Plastic Waste Management - Free Essay Example

Sample details Pages: 12 Words: 3561 Downloads: 4 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Level High school Did you like this example? Plastic Waste Management 1. Plastics Waste: Environmental Issues and Challenges The quantum of solid waste is ever increasing due to increase in population, developmental activities, changes in life style, and socio-economic conditions, Plastics waste is a significant portion of the total municipal solid waste (MSW). It is estimated that approximately 10 thousand tons per day (TPD) of plastics waste is generated i. e. 9% of 1. 20 lacs TPD of MSW in the country. The plastics waste constitutes two major category of plastics; (i)Thermoplastics and (ii) Thermoset plastics. Thermoplastics, constitutes 80% and thermoset constitutes approximately 20% of total post-consumer plastics waste generated in India. The Thermoplastics are recyclable plastics which include; Polyethylene Terephthalate (PET), Low Density Poly Ethylene (LDPE), Poly Vinyl Chloride(PVC), High Density Poly Ethylene (HDPE), Polypropylene(PP), Polystyrene (PS) etc. Thermoset plastics contains alkyd, epoxy, ester, melamine formaldehyde, phenolic formaldehyde, silicon, urea formaldehyde, polyurethane, met alised and multilayer plastics etc. 2. HAZARDS OF THE PLASTIC WASTES The environmental hazards due to mismanagement of plastics waste include the following aspects: 1. Littered plastics spoils beauty of the city and choke drains and make important public places filthy; Don’t waste time! Our writers will create an original "Plastic Waste Management" essay for you Create order 2. Garbage containing plastics, when burnt may cause air pollution by emitting polluting gases; 3. Garbage mixed with plastics interferes in waste processing facilities and may also cause problems in landfill operations; 4. Recycling industries operating in non-conforming areas are posing unhygienic problems to the environment. . Main Features of the Plastics Manufacture and Usage (Amendment) Rules, 2003 Regulation of plastics waste, particularly manufacture and use of recycled plastics carry bags and containers is being regulated in the country as per Recycled Plastics Manufacture and Usage Rules, 1999 and as amended in 2003. According to these Rules: 3. 1. No person shall manufacture, stock, distribute or sell carry bags made of virgin or recycled plastic bags which are less than 8 x 12 inches in size and having thickness less than 20 microns. . 2. No vendor shall use carry bags/containers made of recycled plastics for storing, carrying, dispensing or packaging of food stuffs; 3. 3. Carry bags and containers made of recycled plastic and used for purposes other than storing and packaging food stuffs shall be manufactured using pigments and colorants as per IS 9833:1981 entitled â€Å"List of pigments and colorants for use in plastics in contact with food stuffs, pharmaceuticals and drinking water†. . 4. Recycling of plastics shall be undertaken strictly in accordance with the Bureau of Indian Standard specification: IS 14534:1998 entitled â€Å"The Guidelines for Recycling of Plastics† 3. 5. Manufacturers of recycled plastic carry bags having printing facilities shall code/mark carry bags an d containers as per Bureau of Indian Standard specification: IS 14534:1998 (The Guidelines for Recycling of Plastics). 3. 6. No person shall manufacture carry bags or containers irrespective of its size or weight unless the occupier of the unit has registered the unit with respective SPCB/PCC prior to the commencement of production. 3. 7. The prescribed authority for enforcement of the provisions of these rules related to manufacturing and recycling is SPCB in respect of States and the PCC in Union Territories and for relating to use, collection, segregation, transportation and disposal shall be the District Collector/ Deputy Commissioner of the concerned district. . Options for Plastic Waste Management ?4. 1Recycling of plastics through environmentally sound manner: Recycling of plastics should be carried in such a manner to minimize the pollution during the process and as a result to enhance the efficiency of the process and conserve the energy. Plastics recycling technologies hav e been historically divided into four general types -primary, secondary, tertiary and quaternary. Primary recycling involves processing of a waste/scrap into a product with characteristics similar to those of original product. Secondary recycling involves processing of waste/scrap plastics into materials that have characteristics different from those of original plastics product. Tertiary recycling involves the production of basic chemicals and fuels from plastics waste/scrap as part of the municipal waste stream or as a segregated waste. Quaternary recycling retrieves the energy content of waste/scrap plastics by burning / incineration. This process is not in use in India. 4. 2Steps Involved in the Recycling Process 4. 2. 1Selection: The recyclers / reprocessors have to select the waste / scrap which are suitable for recycling /reprocessing. . 2. 2Segregation: The plastics waste shall be segregated as per the Codes 1-7 mentioned in the BIS guidelines (IS:14534:1998). 4. 2. 3Process ing: After selection and segregation of the pre-consumer waste (factory waste) shall be directly recycled. The post consumer waste (used plastic waste) shall be washed, shredded, agglomerated, extruded and granulated. 5. Polymer Coated Bitumen Road The CPCB has undertaken a project in collaboration with Thiagarajar College of Engineering Madurai to evaluate the performance of polymer coated built roads laid during 2002-2006 in different cities. The observations are as below: 5. 1. The coating of plastics over aggregate improves Impact, Los Angels Abrasion and Crushing Value with the increase in the percentage of plastics. 5. 2. The extracted bitumen showed almost near value for Marshall stability. The entire road was having good skid resistance and texture values. 5. 3. All the stretches in the roads have been found reasonably strong. 5. 4. The unevenness index values of these roads are nearly 3000 mm/km, which indicate a good surface evenness. 5. 5. The plastic tar roads have not d eveloped any potholes, rutting, raveling or edge flaw, even though these roads are more than four years of age. 5. 6. Polymer coated aggregate bitumen mix performs well compared to polymer modified bitumen mix. 5. 7. Higher percentage of polymer coating improves the binding strength of the mix. 5. 8. Foam plastics have better binding values. 6. Plastics waste disposal through Plasma Pyrolysis Technology (PPT) Plasma Pyrolysis is a state of the art technology, which integrates the thermochemical properties of plasma with the pyrolysis process. The intense and versatile heat generation capabilities of PPT enable it to dispose off all types of plastic wastes including polymeric, biomedical and hazardous waste in a safe and reliable manner. 6. 1. Plasma Pyrolysis Technology In plasma pyrolysis, firstly the plastics waste is fed into the primary chamber at 8500C through a feeder. The waste material dissociates into carbon monoxide, hydrogen, methane, higher hydrocarbons etc. Induced draf t fan drains the pyrolysis gases as well as plastics waste into the secondary chamber, where these gases are combusted in the presence of excess air. The inflammable gases are ignited with high voltage spark. The secondary chamber temperature is maintained at around 10500 0C. The hydrocarbon, carbon monoxide and hydrogen are combusted into safe carbon dioxide and water. The process conditions are maintained so that it eliminates the possibility of formation of toxic dioxins and furans molecules (in case of chlorinated waste). The conversion of organic waste into non toxic gases (CO2, H2O) is more than 99% . The extreme conditions of Plasma kill stable bacteria such as Bacillus stereothermophilus and Bacillus subtilis immediately. Segregation of the waste is not necessary, as very high temperatures ensure treatment of all types of waste without discrimination. The CPCB has initiated the study in association with Facilitation Centre for Industrial Plasma Technologies (FCIPT), Institut e of Plasma Research (IPR). The objectives of the study are to conduct performance study of the PPT on 15 kg/hr prototype demonstration system developed by FCIPT/ IPR for proper disposal of plastics waste and also monitor air quality parameters e. g. suspended particulate matter (SPM), carbon monoxide (CO), hydrocarbons (HC), benzene, dioxins, furans etc. ith regards to gaseous emissions. CPCB also proposes to undertake study on safe disposal of plastics waste using higher capacity (approx. 