Role of Chemistry in Domestic Activities

Malnutrition has shown to be an important concern in women, children, and the elderly. Because of pregnancies and breastfeeding, women have additional nutrient requirements. [19]  Children can be at risk for malnutrition even before birth, as their nutrition levels are directly tied to the nutrition of their mothers. [20]Breastfeeding can reduce rates of malnutrition and mortality in children[4][11], and educational programs for mothers could have a large impact on these rates. 21]  The elderly have a large risk of malnutrition because of unique complications such as changes in appetite and energy level, and chewing and swallowing problems. [22]  Adequate elderly care is essential for preventing malnutrition, especially when the elderly cannot care for themselves. Malnutrition  is a broad term which refers to both  undernutrition  (subnutrition) andovernutrition. Individuals are malnourished, or suffer from undernutrition if their diet does not provide them with adequate calories and protein for maintenance and growth, or they cannot fully utilize the food they eat due to illness. People are also malnourished, or suffer from overnutrition if they consume too many calories. CausesCauses related to food.General causes.(A) Causes related to food:  A lot of causes related to food are responsible for malnutrition. 1. Lack of nutritious and Balanced Diet: Lack of nutritious and balanced diet is responsible to a great extent for malnutrition in children. In our country, because of poverty, there is a lack of essential elements like Proteins, carbohydrates, fats etc. in everyday meal. 2. Indigestive and Harmful diet: Intake of indigestive and harmful diet is one of the main causes of malnutrition. Children belonging to the rich families do have expensive food items but in general these food items are indigestive and harmful. Intake of such type of food items often leads to lack of hunger and hence sometimes the children fall prey to malnutrition. 3. Lack of Regulated Diet: Irregular intake of food is one of the main causes leading to malnutrition. The timings for breakfast, lunch and dinner must more or less be fixed. aking irregular meals causes indigestion and finally results in malnutrition. (B) General Causes 1. Dirty Environment: Dirty environment of home and school also causes malnutrition. In Indian cities the home and school environment becomes dirty due to lack of fresh and pure air, lack of sunlight, non-availability of playground, dirty lanes, which hampers right nutrition of children. 2. Lack of Sound Sleep and Rest: Lack of space and suffocated bedroom causes lack of sleep. Lack of sleep results in indigestion, which leads to malnutrition. Lack of proper and sufficient rest also leads to malnutrition. 3. Negligence of Children: Negligence of children at home and in school causes anxiety in children. This also results in malnutrition. 4. Bodily diseases: Many children being infected from the diseases are neither able to have balanced diet nor their bodily functions take place properly resulting in malnutrition. 5. Heavy work: The digestive process of children gets affected because of continuous hard work. Especially for the children of low income- groups, the heavy labour uncoupled with balanced diet take a toll on their physical and mental development. Nearly forty percent of total children in India suffer from malnutrition. 6. Lack of Exercise and Games: The lack of exercise and games also leads to malnutrition. Even if a child takes a balanced and nutritious diet, the lack of exercise and games results in slowing down of digestive process and consequently the food is not digested properly causing malnutrition. This also causes physical deficiencies. Prevention As a lack of essential nutrients is one of the main causes of malnutrition, the best way to prevent the condition is to eat a healthy, balanced diet. A  recommended diet would be a diet that contains foods from all the major food groups. The four main food groups are:fruit and vegetables – eat at least 5 a day of a variety;bread, rice, potatoes, pasta and other starchy foods – eat plenty;milk and dairy foods – eat some and choose lower fat varieties;meat, fish, eggs, beans and other non-dairy sources of protein;foods and drinks high in fats and/or sugars.Conclusion â€Å"Malnutrition is an impediment to development, and its presence indicates that basic physiological needs have not been met. What is observed as malnutrition is not only the result of insufficient or inappropriate food, but also a consequence of other conditions, such as poor water supply and sanitation and a high prevalence of disease. Thus reversing the procedure is complex, because many issues need to be addressed more or less simultaneously. And every situation is different, so that there is no single solution for all. There can only be general guidance on directions to pursue. Experience from lessons learnt shows that considerable time is needed to redress a situation (ten years and more), and that a strong supportive political and policy environment remains crucial throughout the period. There is no â€Å"quick-fix† to this problem. Once achieved, however, the effect is likely to become permanent, offering a substantial return on investment. †Malnutrition continues to be a significant problem all over the world, especially among children. Poverty, natural disasters, political problems, and war all contribute to conditions — even epidemics — of malnutrition and starvation, and not just in developing countries. In some cases, malnutrition is very mild and causes no symptoms. However, sometimes it can be so severe that the damage done to the body is permanent, even though you survive. Symptoms The most common symptom of malnutrition is unplanned weight loss. If you lose 10% of your body weight in the course of three months and are not dieting, it could be a sign that you are malnourished. n adults, a useful method of assessing whether you are malnourished is to measure your  body mass index  (BMI). This is your weight in kilograms divided by your height in metres squared. For most adults a healthy BMI is between 18.5 and 24.9. Other symptoms include:weakening of the muscles, which then begin to waste away;feeling tired all the time and lacking energy;increased vulnerability to infection;delayed wound healing;dizziness;irritability;your nails become brittle your skin becomes dry and flaky;persistent  diarrhoea;depression;in women, periods become  irregular  or  stop altogether.Children Symptoms of malnutrition in children can include:failure to grow at the expected rate, both in terms of weight and height;changes in behaviour such as appearing unusually irritable, sluggish or anxious;changes in hair and skin colour;hair loss;swelling of the stomach and legs (this last symptom usually only occurs if a child is severely malnourished).

Ethical statement Essay

In this end of module assignment I have adhered to the E100 ethical guidance by ensuring that I have changed all names including children, parents and colleagues. I have gained signed permission from parents to say that for the purpose of my study I can observe selected children. I can confirm that I have only used material drawn from the setting identified within the employer permission agreement form. Introduction In my end of module assignment I will be discussing how I as a practitioner have developed throughout the E100 module. I will also be reviewing parts of my learning while studying towards an early year’s degree with The Open University. My assignment will include areas in which I have developed within my role including examples of how I have changed my practice due to things that I have learnt over the past year. In order to structure my assignment I will include the first paragraph which will be an insight into why I chose to study the E100 module then I will be using the chapter titles from study topic 18 as sub headings, they will be as follows – section one ‘Reflective practice’ then section two ‘A community of practice’ then section three ‘enquiry based leadership and development’ and finally section four ‘planning professional leadership and development’. In each of these sections I will discuss how the study top ics and course materials have helped me develop my own practice. Also as an appendix to my assignment I will include a Professional Development Plan and will discuss links between my development over the last year and the E100 course materials. I currently work in a setting that has children between the age of three months and five years. At the moment I am working with the pre –school age range, there are currently 35 children registered into the pre-school, but we only have a maximum of 24 children per day and a team of three practitioners one of which is a qualified teacher. E100 The Early Years: Developing practice The E100 module was a good choice for me to begin my study with the Open University. I decided to undertake the Honours degree in Early Years Care to develop my understanding of the way in which children learn and develop and also to develop my own practice and gain new insights into the everyday care  of children and young people. Reflective practice The term reflective practice is commonly used with in Early Years settings and involves critically analyzing actions in the aim to improve professional practice. When reflecting on practice it is important to identify good and bad practice that can then be used to develop strengths and weaknesses and areas in need of development. In study topic one regarding ‘roles and responsibilities and reflecting on practice’ it says â€Å"We live and work in a time of rapid change in terms of how childhood is thought of and experienced† (Miller L., Devereux J and Callan S pg 18) When working within the early year’s sector it is important that you are able to deal with change in a positive way. During this past year while studying the E100 module I have had to change the ways in I work on many occasions partly due to my position in the setting and partly because of what I have learnt and how I have developed. A good example of this is when studying for and completing TM A 02 about attachment theory I discovered that while children develop they succeed at things more when they feel the support from their key person. After completing this TMA I decided to do some research into the work of Mary Ainsworth and John Bowlby, following my research I thought of a way in which I could improve the way in which my settings key person scheme works. I suggested that when working as three members of staff with the maximum capacity of 24 children, we should try as close as we can to have our key children with us for example when completing a craft activity myself and my group of key children could complete the activity then leave it set up for the next practitioner and their key children to complete it and so on. This works well now in my setting as the children feel secure with their key person and have a good understanding of what they will be doing that day and when. It has had a positive reaction on the children’s behaviour as the day flows more smoothly and they have a routine in place, the children also know that if they are unsure of anything they can ask their key person as they will be the one running the activities for them. Peter Moss in reader two chapter eighteen says â€Å"The education and continuous professional development of this reflective and democratic professional involves deepening understanding of t hese values and learning how to give expression to them in every day practice† (Moss P 2008) This is very important and is a  skill that I think I have gained throughout the E100 module. I now feel that I can reflect on my practice good or bad and develop ways in which I can improve myself and the setting I work in. A community of practice A community of practice is a term used to describe a group/sector of people that work together at one profession but often in many different ways. It is important that when working in Early Years care that the team of professionals can work together in order to provide good quality care for all the children. A good team is able to understand that they can gain knowledge and understanding by listening to opinions and experiences of other practitioners. It is through the process of sharing information that a team will bond and work together well. In study topic eighteen it says â€Å"As a community of practice evolves, its function is to reflect collaboratively and develop shared approaches† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 153) This links into the work I completed during study topic two and while completing TMA 01 ‘The influence of policy in my early years setting’. While studying study topic two I learnt that in order for the children to develop to their full potential there must be team that works really well together to provide high quality childcare. This suggests that there must be structure such as daily routine and weekly planning sheets. From studying this module I and the team in pre-school have held meetings to devise ways in which we can improve the current planning provision. I came up with the idea of structuring the planning in a simple way to ensure that all practitioners understand what they have to do that week. In reader two chapter nineteen developed by Alice Paige-Smith and Anna Craft it says â€Å"In becoming who we are as practitioners then, we build on layer upon layer of experience – our own and that of others generated by working with various communities† (Paige – Smith A and Craft A 2008 pg 192 (a) I feel that this statement is very much true as it is important to bring to your setting experiences and opinions you have gained from past encounters. This links again into the work I did around attachment theory and how children feel about people in the lives and things they have experienced. In reader two chapter 19 ‘Reflection and developing a community of practice’ it says â€Å"Professionals who work with young children in England are required to fulfil a range of policy based expectations within their  provisions, relating to curriculum, assessment and access to learning opportunities† ( Paige-Smith A and Craft A 2008 pg 194 (b) This state ment is very much true but in my opinion there is too much planning and paperwork to be done within settings. I feel that more time should be spent with the children to ensure that they are really enjoying their early learning experiences. While reading chapter 24 of reader one I came across points made by Vicky Hurst and Jenefer Joseph regarding ‘Parents and Practitioners’ they say that â€Å"Contacts with the home should be seen as part of the curriculum, and a part of the practitioner’s responsibility to provide for children’s learning in ways which suit them† (Hurst V Joseph J pg 264 1998) I fully agree with this statement and have recently held mini meetings with the parents of my key children to discover where they as the parents feel that their children are in their development progress and explain if I feel differently to their opinions or have any concerns. Mainly I used this time to interact with the parents on a more in formal level in order to build good relationships and enable them to understand that they can approach me about any concerns they may have regarding their Childs development process. This then led the other practitioners to follow my lead and arrange meetings for themselves with their key children’s parents this made me feel very proud as they had taken my idea and used it for themselves in order to better the provision of the setting and gain better understanding of the children in their care. When working as a community of practice it is essential that all members of the team are aware of their position, roles and responsibilities. The setting should run like a well oiled machine. In reader one chapter 4 it says â€Å"Each team member needs the confidence of understanding where the pieces of the jigsaw fit† (Read M Rees M pg 50 2000 (a) This is very significant when working with the team in pre-school a t my setting we are all fully aware of our responsibilities and these are regularly reviewed to ensure that they are still relevant so that the members of the team don’t become stuck in their ways and not change their thinking as children develop. Enquiry based leadership and development The word leader or leadership basically is how one person or an organisation like a nursery setting can aid others in the accomplishment of tasks or could also mean someone who people follow or the person a team look to. A  few examples of this are the room leaders of settings that manage the day to day planning and over see the running and routines. When working in childcare it is important to have leadership skills because as practitioners we are leading children into school life and ensuring that they are as fully prepared as they can be. While studying this module I have developed immensely and now understand more about the different sectors of childcare for example nannies, childminders and more information about settings. While reading chapter twenty four of reader two I learnt that leadership is really important when running an early years setting. In the chapter it says â€Å"Practitioners need support if they are to preserve in changing their practice† (Anning A Edw ards A 2006 pg 236) I believe this statement to be true as a practitioner I have witnessed that if you work within a supportive network you’re more likely to succeed along your chosen career path. There are many skills involved in being a good practitioner, using study topic 18 I have picked out a few that relate myself ; Lead by example – this is very important when working with children as well as other adults, children are likely to model behaviour they see while in the setting so it is a must that I act professionally and use correct language at all times. Admit mistakes – if I have made a mistake or even completed a task that I felt didn’t go very well, I always reflect on the situation and think of ways to develop it. We have staff observations that other practitioners complete if they see good or bad practice that we then reflect on in the next staff appraisal. Effectively transfer information about children and families – I feel I am really good at building relationships with the children their parents and other practitioners. Communication is a big part of everyday practice and being able to communicate is a valuable skill. These are just a few examples but there are many more skills that define a person as a good practitioner. In chapter four of reader one regarding ‘Working in teams in early years settings’ it says â€Å"Successful team work requires a group of individuals to share the daily working experience in a positive and proactive manner.†(Read M Rees M 2000 pg 47 (b) It is essenti al to be part of a good team that can tackle any situation and work together effectively. I recently started in my current setting and fitted in quickly within the team; I felt welcomed and was told my roles and responsibilities in a clear simple way. Now I’m settled in and the team feels like a little family. I have really developed  a clear understanding of what I need to do on a daily basis and often act as room leader when she is on holiday or sick etc I feel that I am very good at stepping up to the plate and taking charge. An example of this would be on a week where I was acting as the room lead a new apprentice started working with us I remembered how I felt on my first day and the things the team did to welcome me and then made sure that the apprentice felt the same way. I also ensured that the children felt safe around the new apprentice and that they all new why she was there and her name. In chapter four is a quote I feel fits well into the subject of inclusion within a team, â€Å"Each team member needs the confidence of the understanding where the pieces of the jigsaw fit.†(Read M and Rees M 2000 pg 50 (c) A team will work more effectively if everyone knows what they have to do. Planning professional leadership and development In this last paragraph I am going to discuss my PDP (professional development plan) and how the E100 module has helped me towards reaching the goals of my PDP I will also discuss what attributes I feel make a good professional leader. Within my PDP I have stated that I would like to eventually open up my very own preschool after studying this module I have learnt a lot about what needs to be done to do this and researched more towards actually completing this goal. There are many different attributes that I feel make a good leader a few of which are; Enthusiasm – a good leader is very enthusiastic about their job and the role as a leader. Committed to excellence – a good leader is all about excellence, being second best should not be an option. Confident – a good leader should be confident within their role and encourage confidence from other team members. In study topic eighteen it says, â€Å"Leadership – the capacity to motivate and encourage others, for example to access training or implement a new way of working and to take on responsibility.† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 168 2012) When trying to improve yourself and further your career it is important to be able to give yourself short, medium and long term goals in my professional development plan I have included that eventually I would like to open up my own pre – school setting in which I plan to have a good  strong team that is professional and fully focused on the children and helping them reach their full potential. To full fill my dream I am going to have to work hard to complete the rest of my degree and use the new knowledge and understanding I gain to start my business with the childcare sector. Conclusion In conclusion I feel that my development while studying the E100 module has come on in leaps and bounds. Through studying with The Open University I feel I have gained a lot more confidence towards working with children and their families and building strong relationships. It has helped me develop my understanding of the profession and made me want to further my knowledge and develop my career goal of owning a pre-school. I look forward to beginning the next year of study with The Open University which will be the E105 module. This module has enabled me to reflect on my practice not only the good aspects but also things that I have done not so well being able to do this has made me feel a lot more professional in my role and has given me the confidence to apply for more supervisory roles within my community. Completing this EMA has influenced me greatly towards enrolling for future courses and developing my skills. Over the summer break I intend to complete online training courses to progress my own skills and knowledge. References Anning a Edwards A. (2006) ‘Creating contexts for professional development’ Miller L., Cable C and Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/Milton Keynes the Open University. Craft A., Reed M., Jones C., Goodliff G. And Callan S. (2012) ‘study topic eighteen Professional learning, leadership and development’ E100 the Early Years: Developing practice, Milton Keynes the Open University. Hurst V and Joseph J (1998) ‘Parents and practitioners, sharing education’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. Miller L., Devereux J. & Callan S. (2012) ‘study topic one Roles and Responsibilities’’ E100 The Early Years: Developing practice, Milton Keynes The Open University. Moss P (2008) ‘The democratic and reflective professional’ Miller L., Cable C. And Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/ Milton Keynes The Open University. Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University.(b) Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) page 50 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Mil ton Keynes The Open University. (b) page 47 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (c) Page 50

