries a dc current of 25 A vertically upward. What is the magnetic field due to this current at a point10 cm due north of the wire? B=5. 0x10-5T 21. Describe interference. Is interference a property of only some types of waves or all types of waves? 22. What happens to a spring at the nodes of standing waves? 23. Water waves in a lake travel 3. 4m in 1. 8s. The period of oscillation in 1. 1s. s. What is the speed of the water waves? 1. 9m/s t. What is their wavelength? 2. 1m 24. The frequency of yellow lights is 5. 1 x 10 Hz. Find the wavelength of yellow light. The speed of light is 3. 0 x 10? m/s. 5. 910-7 m 25. If the pitch of sound is increases, what are the changes in the following? u. the frequency v. the wavelength w. the wave velocity x. the amplitude of the wave 26. The sound from a trumpet travels at 351m/s in air. If the frequency of the note is 298Hz, what is the wavelength of the sound wave? 1. 18m 27. A ray of light strikes a mirror at an angle of 38Â ° to the normal. What is the angle that the reflected angle makes with the normal? 38o 28. A ray of light incident upon a mirror makes an angle of 36Â ° with the mirror. What is the angle between the incident ray and the reflected ray? 108o 29. An object is placed 15 cm from a converging lens with a focal length of 10 cm. Determine the image location. Draw the ray diagram for this situation and describe the image. d i = 30. 0 cm 30. An object is 36. 0 cm in front of a concave mirror with a 16. 0 cm focal length. Determine the image position. Draw the ray diagram for this situation and describe the image d i = 28. 8cm

Genetic Variation Definition, Causes, and Examples

Genetic Variation Definition, Causes, and Examples Definition In genetic variation, the genetic makeup of organisms within a population change. Genes are inherited segments of DNA that contain codes for the production of proteins. Genes exists in alternate versions, or alleles that determine distinct traits that can be passed on from parents to offspring.   Genetic variation is important to the processes of natural selection and biological evolution. The genetic variations that arise in a population happen by chance, but the process of natural selection does not. Natural selection is the result of the interactions between genetic variations in a population and the environment. The environment determines which genetic variations are more favorable or better suited for survival. As organisms with these environmentally selected genes survive and reproduce, more favorable traits are passed on to the population as a whole. Key Takeaways: Genetic Variation Genetic variation refers to differences in the genetic makeup of individuals in a population.Genetic variation is necessary in natural selection. In natural selection, organisms with environmentally selected traits are better able to adapt to the environment and pass on their genes.Major causes of variation include mutations, gene flow, and sexual reproduction.DNA mutation causes genetic variation by altering the genes of individuals in a population.Gene flow leads to genetic variation as new individuals with different gene combinations migrate into a population.Sexual reproduction promotes variable gene combinations in a population leading to genetic variation.Examples of genetic variation include eye color, blood type, camouflage in animals, and leaf modification in plants. Genetic Variation Causes Computer graphic illustration depicting a point mutation. A point mutation is a genetic mutation where a single nucleotide base is changed.   Alfred Pasieka/Science Photo Library/Getty Images Genetic variation occurs mainly through DNA mutation, gene flow (movement of genes from one population to another) and sexual reproduction. Due to the fact that environments are unstable, populations that are genetically variable will be able to adapt to changing situations better than those that do not contain genetic variation. DNA Mutation: A mutation is a change in the DNA sequence. These variations in gene sequences can sometimes be advantageous to an organism. Most mutations that result in genetic variation produce traits that  confer neither an advantage or disadvantage. Mutations lead to genetic variation by altering genes and alleles in a population. They may impact an individual gene or an entire chromosome. Although mutations change an organisms genotype (genetic makeup), they may not necessarily change an organisms phenotype.Gene Flow: Also called gene migration, gene flow introduces new genes into a population as organisms migrate into a new environment. New gene combinations are made possible by the availability of new alleles in the gene pool. Gene frequencies may also be altered by emigration of organisms out of a population. Immigration of new organisms into a population may help organisms better adapt to changing environmental conditions. Migration of organisms out of a population could re sult in a lack of genetic diversity. Sexual Reproduction: Sexual reproduction promotes genetic variation by producing different gene combinations. Meiosis is the process by which sex cells or gametes are created. Genetic variation occurs as alleles in gametes are separated and randomly united upon fertilization. The genetic recombination of genes also occurs during crossing over or the swapping of gene segments in homologous chromosomes during meiosis. Genetic Variation Examples A true albino squirrel photographed eating a nut in Companies Garden in Cape Town, Western Cape Province, South Africa.   David G Richardson/Getty Images Favorable genetic traits in a population are determined by the environment. Organisms that are better able to adapt to their environment survive to pass on their genes and favorable traits. Sexual selection is commonly seen in nature as animals tend to select mates that have traits that are favorable. As females mate more often with males considered to have more favorable traits, these genes occur more often in a population over time. A persons skin color, hair color, dimples, freckles, and blood type are all examples of genetic variations that can occur in a human population. Examples of genetic variation in plants include the modified leaves of carnivorous plants and the development of flowers that resemble insects to lure plant pollinators. Gene variation in plants often occurs as the result of gene flow. Pollen is dispersed from one area to another by the wind or by pollinators over great distances. Examples of genetic variation in animals include albinism, cheetahs with stripes, snakes that fly, animals that play dead, and animals that mimic leaves. These variations enable the animals to better adapt to conditions in their environments.

