Proposal for a design project in the protection of bush fire prone land

Overview This document is a proposal to design a manual to explain the approval processes on fire protection emergency services on proposed developments on bush fire prone land.Advertising We will write a custom proposal sample on Proposal for a design project in the protection of bush fire prone land specifically for you for only $16.05 $11/page Learn More Introduction The aim of this document is to describe the nature of a bush fire prone land and the fire safety measures desirable to prevent any accidental occurrences of bush fires. Areas designated as bush fire prone are classified as vegetation areas and buffer zones. The former are typically divided into class 1 and 2. This classification depends on a combination on the vegetation type’s bush fire hazard and the proximity to any proposed development. Furthermore, these vegetation classes can be further divided into twelve sub-categories that are crucial in the determination of the building c onstruction levels and the establishment of property protection zones. On the other hand, the buffer zones are classified beyond the vegetation classification areas and constitute land, which may be directly affected by bush because of an exposure to radiant heat. In most cases buffer zones may be 30 meters or 100 meters in breadth depending on the type of vegetation. Bush fire prone areas are gazetted on a map prepared by a relevant authority in collaboration with the fire protection agencies. These lands are identified on a planning certificate issued under the environmental planning and assessment legislation. Approval processes required if a property is identified as bush fire prone areas Any project, activity, or development on bush fire prone areas requires two distinct development processes. These types of assessment processes will depend on the type of the proposed development activity. For example, an integrated development will need the Bush Fire Safety Authority from the relevant institution to become an integrated development under the legislation governing environmental matters. In addition, there are developments that do not require the Bush Fire Safety Authority. Bush fire safety authority should be obtained for developments such as a subdivision of bush fire prone land that can be utilized lawfully for residential purposes. Other developments on bush fire prone lands for fire protection purposes includes public utilities such as schools, medical facilities, restaurants, sheltered workshops and any other purpose prescribed by the relevant authority such as student or staff accommodation and respite care centers.Advertising Looking for proposal on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The relevant institution will be required to forward an application for an integrated development to obtain an acceptance or rejection of the application and the relevant terms for the approva l or refusal. In case of refusal of an application, the local authority must also refuse the application. For the local developments, the legislations covering environmental planning and assessment must relate to the consultation and assessment requisites for developments on bush fire prone areas. It is a requirement that relevant institution must not grant development consent to any project application for any development on bush fire prone land unless the institution is contented that the development conforms to the requirements of planning for bush fire protection. In addition, it must consult with the relevant other stakeholders and relevant institutions concerning appropriate measures with respect to the proposed development, in order to ensure safety to human life, property, and the environment from any negative effect that may arise from bush fire. Local developments required to consider planning for bush fire protection Planning for protection of bush fires are directed to z oning and subdivision of land and the construction of buildings of residential developments under building codes where land is categorized as being prone to bush fire. Other classes of building covered include pools, garages, and decks. Building types that may not be subjected to bush fire protection legislations includes dual occupancy dwellings that are not subject to zoning and subdivision since they are not able to meet the requirements of the planning for bush fire protection. In addition, land subdivided for residential or rural residential, or proposed developments identified as special fire protection purpose are not considered in this category. Furthermore, minor development elements such as swimming pools, clothing lines, fencing are exempted from the regulation. Requirements for an application for development on bush fire prone land The guidelines for planning for bush fire protection requires that a report must be submitted together with all necessary development applica tions on bush fire prone land to the relevant institution. The developer will be required to produce a bush fire assessment report that may contain a duly completed pro-rata form accompanied with the application kit to the planning for bush fire protection guidelines. Consequently, a developer may present an independent report prepared by a qualified fire protection consultant. The reports should be able to explain how the development proposal will be able to meet the standards provided by the guidelines for bush fire protection. The report should also specify the main objectives of the proposed development, as well as, the performance criteria for the various bush fire protection measures. The developer will also be required to provide integrated development proposals to address the specified criteria as per the guidelines for bush fire protection.Advertising We will write a custom proposal sample on Proposal for a design project in the protection of bush fire prone land speci fically for you for only $16.05 $11/page Learn More In addition, local developments are also required to abide by the guidelines. Thus, in order to meet the assessment criteria to the protection measures of bush fire, it is necessary that a developer make use of all the acceptable solutions, or make use viable alternative solutions that will meet the general requirements, performance criteria, as well as, specific objectives of the proposed development. Conclusion The bush fire assessment report leads to the establishment of the proposed development, or asset protection areas to be very valuable in the determination of building construction standards. The asset protection zones are areas set aside of managed land and are cleared of vegetation to minimize fuel loads; hence, providing a buffer zone between the proposed development and the hazard (vegetation). The area of the buffer zone depends on the type of vegetation, the levels of building construction, an d the general slope of the landscape. Developers should not only depend on construction standards only since they are insufficient in providing protection from the impacts of bush fire. The maintenance of the buffer zones is the responsibility of the land developer and will be monitored by the relevant consent authority mandated to ensure that an ideal mechanism is put in place for the maintenance of the buffer zones over the lifetime of the proposed development. The reader should understand that developments such as fences, garages, or shades might be allowed within the buffer zones and within an approximated radius of ten meters of a dwelling unit, under conditions that the facilities are constructed form non-flammable materials. This proposal on Proposal for a design project in the protection of bush fire prone land was written and submitted by user America E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How the State Profits from War Essays