50 kg/hr) plasma pyrolysis system as in future and may set up prototype plasma pyrolysis plant on demonstration basis (15 kg/hr waste disposal capacity) at specific locations (hilly and pilgrimage) in consultation with State Government. 7. Conversion of Plastics waste into Liquid Fuel A research-cum-demonstration plant was set up at Nagpur, Maharashtra for conversion of waste plastics into liquid fuel. The process adopted is based on random de-polymerization of waste plastics into liquid fuel in presence of a catalyst. The entire process is undertaken in closed reactor vessel followed by condensation, if required. Waste plastics while heating upto 2700 0C to 30000 C convert into liquid-vapour state, which is collected in condensation chamber in the form of liquid fuel while the tarry liquid waste is topped-down from the heating reactor vessel. The organic gas is generated which is vented due to lack of storage facility. However, the gas can be used in dual fuel diesel-generator set for generation of electricity. The process includes the steps shown ahead: 7. 1Environment related observations during the process 1. There are no liquid industrial effluents and no floor washings as it is a dry process. 2. There are no organized stack and process emissions. 3. Odour of volatile organics has been experienced in the processing area due to some leakages or lack of proper sealing 4. Absolute conversion of liquid-vapour was not possible into liquid, some portion of gas (about 20%) is connected to the generator. However, the process will be improved in full-scale plant. 5. PVC plastics waste is not used and if used, it was less than 1%. In case PVC is used, the chlorine can be converted into hydrochloric acid as a by-product. 6. The charcoal (charcoal is formed due to tapping of tarry waste) generated during the process has been analysed and contain heavy metals, poly aromatic hydrocarbon (PAH) which appears to be hazardous in nature. The source of metals in charcoal could be due to the presence of additives in plastics and due to multilayer and laminated plastics. 7. Monitoring of process fugitive emissions in the work area as well as emissions from the engines/diesel generator sets is necessarily required (where this liquid fuel is used) for various parameters such as CO, HCl, Styrene, Benzene, VOCs. 8. Biodegradable Plastics The environmentally degradable polyolefin films are defined as those materials that contain degradation process of polyolefin article (b ag/film/sheet) under conditions of composting. Often queries are raised regarding biodegradability of plastics but clear-cut answer is not available about the biodegradability of plastics. In view of above, CPCB has initiated a study in collaboration with Central Institute of Plastics Engineering and Technology (CIPET) to establish the biodegradability and compostability (e. g. fragmentation rate, degradation rate and safety) of polymeric material available in India and abroad. The study will include: 1. Inventorisation and assessment of the manufacturing status of biodegradable plastics in India particularly with reference to processing technologies and the environmental issues. . Establishment of the degradation rate (change in chemical structure, decrease in mechanical strength, fragmentation or weight loss) of the polymeric material or plastics material under laboratory scale composting conditions. 3. Finding out self-life and its impact on environment (soil, water of plastics w ith reference to colour and additives, once it is disposed off) 4. Assessment of effects on foodstuffs with reference to natural colours and additives. . ASSESSMENT OF DELHI IN WASTE DISPOSAL 9. 1Write about short introduction of Delhi 9. 2. Delhi lags way behind in waste disposal â€Å"Capital generates about 6,000 tonnes of solid waste daily, reveals study† NEW DELHI: While Delhi steals a march over all other metropolitan cities across the country in generating municipal waste, it lags far behind in waste disposal and recycling, according to a new study on Solid waste management and its disposal conducted by the Associated Chambers of Commerce and Industry of India (ASSOCHAM). The study reveals that Delhi is able to dispose of and recycle only 62 per cent of its solid waste as against Mumbai, Bangalore and Chennai, where the figure stands at 86 per cent, 85 per cent and 80 per cent, respectively. Kolkata has been cited as an exception in removing its municipal waste to the extent of 90 per cent, making it a city of people with a much better civic sense, reveals the ASSOCHAM study. According to the study, Delhi generates about 6,000 tonnes of solid waste daily as against 5,800 tonnes by Mumbai, 2,800 by Bangalore, 2,675 tonnes by Chennai and 4,000 tonnes by Kolkata. The study refers to Kerala that has created a special purpose vehicle (SPV) to dispose of its solid waste for power generation by closely integrating its 60 municipalities with three intermediate depots to collect its garbage and waste to dispose it of in large containers. Similar models should be emulated by other cities to collect their solid waste which should be recycled for commercial use, says ASSOCHAM president Venugopal N. Dhoot, emphasising the need for a national waste policy. Acknowledging the role of rag pickers in clearing solid waste, the study notes that in Delhi alone there are 85,000 of them and the total quantum of waste collected by the pickers is 900 tonnes a day, which is about 19 per cent of the total waste generated every day. The MCD spent about 2. 4 billion rupees to manage garbage generated during the year. Thus rag pickers saved the municipal authorities more than 250 million rupees, the study says. 9. 3Hazardous It points out that urban residents generate 350 gm to 1,000 gm of solid waste every day and with the increase in population and rising income, urban India is becoming a throwaway society. The waste in bigger cities is generally paper, plastics, metal and hazardous materials apart from vegetables wastes. Bio-degradable households waste has far less impact than the waste generated by activities like manufacturing of goods, the study notes. The present annual solid waste generated in Indian cities has increased from 48 million tones in 1997 to 95 million tonnes, which might exceed 150 million tonnes over the next seven years, says Mr. Dhoot. NEW DELHI, FEBRUARY 23: Indias booming economy is producing mountains of toxic electronic waste like discarded computers and televisions, but there are no laws to regulate its disposal, a local environment group said on Friday. Toxics Link said while the Asian giants economy has been growing at eight per cent annually over the last three years, it has also resulted in the generation of 150,000 tonnes of electronic waste each year. An eight-month study by the group found that Indias bustling financial hub of Mumbai was the biggest source of electronic or e-waste, generating 19,000 tonnes every year. Being the hub of Indias commercial activities, the banks and financial institutions in Mumbai generate huge amounts of e-waste, Ravi Agarwal, Director of Toxics Link, told a news conference. But like the rest of India, there are no laws for its safe handling and this will lead to serious health and environmental impacts. Agarwal said the government had to regulate the management of e-waste by setting up a central authority to collect all discarded electronic goods and put in place laws to deal with disposal and recycling. Indias economic liberalisation that began in the early 1990s has seen hundreds of banks, financial institutions, electronics industries, information technology firms and call centres setting up operations across the country. The booming economy has also led to a growing middle classestimated around 300 millionwhich has more disposable income and an insatiable appetite for electronic products. When electronics like televisions, PCs and efrigerators are discarded, it is the informal sector made up of tens of thousands of people who collect it and then break it down and recycle parts of it which can be sold, said Agarwal. They extract toxic-heavy metals such as lead, mercury, cadmium and chromium which are sold for other uses. These metals harm the development of the brain, kidneys and some are carcinogens which enter the food chain through the air, water and soil. 10. ASSESSMENT OF SIKKIM IN WASTE DISPOSAL 10. 