Frasier Essay Example | Topics and Well Written Essays - 250 words

Frasier - Essay Example Majority of the scenes takes place in a bar known as cheers located in Boston Massachusetts. A group of locals met in the bar where they got drunk and relaxed at the same time. The rest of the scenes take place on stage 25 in Paramount Studios besides various locations within Los Angeles. Period allocated for a particular show in television and strategic scheduling usually plays a significant role in attracting as well as retaining audience. Shows, aired for shorter periods, attract audience more compared to those having long durations. Frasier show lasted for 30 minutes and aired after the Seinfeld hit series, which had a very huge audience. The Frasier show rated as one of the most successful spin-off series in television history besides being the greatest comedy series of the time that received critical acclamation (Gates). According to many viewers, the show attracted a huge audience due to Cranes’ intra-family culture clash. This was symbolic of what occurred when the blue-collar Americans sent their children to Harvard. Most of the American Television series frequently featured socioeconomic systems but not the class system as presented by Frasier series. Gates, Anita. TELEVISION; Yes, America Has a Class System. See Frasier. New York Times. 19Th April 1998. Web. 9Th September 2013.

Components of Qualitative Approaches Assignment

Components of Qualitative Approaches - Assignment Example The three topics all involve the use of qualitative information. To investigate the political opinions of citizens of country A, a researcher has to set interviews that will convert the qualitative attributes into quantitative measures. For example, the interview may have questions like â€Å"Do the candidates you intend to vote for know your economic challenges?† The responses can be assigned numeric indices to measure their level of strength as shown in the example in the table below: While using interviews to gather information from the people, few challenges were met. Some of them were, only a small number of these interviews could take place because they vary in time (University of Portsmouth, 2010). Comparison of in-depth interviews may be difficult since the results may be unique. Due to the size of the sample, in this case, is small, the results are unlikely to be representative of a particular population. The interview process may be time-consuming, in terms of both data collection and analysis. There were many inconsistencies in the results due to bias amongst the people’s tastes and preferences. The following measures were recommended to be more effective in ways of collecting and interpretation of data especially through interviews. To avoid the inconsistencies, the data should be recorded in the agreed upon ways (Phil Rabinowitz, 2013) e.g. if the agreed upon way is using laptops, then laptops should be used to collect all results. Organization of the data is also a very important process that helps during the analysis. For example, the use of Geographical Information Systems is necessary especially when collecting data for investigating the political opinions of citizens based on different regions in that country.   

A building that inspires me Essay Example | Topics and Well Written Essays - 1000 words

A building that inspires me - Essay Example Earlier this year, I was asked to help in the restoration works of this building by a colleague. There are several reasons why this building has inspired me. Despite being built in 1690, Buckie House is still standing today. When Buckie House was built, most buildings in Europe were built with stone and clay mortar - materials which can easily cave in to neglect and climate changes over time. A lot of tourists visit Anstruther and as these pass by Buckie House cracks on the wall and damage to the shells have been the result of 80-90 years of heavy road traffic. Aside from these â€Å"wear-and-tear† consequences, Buckie House has also survived changes brought about by modernization. Some buildings in the Anstruther area have been demolished, abandoned or used for purposes other than the initial reasons for putting them up. For example, according to an appraisal report by Arc-Architects, â€Å"a magnificent medieval church in Anstruther Western was reduced in the 19th century, changed into a church hall in 1963 and is now marked for foreclosure.† Through the years, the city council has made decisions regarding infrastructure in this part of Scotland to satisfy the need for more efficient land & property allocation. Another battle Buckie House has won is aesthetic in nature. The house features various styles. Some shells are formalised in a pattern to mimic ashlar (large rectangular stones) whilst other areas have completely artistic patterns and form abstract designs, even a huge butterfly. Although it had been the trend in the 1900’s to decorate one’s house with shells, there is only a small handful remaining today. Changing fashion has seen the shells removed from many similar houses. For Buckie House, there has been much effort to maintain it and keep it as a landmark for this city in Scotland. Previous restoration works had been done on the house prior to the job I was asked to help out with. The public has been