Case Study on Capital Gains Tax and Fringe Benefits Tax

It is assumed that Dave Solomon, is an individual, whose main source of income is the salary, paid by his employer. He is not involved any kind of trading business. The assets sold by him in the current tax year can be considered, completely, as his capital assets. Moreover, he has generated any revenue from those assets earlier. The net taxable capital gain or loss, generated from the sale of assets by David Solomon in the current tax year, is presented below (Law.ato.gov.au, 2016):- Calculation of Net Capital Gain/Loss for the period ending on 30th June,20†¦. Less : Purchase Price of the painting Less : 50% Exemption on Capital Gain Less : Purchase Price of the Cruiser Less : Purchase Price of the Shares Less : Stamp Duty on purchase of Shares Less : Capital Loss of Previous Year The net capital gain, earned by David Solomon in the current year, will be added with the other assessable income to ascertain the net taxable assessable income of the taxpayer. The income slab for taxation purpose will be then determined on the basis of that net taxable income. If David Solomon would generate any net capital loss, then that would be carry forwarded into next tax periods. It would be adjusted only if the taxpayer would generate any capital gain in future.   It is assumed that Periwinkle Pty. Ltd. is a normal company and not entitled to any benefit for small business entities.   The FBT consequences of Periwinkle, aroused for the benefits provided to Emma, one of the employee of the company is discussed below:- 1) It is assumed that the employee uses the car not only for office use but for non-work related purpose in frequent and regular basis. Therefore, the car benefit should be accounted for FBT as it is allowed to use for private purposes (Stilwell 2016). During the interstate travel of the employee, the car was parked at airport, not at the employer’s premises and the repairing of the car was annual maintenance type, not an unscheduled repairing. Therefore, the ten days, when the car was not used, also to be included in the FBT calculation (Hodgson and Pearce 2015). The statutory formula method is used for estimating the car fringe benefit. The calculation of car fringe benefit is shown in the following table:- Calculation Of Car Fringe Benefit:- Total Kms. Travelled during the FBT year Statutory Rate as per Annualised Km. No. of Days available for Private Use 2) The interest charged on the loan, given to the employee, should be treated as FBT. The Benchmark Interest Rate for such loan is 5.95% (Ato.gov.au, 2016). The company has charged the loan at an interest rate of 4.45%. As the actual rate is lower than the Benchmark Rate, the FBT should be calculated on the actual rate of interest (Pearce and Pinto 2015). The calculation for FBT on interest on loan is shown below:- Calculation of Interest on Loan for FBT:- 3) The bathtub provided to the employee at a special discounted rate, is a FBT expense. The taxable value of the bathtub is estimated at 75% of the normal selling price and the FBT is calculated accordingly in the following table (Ato.gov.au, 2016):- Calculation of Special Discount for FBT:- The Fringe Benefit Tax for Periwinkle Pty. Ltd. is calculated in the following table according to the above-mentioned assumptions (Ato.gov.au, 2016):- Name of Taxpayer : Periwinkle Pty. Ltd. for the period ending on 31st March,2016 Total of GST Inclusive/Free Benefits If the employer, herself, purchased the shares, instead of her husband and earn dividend from such shares, then the part interest on loan for $50000, will be considered as an deductible expenses of the employee. Therefore, the FBT of the employer will also get reduced accordingly (Eccleston 2013).   Ato.gov.au. (2016).  How to calculate your FBT | Australian Taxation Office.   Ato.gov.au. (2016).  Property fringe benefits | Australian Taxation Office.   Chan, C., 2014. Earnouts and CGT: Fine-tuning the.  Tax Specialist,  18(1), p.27 Conesa, J.C. and Domà ­nguez, B., 2013. Intangible investment and Ramsey capital taxation.  Journal of Monetary Economics,  60(8), pp.983-995 Eccleston, R., 2013. The Tax Reform Agenda in Australia.  Australian Journal of Public Administration,  72(2), pp.103-113 Faccio, M. and Xu, J., 2015. Taxes and capital structure.  Journal of Financial and Quantitative Analysis,  50(03), pp.277-300 Harding, M., 2013. Taxation of dividend, interest, and capital gain income Hodgson, H. and Pearce, P., 2015. TravelSmart or travel tax breaks: is the fringe benefits tax a barrier to active commuting in Australia? 1.  eJournal of Tax Research,  13(3), p.819 Jacob, M. and Jacob, M., 2013. Taxation, dividends, and share repurchases: Taking evidence global.  Journal of Financial and Quantitative Analysis,48(04), pp.1241-1269 Law.ato.gov.au. (2016).  TR 1999/19 - Income tax capital gains: treatment of forfeited deposits (As at 11 October 2000).