1. Write about short introducti on of sikkim 10. 2. URBAN ENVIRONMENT IMPROVEMENT ON SOLID WASTE MANAGEMENT: AN ATTEMPT BY GOVERNMENT OF SIKKIM 10. 2. 1. OBJECTIVES 1. Ban on plastic bags was mainly for avoidance of Natural Calamities as Land Slides. 2. To provide clean and healthy urban and rural environment. 3. To make Sikkim plastic free state in India. 4. To check soil pollution. 5. To secure the future of coming generation by providing them with plastic free environment. 6. To show concern over global fight against the use of plastic. 10. 3. STATUS ON SOLID WASTE BEFORE THE ENACTMENT OF THE SIKKIM NON-BIODEGRADABLE GARBAGE (CONTROL) ACT, 1997:- The total accumulation of solid waste in the capital town of Gangtok is estimated to be 50 MT per day but only a fraction of this quantity is being collected and dumped. The rest are still thrown into the jhora and elsewhere despite restrictions. 10. 3. 1. Shops/Households dumped their solid wastes into permanent community bins or mobile garbage bins provided by the Go vernment. Garbage littered outside were swept by Safai karmacharies and deposited into these bins. 10. 3. 2. The Conservancy staff of the Department collected them from these bins in to the garbage vehicles for transportation to the dumping yard. 10. 3. 3. The solid wastes were thereafter thrown in the valley sides of roads generally as there was no designated dumping yard. 10. 3. 4. Garbage/wastes/spoils were alternatively dumped by the public indiscriminately in to the jhoras (natural permanent drains). 10. 3. 5. Shopping plastic bags were used and littered freely. 10. 3. 6. Because the plastic bags/materials are light weight, rain water carried them along its course but got stuck on the slightest obstruction in the flow. The jhoras were full of them. 10. 3. 7. Drains and sewage pipes got choked or blocked leading to diversion of the discharge and consequential damage to life and property in the valley side which course they undertake naturally in the hills. 10. 3. 8. In the villa ges, the plastics hindered seeds germination and their growth when they confronted plastics in the soil. 10. 3. 9. Animals often ate them up with fodder leading to consequential ill-health. 10. 3. 10. When burnt it emitted toxic fume in to the atmosphere but were not burnt out totally as the slag still remained. Plastics reportedly do not degrade for over 200 years, and unless it is burnt, the volume does not reduce. 11. REGULATORY ACTION BY THE STATE GOVERNMENT The State Government enacted the Sikkim Non-Biodegradable Garbage (Control) Act, 1997, on 30th April, 1997. Salient features of the Act are:- 11. 1. Prohibiting the throwing of non-degradable garbage in public drains and sewage. (Section 3) 11. 2. Provision for placement of receptacles and places for deposit of non-biodegradable garbage, and to provide separate dustbins for deposit of non-biodegradable and bio-degradable garbage. Section 4) 11. 3. Duty of owners and occupiers to collect and deposit non-biodegradable garbage etc. (Section 5) 11. 4. Provision for imprisonment for a term which may extend to one month or with fine which may extend to rupees five thousand, or with both. (Section 8) 11. 5. To enhance the effectiveness of the Act, the Sikkim Trade License and Miscellaneous Provisions Rules, 1985, was also amended banning use of plastic bags by Shopkeepers as well as for maintaining separate bins as prescribed for the Bio-degradable and Non-biodegradable / medical wastes depending upon the type of shop. 1. 6. Rules were framed under section 17 of the Sikkim Non-Biodegradable Garbage (control) Act, 1997, after inviting comments of the public and receiving suggestions from the Department of Health and Family Welfare. The Notification came into effect from 30th March, 2001. Under the Rules the following provisions have been made: 11. 6. 1. Division of areas into garbage collection / garbage management zones for the purpose of scavenging and cleaning the garbage. (Rule 3) 11. 6. 2. Constitution of Garbage Waste Management Committee. (Rule 4) 11. 6. 3. Provision for different colours and inscription on receptacles/garbage bins. (Rule 6). 11. 6. 4. Prohibition in littering or throwing of wastes. (Rules 8 and 9) 11. 6. 5. Power to entry, inspect or execute work. (Rule 11) 11. 6. 6. With the intervention of the High Court of Sikkim, the Sikkim Non-Biodegradable Grabage (Control) Act, 1997 was further amended to provide for compulsory imprisonment for a minimum period of one month and fine of minimum Rs. 5000/- against the guilty. 12. IMPLEMENTATION/EXECUTION 12. 1. Land was acquired for land-fill and composting where the segregation of bio-degradable and non-biodegradable is undertaken. 12. 2. Before implementation of the provisions of the Act, they were published for information of the general public. 12. 3. Continuous monitoring on the implementation of the provisions of the Act and Rules by Shop-keepers and occupiers was undertaken. 12. 4. The shop-keepers/occupiers were educ ated as part of the extension programme to motivate them for following the provisions which was beneficial to them as well as the general public. 2. 5. The Safai karmacharies were briefed about the provisions of the Act. 12. 6. Deterrent fines were imposed against those not following the directions and advice of the Government functionaries. 12. 7. Surprise checks were undertaken to ensure that the plastic bags were not being used and where detected, the materials were confiscated and fine imposed. 12. 8. Subsequently a new system to collect garbage from shops, houses of the towns in the National Highway directly from the shops/houses to the garbage collection vehicles was introduced. This was done only after the people being affected by the system were educated through an appeal in a pamphlet form. The people have totally participated in the programme. 12. 9. The use of community bins along the Highway previously provided for deposit of garbage by the cluster of houses around was d iscontinued. 12. 10. Although the Rules came into effect only from 30th March, 2001, the Government began acting on the basis of the provisions of the Act itself. 13. PUBLIC PARTICIPATION 13. 1. The success in the venture was the public participation. 3. 2. Deliberations, mass media and discussions with the Panchayats and the NGOS led to the successful implementation and the extension of the Act. 13. 3. Consequently this led to formation of Garbage Waste Management Committee to assist and devise the efficient collection and disposal of the waste. The committee comprises of public representative of the area and two responsible persons of the area and the representative of the Department. 13. 4. Now the collection of garbage from each and every corner of the coty has become quite successful for which trucks has been allotted to each locality which collects the garbage and dumps in the treatment plant. 14. BENEFITS 14. 1. The drains and Jhoras and the sewerage lines have free flow and hence reduced chances of calamity. 14. 2. The towns and bazaars are free from plastics and appear clean. 14. 3. Chances of diversion of rain-water due to clogging is almost nil. 14. 4. Awareness among people have increased about the harmfulness of using plastic bags.