Protected Areas Of The Wildlife Protection Act

Protected Areas Of The Wildlife Protection Act Wildlife and environment is an integral part of life. Protection of Wildlife and Environment has been present from the pre-colonial and the colonial times. During the 3rd century, Asoka, king of Magadha, passed a law for the protection of wildlife and environment. During colonial times, the British enacted Indias first codified law Wild Birds Protection Act, 1887 and the Wild Birds and Animals Protection Act, 1912. The parliament passed legislation on 9th September, 1972 and is known as Wildlife Protection Act, 1972. This act was enacted under the Article 252. This is an Act to provide for the protection of wild animals, birds and plants] and for matters connected therewith or ancillary or incidental thereto. Wildlife is defined in the act under section 2(37). The wildlife was under the state list according to the constitution but by the 42nd amendment it was transferred to the concurrent list in 1976. By 1991 the act was applicable to whole of India (except Jammu and Kashmir). This has helped the central government to increase its role in developing the national wildlife policy. This act provides protection of wildlife and preservation of the environment regardless of its location. The protection is based on two approaches species approach and the ecosystem approach. The National Wildlife Board was legislated in the 2002 amendment. Environmental protection is every citizens right according to Article 51A (g).The protection of forests, wildlife animals and birds where shifted from the state list to concurrent list. These were entries 17 A and 17 B respectively. PROTECTED AREAS INTRODUCTION Certain areas are protected for the conservation of wildlife. These areas are known as Protected Areas. Protected areas are designated based on their level of protection and the laws binding the country. These areas are protected based on the environmental and cultural values. According to IUCN, a protected area is, A clearly defined geographical space, recognised, dedicated and managed, through legal or other effective means, to achieve the long-term conservation of nature with associated ecosystem services and cultural values. Marine protected areas also are included in the list of protected areas. Under the WLPA, the state government can declare an area of flush or adequate ecological, faunal, floral, geomorphological, natural or zoological significance a sanctuary or a national park. Public entry is banned in a protected area and the destruction of the habitat along with its wildlife is prohibited and can result in serious consequences. Protected areas are necessary for conservation of biodiversity and also the preservation of the existing environment. These areas help in balancing ecological cycles and other processes in the environment. This results in protection of watersheds, soils and protects humans from natural disasters. Many of these areas are vital for the survival for indigenous or local people whose life depends on the sustainable use of resources of that area. They serve as backbone for the local communities. These areas are a physical gateway to hectic work schedule and help attain calm and peace. Certain protected areas are important for research and education and also apply to sustainable land use. The most important aspect of these areas is the tourism, which contributes to the economy. The importance and the significance of protected areas are realized in the Convention of Biodiversity (CBD) (Article 8). Recently protected areas are facing threats because of climate change and pollution. One of the main reasons that have lead to the degradation of these areas is lack of political support and inadequate financing. The only body that has been actively involved in the protection of these areas is the WCPA. IUCN PROTECTED AREAS MANAGEMENT CATEGORIES WCU, founded in 1948 is one of the 6 commissions of IUCN. There are certain guidelines that offer help in classifying the protected areas management categories. The original intent was to provide an understanding of protected areas both within and outside the country. It has categorized certain regions as protected based on the management objective and has classified protected areas into 8 distinct categories: a. Strict Nature Reserve scientific use b. Wilderness Area wilderness protection National Parks ecosystem protection and recreation Natural Monument conservation of specific natural features Habitat/species Management maintained for conservation through management intervention Protected Landscape/Seascape landscape/seascape protection and recreation Managed Resource Protected Area sustainable use of natural ecosystem According to the IUCN survey, 30,000 protected areas around the world covers 13,250,000 sq.km by 2000. Barely 1% of worlds seas are protected. PROTECTED AREAS IN INDIA The protected areas in India cover 156,700sq.km which implies that approximately 4.95% of the total surface area. It has been estimated that there are nearly 5000 villages in protected areas (Shyam Divan and Armin Rosencranz, 2001).In India protected areas have been present from 1935. India has the following as protected areas based on the IUCN classification: National Parks Wildlife Sanctuaries Biosphere Reserves Conservation Reserve and Community Reserve Village Forests and Panchayat Private Protected Areas Tiger Reserves The countrys wilderness has been under threat due to rapid urbanization and industrialization. The number of protected areas has increased over the years. In 1988 there were 54 national parks and 372 sanctuaries covering about 3.34% of the countrys geographical area. In 2002, India has a total of 578 wildlife protected areas which accounts to about 4.70% of the countrys geographical area (wildlife institute of India). The WII has recommended the government to increase the number of wildlife protected areas to 870 which includes 163 national parks and 707 wildlife sanctuaries and the approximate geographical area used will to about 5.74%(Rodgers, Panwar and Mathur, WII)(fig.1). Certain areas in India have very high percentage of protected areas. This is due to the conditions that are available for declaration of a protected area. (Table 1 and Table 2). NATIONAL PARKS A National park is a reserve of natural lands that is declared by government. It is declared and created for recreation purposes and protection and preservation of nature. National parks are declared under category II type of protected areas by IUCN. There are 7000 national parks worldwide. The largest national park in the world is the Northeast Greenland National Park. National parks are declared under section 35, 38 (2) and 66 (3). For an area to be declared as a national park it has to undergo a series of stages: Intention notification Determination of rights Proclamation notification Inquiry Acquisition of rights Final notification The above procedure need not be followed if the rights of the land have extinguished and if the land is under the state government. Indias first national park was Hailey National Park, later renamed as Jim Corbett National Park. This park was established in 1935. There are 96 national parks as of April 2007 in India. National parks hold a higher authority and a high degree of protection than sanctuaries. The rules and regulations that bind national parks are stricter. A national park can be set up within or around a sanctuary. WILDLIFE SANCTUARIES Wildlife sanctuaries are areas declared for the protection and restoration of wildlife (endangered species). It is created through government regulations. A sanctuary is actually set up by the central government under the section 38. Only when the state government passes power of authority to the central government can a sanctuary be set up. A sanctuary cannot be created within an existing sanctuary. These areas are declared under Section 26A, 38(1) and 66(3). There are certain conditions that are required for setting up a sanctuary (section 18). These come under IUCN category IV. The main objective is to maintain and conserve species in a habitat. There are about 489 wildlife sanctuaries covering 3.56% geographical area in India. By the legislation passed by the 2002 amendment the construction of lodges, safari trips, hotels need approval of National Board. The procedure is same as that of declaring a national park. The control of these sanctuaries is under the Chief Wildlife Warden (section 33). In India, there are about 28 tiger reserves out of the total wildlife sanctuaries. These reserves are mainly for the protection and the conservation of tigers. Therefore these reserves are species specific. Certain sanctuaries are named exclusively as bird sanctuaries, E.g. Vedanthangal Bird Sanctuary in Tamil Nadu. There are certain restrictions after a land or area has been notified and declared as WS (Sections 27, 29, 30, 31, and 32). BIOSPHERE RESERVES These reserves were established by UNSECO in 1973-74 under the Man and Biosphere programme (MAB).This programme aims at bringing the balance between use and conservation of resources. It main objective is in research and scientific outlook in the presents world. In India, there are over 14 Biosphere Reserves as of 25th October, 2007(Table 3). Biosphere reserves are natural landscapes that extend over large areas. They can be terrestrial or marine or combination of both. These reserves are perfect paradigm for showcasing the existing harmony between man and nature. The reserves help in conservation of the habitat along with the species and also help in the economic development. These biosphere reserves actually have unique features nad are in very good condition. They come under Category V of IUCN classification. In India, a National Biosphere Reserve Programme was established in 1986.The main criteria for declaring a biosphere reserve is that the area should contain rare and endangered species of flora and fauna. It should be an area that is protected and is a bio geographical unit that is extensive. These ecosystems actually are like alternate research models that provide educational information. A biosphere reserve has a layered structure that contains 3 important zones: Core zone Buffer zone Transition zone The core zone actually consists of the target species that need to be protected and conserved. This zone is legally protected from human interference. The Buffer zone is