How the State Profits from War Essays How the State Profits from War Essay How the State Profits from War Essay One of the most abiding misconceptions in economic science is that war is good to the economic system ( Moffatt. n. pag. ) . This myth was farther perpetuated by the economic expert and New York Times editorialist Paul Krugman. who wrote: Ghastly as it may look. ( the devastation of the World Trade Center ) could even make some economic good†¦ the drive force behind the economic lag has been a dip in concern investing. Now. all of a sudden. we need some new office buildings ( Tracinski. n. pag. ) . Indeed. bad economic sciences reign in minutes of crisis and or terror. when people are despairing for solutions. To rebut the alleged benefits of the War Economy. reviews use the fallacy of the broken window ( Tracinski. n. pag. ) . When a vandal throws a brick through a shop’s window and the shop’s proprietor has to pass. state. $ 200 for the window’s fix. the people will believe that the defacer has given a positive part to society. After all. the fix of the broken window meant an instant encouragement in employment and economic activity ( Tracinski. n. pag. ) . But what these short-sighted citizens didn’t know was that the $ 200 that was spent on repairing the window could hold been used in ventures that might hold advanced the store owner’s endeavor. Unfortunately. advocates of the War Economy assumed that ( since ) a broken window can excite the economic system. ( it must be better ) when literally 1000s of them are broken ( Tracinski. n. pag. ) . For them. wars are important for the endurance of modern economic systems ( Cline. n. pag. ) . War Economy advocates believed that about every industry is involved with supplying goods and services to the armed forces ( uniforms. nutrient. medical specialties. arms fabricating. etc. ) . Hence. should war be eliminated. these concerns. peculiarly engineering and fabrication. will turn up up. Another statement of the angels of the War Economy is that it is the fastest solution to an economic slack ( Moffatt. n. pag. ) . When the economic system is undergoing recession. production is low and people are passing less than usual. But when the authorities goes into war. it will necessitate arms and equipment for its soldiers. Economic activity is hence expected to increase due to the rise both in authorities disbursement and the private sector’s concern minutess with the miliatry. Corporations will scramble for contracts that will let them to provide uniforms. vehicles and bombs to the ground forces. These companies will hold to engage more workers to maintain up with the addition in demand. take downing the unemployment rate in the procedure. There are even some workers who will be employed to replace those who volunteered as reservists abroad. Since the unemployment rate is decreased. consumers will pass more once more. Increased ingestion. in bend. will hike the retail sector. At the terminal of the twenty-four hours. there will be overall economic growing. thanks to the authorities fixing for war. However. critics contended that the above-named jutting economic promotion is at the disbursal of incapacitated civilians from Third World states ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . In 2002. one-year planetary military outgos were estimated to be more than $ 800 billion ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . The United States was at the top of this list. passing $ 343. 2 billion annually ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Canada earned more than $ 3 million from selling arms in the same twelvemonth ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Harmonizing to the United Nations Platform for Action Committee – Manitoba ( UNPAC-Manitoba ) article The Economicss of War ( n. d. ) . a big portion of the economic systems of all of the world’s wealthiest states derives from the sale of weapons ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . From 1996 to 2000. the US exported $ 54 billion worth of weaponries – 45 % of the entire sum of arms that was exported around the universe ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Russia came 2nd at $ 21 billion ( 17 % ) . followed by France ( $ 11 billion or 9 % ) . the United Kingdom ( $ 8 billion or 7 % ) and Germany ( $ 6 billion or 5 % ) ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . As a consequence. says the United Nations Development Program ( UNDP ) in 2002. 500. 000 firearm-related deceases occur yearly ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Each twelvemonth. land mines kill 15. 000-20. 000 kids and grownups ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Iraq’s malignant neoplastic disease rates rose to 700 % between 1991 and 1994 due to chemical arms. while 86 million people have perished in belligerencies after World War II ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . The Iraq war in 2003 was the latest illustration of how the US turned war into a money-making venture. It was rooted in the logic of planetary monopoly capital. specifically American capitalist economy. to spread out into an empire ( Barona. 33 ) . Despite being packaged as a terrorist war. ( to transfuse fear among disparagers ) it was brought approximately by the globalisation policies of American transnational companies. peculiarly the US oil industry and the military-industrial composite ( MIC ) ( Barona. 33 ) . Iraq is one of the world’s biggest oil militias – it. along with other OPEC states such as Saudi Arabia. Iran. Kuwait and the United Arab Emirates. has 79 % of the world’s entire oil supply ( __________ . 16 ) . For the US to hold limitless entree to Iraq’s oil. it merely had to take Saddam Hussein. a steadfast US opposition. from power. Back place. the US economic system was sustained by military disbursement – the injection of fresh capital was necessary to resuscitate an economic system that would go on to deteriorate if left to the free market ( Barona. 33 ) . But the Iraq war proved to be black for the US economic system. The US spends $ 200 million daily merely to be able to go on its military operations in Iraq ( Wolk. n. pag. ) . Even if the US eventually decides to draw its military personnels out of Iraq within another three old ages. entire direct and indirect costs to US taxpayers will probably by more than $ 400 billion†¦the entire economic impact at up to $ 2 trillion ( Wolk. n. pag. ) . Economist and Nobel Prize victor Joseph Stiglitz ( a well-known castigator of the Iraq war ) claimed that the entire cost of US military intercession in Iraq is a staggering $ 1 trillion to $ 2 trillion. including $ 500 billion for the war and business and up to $ 300 billion in future wellness attention costs for hurt troops ( Wolk. n. pag. ) . Stiglitz added that farther disbursals include a negative impact from the lifting cost of oil and added involvement on the national debt ( Wolk. n. pag. ) . These astronomically immense amounts of money came from revenue enhancements – financess that should hold been diverted to basic societal services such as instruction. wellness and lodging. While ordinary American citizens were enduring from the economic calamity brought approximately by the Iraq war. a few persons and corporations cahsed in on the said struggle. In 2007. Lockheed Martin ( the taking arms maker in the US ) had a net income addition of 22 % ( Scheer. n. pag. ) . In the same twelvemonth. the net incomes of its rivals Northrop Grumman and General Dynamics rose by 62 % and 22 % . severally ( Scheer. n. pag. ) . Boeing’s net incomes. meanwhile. increased by 61 % ( Scheer. n. pag. ) . Below are some personalities who were said to hold besides profitted from the Iraq War: a ) Former US President George W. Bush. Sr. – Shareholder and former Senior Advisor in the Carlyle Group. a defence contractor with ties to the Saudi royal household and the Bin Ladens. B ) Former Defense Secretary Frank Carlucci – Member of the RAND Board of Trustees and co-chair of the RAND Center for Middle East Public Policy Advisory Board. Besides the president of the Carlyle Group. degree Celsius ) Former Secretary of State and Secretary of Treasury James Baker – Former Carlyle Senior Counselor. vitamin D ) White House Budget Advisor Richard Darman – Carlyle Managing Director vitamin E ) US Vice President Dick Cheney – Head of Halliburton Co. . an oil endeavor that traded with Libya and Iran through foreign subordinates ( Lynch. n. pag. ) . Thankss to the craze brought approximately by the War on Terrorism and the Iraq war. taxpayers were swindled into funding the War Economy that made millionaires out of Bush and his like. And every bit long as the absurd propaganda of The War on Terrorism and the Iraq war continues to be. ordinary Americans will pass their full lives paying revenue enhancements non for basic societal services. but as a tribute to Bush and his kind for them to be able to populate like male monarchs. Plants Cited The Oil Equation in the US Bid against Iraq. Education for Development October 2002: 15-16. Barona. Caesar. Technology. Power and the War against Terrorism. The National Guilder July 2002: 32-33. Cline. Austin. Economic Benefits of War. n. d. About. com. 18 February 2008 lt ; hypertext transfer protocol: //atheism. about. com/library/FAQs/phil/blphil_eth_wardef_econ. htm gt ; . Lynch. Colum. Firms Iraq Deals Greater Than Cheney Has Said. 23 June 2001. Global Policy Forum. 19 February 2008 lt ; hypertext transfer protocol: //www. globalpolicy. org/security/sanction/iraq1/oilforfood/2001/0627chen. htm gt ; . Moffatt. Mike. Are Wars Good for the Economy? n. d. About. com 18 February 2008 lt ; hypertext transfer protocol: //economics. about. com/od/warandtheeconomy/a/warsandeconomy. htm gt ; .