Government Intervention On Kazakhstan Oil Industry Essay

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The Cuban Missile Crisis Essay Example For Students

The Cuban Missile Crisis Essay Cuban Missile CrisisOn August 6, 1945, the world changed forever. The United States had sent a B-29 bomber plane named Enola Gay to fly over the industrial city of Hiroshima, Japan and drop the first atomic bomb ever Little Boy . The world had never experienced anything like it. One hundred thousand died almost instantly most of them were civilians. Three days later, in Nagasaki, another bomb Fat Man was dropped. This time roughly forty thousand died. The people of the world were glad to see that the bombs ended most destructive war ever, but over the course of the forty years the world feared a nuclear battle that could wipe out all humankind off of the face of the Earth. The images that were coming from the aftermath of the bomb in Hiroshima and Nagasaki affected almost every person in the world in all aspects. The image of the mushroom-shaped cloud and the desolate city would remain in every persons mind as an image of destruction and as a warning of the danger of a nuclear war. The Manhattan Project was the code name for an effort to create an atomic bomb during World War II. It was named for the Manhattan Engineer District of the U.S. Army Corps of Engineers because most of the early research was done in New York City . Refugee physicists sparked the project soon after German scientists had discovered nuclear fission in 1 938. Many American scientists feared that Hitler and the Germans would produce a nuclear bomb; consequently, they contacted Albert Einstein to write a letter to United States President Franklin Delano Roosevelt to help the production of the first nuclear bomb. Roosevelt agreed to assist the scientists and they began the Manhattan Project. The development took place at laboratory at Los Alamos, New Mexico, located on an isolated mesa. 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The city was hidden by that awful cloud boiling up, mushrooming. . Many people who saw the bomb say that it was like another sun; the heat released burned everything in its path, including people. The winds from the blast tore down houses and buildings in a 1.5-mile radius. Three days later, another bomb the Fat Man was dropped on the Japanese city of Nagasaki. Although the energy created by this bomb was greater than the Little Boy dropped in Hiroshima, the damage was slighter. Approximately forty thousand died outright and seventy thousand in total had died by the end of th e year due to radiation. An estimated two hundred thousand people died in total due to the effects of the bombings. Many people still argue whether the bombings were necessary or not. The devastation became more real in 1996, when new video footage was released in 1996. The footage was found by accident in a Tokyo film vault. It shows images of people walking through the rubble with trees stripped of their leaves, babies with their entire bodies covered with burns and men whose hair had been burned off and skin had melted from their heads. Shortly after the war was over, the relation between the United States and the Soviet Union started getting tense. During the Manhattan Project, the Soviets started looking into the building of their own nuclear Bomb. The Soviets tested their own bomb four years after the United States dropped the first one on Japan. The United States and Russia were already engaged in the Cold War, and both countries were now in a race to build up their armed for ces. The Arms Race was a competition between both countries to scare each other by creating bigger, more powerful missiles and bombs. Usually the United States was more advanced than the Soviet Union in technology and the Soviets tried to catch up as quickly as possible and neither stopped. The American people thought that the Russians had more, better missiles than the United States had because of Soviet Premier Khrushchev boasting over his countrys status. Eventually, American officials show this to be false. As the Cold War continued, the fear of a nuclear holocaust grew and proposals for arms reduction began, but the fear still remained. In 1961, the United States formed the Arms Control and Disarmament Agency, which dealt with the government policy concerning nuclear testing and arms control. In May of 1972 the first Strategic Arms Limitation Talks (SALT I) came to an end and a treaty had been signed by United States and the Soviet Union to limit the production of anti-ballisti c missile systems. Since then, many arms control treaties have followed, but nuclear arms were still being built. Throughout the Cold War people feared nuclear war, but the world was never closer to one then during the Cuban Missile Crisis. There would be no winner in a nuclear war; only destruction would remain. For fourteen days in October of 1962 American and Soviet troops were prepared to attack one another and were ready to use nuclear weapons. This was probably the peak of tension during the Cold War. In 1962, the Soviet Union was behind the United States in the arms race. The missiles that the Russians had were powerful enough to attack other European nations, but did not have enough distance to travel to the United States, but American missiles were capable of hitting any part of Russia because the Americans had already placed their own missiles in Turkey clandestinely. In late April, 1962, Soviet Premier, Nikita Khrushchev then devised the plan to install mid-range missiles in Cuba, ninety miles off the coast of the United States. This plan would double Soviet arsenal and would surprise the Americans completely. Meanwhile, the Cuban dictator, Fidel Castro was looking for a way to defend his island nation from any attack. After the failed Bay of Pigs on Cuba of 1961, by the United States, Castro believed that a second attack was certain. To provide some protection for his country, he approved Khrushchevs plan to place missiles in Cuba. By the summer of 1962, the Soviet Union was working quickly and secretly to build the missile installations on the island. For the United States the crisis began on October 15, 1962 when reconnaissance photographs were taken of Soviet missile installations under construction in Cuba. The next morning, President John F. Kennedy was made aware of the situation in Cuba and quickly assembled a group of twelve advisors, called EX-COMM, to help him throughout the crisis. After seven days of intense discussion with government o fficials, he ordered a naval quarantine of Cuba to prevent any more weapons form arriving at the island. On