a middle zone that is adjoined to both the core and transition zone. In this zone certain activities like recreation, education, tourism and the restoration of area. In this area, if human activities are natural then these activities are allowed. These activities are only allowed if they cause minimal damage to the environment. The Transition zone is the outermost zone. In this zone all activities along with conservation and administration are carried out in harmony. This zone has no limits on human activities. In this zone there is huge economic revenue that is derived from tourism and management practices. The biosphere reserves are established under the legal frameworks that have been legislated under WPA, 1972. In the process of declaring an area as biosphere reserve the central as well as the state government have roles and responsibilities to be carried out. The financial support is provided by the central government whereas the management and administration is the duty of the state government. The Indian National Man and Biosphere committee actually is constituted by central government and finds new sites, committees, policies, programmes and other activities for the betterment of the reserve. The ministry proposed certain areas for getting approved into the World Network of Biosphere Reserves, in November 2001, the International Coordinating Council (ICC) of Man and Biosphere programme of UNESCO designated and approved of Sunderbans (West Bengal) and the Gulf of Mannar (Tamil Nadu) into the world network. The Nilgiri was already included in 2000. IMPLEMENTATION OF THE PROVISIONS PROVIDED BY WLPA,1972 The CEL WWF India was launched in 1993. This organization took active legal actions in the country. They have fought legal actions for the protection and conservation of wildlife and environment. They came into forefront mainly because of the Bhitarkanika case, Narayan Sarovar case, and intervention in Delhi ridge. Through research and investigation it came to light that the provisions of the WLPA, 1972 were not being implemented.CEL WWF filed a civil writ petition in May, 1995 in SC for protection and development of protected areas along with the wildlife. The SC accepted the petition and issued notices to every State Government and the Union of India on February, 1997. During the course of the case hearing the SC has passed several contempt notices to the state and union officials to carry out their duties with honour and adhere to the orders of the court. In March, 1997 the Indian board of wildlife (IBWL) was ordered to submit a summary and report on the plight of the protected areas in India and its progress after the SC had passed the orders for strict surveillance. The states were requested to submit a report on its activities and the steps they had taken for the betterment of these protected areas. The SC also noticed that some states had WW while some didnt. Those states who had appointed a WW were only for certain areas. In response to the SC, the MoEF responded that the meeting of the Previous IBWL have not attended a meeting for the last eight years. This showed laxity at the national level and the action of the highest authority. This board was reconstituted in 1996 and appointed the Prime Minister as the Chairman. At the state level the states had not been adhering to the court orders and were not alert enough to file their replies. Even though it was laxity at the state level and the SC extended the deadline of the submission of the report and granted them another two months to file their answers. Finally, the SC accepted that all the States and Unions of India had constituted their wildlife advisory boards and confirmed the body. This was done in January, 1998. One of the main issues regarding implementation was about the existing tiger population in India. The court ordered to bring to notice about the population of these cats. By a report submitted by the MoEF stated that the population of tigers had not declined since 1973. But the overall decline of population was due to the fragmentation of tiger habitats. DE RESERVATION OF PROTECTED AREAS Some sanctuaries face a threat of being de reserved by the state actions. The shield provided by the WLPA, 1972 can be removed by the state wildlife advisory board (state board) in case its not necessary. But the order passed by the SC directed the state governments to pass on a proposal of denotification or de reservation of an area to the NBWL for its opinion and pass it on to the Legislative Assembly. According to the 2002 amendment of WLPA the NBWL has the power to alter PAs over the legislative assembly. Certain cases have already happened like, 1994 the Boriavli National Park was trimmed so that the slum people who resided near the national park would not be evicted. But in case of tiger reserve, it cannot be de notified by a state board. But a tiger reserve can be de reserved if it has the approval of the TCA and the National Board for Wildlife. The Forest Conservation Act, 1970 (FCA) actually restricts the authority of the state to de-reserve forest areas. According to th e SC order dated 13.11.2000 the state requires prior permission for the diversion or de-reservation of forest land in national parks. STATE LEVEL RESPONSES ON PROTECTED AREAS TAMIL NADU In Tamil Nadu the state board was constituted on 14.09.1995 and again reconstituted on 24.02.1997. The state appointed 10 WW to look after the implementation of the WLPA. Tamil Nadu was one the few states that actually interpreted the Supreme Court orders correctly. The state of Tamil Nadu also informed the Supreme Court that there are 6 WW and a Deputy Director for the Project Tiger. A district officer has also been appointed to look after the implementation of the WLPA properly in various national parks and wildlife sanctuaries. The Honorary Wildlife Warden (HWW) is appointed for the National parks and the Sanctuaries. They are appointed for tenure of 3 years. If the person appointed wants to resign before the period is completed then a notice of 3 months has to be given prior to resignation or cancellation of appointment. Many of the protected areas have been notified under the section 16 of the Tamil Nadu Forest act, 1882 and with reference to reserved forest the areas that were proclaimed and notified under the Tamil Nadu forest act, 1882 will enjoy a status equivalent to those that have been notified under the section 26A or 21, WLPA, 1972. Certain sanctuaries and national park come under the non reserved forest areas. These areas are proclaimed under the section 21 of WLPA. An order dated 20.03.1998 stated the immunization of all wildlife in NPs/WSs in every state. The state director of animal husbandry was given the authority to carry out the instructions at the district level. The District Forest Officers were instructed the vaccination of all wildlife in the 5 km radius of Protected Areas. Another order dated 20.03.1998 stated the registration of arms and issuance of licences. The State Director General of Police was instructed to comply with the order. The wildlife protection (Tamil Nadu) Rules, 1975 was framed. The Rule 33 is about the registration of arms in the vicinity of NPs/WSs. The DGPs and CWLWs are requested to take action in case of non compliance. Tamil Nadu has in total 5 NP and 8 WS, 12 BS, 4 Elephant reserves, 3 Tiger Reserves and 3 Biosphere Reserves (Table 3) which are under the UNESCOs MAB programme. Almost one sixth of Tamil Nadu is covered with forest. The state ranks in the 11th position in reference to total forest cover among the Indian states and Union Territories and ranks 13th position in reference to total recorded forest cover. Tamil Nadu ranks 14th position with reference to protected areas. The diversity of flora and fauna are a boon to the state and need to be conserved and managed with great care since the extent of diversity is beyond our imagination. Forests and wilderness of the state actually defines the state. According to the 2008 census, tiger population increased in the state of Tamil Nadu. This was achieved due to strict and mandatory measures passed by the state board. For the development, conservation and administration activities the state has sanctioned and invested a huge sum of money which has proved to be successful to an extent. THE SARISKA CASE: TARUN BHARATH SANGH, ALWAR Vs UNION OF INDIA Tarun Bharath Sangh is a non governmental organization (NGO) whose concern was about the rural development of Rajasthan. The main issue of concern was the availability of water resource. Illegal mining activities were being carried out in Alwar district of Rajasthant taht resulted in shortage of water. The organization launched the Sariska Case. The area that was under scrutiny is now what is known as the Sariska Tiger Sanctuary. This Tiger Sanctuary is a species specific Protected Area and comes under the Tiger Reserves category and it is an exclusive hunting area for the Rulers of the Quondam, Alwar state. This NGO approached court petitioning that the illegal mining activity that was going on in the Alwar district of Rajasthan needs to cease in the interest of environment and nature to sustain. They pointed out that the mining is being carried out in a protected area that has been declared by the government. The area is declared as a tiger reserve under Rajasthan Wild Animal and Birds Protection Act, 1951. This area is also declared as a WS and NP under WLPA, 1972. Under these acts such activities in WS or NP or a tiger reserve is prohibited and can result in dire consequences. The permission of the government for such activities actually contradicted these legislations. The petitioners side of argument was that mining permission lease was not granted to the company. For such an activity to be carried out they have to acquire prior permission from the Government of India section 2 FCA,1980 and rule 4(6) of Rajasthan Minor Mineral Concession Rules. They stated that no permission was obtained and the government illegally issued 400 mining permission leases. This has caused degradation of ecology and devastation of the environment. In this case, the court was called upon to ensure that the laws for the protection of the environment were enacted on. The state on its behalf countered that the grant of these mining activities where due to some confusion regarding the difference between NP and reserved forests and were confused regarding the