Case Study Example | Topics and Well Written Essays - 1750 words - 1

Case Study Example generic fluoxetine, etc.) (1). To prevent other pharmaceutical companies from grabbing a large portion of Eli Lilly’s market shares in the selling of antidepressant drugs, Eli Lilly and company is considering the need to replace Prozac with its successor. Eventually, the successor of Prozac is expected to be launched at least 18 months prior to the date wherein Prozac’s patent right would expire (18). The New Antidepressant Team (NAT) is composed of people from Eli Lilly’s R&D and marketing department (7). During the initial stage of searching for Prozac’s successor, members of NAT investigated a total of five (5) assets known as: (1) R-fluoxetine; (2) olanzapine-fluoxetine combination (OFC); (3) 5HT2 antagonist SSRI; (4) business development opportunities; and (5) Cymbalta (duloxetine) (7 – 8). In general, there are serious constraints in the first four (4) assets. Therefore, the members of NAT decided to pursue the future development of Cymbalta a s the best option. For instance, even though the use of R-fluoxetine can prevent the side effects of Prozac which include sexual dysfunction and insomnia, this particular drug composition is patented by Sepracor. In the process of entering a license agreement with Sepracor, Eli Lilly will have to share part of its profit with the said company. Furthermore, the use of R-fluoxetine can trigger serious side effects on the part of the patients. Therefore, it is not advisable for Eli Lilly to invest in the future development of R-fluoxetine. Although OFC has been approved by the FDA, investing in the future development of OFC is also questionable because of the small market size of people with bipolar depression (2.5 million patients or less than 1% of U.S. population) as compared to individuals with major depressive disorder (10% of U.S. population). It means that focusing on the development of OFC would mean less sales and profit on the part of Eli Lilly. The 5HT2 antagonist SSRI is ef fective in terms of reducing side effects such as anxiety, agitation, insomnia, restlessness, and sexual dysfunction. However, it is not advisable to invest further on this option because of its toxic effects on animals. Lastly, there was an issue of business conflict in Eli Lilly’s in-license compound from other pharmaceutical companies (8). As a potential successor of Prozac, the NAT has to decide on three (3) options for Cymbalta before the official NDA submission. These options include: (1) the need to prove the efficiency or effectiveness 60 mg of Cymbalta once a day (QD) when treating major depressive disorder; (2) conduct a clinical trial which aims to allow the company to come up with an entirely new pain indicator for Cymbalta on top of presenting the drug efficacy using 20 to 40 mg of Cymbalta at least two times a day (BID); and (3) postpone the NDA submission for several years until option 1 and 2 has been satisfied (15). Analysis and Evaluation In search for Proza c’s successor, conducting a marketing research is important in terms of determining the target market and the future expected sales and profitability of Eli Lilly. Specifically the end users of Cymbalta include all individuals who are suffering from major depressive disorder. In line with this, it is necessary to take note that consumer behavior about certain drugs is highly dependent on what they physicians would prescribe to them. In this context, it is clear that

Salary research paper Example | Topics and Well Written Essays - 500 words

Salary - Research Paper Example Moreover, it has a wide product portfolio because it offers electronics to almost all niches in the market (Al-Mubaraki, 2010). One of the weaknesses of the market is weak financial performance, high dependence on the mature market and not emergent markets. Also, the company has a high dependence on third parties and is faced by litigation. The opportunities that the company has included acquisition Amici and XMPie, growth in small and midsized consumer markets and exploitation of the color peripherals business (Al-Mubaraki, 2010). The Information Management Manager II is a job that earns $9,223.93 - $11,211.89 per month. The salary range applies throughout the County of Santa Clara in California. It is a full-time work under the department of the Valley Medical Centre. The job number is 13013644 in the Xerox Corporation. The manager should manage, coordinate and appraise the information systems found in Santa Clara Valley Health and Hospital System. The tasks typical to this management position include developing and implementing tactical plans for information and communication technology for departments. It also covers execution and maintenance of information services projects. The manager is also supposed to provide analytical support in the evaluation of the functionality of information service structures. He should also offer unending support. This means that the manager should be understood the principles, practices as they relate with networks and electronic equipment (Renard, 2007). Surveys selected include Bureau of Labor Statistics (BLS) Wage data and National Compensation Survey. Other sources of salary data are the Salary.com, an online salary research service called Salary Search. WorldatWork is another association that is made up of international human resource practitioners is renowned worldwide as an authority on compensation matters (Ioannis,

Landowner Responsibility in a Sharecropping Agreement Essay

Landowner Responsibility in a Sharecropping Agreement - Essay Example However, modern farming techniques, market forces, and variables that arise on an individual basis have added new dimensions to this age-old practice. Chemicals, fertilizers, pest control, and grain handling all need to be carefully considered. Who will stand the expense Who will maintain responsibility for management decisions For the landowner, these are important questions that need to be answered and agreed upon before entering into a 50/50 agreement with a tenant farmer. The primary responsibility of the landowner is to provide the land necessary to produce a crop. Cropsharing is used in the Midwest United States primarily for small grains such as corn and soybeans where the grains are rotated to maintain soil quality and reduce the threat of pests (Sadoulet, de Janvry and Fukui, 1997). In these cases, the landowner provides the land and the tenant provides the necessary equipment and labor needed to plant, care for, and properly maintain the fields of grain. Along with the land that the landowner provides, it is usually assumed that the owner has the responsibility to provide the tenant with unlimited access to the land as seen necessary by the tenant. The provision of the land, and access, is only the most basic responsibility that the landowner has. ... The most common complaint aired by landowners in a sharecropping arrangement is that the tenant does not involve the landowner in the ongoing process and fails to update the owner on the ongoing operation of the farm. Likewise, the major complaint from tenants is that the owner fails to involve themselves in the ongoing responsibility of making management decisions. The owner has the responsibility to himself, as well as the tenant farmer, to be pro-active in reaching out and continuing a dialogue. It is vital that the landowner spells out the exact terms and conditions of the agreement and attempt to foresee any problems or unexpected situations that may arise. The best and most binding agreements are done in writing. Although laws vary from state to state, oral agreements are usually only valid for a limited amount of time and often there is a conflict about what was originally said should a disagreement arise. Yet, with all the vulnerabilities that an oral agreement subjects the landowner to, a recent study at the University of Missouri showed that fewer than 35% of all sharecropping agreements are done in writing (Sadoulet et al., 1997). In a setting where trust has always been held in high esteem, it is sometimes awkward to initiate a written agreement. Landowners who are used to doing a deal on no more than a handshake should carefully consider all aspects of their responsibility and assure that it is fully understood by the tenant farmer. One aspect of the agreement is the responsibility for fertilizing the crop. In today's market, some farmers believe their land is more valuable than the machinery and labor provided by the tenant and insist on a yield ratio higher than 50/50. The landowner may be tempted to shift some of the operation's expenses to

Wireless and Mobile Computing Research Paper Example | Topics and Well Written Essays - 1250 words

Wireless and Mobile Computing - Research Paper Example Additionally, Turisco and Joanna, internet refers to a global network which provides information access, as well applications, by use of a Web navigator or browser. Three Data transfer Options Turisco and Joanna reveal that, today’s market is features three commonly utilized method of data transfer; they include: i) Wireless Local Area Network (Wireless LAN) ii) Wireless Web or Wireless Internet iii) â€Å"Hot syncing† or Data syncing. Although this approach is referenced as a method of wireless data transfer, it is not ideally a wireless method. Data syncing uses docking stations or docking cradles, connected to a LAN in order to support data transfer between the device and the organization’s information system. Wireless LAN Matthew Gast, in his volume Wireless LAN, the term wireless LAN refers to a flexible communications and system of data communications, used, additionally, to or in place of a wired-oriented LAN. Turisco and Joanna, further, explain that, whi le featuring the Radio Frequency (RF) technology, the technology of wireless LANs receive and transmit data through the air. This approach minimizes the necessity of wired connections; the method, further, enables user mobility. Contrary to a number of other technologies, including as infrared, wireless LAN does not have to maintain the â€Å"line-of-sight† technology. Thus, the featured device can apply anywhere within the area of coverage. In a wireless LAN technology, the caregiver keys in data into a featured (handled) device including a Personal Digital Assistance (PDA), tablet, or laptop with a unique wireless LAN card. The card relays data in real time, by use of an antenna, using RF technology to a terminal of access, mainly connected to a wall or ceiling. For example, in a hospital setup, the terminal of access is connected to the LAN sends the requests for data or data received from the handheld information system to the information patient’s care information system. Additionally, data from the information system’s site can be relayed to the handheld system via the same technology. Wireless LAN’s indicate efficient application in the setting of a health care. Within the health care set up, the mobility area is confined within the organization or building; and the information necessary for system’s update can be immediately accessed. If the caregiver uses a relatively small handled device such as a PDA, such a small screen size suits the data viewing limitation, as well as the function of data collection. Tablets and laptops provide advanced capabilities of processing, more data storage, as well as larger display and thus users have access to entire records, as well as enjoy other privileges through the wireless connectivity. Wireless Internet A publication by Amjad Umar, Mobile Computing and Wireless Communications presents a discussion, that wireless internet (wireless Web) supports access data though mobile comput ing through the internet and particularly equipped handled devices. By using the latest PDA or a Web phone with the support of a micro browser, the user can, therefore, access display accessible data that can be accessed through the internet. From a technical explanation, the mobile device is connected to the systems cellular and thus can send requests to computer network (link) server. In this context, the server plays the role of a gateway, translating signals generated from the handheld devices into the signal language understandable by the Web, by use of an access as well as communication protocol. Wireless Application Protocol (WAP) emerges the leading

Assignment 2 Essay Example | Topics and Well Written Essays - 750 words

Assignment 2 - Essay Example VAP has a mortality rate ranging between 0 and 50%, indicating that medical researchers need to dedicate more research input to the development and identification of strategies which healthcare personnel can use to prevent, detect, and manage ventilator-associated pneumonia. Researchers have conducted quite a significant number of studies regarding this medical issue, but the results have not been readily available to numerous nurses due to the lack of strategic resources for accessing research findings. As a result, Health for All, an American NGO that advocates for universal healthcare, contacted my research institution with a proposal to conduct a study about the ways of detecting, preventing, and managing (VAT). Researchers bear the ethical obligation of ensuring that their research findings are accessible to all relevant stakeholders, including research participants. In order to devise effective dissemination strategies, the research team first of all developed a dissemination p lan. The team made the dissemination plan in the first stages of the research study. In designing the dissemination plan, the research team considered four crucial factors. These include the goals of the dissemination effort, the key stakeholders and the target audience, the medium through which to reach the target audience, and the execution process of the dissemination plan. ... The findings will be presented to the financiers in the form of a report. This report will detail the objectives of the study, the research techniques, the findings, and then evaluate the results against the objectives of the study to make it easy for the financier to determine whether the findings meet the research objectives. Following the conclusion of this initial goal, the research team will provide department heads at the research institution with information concerning the research. In this process, the research team will first of all send memos and circulars to all the concerned department heads informing them about the successful conclusion of the research, its purpose, and its importance. The team will then send hardcopies and softcopies of all the research material to all the heads, containing information about the rationale behind the research, the methods used to gather data, the research participants, the limitations, the results, and the meeting of all relevant researc h ethics policies. The primary target audience of this research is primary care nurses. They bear the greatest need of accessing the research findings so that they may apply it to evidence-based practice and, consequently, improve patient outcomes of ICU patients suffering from ventilator-associated pneumonia. The best possible method of disseminating the research findings is to use media that allow extensive simplification of information, so as to attract the interest of primary care nurses. The research team will achieve this aim by using flyers, brochures, newsletters and research briefs. The researcher will distribute the fliers and brochures to hospitals throughout the district, and the hospital authorities will then distribute them to the primary