October 22, 1962, President Kennedy made the events public and tensions rose throughout the world. Kennedy demanded that all Russian arms be removed from Cuba immediately. During the crisis Kennedy ordered low-level missions over Cuba every two hours to keep watch over the progress. On the twenty-fifth Kennedy moved the quarantine line back and raised the military readiness level. Then on the twenty-sixth the United States government received a letter from Soviet Premier Khrushchev promising that the Soviets would retreat form Cuba under the condition that the American government would not plan another attack on Cuba, but the next day was worse. A plane was shot down over Cuba and another letter arrived from Khrushchev. This time the Soviet Premier asked for more in return for the removal of arms from Cuba. Khrushchev now asked that the United States remove all missiles from T urkey in return for the Soviet missiles in Cuba. Attorney General Robert Kennedy suggested that the government ignore the new letter and agree only to the first. On the twenty-eighth tensions began to ease when Khrushchev agreed to remove the missile installations in Cuba confiding in the United States assurance that they would not attack Cuba. The tensions during the crisis were extremely high and Soviet General and Army Chief of Operations Anatoly Gribkov described it best Nuclear catastrophe was hanging by a thread and we werent counting days or hours, but minutes. As the tension from the missile crisis subdued, the Cold War continued and the fear of a nuclear holocaust lingered while the United States and the Soviet Union were still engaged in the Cold War with one another. The two countries still tried to find ways to get closer to the other with their nuclear arms. Now the countries tried to launchmissiles from submarines near the coast of the opposing country, but the plan d id not work because of closeness to the country. The submarines would get detected tooeasily, so the plans continued. The Space Race also began to take place. The Russians launched Sputnik: he first man-made satellite to space, but it was not only asatellite, but a spy camera as well. It could take pictures of license plates on cars and it was illegal to shoot down anything outside the atmosphere. So the Soviets wereable to see what the Americans were doing without violating any law. In Russia, after the death of Russian General Secretary Konstantin Chernenko in 1985, a great change was going to occur for Russia and for the world. One of the greatreformers of the time, Mikhail Sergeyevich Gorbachev, would slowly rise to the power in Russia. Between 1985 and 1990, Russia progressed dramatically. By 1990,Communism had died in Russia and General Secretary Gorbachev was now President Gorbachev. The Cold War had been going on since 1945 and the tension betweenthe United States and Russia escalated more each day. No one knew what to expect from either country at any given time. The nuclear arms build-up and lack of negotiating caused for the Cold War to reach the heights that it did, but Russian President Gorbachev and United States PresidentReagan were set to compromise and allow the fear of the world to be suppressed. Reagan, at the beginning of his presidency, changed Americas view on the arms race. The country was trying to produce less nuclear arms during the Nixon era and after,but Reagan started to buildup arms once again. He believed that this way he would scare the Soviets into Westernizing. The arms race that Reagan started was much likethat which occurred in the period of time between the end of World War II (1945) until Stalins death in 1953. He began building MX missiles and started B-1 bomberprograms once again, and started the Strategic Defense Initiative (SDI), also known as the Star Wars defense program. People now began to fear a Nuclear Winter aft er the renewed arms race of the early Reagan administration. People believed that the sky would turn gray from ashesremaining from the bombs and no sunlight would get through. The sky would remain dark for a very long time and the earth would slowly become lifeless and desolate. Reagans administration began its early years with an ardent objective to produce more arms quickly to scare the Russians, but towards the later years of his command, his ideas changed, much to the disarray of his loyal supporters. For the preceding thirty years the United States and Russia were at competition trying to manufacture the most nuclear arms possible, but Reagan and the world were aware at the end of the 1980s that the arms race was not only between the two countries anymore. More than twenty nations had now entered the arms race and they posed a threat to international security. Many people believe that Reagan was responsible for the end of the Cold War, but others disagree and say that Russian P resident Gorbachev was the one that put more towards the end of the Cold War and helped end the fear of war between theUnited States and Russia. Some believe that the United States won this war not because of Reagans military buildup and the fear imposed on the Soviets and Gorbachev, but because the Soviet President knew the situation in which the Soviet Union was economically. He had no other choice but to act upon it correctly. Then it can be said that Gorbachev won the war, but a true winner for the Cold War cannot be named. In all wars there are decisive battles fought and at the end one party will emerge victorious, but the Cold War was distinct and a winner cannot be determined clearly. Many people say that the true victor was democracy. Since the end of the Second World War and the blasts at Hiroshima and Nagasaki, the United States and the Soviet Union have been rivals at everything. Their battle was most evident through the Cold War and the most important aspect of it the arms race. Both countries built missiles, spied on each other and advanced themselves hoping for the other to give in. But no one really knew what reason the war had for carrying on so many years except the fact that both countries were struggling to be the most powerful in the world. A nuclear war could not be won by anyone. The aftermath of a nuclear war would leave nothing and no one to retell the story. The events that occurred during the Cold War taught the world of the effects of a possible nuclear war and made people afraid enough to help elude nuclear war at all costs. Any nuclear war would have inevitably caused death, disease, and suffering of pandemic proportions and without the possibility of effective medical intervention. The only hope for humanity is prevention of any form of nuclear war Muscle System Essay