exact location of mining areas. But the state was humble enough to agree that the mines were in the protected areas and realised that appropriate action should be taken so that the provisions of the statutes are enforced. The irony is that the state of Rajasthan while proclaiming that they protect the environment actually is part of a huge scam and allows the degradation of the environment. The central government stated that the FCA provisions extend to reserved, protected forests and all the areas that have been recorded as forests in the government records. They also submitted that no mining should be allowed to take place without the prior permission from the central government. The central government passed a notification on 7 May, 1997 under section 3 of EPA. This notification prohibited the mining in the Sariska NP, Sariska WS and other areas that were protected. According to the Rule 4(6) of the Rajasthan Minor Mineral Concession Rules, 1982, no mining lease can be granted within a forest without going through the rules and provisions provided by the FCA, 1980. The chair man of committee Shri.Justice M.L.Jain recommended 215 mines mentioned in appendix A that are placed wholly in protected areas are closed. The purpose of FCA and EPA are totally different. In the sense that the closure of the mines that were situated in the protected forests may not benefit for t he environmental purpose but will surely benefit the forest purpose. The central government stated that no permission was acquired for the mines that were in the protected forests. The court after the final hearing ordered and issued notice to the listed mines to stop their activities immediately. But the mines outside the tiger reserve were allowed to continue their activity for 4 months within which they could approach the central government with an application to continue their operation. If permitted they are allowed to continue their mining activities with no hindrance. If no permission is obtained then they will have to cease their mining operations immediately. Some miners who felt that they were wronged filed a review application and the SC rejected the application on 7 May, 1994. This case is a perfect example of Industry Vs Protected Areas. CONCLUSION Nature cannot be compared in terms of beauty. There is nothing that surpasses her. The presence of nature along with her children playing around carefree and not worried about the future was what God pictured when he first created Earth. But unfortunately, the rosy picture painted by God was not reality. Man has been the root cause of the upheaval. Protected areas have a very important place in the process of restoration of the environment. These areas conserve and restore the environment along with its flora and fauna. These areas are critical for the conservation of endemic biodiversity. India has a very diverse population of fauna and flora. But now even the smallest of species are facing a threat of extinction. The protection of natural areas is the fundamental conservation strategy. These areas are key habitats since they can be conserved by species approach or ecosystem approach. These provide refuge for wildlife to restore them and protect them from the outside cruelty. They also protect mankind indirectly by protecting the trivial life on earth and help in balancing the natures cycle. These areas are life for the local tribes. The WLPA, 1972 legislation was passed for the protection of wildlife. But ironically until recently the provisions of the act have not been implemented to full strength. Until the SC intervened the State Board and the National Board were very poor respondents. This statute needs to be revised and amended in various aspects. There should be a section legislated in the WLPA dedicated to the implementation of the provisions and instructions. It should be made mandatory. The authorities in charge need to be penalised in case rules and regulations were flouted. Even though there are rules regarding the entry of people, registration of arms into these areas if someone throws in some cash anything under the sun can be achieved, including flouting the wildlife laws. The main reason is that the base of the whole structure is so weak that nothing can be done. Unless we realise and build the system again from the foundation the future is bleak and is very much predictable. This can be seen the case of Tarun bharath Sangh,Alwar Vs Union of India,1992. Here the government themselves are villains by allowing illegal mining operations in a protected forest. Flouting of wildlife laws has resulted in grave consequences. One such case comes to light about the extinction of tigers from the Sariska Tiger Reserve. In December 2004, all tigers had disappeared from the Sariska Tiger Reserve. In 1973, Project Tiger was established for the conservation of tiger. The shock waves that were created and sent across the country resulted in the establishment of the Tiger Task Force; it was specially formed for the Tiger conservation. Through investigation it was revealed that poaching was the main issue for the dwindling population of tigers. The last six that remained were poached during the last months of 2004. After this devastating story, the wardens are instructed to shoot poachers on sight when they are sighted. Tiger (Panthera tigris) is our national animal. The danger we are putting it through is a heart wrenching story. Now it doesnt even have a place to call home since its struggling with mankind tooth and nail for survival. Joining our national animal are other wildlife species like the lion, Asian elephant, snow leopard etc. Even though these are protected and conserved in areas or reserves they still face the threat of poaching. There are also other reasons that affect the conservation strategies. One of the main reasons is the failure of the forest dwellers or local people in helping to conserve the wildlife. They assist the poachers in killing those animals giving the reason that they are threatened by its presence. Therefore there is no cordial relationship between the management and the local people. But we cannot blame the local people for their action because their whole livelihood is through deriving resources from the forest reserve. The recording and rights of people living near forests and reserves started way back when the acts were legislated but even now many are pending. Many people are still in hope to get their rights so that they can live peacefully with nature. This is a perfect para digm for Man Vs Wild. These conflicts have been present for ages but have increased over the years because humans expand their cities or towns with reference to development. This has resulted in us exploiting their habitat. Other reasons that can lead to threatening the wildlife in their protected abode is illegal activities such as mining, construction, noise etc. Protected areas along with its varied flora and fauna actually conserve the value of the country. Even though these areas are protected half the population of the country are not aware that an Act has been implemented for protection. People dont realise the consequences and the penal codes of the constitution regarding environment. This is basically due to ignorance and illiteracy. Therefore awareness needs to be achieved.MoEF One act of random kindness will change the life of many. Environment and mankind are interlinked. That is because every living thing has a place and a role to play on this planet through a food chain or a food web. So even if one level is disrupted the whole web goes haywire and can result in a catastrophe that man didnt perceive. So if he wants to live he needs to start thinking twice before taking a crucial step. But it doesnt mean that development stops. Development can take place but not at the cost of the environment. Nature should not take the brunt of mans action. Only recently have people started to stand up to the atrocities being done to animals. But even then the response is poor compared to the huge population of India. Man being a greedy animal, has never been satisfied with his life and in the name of development has destroyed the environment. When he does realise the mistakes that he has committed it would be too late to turn back and start again. He is already standing on the edge of the cliff, one wrong move and he sinks without a trace. Being the most intelligent creature ironically man has been doing the most foolish thing of his lifetime. What is life without any morale and values? Are we so inhumane to even listen to the pain that these animals cry out when they are being killed? Are we deaf to the pleas that reverberate out of them and asking us for their help? But instead of helping them we are using them for our benefit. This is what life has become to develop our race we step onto the lives of another. GLOSSARY Art.252 Power of Parliament to legislate for two or more States by consent and adoption of such legislation by any other State. Art.51A(g) It shall be the duty of every citizen of india to protect and improve the natural environment including forests,lakes,rivers and wildlife and to have compassion for living creatures. Entries 17A and 17B Forests and Protection of Wildlife in Concurrent list Art.8 In Situ conservation of protected areas Art.21 Protection of life and personal liberty.-No person shall be deprived of his life or personal liberty except according to procedure established by law. Section 2(37) wild life includes any animal, bees, butterflies, crustacea, fish and moths; and aquatic or land vegetation which form part of any habitat; Section16 notification declaring forest reserved Section 18 Declaration of sanctuary Section 26 A Declaration of area as sanctuary Section 27 Restriction on entry in sanctuary Section 29 Destruction,etc., in a sanctuary prohibited without permit Section 30 Causing fire prohibited No person shall set fire to a sanctuary, or kindle any fire, or leave any fire buring, in such manner as to endanger such sanctuary. Section 31 Prohibition of entry into sanctuary with weapon No person shall enter a sanctuary with any weapon except with the previous permission in writing of the Chief Wild Life Warden or the authorised officer. Section 32 Ban on use of injurious substances a No person shall use, in a sanctuary, chemicals, explosives or any other substances which may cause injury to or endanger, any wild life in such sanctuary