Group protective rights in international law Essay

Group protective rights in international law - Essay Example Explain, giving an example. Group protective rights in international law ensure protection of minorities through minority specific individual rights whereas majority is treated as legal subjects and bearers of group rights. By bringing autonomous minorities and indigenous people to the international human rights convention makes the State to waive their right to interfere with their activities on human rights grounds. For example, the American legal orders deal with violations to the human rights by Indian tribes and how the Canadian legal orders deal with human rights violation by Qubec. India attributes universal laws to all Indian citizens and "personal laws", to specific ethnic groups and Muslim minority. A decision in Federal District Court confirms that Unocal could not be held liable because it did not control the Burmese military's actions. "The 9th Circuit Court of Appeals, California Superior Judge Victoria Chaney reversed an earlier Federal District Court decision and will allow a groundbreaking human rights lawsuit against Unocal to go forward. In the Doe v. Unocal case, 11 Burmese villagers allege that Unocal, a California based oil company, can be held liable for human rights abuses associated with its Yadana gas pipeline project in Burma. The abuses include rape, forced labor, and murder". (http://www.mines and communities.org viewed on 12th May, 2009). 4. If an international tribunal finds that there is no applicable national or international law rule to decide the case before it, what should it do If the interpretation of the national law is vague and ambiguous, the international tribunal will adopt the interpretation which it thinks is in conformity with the law of the State. (Text Book on International law, Martin Dixon, 6th edition, p93-94, 2007, published by http://books.google.co.in/booksid ). 5. Compare customary international law rules with rules from international agreements. International law comprises of rules and rationales which rule the relations and dealings of nations with each other. It is concerned with questions of rights between several nations or nations and the citizens or subjects of other nations. Whereas International agreements make law for the parties of the agreement. They might also contribute to the foundation of customary international law with the intention of adhering generally and are widely accepted. (International law: an overview, http://topics.law.cornell.edu/wex/International_law). 6. Trials of former Khmer Rouge leaders for crimes against humanity in Cambodia from the 1970s are finally starting. What is the nature of the court that is hearing these cases The nature of the court is Genocide Tribunal. This court is backed by United Nations. The trial started at Phnom Penh, Cambodia. It started with the trial of Kaing Guek Eav, known as Duch. The court deals with charges of crimes against humanity, torture premeditated murder and breaches of the Geneva conventions. The Khmer Rouge leaders were accused of killing around 1.75 million people through execution, starvation or overwork during 1975-79. Duch faces charges of killing 10000

Multiple Sclerosis Research Paper Example | Topics and Well Written Essays - 1500 words

Multiple Sclerosis - Research Paper Example A few ideas have been gathered that pinpoint some of the more known reasons as to what causes multiple sclerosis, as well a few concepts that are still being considered but have yet to fully be proven. While multiple sclerosis has not been connected to genes, it has been found that a variety of genetic variations can increase the risk of developing the disease; there are specific genes that have been directly linked to the cause of multiple sclerosis in a person. A person that has a relative that has multiple sclerosis stands a higher chance at developing the disease; parents and children, and siblings, can possess the disease that makes it possible for the other to develop it also. Indeed, multiple sclerosis â€Å"has an overall familial recurrence rate of 20% (Compston, 2008).† The less that a person is related to someone, such as the difference between siblings and half-siblings, the less chance that there is that multiple sclerosis will be developed. There are certain genes that are connected with multiple sclerosis, and they need to be present in a family member to make the disease possible. Environment plays a fairly decent role in what causes multiple sclerosis. A decreased exposure to sunlight has been connected to those with multiple sclerosis, as well as the distance someone lives from the equator, though this is not as common. Anything within that environment, such as stressful events or cigarette smoke, as well as characteristics that can bring about infections to a person, thus damaging their immune system, can cause multiple sclerosis. Multiple sclerosis is capable of developing at any age, though the most common age group to develop the disease is between twenty and forty years of age. Women are twice as likely to develop multiple sclerosis than men are. Caucasians, especially those that are from Europe or can trace their linage to Europe, are at an increased risk of

Ethical and psychological Egoism Essay Example for Free

Ethical and psychological Egoism Essay Egoism is the theory suggesting that the motivation and goal of a particular action is the self. Egoism in a general context has two variants, normative and descriptive. The concept of the descriptive variant suggests that egoism as a factual description of human affairs and cannot be described any other way (Moseley, 2006). The normative side gives a conception that individuals should be motivated, without consideration to their current state of motivation (Moseley, 2006). The two variants conflict in principle alone which insinuates a debate on the rightness or wrongness of particular human acts throughout history. Ethical Egoism Ethical Egoism is a normative ethical standpoint which implies moral people should act in accordance to their self-interest. Ethical egoism has three formulations; personal, individual and universal (Waller, 2005). Individual ethical egoism stresses that a person should do what is most beneficial to them (Waller, 2005). Personal ethical egoism suggests that actions should be grounded on a persons own self-interest without concern to what others around him should do, while the concept of universal ethical egoism holds that everyone should act in the basis of their own interests (Waller, 2005). All in all, virtues that suffice an individuals self-interest is egoistic, otherwise it is non-egoistic (Waller, 2005). The strong version of Ethical egoism suggests that the promotion of an individuals own good is moral, not promoting ones own good is deemed as immoral (Moseley, 2006). The weak version still holds that morality is the promotion of ones own good, however, it does not necessarily mean that it is immoral (Moseley, 2006). There are just implications of conditions that the evasion of personal interest has a possibility to be moral (Moseley, 2006). Psychological Egoism Psychological Egoism, on-the-other-hand, posits that every human action has an underlying selfishness, and even altruistic acts have inner selfish motivations (Hazlitt Cook, 1991). Psychological Egoism is a form of egoism under the descriptive variant, suggesting how people should go about themselves. The principles of psychological egoism and its assumtive nature are acquainted to several criticisms that are very crucial (Moseley, 2006). The fallacy of Psychological Egoism  The detractors of Psychological Egoism ground its fallacy on the rejection of the notion that the theory is flawless, that it is structured in such a way that it cannot be approved or disapproved (Hazlitt Cook, 1991). It is evident on the Psychological egoists advocacy that altruism is a mere act of acquiring a good feeling for doing altruistic actions. In a broader scenario, the person doing an act, either selfish or unselfish, is doing what interests him or her which makes the act ultimately selfish (Moseley, 2006). In another note, the fallacy of psychological egoism lies in the suggestion that people only do what makes them feel good. In this context, the description of a Psychological Egoist may project an unselfish person (Moseley, 2006). Furthermore, there is confusion in the concept of psychological egoism found in the object of desire and the subsequent results of the fulfillment of that desire (Moseley, 2006). The Difference between Psychological and Ethical Egoism It is of vital importance to distinguish the two from one another since the two forms of egoism conflict in advocacy, motivation and goal. Ethical Egoism per se, postulates that the promotion of an individuals own good conforms to the standards of morality (Waller, 2005). In contrast to the Psychological Egoist claim that focuses on how people act, not on how they ought to act. The doctrine of motivation for Ethical Egoism lies within self-interest, while Psychological Egoists are motivated by the rational self-interest, even in an act that tends to be altruistic in nature. Self-Interest and Selfishness Self-interest is defined as an agent that stimulates an individuals concern over a particular issue or matter. Self-interest is the element that governs human action. Selfishness, meanwhile is the devotion to satisfy ones own end and interest. It is simply an individuals concern for personal welfare. Philosophically, the two terms may be synonimous to each other as the two terms may refer to the placement of personal needs above others, however, self-interest and selfishness can be deemed independently as self-interest is a subjective element in a persons perspective which can be directed to the self or for others.

Killing a whole family Essay Example for Free

Killing a whole family Essay Rodolfo again faces Eddies angry side, which asks him to get out of his house. But Rodolfo has nothing to do with him and is more concerned of the arrival of Marco, which could lead to sparks flying between his brother and Eddie. He calls out to Catherine to leave now, while Beatrice suggests to Eddie to leave the house and go somewhere else. But Eddie refuses to move as this was his house, and now Beatrice is totally fed up with his behaviour and asks him that why he hates Marco now. Eddie refers to the time when Marco called him a rat and claimed that he had killed his children, which he says caused such hatred. Now Rodolfo tries to make things better by apologizing from his brothers behalf and he takes all the troubles and brings up the comradeship. But Eddie still sticks with his claim that Marco stole his name and asks Rodolfo to tell him to give it back in front of the whole neighbourhood. Eddie feels that this explanation isnt enough, now Beatrice can no longer hold the truth. She knows what Eddie wants, and in front of everyone and the arriving Marco, she says you can never have her. Beatrice asks Eddie to bid farewell to his niece forever, and that truth is not as bad as blood. Catherine is shocked, Eddie I horrified and [clenching his fists] he denies having such thoughts and asks Beatrice what made her think like that. Marco now calls out for Eddie and Eddies attention is diverted as he steps out of the apartment to challenge Marco. Rodolfo pleads them to stop and tells Eddie that he would be killing a whole family. But nothing can stop Eddie now and he has a murderous look and with a bit of fake laugher puts forward things that they have done wrong. He says that he knows that Marco feels that what h did wasnt right and should apologize for taking his name away and accusing him for killing his children despite the fact that he put his roof over them and food in their mouths. He further provokes Marco by repeatedly calling him a liar and then they get physical as Eddie lunges at Marco. Marco strikes him in the neck and calls him a animal. Eddie goes down and when it seems Marco has full control of the situation, Eddie brings out a knife. Louis tries to stop Eddie, but Eddie is totally out of control and he lunges with his knife at Marco, who with a final cry of Anima-a-a-l!   grabs his arm and presses the blade into Eddie. Mike and Louis separate the pair, but time has run out for Eddie whose words to Beatrice were his last ever. Beatrice covers Eddie while people around are praying, lights shine on Alfieri who is in the crowd. So as the play has progressed, this dominant and generous hero of the play is made to seem like a selfish and rude villain, whos immense love, narrow minded nature and feelings of insecurity have led to him falling into his own trap of death. I do indeed think that Eddie was responsible for his own death, and it was bound to happen as soon as he had made the phone call which in my view was the hubris, the point of no return. But just like Alfieri, the audience does tend to feel sorry for this hard-working man, who despite having displayed his generosity, his life had to end in this manner. His selfishness and his flaw, which was his immense love, ate him up, and he was always very stubborn to his decisions and never took advice from either Alfieri or Beatrice. His deterioration was clear and could be monitored as he first felt honoured to welcome the Italian brothers, then when they he entered he asked them when they would leave and towards the end asked them to get out of their house. When Alfieri says at the end of the play, And yet it is better to settle for half, he is trying to send a message that despite the fact that Eddie displayed honest emotions through out, he still never compromised with everyone because of his narrow-minded beliefs and that eventually cost him his life.