Issues of Justice Essay Example | Topics and Well Written Essays - 1000 words

Issues of Justice - Essay Example For theorist John Rawls, â€Å"Justice is the first virtue of social institutions† ( 1999). But today it is faced by many issues. And so, it is timely that the concept of justice and its impact on issues be clarified. Definition of justice Seen as a foundation stone of morality, justice is nominally described as â€Å"the constant will and disposition to give each one his due† (Montemayor 101). More properly, it is defined as â€Å"†the principle of rectitude and fairness in men’s relation with each other†(101). From the aforesaid, two essential attributes of justice may be observed, namely universality and equality. Universality requires justice for all without bias. Meanwhile, equality demands justice equitably distributed regardless of class or position. These attributes require the application of laws without discrimination or without playing favorites. It is noted by moralists that all laws, either human or divine, are reducible to the universal principles of justice. Giving God His due through love is a summary of the Ten Commandments. The right to life, liberty and security of person is ensured by the UN Declaration of Human Rights. Killing, stealing, adultery are violations of justice owed to life, property and integrity. Types of justice The concept of justice is not simple, and so there is a need to list its classification based relationships among individuals, as well as individuals with institutions such as the state. Commutative. This is justice based on mutuality of rights and duties. Everyone should give to others what belongs to them. For example an assault to honor through libel, that ruins someone’s good name, is a violation of commutative justice (Oswald, 1). Distributive. This is justice assigned to the state, which must fulfill certain duties to its citizens. For example, government should provide support for free education, promote social justice, protect workers, etc. Organizational. This relates t o justice for people in organizations, such as on matters of wages, promotions and privileges. (Tabibnia, et al., 339). Restorative. Offenders are urged to take responsibility and repair the damage done through apology, return of stolen items, community service, etc. (Parade, 6) Retributive. There must be appropriate punishment for a crime. Utilitarianists look forward for benefits for those who amend for their crimes; retributionists look back with an eye for atoning damage done, e.g. law of an eye for an eye (Cavadino, 39). Social. Sparked by labor movements, a just society is viewed to be based on equality and solidarity, e.g. giving quality of work life to workers (Zajda, et al. 4721). Spatial. There is a need to achieve socio-spatial--geographical distribution of the workers’ needs, e.g. access to healthcare, good air quality, rest period, etc. Dynamics of justice and issues How do issues affect justice, and how does justice respond to issues? Issues create an impact on the justice system. For example, since the 60s, gays sought dignity owed to them. It was a hide-and-seek affair especially in the military. The dent, however, was made with the â€Å"Don’t ask, don’t tell† policy of the Clinton administration. Subsequently in 2012, President Obama allowed openness for being gay and the right of gay soldiers to serve without encountering bigotry in the U.S. military. Due to its dynamism, justice responds to issues. This is done by the justice system processing

Voting and Turnout Essay Example | Topics and Well Written Essays - 250 words

Voting and Turnout - Essay Example But personally speaking, I don’t agree to their argument. Cost factor of $25 on the registration of voters is a one time cost. If the general opinion favors abolition of the cost that should be considered for exemption by the government and voter IDs should be provided at the government expense so that those who speak against these laws could not find an excuse due to the cost factor of $25. I do not agree with the analysis of the New York Times that the number of 120 fraud cases filed by the Justice Department is not a big enough number. On the contrary, I agree with the opinion of Texas Attorney General Greg Abbott, that voting frauds are a genuine threat, and only voter IDs can help check it (Lee, 2012). Any step taken by the government to leak-proof the voting process will help the democratic process in the long run. It is the ethical responsibility of the federal government, irrespective of which party is in power, to provide voter ID cards to the poor classes, senior citizens and minorities at its own cost Lee, S. (2012, Nov. 5). Everything you’ve ever wanted to know about voter ID laws. ProPublica.org. Retrieved from

Attitudes of Saudi speakers toward learning English language Term Paper

Attitudes of Saudi speakers toward learning English language - Term Paper Example From the research, it is evident that motivation tends to play a key role in the attitudes of Saudi speakers towards learning the English language. This is because the investigations carried out reveal that attitude and motivation play essential roles in learning a foreign language like English. Investigations carried out among the students in the university depict that the lack of motivation for Arabic speakers cause the learners to lose interest in leaning the foreign language. From this research, it is evident that the lack of motivation tends to affect the success of the speakers in learning the English language. Research depicts that motivation also affects the rate at which Arabic speakers are likely to learn the language. For instance, investigations carried out among the students revealed that motivation played a key role in the failure or the success of the students in learning the language. It is also evident that motivation normally affects the attitudes of the speakers to wards learning the language. From this research, it was clear that lack of motivation is likely to cause learners to develop negative attitudes towards learning English. However, when Arabic speakers are motivated to learn the languages then they are likely to develop positive attitudes towards learning English (Amin, 2009). The replies in the questionnaires revealed that it was difficult for the low motivated Saudi speakers to learn the English language. This unequivocally implies that motivation was a determinant that was essential for Saudi speakers to learn English. From the research it evident that some of the Arabic speakers may be demotivated to learn the English language because of negative external factors such as school (Arani, 2004). The other factors that affected the attitudes of Arabic speakers towards learning the English language were pedagogic factors. These refer to factors related to the teaching of English in Saudi Arabia. An examination of the responses in the q uestionnaires reveals that teaching English, which is considered a foreign language in Saudi, is normally a challenge. One of the reasons for this is because the language is considered to be of very limited purpose to the Arabians. From this research, it was evident that the teaching of the language started at school level. However, the students who were interviewed attributed the negative attitudes of Saudi speakers to the English language to factors such as; the lack of qualified teachers and the use of integrated textbooks. The other pedagogic factor causing negative attitudes towards English among Arabic speakers is the purposive curriculum. It is also thought that the achievements made by the speakers who speak the language are normally below their expectations causing them not to want to learn. In the questionnaires, those interviewed recommended that diagnostic studies be carried out in the different language areas. This was to enable the teachers identify the problems associ ated with the pedagogic factors. The students interviewed thought that the evolution of compatible strategies would have helped the students to yield maximum output when learning the language. Some of the students interviewed stated that to enable the learners change their attitudes towards learning the English language, it was essential that pedagogic factors such as the