Essay on the Use of Chiaroscuro in The Scarlet Letter -- Scarlet Lette

Use of Chiaroscuro in The Scarlet Letter  Ã‚      Nathaniel Hawthorne the author of The Scarlet Letter uses the literary device of chiaroscuro to effectively develop his characters.   Hawthorne was born in Salem, Massachusetts in 1804 to a prominent family.   His father passed away on a voyage when he was four years old.   His relatives recognized his talent, and they helped pay his way to Bowdoin College.   Hawthorne and his classmates became the most prominent people in America at that time.   He had many strong ties with important people from attending Bowdoin, such as:   Henry Wadsworth Longfellow and Franklin Pierce.   In 1828, his first novel, Fanshawe was anonymously published at his own expense.   In 1842, he befriended Transcendentalists Ralph Waldo Emerson, Henry David Thoreau, and Bronson Alcott, and married Sophia Peabody, an active member of the Transcendentalist movement.   In 1846, he was appointed surveyor of the Port of Salem where he worked for the next three years, being unable to earn a living a s a writer.   He wrote The Scarlet Letter in 1850, showing the Puritans as hypocrites fixated on sin.   This romance was an immediate success, even though it received many criticisms for its risquà © topic.   In the novel The Scarlet Letter, Hawthorne effectively uses chiaroscuro to develop the personalities of Hester Prynne, Pearl, and Arthur Dimmesdale.   Hawthorne uses chiaroscuro to show Hester Prynne as a woman whose sin has overtaken her, and made her impure.   One example of this is:   â€Å"The mother’s†¦medium through which were transmitted to the unborn infant the rays of its moral life; and however white and clear originally, they ... ...  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the novel The Scarlet Letter, Hawthorne effectively uses chiaroscuro to develop the personalities of Hester Prynne, Pearl, and Arthur Dimmesdale.   Hawthorne uses chiaroscuro to show the depth of Hester’s guilt and strength of bearing her sin and Arthur’s secret.   Pearl is characterized as radiant through Hawthorne’s vibrant descriptions of her beauty.   He uses the sun to depict the purity of Pearl.   Hawthorne uses shadows to show how Arthur is a meager man compared to Hester, also bearing the sin.   Hawthorne shows Arthur deteriorating from his guilt, while Hester pushes herself to live on and try to overcome it, still always bearing its weight and pain.   In conclusion, chiaroscuro is effectively used by Hawthorne to develop the personalities of his characters.     