Literature On The Impacts Of Landslides Environmental Sciences Essay

Literature On The Impacts Of Landslides Environmental Sciences Essay Objective of this chapter is to present all the literature available related to landslides and its impact to socio environment. It would include what are natural disasters, priority of occurrence of natural disasters, some thing about Sri Lanka and natural disasters in Sri Lanka; something about landslides, landslides is the one of main natural disasters for Hill country, reasons for landslides in Sri Lanka specially in Ratnapura district, socio impact of natural landslides in Sri Lanka, mitigation of landslides in Sri Lanka. A natural hazard is a threat of an event that will have a negative effect on people or the environment. In recent years, growing population and expansion of settlements and life-lines over hazardous areas have largely increased the impact of natural disasters both in industrialized and developing countries. (Guzzetti.F, et al, Landslide hazard evaluation: a review of current techniques and their application in a multi-scale study, Central Italy). Specially Asia and the Pacific is the worlds most disaster-prone region, accounting for 91 per cent of deaths from natural disasters in the past century and 49 per cent of the resulting economic damage (ASIA PACIFIC ENVIRONMENT OUTLOOK). It can be illustrated as follow. (Figure 2.2.1) Figure 2.2.1: Impacts of natural disasters in the period 1900-2005 Source: EM DAT, the OFDA/CRED International Disaster Database, Univercity Catholique de Louvain, Brussels, Belgium. Each year for the past 15 years, an average of 41,000 people have died in the region from natural disasters, which annually inflicted $29 billion worth of damage. Of the worlds 10 most severe natural disasters in 2004, five occurred in the Asian and Pacific region, causing damage amounting to $55 billion, about 70 per cent of the total damage, estimated at $80 billion. Statistical Yearbook for Asia and the Pacific in 2007 presented major natural disaster events in the Asia and Pacific region from1988 to 2007. (Figure 2.2.2) Figure 2.2.2 Major natural disaster events in the Asian and Pacific region, 1988- 2007 Source: ASIA PACIFIC ENVIRONMENT OUTLOOK At the meeting of Management of Landslide hazard, Japan Landslide Society (JLS) presented two reasons for that situation occurred in the Asia-Pacific Region. This include countries difficulty to face the high costs of controlling natural hazards through major engineering works, rational land-use planning and different part of landscape had been subjected to wide range of disaster from time to time through out the history. The droughts, landslides, cyclone, wind, storms, soil erosion, Tsunami and coastal erosion are the common natural disasters while terrorism, violence, civil conflicts, explosions, industrial accidents, epidemics, gem mining, sand mining, fires deforestation are the man made disaster that affect the community of the Asia-Pacific. Since 1990 the region has suffered 50 per cent of the worlds major natural disasters when International Decade for Natural Disaster Reduction began. The total number of deaths due to natural disasters in the region has exceeded 200,000 and the estimated damage to property over this period has been estimated at US$ 100 billion (ASIA PACIFIC ENVIRONMENT OUTLOOK). 2.2.1 Flood A flood is an overflow of an expanse of water that submerges land, a deluge. Floods are the most common climate-related disaster in the region and include seasonal floods, flash floods, urban floods due to inadequate drainage facilities and floods associated with tidal events induced by typhoons in coastal areas. In Bangladesh, one of the most flood-prone countries in the region, as many as 80 million people are vulnerable to flooding each year (ESCAP, 1995a). In India, where a total of 40 million hectares is at risk from flooding each year, the average annual direct damage has been estimated at US$ 240 million, although this figure can increase to over US$ 1.5 billion with severe flood events.   (ASIA PACIFIC ENVIRONMENT OUTLOOK). Flooding is the most common natural hazard in Sri Lanka also. Heavy monsoon rain has affected the South and South West of Sri Lanka, leading to the most serious flooding and landslides in over 50 years. Six districts are affected by the floods. This includes Ratnapura, Galle, Kalutara, Matara, Nuwara Eliya, and Hambantota disricts. Recent records indicate that Sri Lanka experiences large scale flooding every 2 to 3 years on average about 200,000 people are affected every year. The Government of Sri Lanka Disaster Operations Center has provided the following data on the affected areas: (Table 2.2.1.1) Table 01: flooding areas District Affected Families Deaths Houses destroyed Houses partially damaged Hambantota 1,812 22 429 932 Kulatara 21,550 8 7,658 35 Galle 36,703 17 1,273 560 Matara 68,075 80 8,850 17,822 Ratnapura 47,756 137 5,726 6,902 Nuwara Eliya 132 1 286 0 Source: The Government of Sri Lanka Disaster Operations Center There are 103 river basins in the island of which about 20 can be considered major basins of the five main rivers, the Kelani, Kalu, Gin, Nilwala and Mahaweli, which experience annual floods. Floods in Sri Lanka occur mainly due to excessive rainfall during the monsoons, and they normally occur during the Southwest monsoon and during the inter-monsoonal rains, just before and after the Northeast monsoon. Therefore, rivers located on the Western slope of the country become prone to flooding. . (Malalgoda M, et al, ITDG South Asia, 2002) 2.2.2 Earthquake An earthquake is a sudden and sometimes catastrophic movement of a part of the earths surface. Earthquakes result from the dynamic release of elastic strain energy that radiates seismic waves. Earthquakes typically result from the movement of faults, planar zones of deformation within the earths upper crust. (Cecil H, et al, Green Institute of Geophysics and Planetary Physics at Scripps Institution of Oceanography). Earthquakes are recorded with a seismometer, also known as a seismograph. At the Earths surface, earthquakes manifest themselves by shaking and sometimes displacing the ground. When a large earthquake epicenter is located offshore, the seabed sometimes suffers sufficient displacement to cause a tsunami. The shaking in earthquakes can also trigger landslides and occasionally volcanic activity.(Spence, William; S. A. Sipkin, G. L. Choy (1989). Measuring the Size of an Earthquake, United States Geological Survey, 2006). Earthquakes are short-lived, menacing and the most feared natural hazards because of their sudden impact and devastation in a matter of few seconds inflicting immense losses of life and property. Therefore since we are not in a position to predict an earthquake, we must at least try to find out the scientific causes that can lead to such catastrophic earthquakes. If not disaster due to earthquakes affects all segments of the community including individuals causing significant economic social impacts, severe damage to life human suffering, loss of property material wealth, environmental devastations, devastation of physical facilities (Banerjee R, et al Geomatics in Earthquake Mitigation, ESHD/MWRG-RESA, Space Applications Centre (ISRO), Ahmedabad). 2.2.3 Cyclones Cyclones are huge revolving storms caused by winds blowing around a central area of low atmospheric pressure. In the northern hemisphere, cyclones are called hurricanes or typhoons and their winds blow in an anti-clockwise circle. In the southern hemisphere, these tropical storms are known as cyclones, whose winds blow in a clockwise circle. Cyclones develop over warm seas near the Equator. Air heated by the sun rises very swiftly, which creates areas of very low pressure. As the warm air rises, it becomes loaded with moisture which condenses into massive thunderclouds. Cool air rushes in to fill the void that is left, but because of the constant turning of the Earth on its axis, the air is bent inwards and then spirals upwards with great force. The swirling winds rotate faster and faster, forming a huge circle which can be up to 2,000 km across. (Natural Disasters by Cindy, Lisa and Stacey). The Eastern Coast of Sri Lanka is prone to disastrous cyclones. The cyclone season is from November to December. About 83% of occurrences in the past have been during this period. In the instances where cyclones have hit Sri Lanka the effects have been devastating. The cyclone of 1964 hit the districts of Polonnaruwa, Anuradhapura, Mannar, Batticaloa and Amparai. This cyclone resulted in 75,000 people being affected and 280 deaths. The cyclone of 1978 affected nearly 1 million people and an estimated 100,000 people were made homeless. . (Malalgoda M, et al, ITDG South Asia, 2002) 2.2.4 Droughts Droughts are caused by lack of rain over a long period of time. Most droughts tend to occur during summer, as the weather is hot and water is quickly evaporated. It has been observed that the impact of droughts differs widely between developed and developing countries because of the influence of such factors as water supply and water-use efficiency. The majority of the estimated 500 million rural poor in the Asia-Pacific region are subsistence farmers occupying mainly rain-fed land (ESCAP, 1995a). The drought-prone countries in this region are Afghanistan, Iran, Myanmar, Pakistan, Nepal, India, Sri Lanka and parts of Bangladesh. The Philippines, Thailand, Australia and the Pacific islands of Fiji, Vanuatu and Samoa also contain drought-prone areas. (ASIA PACIFIC ENVIRONMENT OUTLOOK) Dry spells and droughts are a recurrent feature of the natural climate of Sri Lanka. In the extreme northwest Mannar and Kalpitiya areas and in the extreme southwest Yala area the mean annual rainfall drops below 1000mm. Hambantota, Moneragala and Puttlam are the administrative districts where drought is a regular phenomenon. 2.3 Natural disasters in Sri Lanka 2.3.1 About Sri Lanka Sri Lanka is an island in the Indian Ocean, located in Southern Asia, southeast of India, in a strategic location near major Indian Ocean sea lanes. It has a total area of 65,610 km ², with 64,740 km ² of land and 870 km ² of water. Its coastline is 1,340 km long. Sri Lankas climate includes tropical monsoons: the northeast monsoon (December to March), and the southwest monsoon (June to October). Its terrain is mostly low, flat to rolling plain, with mountains in the south-central interior. The highest point is Pidurutalagala at 2,524.13 m. Natural resources include limestone, graphite, mineral sands, gems, phosphates, clay, hydropower. Extensive faulting and erosion over time have produced a wide range of topographic features, making Sri Lanka one of the most scenic places in the world. Three zones are distinguishable by elevation: the Central Highlands, the plains, and the coastal belt. Sri Lankas climate can be described as tropical, and quite warm. Its position between 5 and 10 north latitude endows the country with a warm climate, moderated by ocean winds and considerable moisture. The mean temperature ranges from a low of 16 °C in Nuwara Eliya in the Central Highlands (where frost may occur for several days in the winter) to a high of 32 °C in Trincomalee on the northeast coast (where temperatures may reach 38  °C). As a whole the average yearly temperature for the country ranges from 28 to 30  °C. Day and night temperatures may vary by 4 to 7. January is the coolest month, causing people, especially those in the highlands, to wear coats and sweaters. May, the hottest period, precedes the summer monsoon rains. The rainfall pattern is influenced by the monsoon winds of the Indian Ocean and Bay of Bengal and is marked by four seasons. The first is from mid-May to October, when winds originate in the southwest, bringing moisture from the Indian Ocean. When these winds encounter the slopes of the Central Highlands, they unload heavy rains on the mountain slopes and the southwestern sector of the island. Some of the windward slopes receive up to 2500 mm of rain per month, but the leeward slopes in the east and northeast receive little rain. The second season occurs in October and November, inter monsoonal months. During this season, periodic squalls occur and sometimes tropical cyclones bring overcast skies and rains to the southwest, northeast, and eastern parts of the island. During the third season, December to March, monsoon winds come from the northeast, bringing moisture from the Bay of Bengal. The northeastern slopes of the mountains may be inundated with up to 1250 mm of rain during the se months. Another inter monsoonal period occurs from March until mid-May, with light, variable winds and evening thundershowers.(Library of Congress Country Studies, which are United States government publications in the public domain, Geography of Sri Lanka). 2.3.2 Natural disasters in Sri Lanka As a results of geological factors, weather condition, human activities recent records indicate that Sri Lanka is a disaster prone country since historical time. Different part of landscape had been subjected to wide range of disaster from time to time through out the history. But not only natural disasters had been caused to introduce Sri Lanka as a disaster prone country, mane made disasters also subject to this situation. While the droughts, Landslides, Cyclone, Wind, Storms, Soil erosion, Tsunami and costal erosion are the common natural disasters; terrorism, violence, civil conflicts, explosions, industrial accidents, epidemics, gem mining, sand mining, fires deforestation are the man made disasters that affect the community of the country.