Teaching Method For Environment Education

Teaching Method For Environment Education Abstract :This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activiti es are not changed Keywords: Neuroscience cognitive learning, brain based learning, problem based learning, environmental education INTRODUCTION More than 30 years have passed since the appearance of Environmental Education in Malaysia, however expert still encounter difficulties integrating Environmental Education into academic programs the classroom. The existing curriculum should not only provide environmental awareness to students, but to prepare students to act on environmental problems (WWF, 2008) Education is an essential tool for achieving a sustainable future. Environmental education is one of Sustainable Development agenda implemented through the education system. Various definitions of Environmental Education (EE) produced by several parties. UNESCO (1999) defines Environmental Education as a form of education or knowledge which includes such as physical aspect; environmental impact directly and indirectly; and interaction between the local communities and the impact of activities in a given time. In Malaysia, the definition of the concept of Environmental Education is based on the definition issued by the Division of Teacher Education (1997) and Department of Environment and the Institute for Environment and Development University Kebangsaan Malaysia (UKM SUSTAINABLE) (2004). According to both of these organizations, Environmental education involves learning to understand the interaction humans and the environment and how the environment is managed in a wise and responsible to the sustainability of life on Earth. It involves education about the environment to increase awareness, knowledge and understanding about environmental management wisely. While the process is said to involve education about the environment, through the environment and for the environment. byPalmer(1998), interaction between these three components can be seen as the Figure 1. Attempts are now being made by environmental educators to fully become interdisciplinary and reach beyond just the Science classro om. To become fully interdisciplinary, environmental education needs to reach out into all subjects; Math, English, Fine Arts and Social Studies, to mention a few. To leave the topic of the environment merely in the Science classrooms is to ignore the interdisciplinary nature of the issues involved with the environment. Students need to learn how to write about the environment, understand how environmental issues are dealt with in other countries, learn how historically the environment was treated, and the actual mathematical side of environmental problems, like the impact of oil spills on local ecosystems. There should be a greater emphasis on teaching about the environment, for the environment, and in the environment. Figure Palmer, A model for blending together these components in environmental education. This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. This focus age group is chosen because according to neurobiological development, during this post-puberty stage, the individual is ready to discuss heavy issues of ecological degradation(Puk, 2012) ENVIRONMENTAL EDUCATION IN MALAYSIA EDUCATION SYSTEM In the Malaysian school system, Environmental education was introduced through the infusion and integration approach; as well as introduced in relevant subjects such as English Language, Malay Language, Geography, Science, Local Studies, Civics and Citizenship. It was also infused through co-curricular activities such as Nature Clubs. The Curriculum Development Centre in the Ministry of Education has also developed and distributed a Teachers Guide Book to infuse Environmental education across the primary and secondary school curriculum. However researches indicated that these approaches were generally not coordinated and not implemented effectively. Researches showed that till 2005 although Malaysians in general know and realize that the environment need to be taken care of, however most of them are not oriented to translating their knowledge into action. Environmental Education allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Environmental Education requires far-reaching changes in the way education is often practised today. Environmental Education, is not simply about giving students information, but ensuring that education and schools specifically is mobilized to re-orient society towards sustainable practices ENVIRONMENTAL EDUCATION APPROACH PROBLEM Previous studies have shown that students in primary, secondary and higher education institutions in Malaysia have knowledge about the environment but possess low awareness of the environment (Daniel Shafiee, 2006). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. To engage diverse students actively in classroom is to understand and interact within their unique worlds. Traditional teaching methods tend to neglect active student involvement, and so fail to tap their rich wells of diversity in class. When lessons do not accommodate students interests and abilities as tools to achieve, learners lose interest and feel disengaged (Ronis 2008). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. The problem arises from the difficulty of students to master the concepts of abstract environmental teaching. Students who do not understand the basic concept of the abstract environment is always looking for short cuts to memorize a concept but did not understand what was said. By just memorizing the concepts, meaningful learning environment does not occur. When meaningful learning does not occur, knowledge and awareness of the environment relatively will be low. This opinion is based on the Model of Responsible Environmental Behavior (Hungerford Volk, 1990) which states that individuals with high knowledge and awareness of environmental will showed positive behavior towards the environment Hence, environmental education should incorporate elements that promote thinking and problem solving skills. Environmental education also having the difficulty o f empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation (Thomas 2005). Recognising the importance of the responsibility to protect our environment cultivated, the Environmental Education in Malaysia education system should be able to function efficiently to form a community that are sensitive and concerned about environmental issues and acquire the knowledge, skills, values and commitment to work and act individually or together toward solving environmental issues. Many will have positive attitude and knowledge about the environment but fail to reflect environmental values in terms of their commitment towards environment (Kollmuss Agyemen 2002). However, knowledge about environmental issues per se cant be the only determinant for pro-environmental behavior, other factors also play an important role (SitiNurDiyana Mahmud Kamisah Osman 2010). Teaching and learning approaches adopted in Environmental Education was also found to be less effective in generating optimum learning potential of students with learning style preferences vary. This is because generally practiced method is just give priority to certain groups of students in the classroom. Teaching often emphasizes linear information processing approach (Lourdusamy, 1994). This method is found only in favor of the students who have left brain dominance and less able to attract students who are dominated by the ability of the right brain (Sousa 1995). Consequently, only students with specific learning styles benefit from teaching while the others were less keen to learn. When subject areas are taught in a conventional format, they are taken out of their natural context and presented to learners as independent and isolated units. Unfortunately, this traditional format operates in opposition to the brains natural way of integrating and processing new information (Ronis 2008). According to that problem, therefore various approaches in teaching and learning have been explored for the purpose to enhance learning environmental education. Recently one of the areas have been concerned by the educational communities is the potential of Problem-based Learning with consideration of neuroscience cognitive elements to promote environmental education. Problem-based Learning approach appears to be a potential method to inculcate students with sustainable knowledge, since it require action on the ground, to provide students with opportunity to apply their knowledge into practice (Steinemann, 2003). NEURO-CONSERVATION APPROACH Proposed neuroscience cognitive approach is one of the suitable methods to overcome problems as described earlier. This approach taking into account relevant aspects of the principle of the brain capacity to generate meaningful learning. With different primary structures (reptiles brain, midbrain/ limbic system and neocortex), the brain requires specific approach to operate at its optimum. Neuro-conservation approach which taking into consideration the emotional climate, teaching strategies and reinforcing strategies can enhance the brains learning. The changing nature of the neuroplasticity of the brain may also have implications for lifelong ecological literacy and provides direction towards the restructuring that schooling may require in order to influence global efforts to deal with ecological degradation. This involves the manner in which internal representations (the content of neural networks) are laid down in human beings during childhood and the resulting resistance to chang e during adulthood(Puk, 2012). Neuroscientists are just beginning to understanding how brain development is related to aspect of adolescence such as risk taking, decision making, and managing impulsive behaviours. It is the job of the prefrontal cortex to control these impulses through reason, planning or delay of gratification. But the impulse inhibiting capacities of the brain are not present at birth. Research now indicates that it take at least two decades for the biological processes of brain development to produce a fully functional prefrontal cortex (Weinberger, 2001). Thus middle and high school students still lack the brain development to balance impulse with reason and planning. Figure 2 visualizes the neuro-conservation approach. The approach integrates principles of brain-based learning and problem based learning. The Brain Based Teaching Approach advocates three instructional techniques: Orchestrated Immersion (creates a learning environment that fully immerses students in many educational experiences), Relaxed Alertness (eliminates fear in the learners while maintaining highly challenging environments) and, Active Processing (allows the learner to consolidate and internalize information by actively processing it). According to this theory, each education should integrate all of these elements: a) Relaxed Alerteness i. The brain learns best in its optimal state. ii. The brains cognitive cycle influences the learning process. iii. Emotions are critical to the brains patterning process. iv. Learning is enhanced by challenge and inhibited by threat. v. Positive climate stimulates brain function. vi. Appropriate environment, music and aroma exvite brain activity. b) Orchestrated Immersion i. The brain is a parallel processor it able to perform multi activities in the same time. ii. Search for meaning comes through brain patterning process. iii. The brain processor works in wholes and parts simultaneously iv. Complex and active experiences involving movements stimulate the brain development. v. Learning engages the whole physiology. c) Active Processing i. Learning involves both focused attention and peripheral perception. ii. Learning involves both conscious and unconscious processes. iii.Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. iv. The brain can easily grasp and remember facts and skills embedded in its memory space. Figure Neuro-conservation approach model Figure The PBL learning principles (Based on the works of GraaffKolmos 2003, KolmosGraaff 2007) In this neuro-conservation approach these three instructional techniques (orchestrated immersion, relaxed alertness and active processing) are implemented across the entire process of learning. The integration of these learning optimum state elements is believed to be able to fulfill various learning requirements whilst fostering interest among students to learn. This is due to the fact that the shift from teaching to learning is considered the most important innovative aspect of this educational concept, and consequently, the task of the teacher is altered from transferring knowledge into facilitating the learning process of the students (Kolmos 2006). This approach is expected to stimulate and generate conceptual understanding and motivation to learn, 21st century skills and environmental awareness among students and hence increase their learning potential of a learning style preferences vary. In neuro-conservation approach, the PBL principles suggested by de Graaff and Kolmos (2003) is adopted. In general, de Graaff and Kolmos (de Graaff and Kolmos 2003, Kolmos and de Graaff 2007) summarize the main learning principles in three approaches: cognitive learning, collaborative learning and contents (See Figure 3). (1) The cognitive learning approach Learning is organised around problems and will be carried out in projects. It is a fundamental principle for the development of motivation. A problem provides the starting point for the learning process, places learning in a context, and bases learning on the learners experience. (2) The contents approach This approach especially concerns interdisciplinary learning, which not only stresses but also spans traditional subject-related restrictions and techniques. It is exemplary practice in the sense that the learning outcome provides a good example of the overall objectives. Furthermore, it supports the relation between theory and practice by demonstrating the fact that the learning process involves an analytical approach using theory in the analysis of problems and problem-solving methods. (3) The social approach is team-based learning. The team learning aspect shows the learning process as a social act in which learning takes place through dialogue and communication. Furthermore, the students are not only learning from each other, but they also learn to share knowledge and organize the process of collaborative learning. The social approach also covers the concept of participant-directed learning, which indicates a collective ownership of the learning process and, especially, the identification of the problem. Stonewater (2005) argues that the best way for teachers to equip learners with the skills and attitudes they need is through problem solving and inquiry learning. Learning should involve the use of inadequately structured problems, problem that provide only minimum amount of information, just enough to guide the investigation. In relation to Environmental Education in Biology, this theoretical background paves the way for the employment of neuro-conservation approach as an innovative strategy for subsequent educational design (See Figure 3). By its very nature, the problem-based approach requires an organizational framework which is similar to detective work. By first identifying specific focus questions and then proceeding through systematic research for answers, students learn the discipline of logic along with the excitement of mental connection that click, resulting in insight and epiphany. The urgent need for and emphasis on interactivity in the learning process is directly linked to the idea that each learner actively creates his or her own knowledge through direct and meaningful experience (Ronis 2008). When students explore information through a variety of different instructional approaches, they often become more interested in and receptive to the subjects they are studying. Because the brain is functioning with greater efficacy through these varied approaches, students are able to invest more of their mental energy in learning and thereby commit concept to memory with greater comprehension (Cowley Underwood 1998). Additionally, using neuro-conservation approach allows teachers to help their students become successful in most of these areas, including learning/innovation skills; information, media and technology skills; and life/career skills. Depending upon the PBL scenario, many of the core subjects and themes can also be included. As students work together to define the problem, find and evaluate evidence and reconsider the problem from multiple angles, they develop higher order thinking, problem-solving, collaboration and communication skills. These skills are transferable to all contexts, in school settings as well as in real-life. Research indicates that the use of PBL enhances problem-solving skills and effective reasoning strategies, while increasing long-term student retention and application of knowledge (Goodnough Cashion, 2006; Strobel van Barneveld, 2009). PBL also has the potential as an effective learning approach in Environmental Education (Clara Vasconcelos 2010). In PBL, sce narios relating to real life are used as a point of departure for the learning process. In this learning approach, the ill structured nature of the problems not only personally relevant to the students, but address timely community issues and thus establishing a valid connection with the learners themselves. PHASES OF IMPLEMENTATION A neuro-conservation intervention program will be implemented for postgraduate science education students. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activities are not changed. In addition, students will suggest possible solutions to change current patterns in the climate change. The focus will be to create solutions that are fact based and practical. Solutions should span personal, local and global changes that could decrease global warming. The program will comprise six lesson (45 minute each) and one field trip. The instruction will be implemented within a period of approximately 6 weeks. The seven week course will be based on the three main phases considered as the compulsory axis in PBL program: a) Involvement in the program, b) Solving the problem within group work and c) evaluation of the learning process. A field trip will be organised in order to present the problem within an appropriate context. Prior to beginning this neuro-conservation learning lesson, respondents will be given pre-test of global warming conceptual understanding. This provides the researcher with one summative assessment that compare the repondents growt and learning prior to the lesson experience and following the activity. This study will evaluate respondents motivation to learn, environmental awareness, conceptual understanding about global warming and also respondents 21st century skills. In neuro-conservation approach, teacher needs to help learners build their own problem-solving skill and thinking abilities while teaching the content necessary to apply those skills. . Table 1. Phase of Implementation Neuro-Conservation Approach Phase Activity Features PBL Phase Brain Based Learning Principles Involvement in the program Activity 1: Class Discussion and Hyphothesis Generation Task: Students are given a real-life problem statement. Students brainstrom and suggest the kind of infromation or data that they would need to answer the question posed. Activate the memory processor system and students prior knowledge to stimulate the transfer process. Problem Design The teacher begins the learning process by developing a real world open ended problem. This problem is related to the unit that is being taught in that it should involve the application of the content skills and concepts covered. Learning is enhanced by challenge and inhibited by threat. Emotions are critical to the brains patterning process. Solving the problem within group work Activity 2:Field Sampling Task:The choice of the field site should be based on easy of sampling. The student guide gives the students a brief outline of the bioassessment physical parameter procedures that they will perform in the fiels. Acivity 3: Class Meeting Task:Each team will meet and with the help of the instructor, decide what the data they have collected may mead to their hypotheses and what information yet needs be obtained. Activity 4:Class Meeting Task: Students are encourage to discuss and form a plan of action especially in regard to the laboratory data they need. Some students may have already done this and may begin actual laboratory work. Activity 5:Action Items/ Laboratory Work Task:Instructor needs to be available to consult with the students before they begin their work so they have a clear idea of what they need to do and advise. Activity 6: Class Meeting Task:Students share information and draw final conclusions concerning their assignment. They begin planning their posters and position papers. Activate the right brain processor prior to the left brain. Alleviate anxieties over accessibility and relevance material. The stage for brain active processing The stage for digesting, thinking about, reflecting on and making sense of experience utilizing visualization, auditory, kinesthetic in multiple context. Locating and Identifying Resources The second phase, the resources phase refer to the stage when students gather data as well as acquire learning resources and engage in experiences. The brain is a parallel processor it able to perform multi activities in the same time. Search for meaning comes through brain patterning process. The brain processor works in wholes and parts simultaneously Complex and active experiences involving movements stimulate the brain development. Learning engages the whole physiology. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. The brain can easily grasp and remember facts and skills embedded in its memory space. Evaluation of the learning process Activity 7: Final Assessment Task: In this activity, students will be asked to present their posters and conduct a formal evaluation of the posters of the other groups. Additionally, each student will hand in the position paper that support his/her conclusion to the problem. The activity stimulates working memory to summarize the lesson Problem Analysis In the final phase, the problem analysis phase, the teacher role is to encourage students to offer answers, hypotheses and reflection that may consist of either closed or open activities inquiries. The brain is a parallel processor it able to perform multi activities in the same time . Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes The purpose of neuro-conservation approach is to help educators make sense of current research in the neuroscience and the resulting implication for environmental education and science instruction. Research indicates that an integrated approach to learning aligns with the way brain naturally processes and internalizes new information. However, problem based learning alone is no guarantee that learning will take place. Students also need reflection and interpretation to make sense of learning activities and for locating activities in a wider framework of meaning and purpose., CONCLUSION This paper seminally highlights the integrative principles of brain-based learning and problem-based learning that were previously studied independently. The integration of these two theories becomes a basis for neuro-conservation approach. Arguably, neuro-conservation approach is also capable in enriching the idea of teaching and learning methods based on the architecture of the brain that can be implemented in accordance with holistic learning strategies. To say the least, neuro-conservation approach is expected to increase the students motivation to study Environmental Education and instill environmental awareness. This will lead to subsequent improvement of their understanding of Biological concept and nourish their 21st century skills.