With the Old Breed Book Report

â€Å"With The Old Breed† begins with the start of the author’s military career. Eugene Sledge was a freshman at Marion Military institute, his family pushing for him to eventually become an officer in the United States Army. But the authors desire to serve his country in battle with the enemy before the war was over was strong enough to make him end his college career and begin anew in the Marine Corps. Already while reading this book I felt closer and more understanding of the, because I too left college in the fear that if I didn’t join now, I would never have another chance to serve my country. Eugene sledge started school at Georgia Tech to eventually become an Officer. But realizing that he would spend most of the war sitting in classrooms instead of fighting the enemy, he intentionally flunked out to become an enlisted marine. Already, even though he hadn’t even been through boot camp yet, Eugene Sledge exhibited the three Marine Corps values of Honor, Courage, and Commitment. Honor for wanting to serve his country. Courage for stepping off the path laid out by his family. And Commitment for not giving up and trying his hardest to get in a position to fight the Japanese. The next section of the book details Eugene Sledge’s transformation into a Marine while in boot camp. Through most of the book I could only learn and read about the author’s experiences in war, but this section was one that I could relate to and compare. Eugene Sledge graduated Marine Corps Recruit Depot Sand Diego on December 24, 1943, and was shipped off to infantry training at Camp Elliot, a small installation located on the northern edge of San Diego. It was here that the author chose to become a 60mm mortar man, whose primary job is to provide indirect fire to support the rifle man. After being attached to 1st Marine Division, 3rd battalion, 5th Marines, he is sent to pre-combat deployment to Pavuvu. Here the author and his fellow marines learn the basics of amphibious landings. After learning the basics for a short while, Eugene Sledge boards a ship and heads off to invade Peleliu, a small island in the pacific. It is here that he learns the true chaos, confusion, and terror of war. His experiences from this point on in the book are something that members of any branch of service can learn from when seeking knowledge on what war is like, especially during the pacific campaign. Sledge and his company spends three days on Peleliu before they are relieved and sent to another island, but during these three days he witnesses the first aspects of war. On one occasion he witnessed a Marine kill another Marine at night after the Japanese broke through their lines. I think that this is something that unfortunately happens more often than it should on the battlefield, both in the past and modern day. Situations like that can only be avoided through a more constant focus on the situation and situational awareness. Eugene Sledge is greatly disturbed by this event and it causes him to realize the waste and cruelty of war. Although perceived by the author as a terrible thing, the Pacific Campaign showed Eugene Sledge several things a normal man usually wouldn’t notice. Throughout the book marines are seen on litter duty; volunteering to run into the midst battle with a stretcher to carry out dead or wounded Marines. This mindset of never leaving someone behind is still taught today. What it comes down to at its basic level is the love and loyalty that brothers in arms share with one another. Examples of such selflessness can be seen today still, with the example of Corporal Jason Dunham. In 2004 Corporal Dunham jumped on a grenade to save the lives of the Marines around him, dying in the process and receiving a Medal of Honor. In his memoir Sledge mentions several instances where his company or squad had to risk their lives in extremely dangerous ways. One of these instances is while he was on Okinawa, during the final days of the war. The author’s team of mortar man had to dash across an open draw in order to set up a position to effectively cover the rest of the company’s attack on Japanese defenses. This act of bravery and courage in order to complete the mission is a lesson that all Marines can learn from. It’s an example of a concept that is still drilled into recruits at boot camp today: mission accomplishment no matter what. There are several instances I can remember in boot camp where we were giving seemingly impossible tasks. But in the end we were able to complete them after hard work and thinking. Training like this, while possibly viewed during my life in boot camp as a waste of time, teaches and trains us to have the mindset that with enough hard work and drive, we as Marines can complete the mission even when it seems impossible. Something that I think gets overlooked a lot when people mention the Pacific Campaign is the insurmountable misery of the Marines due to the humidity and the rain. Eugene Sledge mentions the constant rain and humidity often during his memoir, and how it negatively impacted the moral of him and his men. He describes how Marines would almost constantly have trench foot and malaria. The high humidity also caused bodies to rot at a severe rate, and in one part of the book the author describes with disgust how bodies would sometimes just fall apart when picked up, turning into a mess of maggots and rotten flesh. With this came a constant stench of death throughout the author’s campaign. Combined with the severe jungle fighting that took place, it’s surprising to see how the men could have kept going on for days and weeks with no relief. The rain also increased the amount of work that was required to do normally simple things. Vehicles carrying desperately needed supplies on the battlefield got stuck in the mud, and already exhausted Marines had to carry boxes of ammunition and supplies miles through mud and heat to the frontlines. Because of this, Eugene and his squad run out of ammunition and supplies several times throughout the book. At one point they resort to drinking water that was used to wash out an oil drum, and several Marines get sick. While on the frontlines, the mud made their mortar and other weapon systems inaccurate, as the recoil from each shot drove the weapon into the mud and threw the aim off. Marines are trained from boot camp to be used to miserable conditions, and in fact we take a perverse pride in it. It is this fact that I believe helped Sledge and his fellow Marines make it through the Pacific Campaign. In boot camp and MCT we learn what it is like to be constantly filthy and dirty and eventually become accustomed to it. It is training like this that I believe helped all the Marines in the Pacific. I also believe that the Marine Corps combat training that taught them to kill efficiently and to try to survive. But training also taught them loyalty to each other and love. It trains to be abke to be dependable on the battle field. The esprit de corps sustained them though the fighting and kept the men together when spirits where low, and I think every Marine can take something away from that. Eugene Sledge survived his tour of the pacific unwounded and eventually came back to the United States after months of hard fighting. He was a member of the 26 Marines left of the first landing at Peleliu. The intense warfare had claimed the lives of 14, 191 Marines and attached navy personell. It is estimated that over 107,500 Japanese were killed on the final attack of Okinawa alone, not including the other islands in the campaign, like Peleliu and Pavuvu. With The Old Breed† was in my opinion an exceptional book, however I think that there were some issues with it that could have been omitted in order to make the book easier to read. The biggest one is that the author spent a lot of writing describing the deployment of Marines across the battlefields, and the descriptions were long, confusing, and only slightly i nteresting. There are several things that I learned from â€Å"With The Old Breed†, both about war itself, and how it changes the Marines involved in it. All of the Marines involved in the fighting came out changed men. The biggest thing, however, is that I learned through the author’s experiences to never give up on yourself. Eugene B. Sledge faced many adversaries throughout the book, both in how he can achieve his goal of serving his country and the many difficult things he faced once he was on his own path. From reading Eugene Sledge’s memoir of the Pacific Theater I think we can apply his qualities like courage, selflessness, and honor to our lives in order to make us better marines.