The Marshall Plan Essays - Presidency Of Harry S. Truman

The Marshall Plan Although the idea of European integration was an ideal adopted by European intellectuals from the beginning of the twentieth century, the success in the actual launching and development of the project is a achievement that must be attributed to the policy and aid of the United States. World War II left Europe in a state of complete crisis. More than 30 million lives were lost during the war, cities lay in ruins, and as a result of violation of agricultural lands and people, food supply remained dangerously short. After barely surviving the Nazi threat, Europe was now faced with the threat of Soviet communism and expansion. This new threat divided the continent into pro-Western and pro-Soviet spheres, and some started to look towards communism to save them from total destruction and to progress towards rebuilding and restructuring of the post-war economy. European states were trying desperately to mend the damages of the war without having to resort to communist or socialist methods. However, the results lay short of expectations for capital was very limited and shortages of basic resources such as coal and steel restrained production. In addition, in many European countries such as France and Italy, the deterioration of the economy led to serious political problems, such as the undermining of the governmental authority. The only logical choice for Western European states, given that they did not desire to give in socialism or communism, was to get together and cooperate towards recovery. However, the individual aims, plans, and ambitions of major Western European states were keeping them from sacrificing or compromising towards such a cooperation. This is where the United States became an active player. Encouragement and provocation of European integration had been a constant characteristic of American foreign policy in the post-World War II era. The contribution of the United States to the process of European integration within this period, and its positive long-term effects should not be ignored or underestimated. This contribution has manifested itself in many different contexts, such as economic aid and being a model for Europe in terms of institutions and structure. The first official sign of post-war commitment of the United States to Europe was the Truman Doctrine outlined by US President Harry Truman in March 1947. The Truman Doctrine granted military aid to Greece and the Eastern Mediterranean and it acted as the confirmation of the launching of better and stronger political relations between Western Europe and the United States . The same year saw the shift in aid to the economic area. Observing the constantly deteriorating state of European economy, the United States decided to provide Europe with financial assistance. This decision was aimed at helping Europe recover, but had to do with the States' national interests as well. Since Western European economies were lacking the financial means for developed trade with the United States, the US was suffering from a huge export surplus caused by its booming economy. The recovery of European economies and improved trade relations with Europe would mean a significant export outlet f! or the United States . With these considerations in mind, in June 1947, US Secretary of State George Marshall announced the Marshall Plan, generally known as the European Recovery Programme. This was the biggest push from the United States for European integration and provided the greatest help toward integration as well. The Marshall Plan stated that the United States would provide funds for financial assistance if European states devised a cooperative and long-term rebuilding program to recover from the effects of World War II. The Marshall Plan was a success in that it called for those who would benefit from the program to be actively involved in the planning and execution phases. Therefore, knowing that they had significant influence on the outcomes of the program, the beneficiary European states were encouraged to cooperate to the greatest extent with the United States. Between 1948 and 1952, the US supplied $13.2 billion worth of grants and credits to European nations. These funds played a key role in bringing a significant level of economic progress and stability to the benefiting 16 states of Europe. By 1950, inflation was under control in many states and international as

The Garden of Love Analysis Essay Example For Students

The Garden of Love Analysis Essay The Garden of Love is, quite obviously, a poem about life and the pursuit of happiness. It is also about the effects that negativity can have on love. Blake uses religion to convey the idea that negativity pervades and corrupts all life(51 n.9), further supporting it with his use of rhyme scheme and imagery. In searching for love people often times emerge scarred and hostile from their fruitless efforts. Some continue to have faith in the idea of love and its possibilities, others do not. These folk sometimes seek refuge from their pain in a variety of houses. It is just as often that these refugees project their negative attitudes onto others that search for love and happiness. People who fear love can prevent others from finding it, because they change the positive surroundings to suit their negative world. the conflict between organized religion and the individual is the constant idea throughout the poem. Blake, himself, despised the Church, as an institution rather than an idea, and used religious symbols to show how structured religion can destroy the lover and creator within. A chapel has been built, perverting a once pure and loving environment. In inspecting the chapel, the persona feels only negativity from a religious house, as the gates are shut And Thou shalt not writ over the door(6). Not only has man and machine invaded this place once full of life, but they have also brought with them negative commandments. The negative phrase, Thou shalt not defies the instructions in Deuteronomy to write Thou shalt- a positive commandment- upon the posts of they house and on thy gates, supporting the notion that negative commandments pervade and corrupt all life(51 n.9). Other images are used to represent individual and Church, positive and negative. He uses words that exude life and breath, such as green, love, bore, and sweet flowers. These are all positive images that support the individuals search for creativity and love within the natural environment(pre-C hurch). Blake uses negative images to represent the Church, which in turn conveys the effects that negativity and pessimism can have on positive things. Negativity can often overpower positivity. In The Garden of Love negative images invade a positive environment and change it to suit its needs. The Church tears apart the natural environment in order to create a church, shuts the gates to keep out evil and poor people, and replacing the Garden of Love with a garden of death by substituting tombstones for flowers. Blake uses words that imply darkness and negativity, such as new building, gates, graves, black gowns, and briars. The positive images that are present in the first stanza of the poem eventually disappear and the poem is overflowing with negatives. And I saw it was filled with graves,/And tomb-stones where flowers should be:/And Priests in black gowns, were walking their rounds,/And binding with briars, my joys desires(9-12). The images of innocence and life that introduce d the persona finds her place of refuge overgrown with darkness and infected with limitations. As Jean Hagstrum said, It is always the institutional Urizen who perverts natural life. In the garden of love in Experience stands an altar, and priests read commands from a book on a lectern (531). What used to be a place lush with life and hope is being confined by negativity. Blakes use of conflicting imagery shows how negativity is infectious and limits love. Blake also uses the persona to show the effects of negativity on positivity. The persona changes throughout the poem as the influence of the organized Church on the environment increases. In the beginning, the voice is innocent, pure, open, and exploring, saying, I went to the Garden of Love,/and saw what I never had seen/Where I used to play on the green (1-4). The voice was individualistic and not influenced by any powers other than her own. However, as the poem progresses and the persona experiences more negativity, that voice changes. In the final lines, with the addition of internal rhyme scheme, the voice seems trapped and confused. And Priests in black gowns, were walking their rounds,/And binding with briars, my joys desires(11-12). 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Sex Drugs and Viloence on American Television Essay Example