(Jayaweera S, National Building Research Organization). Those natural disasters had been affected all segments of Sri Lankan community including individuals causing significant economic and social impacts, sever damage to life and human suffering, loss of property and material wealth, environmental devastation of physical facilities such as water supply, power generation and distribution, telecommunication, arterial roads linking the affected areas to other part of the country, township, health and education facilities. (Natural Disaster Risk Management Programme. Community Based Disaster Reduction and Recovery. Through Participation of Communities and Local Self Governments). According to the relief distribution to the victims during past two decades, the most devastating natural hazard has been landslides and floods in terms of deaths and cost. Disaster due to landslides affects all segments of the community including individuals causing significant economic social impacts. During the past few years landslide incidents seem to be increasing in number and severity casing vulnerability of communities. ( Jayaweera S, National Building Research Organizatio) 2.4 Landslides 2.4.1 Something about Landslide A landslide is the down slope movement of sediment and rock. The word landslide also refers to the landforms that result from this action. Landslides are reflecting the many diverse landscapes (Evans, S.G, Landslides; in A Synthesis of Geological Hazards in Canada, G.R. Brooks; Geological Survey of Canada, Bulletin, 2001) Landslides and mass movements are common phenomena in the world, from the recent past. Especially landslides spread from the Central hills to neighboring districts predominantly. This can be occurred in different sizes and it can be range form a single boulder that fell off a cliff to a large area encompassing tens of square kilometers and millions of cubic meters of debris. And the speed of movement can range from extremely slow to extremely rapid. The slowest movement, creep, is on the order of a few centimeters to a few tens of centimeters per year. The fastest type of landslide, the rock avalanche, may reach velocities of up to 100 meters per second (360 kilometers per hour), which exceeds the speed of a race car. (Herath H.M.D.R, Department of Sociology  University of Peradeniya)   Landslides move down slope under the influence of gravity; although, if the geological material is particularly weak or sensitive or is saturated with water, gravity is less important. How the slope will fail and how the material will move is dependent on the specific geology and topography of the region. Some landslides move only a short distance, coming to a stop near the base of the slope; others can travel several kilometers from the source. Some landslides will trigger sequential failures retrogress the head scarp back into the slope. (Evans, S.G. (2001),G.R. Brooks; Geological Survey of Canada, Bulletin). Centers for Disease Control and Prevention (CDC) Atlanta, presented a specific areas which are more likely to experienced landslides. They are: Areas where wildfires or human modification of the land have destroyed vegetation; Areas where landslides have occurred before; Steep slopes and areas at the bottom of slopes or canyons; Slopes that have been altered for construction of buildings and roads; Channels along a stream or river; Areas where surface runoff is directed. 2.4.2 Types of landslides Figure 2.4.2.1: Rock Slide Diagram by J. Appleby, R. Kilbourne, and T. Spittler after Varnes, 1978 A landslide involving bedrock in which the rock that moves remains largely intact for at least a portion of the movement. Rock slides can range in size from small and thin to very large and thick, and are subject to a wide range of triggering mechanisms. Rock slides commonly occur on relatively steep slopes in competent rocks. Slope gradients are commonly from 35% to as steep as 70%. Figure 2.4.2.2: EARTH FLOW Diagram by J. Appleby, R. Kilbourne, and T. Spittler after Varnes, 1978 Earth flows commonly occur on moderately steep slopes. Slope gradients are commonly from 10% to as steep as 30%, although steeper slopes may be found in head scarp and toe areas. Earth flows typically are initiated by periods of prolonged rainfall and sometimes dont initiate until well after a storm or the rainy season has passed. They are characteristically slow moving, in the millimeters or centimeters per day range, and may continue to move for a period of days to weeks after initiating. Figure 2.4.2.3: DEBRIS SLIDE Source:Diagram by J.Appleby, R. Kilbourne, and T.Spittler after Varnes, 1978 Debris slides typically move initially as shallow intact slabs of soil and vegetation, but break up after a short distance into falls and flows. Movement of the slide mass as a shallow slab leads to a smooth, steep, commonly curved scar. The debris is deposited at the base as a loose hummocky mass, although the deposit may be rapidly removed by erosion. Debris slides commonly occur on very steep slopes, as steep as 60% to 70%, usually in an area where the base of a slope is undercut by erosion. Figure 2.4.2.4: DEBRIS FLOW Diagram by J.Appleby, R. Kilbourne, and T.Spittler after Varnes, 1978 Debris flows are most often triggered by intense rainfall following a period of less intense precipitation, or by rapid snow melt. High pore water pressures cause the soil and weathered rock to rapidly lose strength and flow down slope. Debris flows can move very rapidly, at rates ranging from meters per hour to meters per second and travel relatively long distances, making them a significant threat to life and property. Debris flows commonly begin as a slide of a shallow mass of soil and weathered rock. Their most distinctive landform is the scar left by the original shallow slide. The path of the debris flow may be marked by a small drainage that has been stripped of vegetation. The debris flow may not leave any deposit if it flows directly into a larger creek and is immediately eroded away. Many debris flow deposits are ephemeral, but in some cases successive debris flows may deposit material in the same area thereby forming a debris fan, which resembles a small, steep alluvial fa n. Figure 2.4.2.5: ROCK FALL Diagram by J.Appleby, R. Kilbourne, and T.Spittler after Varnes, 1978 Rock falls occur on steep slopes of hard, fractured rock. The scar left by a rock fall on the slope may be no more apparent than an area of rock that is less weathered than the surrounding rocks. Rock fall deposits are loose piles of rubble that may be easily removed by erosion. Because neither the scar nor the deposit are distinctive, and because the most frequently occurring rock falls are typically small, individual rock falls are usually not shown on regional-scale (1:24,000 and smaller) landslide maps. Though infrequent, moderate- to large-volume rock falls can be extremely dangerous and sometimes fatal. Large slabs of rock impacting a hard ledge after a long drop can rapidly break apart, leading to air entrainment and long run outs, induced air blasts, airborne projectiles (fly rock) and severe dust clouds. (Varnes, D.J., 1978, Slope movement types and processes. In, Special Report, R.L. Schuster and R.J. Krizek, National Research Council, Washington) 2.5 Landslides is one of the main natural disasters in hill country While flooding is most significant for lowland, Landslides are the serious geologic hazard common to hill country. Recent rainfall in several parts of the country caused havoc by way of landslides in the hill country and floods in low lands including Colombo City. Present landslide density in the central highlands and the wet zone of Sri Lanka is estimated to be in the order of 1-2 landslides per sq. km and approximately 20% of the total land area of the country, which supports nearly 30% of the total population, is subject to landslides. Landslide prone areas are located in 7 districts in and adjacent to the central highlands, and 7-9 districts located in the wet zone are prone to landslides. Namely Nuwara Eliya, Badulla, Kegalle, Kalutara, Kandy, Matale and recently Matara, Galle and Hambantota are prone to landslides while Ratnapura district is taking important place.(Malalgoda M, et al, ITDG South Asia, 2002) Poorna S. Yahampath, technical officer of disaster preparedness illustrated that Most of areas in Ratnapura district are affected by landslide (Figure 08) Map 2.5.1: Disaster prone district Source:compiled by the author Source: Poorna S. Yahampath; Technical Advisor Disaster Preparedness (2008) Because of above situation in Ratnapura district National Building Research Organization (NBRO) have choose Ratnapura for launch demonstration project (landslides, frequent flooding, erosion, pollution and contamination of water resources, ground subsidence etc. 2.6 Landslides in Ratnapura district Landslides occurred in many areas such as Ratnapura, Pelmadulla, Kalawana, Nivithigala and Kahawatta in Ratnapura district. Twenty Grama Sewa Niladhari (GSN) Divisions were affected due to landslides. According to investigations carried out by NBRO there are 135 high-risk areas, 69 medium risk areas and 67 low risk areas in the whole of Ratnapura District. The hazard analysis carried out by the Ratnapura Disaster Management Steering Committee (RDMSC) in 1999 under the SLUMDMP identified the following hazards in the order of frequency of occurrence shown as percentage on the graph below. This data reveals that Ratnapura is vulnerable to multiple hazards. According to that investigation disasters due to landslide took a 2nd place. Figure 2.6.1: multiple hazards in Ratnapura District Source: Asian Disaster preparedness center Table: 2.6.1 Landslides in Ratnapura district Date DS Division Village Deaths 1979 Kuruwita Akurana 5 2/6/1981 Pelmadulla Handurukanda 8/6/1981 Pelmadulla Pathalpana kanda 9 2/11/1983 Ratnapura Mihitiya 1985 Elapatha Kohomba kanda 2/6/1985 Kuruwita Wetumala 30/5/1989 NI Hettikanda 1 8/10/1993 Ratnapura Helauda kanda 31 28/5/1994 Ehaliyagoda Asgangula 7 21/6/1995 Balangoda Kumaragama 13/10/1999 Kalawana Ayagama 2 5/10/2002 Balangoda Puwakgahawela 6 17/5/2003 Elapatha Palawela 56 18/5/2003 Kalawana Panapola 26 18/5/2003 Ratnapura Muwagama 7 Source: Poorna S Yahampath, UK South Asia scientist and Practitioners (2008) The landslides in Ratnapura District, Sri Lanka in May 2003 again showed the high vulnerability of the community living in the area. On 17th May 2003, Ratnapura had extremely heavy and unusual rainfall of 347.2 mm within 24 hours. Many landslide occurrences have been observed within the Ratnapura district surrounding the municipality area. Sliding of Lawulu Kella, Panapola Kanda, Muwagama Kanda were take priority. This was recorded as the most severe event. These three landslides were the most vulnerable that have ever recorded since historically. (Asian disaster preparedness center: case study on mitigating disasters in Asia and the Pacific) 2.7 Reasons for landslides in Sri Lanka specially in Ratnapura district Landslides commonly occur in connection with other major natural disasters such as earthquakes, volcanoes, wildfires, and floods. Landslides occur due to natural phenomena and man made activities also contributes to reactivate old landslide. Hilly area of Sri Lanka are affected or threatened by landslides when rains persist with increased intensity. Observations on rainfall data of land slide affected regions suggest that in the earlier times intensive precipitation of (200m 300m) in 24 hours triggered landslide. However, with increased human intervention the tendency for the occurrence of a landslide was high with a precipitation of 100 mm/ hrs. (Jayaweera S, National Building Research Organizatio) Natural phenomena can be divided in to three categories. They are geological factors, morphological factors and physical factors. Weak materials, sensitive materials, weathered materials, sheared materials, jointed or fissured materials, adversely orientated discontinuities, permeability contrasts, material contrasts are can be identified as a geological factor. slope angle, uplift, rebound, fluvial erosion, wave erosion, glacial erosion, erosion of lateral margins, subterranean erosion, slope loading, vegetation change are categorized as a Morphological causes. Physical factors are the factors that intense rainfall , rapid snow melt, prolonged precipitation, rapid drawdown, earthquake, volcanic eruption, thawing, freeze-thaw, shrink-swell, ground water changes.(Malalgoda M, et al, ITDG South Asia, 2002) Man made factors also directly subject to landslides. The reason for increasing man made factors is population growth in Sri Lanka. According to Annual Report of Central Bank resent years population and density rate in Sri Lanka is higher than 2001. So this is a clear indication of the heavy pressure, particularly on agricultural lands. Environment problems will be created with population growth distribution and density. The human population destroys wildlife habitats in many ways such as due to housing, built roads clearing forests or any kind of development tracts on land. There is a close relation between demographic pressure in hilly areas growing environmental degradation and landslides. The haphazard development and inappropriate resources and land utilization, Civil constructions on hilly terrain without proper geotechnical investigation non-provision of suitable drainage systems or blockage of drainage systems and /or natural watercourses, earthwork which alters the shape of a slope are contributory factors to landslide. 2.8 Socio impact of natural landslides in Sri Lanka Natural disasters have a profound impact on the quality of life through their destruction of food crops and livestock, and forced dislocation of households and communities. Their toll on lives and the instant poverty they cause are among their most devastating impacts. The region accounts for a majority of the total number of deaths caused by natural disasters globally. The number of natural disasters has been increasing around the world, but the trends in lives lost and damage caused have changed in recent years due to effective use of technology, communication and transportation systems. Over the past five decades, the average number of deaths caused annually by natural disasters was (Statistical Yearbook for Asia and the Pacific 2007) about 100,000; in contrast, the average over the last 15 years has been about 41,000. As low-income countries of South Asian countries consider as a more threaten counties by Natural Disasters. The sustained efforts for economic growth of those countries are often interrupted by recurrent natural disasters with considerable impact exacerbating poverty conditions in different parts of the region. Since times of unrecorded history South Asian countries have been facing the onslaught of natural disasters such as floods, cyclones, earthquakes, landslides, etc. The low-income countries of South Asia i.e. Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka accommodate a large population of over a billion. The sustained efforts for economic growth of these countries are often interrupted by recurrent natural disasters with considerable impact exacerbating poverty conditions in different parts of the region. Among above that Asian Countries Sri Lanka consider as a one of main affected country by Natural disasters. Flood and landslides are most common natural disaster which has occurred in each and every year since 1981 to 2007 along with other natural disasters in Sri Lanka. Brammer, Bangladesh Country Study, 1991). Landslides and mass movements are common phenomena in Sri Lanka, from the recent past. The consequences of landslides cause in terms of casualties and extensive damage to the roads, bridges, dams, buildings, forests, paddy fields farm plots and animals. Once these events occurred in uninhabited area is only of scientific interest and not considered as a disaster. When the such events kill and injure people, hurt communities, destroy homes, make stress, cause economic hardships, make vulnerability of people such events cause disaster.  Landslides hazardous operate on varying scales. In order to decreasing severity, the following threats can be recognized.   Hazard to people      2. Hazards to goods 3. Hazards to environment 4. Hazard to development    Common impact associated with landslides is danger to life, property and infrastructure. Refugee loses their relatives and neighbors, property, houses and lands, employment opportunities, income, education and so on. The temporary accommodation areas have to share common resources a