Definition and Examples of Noun (Nominal) Clauses

Definition and Examples of Noun (Nominal) Clauses In English grammar, a noun clause is a  dependent clause that functions as a noun (that is, as a subject, object, or complement) within a sentence. Also known as a nominal clause. Two common types of noun clause in English are that-clauses and wh-clauses: that-clause: I believe that everything happens for a reason.wh-clause: How do I know what I think, until I see what I say? Examples and Observations of Noun Clauses When Mrs. Frederick C. Littles second son arrived, everybody noticed that he was not much bigger than a mouse. (E.B. White, Stuart Little, 1945)What I like doing most of all in the evenings, these days, is sitting in a gormless stupor in front of the television, eating chocolate.  (Jeremy Clarkson, The World According to Clarkson. Penguin Books, 2005)A university is what a college becomes when the faculty loses interest in students. (John Ciardi, Saturday Review, 1966)I know that there are things that never have been funny, and never will be. And I know that ridicule may be a shield, but it is not a weapon.  (Dorothy Parker)I believe that there is a subtle magnetism in Nature, which, if we unconsciously yield to it, will direct us aright.  (Henry David Thoreau, Walking)The thought of stars contributed to the power of his feeling. What moved him was a sense of those worlds around us, our knowledge however imperfect of their nature, our sense of their possessing some grain of our past and of our lives to come.  (John Cheever, Oh What a Paradise It Seems. Random House, 1982) Whoever was the person behind Stonehenge was one dickens of a motivator, Ill tell you that. (Bill Bryson, Notes From a Small Island. Doubleday, 1995)How we remember, what we remember, and why we remember form the most personal map of our individuality.  (Christina Baldwin)How people knew when they were being trailed he found himself unable to imagine. (Edmund Crispin [Robert Bruce Montgomery], Holy Disorders, 1945)This is the story of what a Womans patience can endure, and of what a Mans resolution can achieve. (Wilkie Collins, The Woman in White, 1859)I knew exactly how clouds drifted on a July afternoon, what rain tasted like, how ladybugs preened and caterpillars rippled, what it felt like to sit inside a bush.† (Bill Bryson, The Life and Times of the Thunderbolt Kid. Broadway Books, 2006)That dogs, low-comedy confederates of small children and ragged bachelors, should have turned into an emblem of having made it to the middle class- like the hibachi, like golf clubs and a second car- seems at the very least incongruous. (Edward Hoagland, Dogs, and the Tug of Life) Nominal Clauses as Direct Objects All sentences, then, are clauses, but not all clauses are sentences. In the following sentences, for example, the direct object slot contains a clause rather than a noun phrase. These are examples of nominal clauses (sometimes called noun clauses):​I know that the students studied their assignment.I wonder what is making Tracy so unhappy.These nominal clauses are examples of dependent clauses- in contrast to independent clauses, those clauses that function as complete sentences.(Martha Kolln and Robert Funk, Understanding English Grammar, 5th ed., Allyn and Bacon, 1998)A Colorado study found that the average homeless person cost the state forty-three thousand dollars a year, while housing that person would cost just seventeen thousand dollars. (James Surowiecki, Home Free? The New Yorker, September 22, 2014) Noun-Clause Starters We use various words to start noun clauses. . . .These words include the word that, which in its role as a noun clause starter is not a relative pronoun, for it serves no grammatical role in the clause; it just starts the clause. For example: The committee stated that it would follow the agents policy. Here the noun clause serves the noun role of direct object of the transitive verb stated. But a careful look at the clause reveals that the word that does not serve any role within the clause, other than simply to get it going.Other noun clause starters do serve grammatical roles within the clause. For example: We know who caused all the trouble. Here the noun clause starter is the relative pronoun who. Notice that inside the noun clause who serves as the grammatical subject of the verb caused.Additional words serve as noun clause starters. A relative adverb can get one going: How he won the election mystified the pundits. So can a relative pronoun acting as an adjective: We know which career she will pursue. In these two sentences, how is an adverb modifying the verb won, and which is a relative-pronoun-adjective modifying the noun career.(C. Edward Good, A Grammar Book for You and IOops, Me!  Capital Books, 2002) I have run,I have crawled,I have scaled these city walls,These city wallsOnly to be with you,Only to be with you.But I still havent found what Im looking for.(written and performed by U2, I Still Havent Found What Im Looking For. The Joshua Tree, 1987)