Sex Drugs and Viloence on American Television Essay Example Sex Drugs and Viloence on American Television Essay Sex Drugs and Viloence on American Television Essay Jessica Kent kent1 English 1113 Sex, Drugs, And Violence On American Television Not very many parents would think that the television set would be their worst enemy located in there very own living room. More than seventy-five percent of our American television shows contain sexual and violent content, as well as drug and alcohol use. MTV, TLC, and TBS are some of the most popular channels that contain sex, drugs, and violence. Adolecents and children of many ages watch and learn from these television programs. Pregnancy and sexually transmitted diseases, addictions to drugs and alcohol, domestic abuse, and violent crimes have gained popularity on our television shows and in reality. The Western Journal of Medicine states that on the average, teenage viewers see upwards of 143 incidents of sexual behavior on prime time television a week. This includes movies, television series, music videos, and advertisements, all without any warnings concerning teenage pregnancy or sexually transmitted diseases. The program Sixteen And Pregnant on MTV, glorifies teenage girls participating in sex and becoming pregnant with or without a father. In some cases, these girls have no family involvment or support whatsoever. Other shows, such as 90210 and Gossip Girls, target high school age children and younger generations with extreme sexual content. The average viewer age for these television shows is from eleven to seventeen. At this age, adolescents are developing sexual behaviors and attitudes, their actions and thoughts are easily influenced and the consequences of their actions are not thought out. They make decisions based on feelings, and this can lead to an unplanned pregnancy, a sexually transmitted disease, or both. ent2 There are not many shows that do not have some form of drug or alcohol use in the story line. â€Å"Weeds† on MTV is about a mother who sells marijuana to support her family. All the crime scene movies have some form of drug or alcohol use. Most often, the drug dealer has all the power and money, even though he is breaking the law. There are television shows like â€Å"Intervention† and â€Å"Celebrity Rehab† that show the end result of â€Å"trying† drugs or alcohol, but these shows are not the ones that target the younger generation. Continual exposure to the glamorization of drugs and alcohol by ur young people make them more curious about the effects. This youthful curiosity can lead to an early addiction which may follow them all of their lives. Drugs and alcohol are the â€Å"stepping stones† to sexual explicity and violence as well. Violence can be seen at any time on any channel including the Cartoon Network. Our children are being exposed to more violence on television than any other activity. Children are exposed to around 20 acts of violence on television per hour. Many cartoons present violence to young people. â€Å"Family Guy† is very violent. Children who watch alot of violent television tend to have behavior and attitudes. Without parental guidance, they may take the message from violent cartoons that aggression works and violence wins. Continued exposure may result in higher crime rates including more assaults and domestic violence. Sex, drugs, and violence on American television is never going to stop. With the constant repetition and exposure our children are being programmed to be more sexually active, quicker to try drugs and alcohol, and more violent. Due to this fact, there should be more supervision and parental controls should be installed and used properly to insure the safety of our children and family in our homes.

Discuss Chinas role in Africa Essay Example | Topics and Well Written Essays - 2250 words

Discuss Chinas role in Africa - Essay Example It comes after the United States and has overtaken the United Kingdom. The growing relationship between China and Africa has been highlighted in two different events. First it took place in November 2006 in Beijing where the Forum on China Africa Cooperation (FOCAC) was held. The Second one took place in May 2007 in Shanghai. This was known as the annual meeting of the African Development Bank (ADB). This came immediately after the official release of the white paper by Beijing in early 2006 titled China’s Africa policy. It contained the contours of the China’s official policies directed towards the African countries. During the two events, China announced its engagement with Africa. China also made public the relationship which it considers to have mutual benefits basis and that it results in a win -win situation. However, critics have argued that China is taking advantage of the African exports which consists of oil and different raw materials. In return the imports t o Africa consist of Chinese goods which are cheaply manufactured. In fact, critics associate this to the earlier colonial era. It is considered that China’s desire to help Africa stems from their objective of obtaining raw materials and different sources of energy in Africa. According to Dillon (2009), the major objective behind this trade is to improve China’s current economic growth and its new markets of export. The existing trade is of importance to various actors and different African economies. However, proper discussion concerning the consequences of this kind of trade should be put in place. The relations between some African countries and China are deeply developing. China’s successive foreign ministers have visited the African continent yearly in the past 20 years. This frequent high level of exchanges portrays how important the relation between China and Africa is to the Chinese government. China as a country treasure face to face communication especi ally with the African leaders because it enables individuals to have the deepest understanding. There is existence of mutual support between China and African countries on several issues both international and regionally. According to Gries and Rosen (2010), most African countries have been committed in supporting China in different issues. From Africa, China is able to obtain raw materials and in exchange, China offer Africa some full support in various issues including peace, development and trade. In addition, China supports Africa in UN Security Council discussions because it perceives different opinions of the African countries to be of great importance. First, China assists Africa in times of adversity. History helps people know of the past, foresee the future and understand the present. From history, Africa just like the People’s Republic of China has been excluded from the international community. However, China considers Africa its ally and has always come out to sup port some African countries to solve its problems such as war and piracy. This is because of many reasons. First, some African countries supported China to restore its seat at the UN Security Council, which was delayed up to 1971, even though it was a member state that founded the UN. Consequently, African countries voted along with China in the 26th UN general assembly regarding resolution on whether to award PRC or not with the China’

Personal Statement for Graduate Admissions in Art History

For Graduate Admissions in Art History - Personal Statement Example My request for a chance to undertake a postgraduate program in Art History is not based on a yearning for a title of a postgraduate, but rather on my fervor of delving into Art History, thereby actualizing my career objective of working at a gallery, in the management and art niche. I have always been interested in Art. My mother reinforced my propensity for creativity and music and from childhood, I liked creating things, embroidering and painting and did various kinds of art. As I tried to understand Art, I developed interest in Art History. This interest influenced my choice of undergraduate program: I chose to pursue Bachelor of Arts with a double Major in Art History/Management and a Minor in German, which is perhaps the main strongest facet of my application. This academic program not only related to my career interest directly but also constituted a significant basis for me, providing me with tools for further working in the management niche in an art gallery where I am curren tly. My academic background has provided me with significant fundamental knowledge, which, on my enrolment for this program, will be of great help. As aforementioned, I possess a Bachelor of Arts with a double Major in Art History/Management, and a Minor in German. I decided to minor in German for several reasons: it being a requirement for graduate schools and my intention of holding a position as an Art Historian and Researcher at one of the art galleries in Germany, where I am currently located. This was in the view of the fact that in the field of art history, German is deemed essential. German film classes including ‘From WWII to Unification’ and ‘Rise/Fall of Germany’ as well as reading German literature in ‘Advanced German Conversation’ course have boosted me in broadening my horizons in German literature and culture, thus improving my German. Other academic qualifications include a Certificate in

Battle between operating systems Essay Example | Topics and Well Written Essays - 750 words

Battle between operating systems - Essay Example (White, 2011) Fast forward 5 years and we witnessed the release of the iPhone 4S in October last year, with cumulative sales in excess of 183 million units. Currently Apple holds 15% market share globally. The latest model of the iPhone is the 4S which is essentially looks the same as the previous model the iPhone4 (released June’10) but feature wise is much more powerful. The 4S has the better A9 1 GHz dual core processor compared to the single core A8 processor, an improved camera, 8mp over 5 mp, and a natural voice command service called the Siri. The 4S also features the capability to record video in 1080p FullHD quality, compared to the 720p HD quality of the iPhone 4. iPhone 5 is still under development and the rumor mill is running high regarding the design and specs of the new gadget. (GSMArena Team, 2011) Coming to the iPhone iOS, it offers a user experience which creates ‘sticky’ customers i.e. they find it difficult to switch to other companies. With propriety services such as Siri, iCloud and iMessage along with an access to iTunes and the AppStore, the iPhone users have now become a bunch of dedicated loyal customers accustomed to the particular interface which the others do not offer. Furthermore with the presence of other products such as the iPad, iPod, Mac and Apple TV, Apple is trying hard to integrate them as much as possible. This will further help in retaining customers. As far as the support services are concerned, Apple provides an online support service to tackle with any technical problems, other than that there is the option of checking the online forums for support, as there is a dedicated number of online users ready to provide assistance to others. The reason why Apple may succeed in the battle of the OS is because it has a loyal number of consumer base available to them. The iOS has now become synonymous with ease of use and customer