Organizing Function of Management Essay

The purpose of this paper will be to evaluate the organizing function of management. The organizing function of management develops internal organizational structure. A key role of the organizing function is to address how people interact in various business environments. Management uses organizing activities to allocate resources, define responsibility, establish expectations, and group employees. â€Å"At high-tech firms such as Google that rely on employee skills, knowledge, and creativity to remain competitive, the importance of people is evident as well† (Bate & Snell, 1, 2009). Human Resources Management at Google Human resources management is a formal system used to manage people in a business environment (Bate & Snell, 2009). Human capital is a source of competitive advantage that is irreplaceable. According to Bate & Snell, â€Å"human resource planning occurs in three stages: planning, programming, and evaluating† (2009). Perfecting the art of human resources management can provide strategic value to organizational performance. The Google Company has secured its place as one of the world’s leading employers. Goggles strategy for effective human resources management is providing employees with unparalleled benefits, perks, and opportunities. Lazlo Bock, Google’s vice president of people operations states freedom, curiosity and highly trained employees has forged Google’s success (HR Focus, 2008). Planning requires Google to forecast future job trends based market fluctuations and company growth. In 2005, Google was hiring about â€Å"10 people a day, adding to a workforce of more than 5,000† (Lohr, 2005). Currently, Google employs approximately 20, 000 people with various backgrounds and skills. Closely monitoring economic trends and labor supply forecast allows the company to manage all available resources. The following rules of engagement with employees, outline by Lazlo Bock, have contributed to Goggles effective human resources management. * Hire learners. They are inquisitive, and when they fail, they will ask how they can do better. * Give people the tools and resources to succeed; then let them. * Work on small projects in small teams. * Keep structures flat. Especially as the company gets big, information needs to flow up. * Discuss everything you can publicly. * Give performance-driven raises. This is helpful in controlling turnover and enhancing retention. * Reward success, don’t penalize failure. â€Å"If you don’t fail, you’re not doing your job well.† Quarterly goals are set and performance evaluations are based on these; the company aims for a 70% success rate. Technology at Google Google was founded on the principle of â€Å"organizing the world’s information and make it universally accessible and useful† (Google, 2009). The company original began as a search engine provider. The company quickly expanded products and services to include software, e-mail service, advertising platforms, desktop products, mobile devices, and mapping tools. Google’s list of services and products are too extensive and increasingly expanding. Google’s success can be attribute to the company’s’ expansion of technological services. Google recent advancement has been the development of a new operating system, Chrome, designed to rival its biggest competitors. â€Å"Unlike Windows, Chrome OS is an open-source project like the Linux operating system that’s popular with techies, which means outside software developers are welcome to work on it† (Graham, 7, 2009). The release of Chrome OS as a free open source operating system creates competition with Microsoft’s Windows. Google Assets Google’s ability to control the search engine markets has allowed the company to prosper from advertising campaigns. According to Schonfeld, â€Å"of the 137 billion estimated total searches performed in the U.S. last year, 85 billion were done on Google; nearly 90 percent of all the growth in search volume was also captured by Google (2008). Google’s profits should spike as the country climbs out of recession â€Å"because the company has weeded out a lot of frivolous expenses during the recession† (Liedtke & Girard, 2009). Google went public at $85 dollars a share 2004; current estimates place Google shares at $430 a share (Liedtke & Girard, 2009). The statistics indicated that Google has effectively organized companies assets during difficult economic time. Conclusion  Human resources management and technology play a crucial in business success. Google has perfected work environments that keep employees happy and provides the necessary resources to remain competitive as a company. â€Å"David MacDonald, who joined Google as an account manager in October 2001, says, It wasn’t groundbreaking – search engines had been around for years – but it had a different approach and was all about the people† (Smith, 6, 2008). Google remains one of the world’s leading companies engrossed in the technological revolution. Much of the organizations success arises from Google’s ability to venture into multiple applications. Google refuses to rely on the company’s search engine capabilities to sustain growth. The ability to adapt to economic demands and competition has facilitated Google’s organizational structure.

American Civil War and Amendment Source

It explains the basics about why the 14th Amendment was passed. It also does give many other cool facts that you could find useful. This Includes the fact that the congress had to vote for the amendment to be passed. It also does explain how the 14th Amendment did not completely free slaves. When I say this, I mean that In some places, the 14th Amendment was not active. That means that the slaves In that area, were not free. Evaluation: I did not find the source useful AT ALL. The entire book was Just text, no pictures or anything. This dad It hard to visualize what was happening In the book.Also, the fact that only a fraction of the book was about the 14th Amendment, did not help on the Informational side. I would not recommend this book to someone that Is Just researching about the 14th Amendment. Source 3: Online weapon http://w. NM. Impermeableness. Gob/]b/recon/]b_recon_reveled_l . HTML, by: Web Guides Summary: This Is a weapon created by Web Guides. They go over everything you need to know about the 14th Amendment. They say that the amendment was ratified on July 9th, 1868 and granted excellently to everyone. The senate voted yes by 33 to 11 votes.The House of Representatives voted yes by 120 to 32 votes. Overall, It granted freedom to many African-American slaves. This was for reconstruction purposes for the aftermath of the call war. Evaluation: I found this website page very useful. It had many pictures and links to give you extra facts and Information. It also showed me about what happened after It. I would recommend this weapon/website to everyone.