Mining Pollution Debate Summary Essay -- Mining Argumentative Persuasi

Mining Pollution Debate Summary Though it has had many negative impacts on the environment in the past, mining is a vital industry completely necessary to our economy and lives. Nearly every item we use or encounter in our day to day lives is mined or contains mined products. Without the excavation of such materials things like computers, televisions, large building structures, electricity, and cars would not be possible. Virtually every technological and medical advance uses minded materials, without which millions would suffer. Some examples of minerals in the home include the telephone which is made from as many as 42 different minerals, including aluminum, beryllium, coal, copper, gold, iron, silver, and talc. A television requires over 35 different minerals, and more than 30 minerals are needed to make a single personal computer. Without boron, copper, gold and quartz, your digital alarm clock would not work. Every American uses an average 47,000 pounds of newly mined materials each year, which is high er than all other countries with the exception of Japan, which is a staggering figure representative of our dependence and need for mined minerals. Coal makes up more than half of nation’s electricity, and will continue to be the largest electrical supplier into 2020 & accounting for some 95 percent of the nation's fossil energy reserves – nine of every ten short-tons of coal mined in the United States is used for electricity generation. As the population of the world grows more mineral resources must be exploited through mining in order to support the rising demand for such products. Though it may present a hazard to the environment and those physically located nears the mines, the materials extracted from mines... ...s/Tmain_business_MWTP.htm 6. http://www.geus.dk/program-areas/common/int_bo-dk.html 7. http://www.deh.gov.au/ssd/publications/ssr/108.html 8. http://www.cciw.ca/wqrjc/32-2/32-2-229.htm 9. http://www.triesteassociates.com/project-bunkerhill.htm 10. http://www-dateline.ucdavis.edu/012800/DL_mining.html 11. http://www.cdphe.state.co.us/hm/rpeagle.asp#Environmental%20Concerns 12. http://ecorestoration.montana.edu/mineland/histories/superfund/default.htm 13. http://www.epa.gov/superfund/programs/recycle/success/casestud/chercsi.htm 14. http://www.epa.gov/superfund/programs/recycle/success/casestud/anaccsi.htm 15. http://www.uswaternews.com/homepage.html 16. http://www.ctcnet.net/scrip/aboutamd.htm 17. http://www.nma.org/statistics/pub_fast_facts.asp 18. http://www.eli.org/pdf/cscanadaminingpollution.PDF 19. http://www.nma.org/statistics/pub_fast_facts_2.asp

Chiang Kai-shek :: Essays Papers

Chiang Kai-shek Chiang Kai-shek, also known as Chiang Chung-cheng, was the son of a middle-class wine merchant who lived in the village of Chikow in Chekiang Province. When he was fourteen years old, following the Chinese custom of that time, he was arranged to be marry by his mother (the bride’s name is not mentioned). His bride and he did not see each other until his walk down the aisle. He did this without complaints only to please his mother. Once he was married he met his bride’s parents, as was tradition. Due to Chiang’s bad temper, the meeting ended in arguments between Chiang and his bride’s father. Once home he tried to keep his mind off of the marriage and concentrated more on what kind of man he wanted to become. He dreamed of becoming a soldier. He saw adventure in a military career and felt comfortable with the demand for authority, order, and strength. Though his family objected and hoped for him to study law, he went off to Tokyo Military Staff College i n 1907. There he became a follower of the revolutionary leader Dr. Sun Yat-sen. This encouraged him in 1911 to take part in the revolt that established the Chinese Republic. In 1917 when Sun established the Guangzhou government, Chiang was his military aide. Sun sent him to the USSR to study Russia military methods and was more than willing to go. He got a good response from the people there. Not only did they give him advice but they also sent thirty or so military men as help. One of these men, named Michael Borodin suggested that they start a military academy in China. They placed it in Whampoa and named it the Whampoa Military Academy. Their main goal was to demand and deserve respect. Once opened they received 1,500 applicants. It planned to register only 300. Sun began to encourage Chiang’s participation in the Nationalist party. After Sun died in 1925, Chiang became a powerful figure in the it and in 1926 took command of the Nationalist army. This was called the Northern Expedition, entering into Shanghai, Hankou, and Nanjing. Chiang initiated the long civil war between the Nationalist government and the Communists.. This was ended in 1936 by General Chang Hsueh-liang who hoped to unite in defense of the approaching Japanese. Many felt that unity could not be achieved unless Chiang were removed as commander-in-chief even before the expedition was completed.

Performance Management Essay -- Business and Management Studies

Performance Management The performance management process provides an opportunity for the employees and managers to discuss goals and develop plans for achieving those goals. Therefore, communication involve between managers and employees that they have to identify job roles and functions related to the company objectives. They get together to devise some performance appraisals to enhance the company overall performance. The performance manager responsible for supervising workforce and the group educates and develops employees’ potential in order to improve workforce performance. Moreover, rewards is directly Employees performance. Essential Managing Performance to the Group 1 Explain how managing performance is a critical element in the success of a business. Employees need to understand their roles clearly An effective Performance Management system is based on these concepts: * Employees need to understand their roles clearly * Performance may be managed * There is a direct relationship between performance and rewards * Employee involvement is critical to performance development * Performance expectations must be set in advance and there must be agreement * Performance management requires on-going coaching, feedback and planning * Performance management can be a positive experience * Facilitate a process to establish clear role definitions and accountabilities. * Create a custom Performance Management program or improve your existing program. * Establish the objectives of your Performance Appraisal and Performance Management program. * Determine your performance criteria and integrate these criteria with your compensation systems. * Create your evaluation format. * Develop policies and procedures. * Conduct training sessions for your managers and supervisors. * Assist with the roll-out and communication of the program to your total employee group. How managing performance for a success of a business To begin the process, you and the employee will collaborate on the development of performance standards. You will develop a performance plan that directs the employee's efforts toward achieving specific results, to support organizational growth as well as the employee's professional growth. Discuss goals and objectives throughout the year, providing a framewo... ...n you and the employee * Help the employee attain performance objectives * Increase employee motivation and commitment * Maintain and increase the employee's self-esteem * Provide support Link of appraisal and review Performance Appraisal The campus carries out its mission through the individual and collective contributions of its employees. To do their best, staff members need to know that those contributions will be recognized and acknowledged. Overseeing performance and providing feedback is not an isolated event, but rather an ongoing process that takes place throughout the year. The performance appraisal is part of that process, and provides an excellent opportunity for you to communicate with the employee about past performance, evaluate the employee's job satisfaction, and make plans for the employee's future performance. Remember that the performance appraisal summarizes the employee's contributions over the entire appraisal period (usually one year). It is not a step in the disciplinary process. It may occur as often as you believe is necessary to acknowledge the employee for accomplishments and to plan together for improved performance.