Differences in Spanish and English Spelling

Differences in Spanish and English Spelling If you can spell in English, you have a head start with spelling in Spanish. After all, thousands of words are English-Spanish cognates, words in both languages that are spelled identically or similarly because they share common origins. For the English speaker learning Spanish as a second language, most of these words pose little problem in spelling, as the differences between the two languages usually follow regular patterns. Below are listed the most common regular differences in spelling as well as a selection of words whose differences dont fit these patterns. The emphasis here is on words that are likely to cause spelling problems, not ordinary differences in the languages such as radio for the English radium and dentista for dentist. Differences in Prefixes and Suffixes English -tion as the equivalent of Spanish -cià ³n: Hundreds of words fit this pattern. The English nation is nacià ³n in Spanish, and perception is percepcià ³n. Use of inms include inmadurez (immaturity), inmaterial, and inmigracià ³n. Use of trass include trasplantar and trascender. However, there are many Spanish words where both tras- and trans- are acceptable. Thus both trasferir and transferir (transfer) are used, as are both trasfusià ³n and transfusià ³n. Differences in Specific Letters Avoidance of k in Spanish: Except for a few Greek words (such as kilà ³metro and some words of other foreign origin such as kamikaze and various place names), Spanish cognates of English words with a k usually use a c or qu. Examples include quimioterapia (chemotherapy) and Corea. Some words are spelled both ways: caqui and kaki are both used for khaki, and both bikini and biquini are used. Lack of th in Spanish: Cognates of English words with a th usually use a t in Spanish. Examples are tema (theme), metano (methane), ritmo (rhythm) and metodista (Methodist). Avoidance of y as a vowel: Except for some recently imported words such as byte and sexy, Spanish usually doesnt use y as a vowel except in diphthongs, so i is used instead. Examples include hidrà ³geno (hydrogen), dislexia , and gimnasta (gymnast). Use of cua and cuo instead of qua and quo: Examples include ecuador (equator) and cuota. Dropping of Englishs silent letters: Commonly, the h in English words is dropped in the Spanish equivalents, as in ritmo (rhythm) and gonorrea (gonorrhea). Also, it is common in modern Spanish to not use ps- to start words. Thus sicolà ³gico is used for psychologist, although the older forms such as  psicolà ³gico are still used. (The cognate of psalm is always salmo.) Use of ess include especial, està ©reo, escaldar (scald), escuela (school), and esnobismo (snobbery). Use of f for the English ph: Examples include elefante, foto, and Filadelfia. Other Common Differences Avoidance of double letters in Spanish: Except for recent words of foreign origin (such as express), the use of rr and, less commonly, the use of cc (where the second c is followed by i or e), Spanish generally doesnt use double letters in English cognates. Thus the English libretto is libreto in Spanish, possible is posible, and illegal is ilegal. Examples of rr or cc in cognates include accià ³n, acceso, and irrigacià ³n. One Spanish word that doesnt fit this pattern is perenne (perennial). Avoidance of hyphenation in Spanish: Hyphens arent used as much in Spanish as they are in English. An example is that while some styles of English uses hyphens in words such as re-edit and re-encounter, Spanish does not in the equivalents: reeditar and reencontrar (the latter of which can also be spelled as rencontrar). Simplification in Spanish: A number of words, particularly ones whose English spellings come from French, have more phonetic spellings in Spanish. For example, bureau is burà ³ and chauffeur is chà ³fer or chofer, depending on the region. B and V: B and V have identical sounds in Spanish, and there are a few words where the English and Spanish cognates use opposite letters. Examples include govern and gobernar, and Basque and vasco. Words that dont fit other patterns: Following are some other easy-to-misspell words that dont fit any of the above patterns. The Spanish word is in boldface followed by the English word in parentheses. Note that in a few cases the Spanish word doesnt have the same meaning, or has other meanings, than the English word listed. abril (April)adjetivo (adjective)asamblea (assembly)automà ³vil (automobile)billà ³n (billion)caà ±on (canyon)carrera (career)circunstancia (circumstance)confort (comfort)coraje (courage)coronel (colonel)diciembre (December)à ©nfasis (emphasis)erradicar (eradicate)espionaje (espionage)etcà ©tera (et cetera)femenino (feminine)garaje (garage)glaciar (glacier)gorila (gorilla)gravedad (gravity)huracn (hurricane)Irak (Iraq)jamà ³n (ham)jeroglà ­ficos (hieroglyphics)jirafa  (giraffe)jonrà ³n (home run)lenguaje (language)mensaje (message)millà ³n (million)(canyon)mà ³vil (mobile)noviembre (November)objeto, objetivo (object, objective)octubre (October)pasaje (passage)proyecto (project)septiembre or setiembre (September)siniestro (sinister)subjuntivo (subjunctive)tamal (tamale)trayectoria (trajectory)vagabundo (vagabond)vainilla  (vanilla)yogur or yogurt (yogurt)

Turkeys admission to EU Essay Example

Turkeys admission to EU Essay Example Turkeys admission to EU Essay Turkeys admission to EU Essay Essay Topic: Admission The main question to consider is whether Turkeys admission to the EIJ would be economically advantageous for the Union. I will start by giving you some information about the background of this debate, which is going on for quite some time now. Turkeys application to accede to the European Union was already made in 1987. But by doing this, Turkey was not yet an official candidate. It was officially recognized as a candidate for full membership in 1999. The real negotiations about this subject were tarted in 2005, and until this very own moment, the European countries have still not decided whether taking Turkey in would be the right thing to do or not. 1. + A first advantage of Turkeys membership would be the fact that it would open up a new and strong market for the European products. Turkey has a very large population, so a smoother trade with them would give some economic advantages to the other European states. And with smoother, I mean the fact that, due to its membership, there would be less troubles and paperwork at the Turkish borders. The first and also most important reason why Europe shouldnt let turkey enter the union, is the fact that the country is Just too poor: there are thousands of poor farmers, and they have to deal with very low living standards. Some areas are serious underdeveloped, and the country has still huge debts it has to pay off. When it becomes part of Europe, the other states will have to help their new companion to pay off his debts and make sure that the living standards will rise. 2. It would also create great opportunities for business: Turkey has a population of lmost 80 million people, and it has the right technical institutions. So when the country would be guided in a decent way, it would be able to create a qualified and expanding economy. And when I say guided in a decent way, I mean not like nowadays, because theres still a lot of cheating and corruption going on in the top ranks of the government. Those are not the only problems; as I said before, Turkey has immense economic problems: it has to deal with high inflation rates, public debts and a very high unemployment-rate. These factors caused the very weak economic structure of the ountry. Turkey has a rapidly growing population; in their culture, its a tradition to raise lots of kids. But this growing population would cause a lot of financial issues, and also the European instututions would face problems while dealing with this large population. The agricultural area from Europe would also grow, Just like the agricultural work force (like the amount of farmers), because in Turkey, a lot of people still make their living out of agriculture. The country, unlike the most other European countries, also contains a lot of precious natural resources. Another disadvantage is the fact that Turkish farmers still use a lot of products that are harmful for the environment, and by doing that, it causes major pollution. Lots of these products are even forbidden in the ELI. So in order to stop these bad habits, the union would have to invest a lot of money in the development of new farming methods. 4. Turkey is also situated in a turbulent area. It lies between Transcaucasia, Central Asia and the Balkans; this areas are very unstable because of poverty, economic underdevelopment and Islamic fundamentalism. By getting accepted to the Union, Turkey could play a key role in this situation: It would be an example to these areas that an Islamic country can also be a prosperous and modernized democracy. Turkish accession to the Union would force the European States to open up their borders. It is not proved, it is feared that the European countries would be forced to allow a flood of immigrant in their country. For this people, Europe is the paradise, and when Turkey would be a member of the Union, it wouldnt be that hard to cross the borders. Conclusion Out of these elements, I can conclude that Turkey, once accepted to the ELI, would ecome rather a beneficiary than a contributor. Money would be drained out of the Union to solve Turkeys problems, and the European investments would not be equal to the benefits they would get in return. Nowadays, now Europe weakened by the economic crisis, it is absolutely not the right moment to take in a country that needs lot of financial support in order to compete with the other states on European level. In my opinion, Turkeys admission will not be economically advantageous right now. Maybe once, but not in this situation.

Negative ECONOMIC impacts of the 2014 FIFA World Cup in Brazil Research Paper

Negative ECONOMIC impacts of the 2014 FIFA World Cup in Brazil - Research Paper Example Most available literature has also been limited to the positive aspects of hosting the FIFA World Cup. The argumentative question that this research paper poses however is whether there are no negative economic impacts of hosting the FIFA World Cup. In the opinion of the researcher, there could be some very crucial negative economic impacts that the hostage of the FIFA World Cup comes with, but most of these have been ignored by host countries. In this research paper, Brazil is used as a case study, where the hosting of the 2014 FIFA World Cup is brought under perspective. The research paper shall be delimited to only the negative economic impacts of the 2014 FIFA World Cup and so will not look into other aspects like social effects. The approach to discussing the negative economic impact would be to look at different variables of economic parameters that may be of concern to the country’s economy, before, during and after the World Cup. At the end of the paper an argumentativ e debate shall be developed with the question given below: 1.1 Research Question Is the 2014 FIFA World Cup an economic imprudence for Brazil? 2.0 Pre-World Cup Effects 2.1 Government spending Government spending is a crucial aspect of the economic determinant of Brazil. This is because already, the government is under much pressure for its inability to live within its annual budget (Bukova, 2013 International Finance Corporation (2009) notes that within the past decade, the Brazilian government has used a supplementary budget in about 7 out of 10 national budgets. The simple reason is that the bid for the World Cup came several years ahead of 2014. For countries to be approved to host the World Cup there are strict requirements laid down by the Federation of International Football Association (FIFA) that must be adhered to. Greater part of these requirements looks at the availability of sports infrastructure, security, transportation, power supply, accommodation, sanitation, among others (Istomina, 2005). In effect, the very moment that the country announced its intention to host the World Cup in 2014, active preparations started going on. Meanwhile, even though there were some level of sports development in Brazil, it was not adequate to get the country the bid. To this end, government had to start spending, in most cases, beyond its budget to get some of the required requirements underway. As an economic effect however, whenever government is forced to spend beyond its budget, there are sectors of the economy that suffers massively. It is not surprising the number of labor unrest that has hit Brazil since the government started spending on the World Cup preparation (Ivanova, 2004). Already, the government has spent R$9.9 billion (USD1.1 billion) on infrastructure alone; made up of the construction and renovation of existing stadia (Karbalevich, 2011). The upgrading of international airports alone in Brazil ahead of the World Cup has cost the government US$2 .5 billion with some other budget spending that have come up to a total of S$14 billion (). 2.2 Taxation The effect of the World Cup hostage on taxation in Brazil has been analyzed in various peer reviewed literature and economic forums. It has for example been noted that one of the very first economic policies that the government undertook as a way of raising money to cater for the US$14billion budget it was faced with in hosting the World Cup was to raise taxes in several aspects of the

In Fighting Obesity, are Calories, Carbohydrates or Fat Grams the Research Paper

In Fighting Obesity, are Calories, Carbohydrates or Fat Grams the Enemy - Research Paper Example population (Dietz, 2009). Research studies reveal that obesity is found to be associated with numerous chronic health states counting diabetes, stroke, heart diseases, high blood pressure (Glied, 2003). The number is increasing constantly and thereby obesity does not come alone but in association with other chronic conditions, radically enhancing the cost of healthcare. In order to afford the essential therapeutic concern and management, it requires to deal with comorbid states, resulting in the financial burden on the nation as well as deficit in upcoming healthcare endowment. Besides, an augmenting demands of health care facilities is observed, hence a complicated situation is portrayed. A more wide-ranging interdisciplinary research is required to have an insight to understand the situation (Glied, 2003). As obesity has emerged as an issue that is engulfing the well-being of individuals of the present epoch and is rising as an epidemic in the United States of America. The incidenc e of obesity amongst adults has become two fold in past couple of decades intensifying the health concern and related issues of the inhabitants (Flegal, 2010). Obesity condenses eminence of life, enhances the probability of untimely death, augments the jeopardy for numerous persistent diseases, related to heart such as coronary heart disease, hypertension, other related disorders like high cholesterol levels, sleep apnea, overweight resulting in orthopaedic problems, early signs of puberty in case of obese kids, reduced life expectancy, stroke, obesity enhances the possibilities of witnessing Type 2 diabetes, elevated BMI, cancer, arthritis, metabolic disorders and other related anomalies (US Department of Health and Human Services: The Surgeon General’s Call to Action to Prevent and Decrease Obesity). Obesity not only brings concern about health, but it adds to the financial burden too. Obesity augments the health care costs. Estimates reveal that obesity accounts for approx imately 10% of yearly medical expenses, increasing the obesity-associated medical costs to $147 billion in 2008 (Finkelstein. 2009). Obesity has reached an alarming position in USA, and two well distinguished categories have been demonstrated namely obese and extreme obese. Findings disclose that over one-third adults of United States are found to be obese during the year 2007–2008 (Flegal, 2010). According to The National Health and Nutrition Examination Survey (NHANES), the incidence of obesity in the United States could be estimated by means of data for height to weight ratio. The prevalence rate of obesity displays that there was a steady increase in obesity equally in both the sexes belonging to all ages from 1976 -1980 to 1988-1994. On the other hand, the trend in obesity augmentation between 1988-1994 and 1999-2000 was significant in other ages except for the males belonging to the age between 40 to 59 years. While data analysis from 2001-2002 to 2003-2004 recommended escalating trends since 1999-2000 in males and not in females (Ogden, 2006).? Obesity trends also varies between the ethnic and racial communal groups which is displayed by means of BMI, a helpful tool to measure obesity for the examination and comparison of the obesity and to procure data in a standard format across the world as BMI indicates the percentage of body fat (Bouchard, 2008). Causes of Obesity As described by Glied,