Night World : Dark Angel Chapter 12

Yes,† Gillian said simply. Her heart rate had picked up a little, but with anticipation rather than fear. Angel was looking very mysterious. He struck a looking-into-the-distance pose, then said, â€Å"Have you ever had the feeling that you don't really know reality?† â€Å"Frequently,† Gillian said dryly. â€Å"Ever since I met you.† He grinned. â€Å"I mean even before that. Someone wrote about the ‘inconsolable secret' that's in each of us. The desire for our own far-off country, for something we've never actually experienced. About how we all long ‘to bridge some chasm that yawns between us and reality †¦ to be reunited with something in the universe from which we now feel cut off†¦' â€Å" Gillian sat bolt upright. â€Å"Yes. I never heard anybody say it that well before. About the chasm- you always feel that there's something else, somewhere, and that you're being left out. I thought it was something the popular people would be in on-but it hasn't got anything to do with them at all.† â€Å"As if the world has some secret, if you could only get on the inside.† â€Å"Yes. Yes.† She looked at him in fascination. â€Å"This is about being a witch, isn't it? You're saying that I've always felt that way because it's true. Because for me there is a different reality†¦Ã¢â‚¬  â€Å"Nah.† Angel grimaced. â€Å"Actually everybody feels exactly the same. Doesn't mean a thing.† Gillian collapsed. â€Å"What?† â€Å"For them. For them, there is no secret place. As for you†¦ well, it's not what you're thinking; it's not some higher reality of astral planes or anything. It's as real as those socks. As real as that girl, Melusine, in the store in Woodbridge. And it's where you were meant to be. A place where you'll be welcomed into the heart of things.† Gillian's heart was racing wildly. â€Å"Where is it?† â€Å"It's called the Night World.† Gray-blue shadows were gliding up the hills. Gillian drove in the twilight, heading toward the darkness in the east. â€Å"Explain again,† she said, and she said it out loud, even though she couldn't see Angel. There was a slight disturbance of air above the seat to her right, a hint of mist, but that was all. â€Å"You're saying it's not just witches.† â€Å"Not by a long shot. Witches are just one race; there are all sorts of other creatures of the night. All the sorts that you've been taught to think are legends.† â€Å"And they're real. And they're just living alongside normal humans. And they always have been.† â€Å"Yes. But it's easy, you see. They look like humans, at least at first glance. As much as you look like a human.† â€Å"But I am a human. I mean, mostly, right? My great-grandma was a witch, but she married a human and so did my grandma and my mom. So I'm all †¦ diluted.† â€Å"It doesn't matter to them. You can claim witch blood. And your powers are beyond dispute. Trust me, they'll welcome you.† â€Å"Besides, I've got you,† Gillian said cheerfully. â€Å"I mean, ordinary humans don't have their own invisible guardians, do they?† â€Å"Well.† Angel seemed to coalesce dimly beside her. From what she could see of his face, he was frowning. â€Å"You can't actually tell them about me. Don't ask why; I'm not allowed to explain. But I'll be with you, the way I always am. I'll help you out with what to say. Don't worry; you'll do fine.† Gillian wasn't worried. She felt steeped in mystery and a sort of forbidden excitement. The whole world seemed magical and unfamiliar. Even the snow looked different, blue and almost phosphorescent. As Gillian drove through rolling farmlands, a glow appeared above the eastern hills, and then the full moon rose, huge and throbbing with light. Deeper and deeper, she thought. She seemed to have left everything ordinary behind and to be sliding more and more quickly into an enchanted place where anything-anything at all-could happen. She wouldn't have been surprised if Angel had directed her to pull off into some snowy clearing and look for a fairy ring. But when he said, â€Å"Turn here,† it was at a main road that led to the straggling outskirts of a town. â€Å"Where are we?† â€Å"Sterback. Little hole-in-the-wall place-except for where we're going. Stop here.† â€Å"Here† was a nondescript building, which looked as if it had originally been Victorian. It wasn't in very good repair. Gillian got out and looked at the moon shining on the windows. The building might have been a lodge. It was set apart from the rest of the dark and silent town. A wind had started up and she shivered. (Uh, it doesn't look like anybody's in there.) (Go to the door.) Angel's voice in her mind was comforting, as always. There was no sign at the door, nothing to indicate that this was a public building. But the stained glass window above the door was faintly illuminated from the inside. The pattern seemed to be a flower. A black iris. (The Black Iris is the name of this place. It's a dub-) Angel was interrupted by a sudden explosion. That was Gillian's impression. For the first instant she had no idea what it was-just a dark shape flying at her and a violent noise-and she almost fell off the porch. Then she realized that the noise was barking. A chained dog was yammering and foaming, trying to get at her. (I'll take care of it.) Angel sounded grim, and an instant later Gillian felt something like a wave in the air. The dog dropped flat as if it had been shot. It rolled its eyes. The porch was dead silent again. Everything was silent. Gillian stood and breathed, feeling adrenaline run through her. But before she could say anything, the door opened behind her. A face looked out of the dimness inside the house. Gillian couldn't make out the features, but she could see the gleam of eyes. â€Å"Who're you?† The voice was slow and flat, not friendly. â€Å"What do you want?† Gillian followed Angel's whispered words. â€Å"I'm Gillian of the Harman clan, and I want in. It's cold out here.† â€Å"A Harman?† â€Å"I'm a Hearth-Woman, a daughter of Hellewise, and if you don't let me in, you stupid werewolf, I'm going to do to you what I did to your cousin there.† She stuck out a gloved finger toward the cringing dog. (Werewolf? Angel, there are real werewolves?) (I told you. All the legendary creatures.) Gillian felt an odd sinking. She had no idea why, and she continued to do just as Angel said. But somehow her stomach was knotting tighter and tighter. The door opened slowly. Gillian stepped into a dim hall and the door slammed shut again with a curiously final sound. â€Å"Didn't recognize you,† the figure beside her said. â€Å"Thought you might be vermin.† â€Å"I forgive you,† Gillian said, and pulled off her gloves at Angel's direction. â€Å"Downstairs?† He nodded and she followed him to a door which led to a stairway. As soon as the door opened, Gillian heard music. She descended, feeling extremely†¦ subterranean. The basement was deeper than most basements. And bigger. It was like a whole new world down there. It wasn't much brighter than upstairs, and there were no windows. It seemed like an old place; there was a shuffleboard pattern on the cold tile floor and a faint smell of mildew and moisture. But it was alive with people. There were figures sitting on chairs dumped around the borders of the room and more gathered around a pool table at one end. There were figures in front of a couple of ancient looking pinball machines and figures clustered at what looked like a home bar. Gillian headed for the bar. She could feel eyes on her every step of the way. She felt too small and too young as she perched precariously on one of the bar stools. She rested her elbows on the counter and tried to slow her heart down. The figure behind the bar turned toward her. It was a guy, maybe in his twenties. He stepped forward and Gillian saw his face. Shock rippled through her. There was something†¦ wrong with him. Not that he was hideously ugly or that he would have caused a commotion if he got on a bus. Maybe it was something Gillian sensed through her new powers and not through her eyes at all. But the impression she got was that his face looked wrong. Tainted by cold dark thoughts that made Tanya's scheming mind look like a sunlit garden. Gillian couldn't help her recoil. And the bar guy saw it. â€Å"You're new,† he said. The dark and cold seemed to grow in him and she realized he was enjoying her fear. â€Å"Where are you from?† Angel was shouting instructions at her. â€Å"I'm a Harman,† Gillian said as steadily as she could. â€Å"And-you're right. I'm new.† (Good, kid. Don't let him bully you! Now you're going to explain to them just exactly who you are-) (In a minute, Angel. Just let me get-settled.) The truth was that Gillian was completely unsettled. The sense of dread that had been growing ever since she walked in was reaching an unbearable pitch. This place was†¦ she groped for adjectives. Unwholesome. Corrupt. Scary. And then she realized something else. Up until now she hadn't been able to make out the faces of the other figures properly. Only eyes and the occasional flash of teeth. But now-they were moving in around her. It reminded her of sharks, swimming almost aimlessly but ending up in a purposeful gathering. There were people directly behind her-she could feel that with the back of her neck-and there were people on either side of her. When she looked, she could see their faces. Cold-dark-wrong. Not just wrong, but almost diabolic. These were people who might do anything and enjoy it. Their eyes glittered at her. More than glittered. Some of the eyes were shining†¦ like an animal's at night†¦ and now they were smiling and she could see teeth. Long delicate canine teeth that came to a point. Fangs†¦ All the legendary creatures†¦ Sheer panic surged through her. And at the same instant, she felt strong hands on her elbows. â€Å"Why don't you come outside with me?† a voice behind her said. Then things were confused. Angel was yelling again, but Gillian couldn't really hear him over the pounding of her own heart. The hands were exerting pressure, forcing her away from the bar. And the figures with their diabolical faces were settling back, most of them wearing conspiratorial grins. â€Å"Have fun,† somebody called. Gillian was being hurried up the stairs, whisked through the dim building. A blast of cold air hit her as the door opened and she suddenly felt dearer. She tried to break out of the iron grip that was holding her. It didn't do any good. She was out in the snow, leaving the house behind. The street was completely deserted. â€Å"Is that your car?† The hands on her arms eased their pressure. Gillian gave one desperate wrench and turned around. Moonlight was shining on the snow around her, giving it the texture of white satin. Every shadow was like an indigo stain on the sparkling coverlet. The person who'd been holding her was a boy a few years older than Gillian. He was lanky and elegant, with ash-blond hair and slightly tilted eyes. Something about the way he held himself made her think of lazy predatory animals. But his face wasn't wrong, the way the other faces had been. It was set and grim, maybe even a little scary, but it wasn't evil. â€Å"Now, look,† he said, and his voice wasn't evil, either, just rapid and short. â€Å"I don't know who you are, or how you managed to get in there, but you'd better turn around and go home right now. Because whatever you are, you're not a Harman.† â€Å"How do you know?† Gillian blurted before Angel could tell her what to say. â€Å"Because I'm related to the Harmans. I'm Ash Redfern. You don't even know what that means, do you? If you were a Harman you'd know that our families are kin.† (You are a Harman, and you are a witch!) Angel was actually raging. (Tell him! Tell him!) But the ash-blond boy was going on. â€Å"They'll eat you alive in there if they find out for sure. They're not as-tolerant-of humans as I am. So my advice is, get in your car, drive away, and never come back. And never mention this place to anybody else.† (You're a lost witch! You're not a human. Tell him!) â€Å"How come you're so tolerant?† Gillian was staring at the boy. His eyes†¦ she'd thought they were amber colored originally, like Steffi's, but now they were emerald green. He gave her an odd look. Then he smiled. It was a lazy smile, but with something heart-wrenching behind it. â€Å"I met a human girl last summer,† he said quietly, and that seemed to explain everything. Then he nodded at her car. â€Å"Get out of here. Never come back. I'm just passing through; I won't be around to save you again.† (Don't get in the car. Don't go. Tell him. You're a witch; you belong to Circle Midnight. Don't go!) For the first time, Gillian deliberately disobeyed an order of Angel's. She unlocked the car with shaky hands. As she got in, she looked back at the boy. Ash. â€Å"Thank you,† she said. â€Å"Bye.† He wiggled his fingers. He watched as she drove away. (Go back there right now! You belong there, just as much as any of them. You're one of them. They can't keep you out. Turn around and go back!) â€Å"Angel, stop it!† She said it out loud. â€Å"I can't! Don't you see that? I can't. They were horrible. They were-evil.† Now that she was alone, reaction was setting in. Her whole body began to shake. She was suddenly blind with tears, her breath catching in her throat. â€Å"Not evil!† Angel shimmered into the seat beside her. He had never sounded so agitated. â€Å"Just powerful-â€Å" â€Å"They were evil. They wanted to hurt me. I saw their eyes!† She was lapsing into hysteria. â€Å"Why did you take me there? When you wouldn't even let me talk to Melusine? Melusine wasn't like them.† A violent shiver overtook her. The car veered and she struggled with it, barely getting control. All at once everything seemed alien and terrifying; she was out on a long and lonely road, and it was night, and there was an uncanny being in the seat beside her. She didn't know who he was anymore. All she knew was that he wasn't any kind of an angel. The logical alternative sprang immediately to her mind. She was alone in the middle of nowhere with a demon†¦ â€Å"Gillian, stop it!† â€Å"Who are you? What are you, really? Who are you?† â€Å"What do you mean? You know who I am.† â€Å"No, I don't!† She was screaming it. â€Å"I don't know anything about you! Why did you take me there? Why did you want them to hurt me? Why?† â€Å"Gillian, stop the car. Stop. The. Car.† His voice was so commanding, so urgent and imperative, that she actually obeyed. She was sobbing anyway. She couldn't drive or see. She felt, literally and honestly, that she was losing her mind at that exact moment. â€Å"Now look at me. Wipe your face off and look at me.† After a moment she managed. He was shining. Light seemed to radiate from every inch, of him, from the gold filaments of his hair, to his classic features, to the lines of his perfect body. And he'd calmed down. His expression was rapt and uplifted, the serenity only marred by what looked like concern for her. â€Å"Now,† he said. â€Å"I'm sorry if all this scared you. New things are like that sometimes-they seem repulsive just because they're different. But we won't talk about that now,† he added, as Gillian caught a shuddering breath. â€Å"The important thing is that I wasn't trying to hurt you.† His eyes seemed to grow even more intense, pure violet flame. Gillian hiccupped. â€Å"But-you-â€Å" â€Å"I could never hurt you, Gillian. Because, you see, we're soulmates.† He said it with the weight of a monumental revelation. And although Gillian had no idea what it meant, she felt an odd quiver inside, almost of recognition. â€Å"What's that?† â€Å"It's something that happens with people who belong to the Night World. It means that there's only one love for everyone who exists. And when you meet that love, you know them. You know you were meant to be together, and nothing can keep you apart.† It was true. Every word seemed to resonate inside Gillian, touching off ancient, hidden memories. This was something her ancestors had known. Her cheeks had dried. Her hysteria was gone. But she felt very tired and very bewildered. â€Å"But †¦ if that's true†¦Ã¢â‚¬  She couldn't put the thought together. â€Å"Don't worry about it right now.† Angel's voice was soothing. â€Å"We'll talk about it later. I'll explain what it all means. I just wanted you to know that I would never hurt you. I love you, Gillian. Don't you realize that?† â€Å"Yes,† Gillian whispered. Everything was very foggy. She didn't want to think, didn't want to consider the implications of what Angel was saying. She just wanted to get home. â€Å"Relax and I'll help you drive,† Angel said. â€Å"Don't worry about anything. It's all going to be all right.†