Regular Attendance In All Classes Education Essay

Regular Attendance In All Classes Education Essay Regular attendance in all classes at school or university is essential to improving academic achievement. Questions of personal development of students and the formation of their readiness for future professional activities are keys to the theory and practice of improving the work of modern education institutions.  This is because the initial phase of assimilation with profession comes just during learning, as well as the process of self-determination of a young man in life: he forms his life and philosophical positions, develop individualized methods of work, behavior and communication.   In this case one of the leading problems is to build such a system in educational institutions that will be optimal for not only personal development of students, but also their professional development as specialists, their readiness to work. Consequently, more urgent becomes the problem of identifying the relationship and interdependence of two processes: the personal and professional development of student and the process of studying.  Thats why it is necessary to determine how the learning process and attendance of college or university affect personal characteristics of students: their professionalism, willingness to work, depth of knowledge, and a total success in the future profession. Education is part of the process of personality formation.  Through this process, society transmits knowledge, skills from one person to many other.  During studying the student is not only given, but also imposes certain points of view, opinions, social and cultural values.   The learning process is aimed at the socialization of the individual, but sometimes it interferes with the true interests of the student. For example, some students prefer the process of self-education and not attending schools or university, but rather choose learning by correspondence or distance learning.   But here the question arises: how effective is that education?   Also, some students do not attend university or college because it is a waste of time for them.  However, in the future, these students will have to work, and their professional knowledge and skills are in question.  Consequently, there is a fundamental question: how attendance of the university or college affects the professionalism and success in the future work of the student? Full-time education and lessons attendance in the learning process The traditional form of education is the internal form, when students should strictly attend classes, lectures and seminars.  Most students continue to choose this form of education despite the difficulties of economic nature: during 5 years students will not be able to work full time, and will have to devote most of the time to studying.   In this paper we consider the importance of such form of education for students, and in particular the importance of attendance of classes for their future professional activities. The main purpose of full-time education, when students attend classes, is that the learning process should give students a certain system of knowledge, should work out a certain way of thinking, should give practice of progressive efforts to obtain and use the knowledge. This type of education is the most widely used today and is based on obtaining the knowledge and skills under the scheme: the study of new material consolidation of the material learnt monitoring of results and their evaluation. The main characteristics of full-time education is that:   first, that teachers give students their knowledge, experience and skills;    secondly, teachers not only provide students with the necessary stock of knowledge, but also instruct them on various options of life and job situations. This suggests that classes in schools and universities not only provide students with all the necessary information, but also give the social aspects of educating young people.  The above conditions are complementary, and give students all-round development. Based on this, the most common presentation of full-time education, we should pay attention to some specific features of traditional schooling.  There is a joke that has a deep sense: Education is what remains with a person after he forgets everything he was taught.  Indeed, much of the information people get is usually forgotten after some time, but self-educational and social aspects of learning remain. On this basis, it would be logical to assume, that together with the giving a certain amount of facts and algorithms, the most important task of education is the development of intellectual capacities of students. From a classroom management viewpoint, there are many logistical reasons to require attendance. Group projects are very negatively affected when a group member does not show up for labs. Class morale is lowered when students show up late and have no clue of the topic being discussed. Students claiming that coming to class is unnecessary to get good grades influence other students, even if they do benefit from attending class. (Clump et al. 2003) However, class expedience is a secondary issue, compared to every instructors responsibility to teach her course as effectively as possible. Learning is a joint and wonderful journey between each student, her peers and her instructors. Although the world of academia is rapidly changing with an ever increasing distance- learning component, the sole reading of a textbook (or watching of a screen) cannot be compared in richness and effectiveness of a classroom experience. To fully present the importance of full-time education and lessons attendance, it is necessary to give characteristics of students that prefer full-time education and attend lessons. Who is now a regular full-time student?  This is usually a young man who understands that for serious work you must have higher education.  He deliberately chooses a full-time education, wishing to devote five or six years of his life learning, mastering the profession.  He believes that the acquired knowledge will help to find work in his soul, to take a worthy place in life, to grow in the profession and to ensure an acceptable quality of life for themselves and their future family. Many research and experiments about the regular attendance show that students who attend classes achieve better results in education. For example Clump et al. (2003) studied the effect of attending class in a course in General Psychology,comparing the performance of students who were present on days were given with those who were not present. They conclude that attending class is one of the best things students can do with regards to their grades. This is the case for both the immediate future and for the entire course. (Clump et al. 2003) Of cource not all studies find a significant correlation between attendance and academic performance of students, but still the evidence is very clear. The advantages of full-time education and importance of attending classes The advantages of full-time education and attending classes are the following: 1.  It is an opportunity for direct communication with the teachers, because the personal factor plays a huge role in any work, and especially in education as from teachers lectures students can learn much more than from a textbook or the Internet. 2.  Full-time students have time to visit libraries, conferences, and that, of course, deepens the theoretical knowledge, which is a necessary for professional competency. 3.  Full-time students have more opportunities to realize themselves in the faculty and the institutes activities, that is to participate in the informal life of the university.  This is of great importance for students, because it is the experience of public speeches, reports and other types of professional activity, which is important for their future career. 4.  A graduate degree of full-time education has traditionally higher value than any other form of education.  The employer understands that the student who has devoted five years of his life to studying the profession, has not only acquired a vast knowledge, but also learned how to produce his own labor. Unfortunately, attendance policy has some shortcomings, especially they are important in our times, when grants are small, and the opportunity to work for students is excluded because of lack of time. Of course, full-time education provides fewer opportunities for part-time job, as classes at the institute, as a rule, take time from nine oclock in the morning to five oclock in the evening daily, except weekends. So when some students are forced to look for jobs, they have less time for good studying, regular visits of lectures, seminars and libraries. Unfortunately, apart from a real desire to acquire knowledge and mastery of good profession, sometimes student come to high school for very different reasons, for example when parents make them to do this.  These students often failed to see an independent life after graduation, and do not understand why they need certain knowledge, what they want in the future profession.  This leads to infantile attitude to educational process, focus on formal memory from some students and the desire to just get a good grade, or slip from others.  Some of the criticism for implementing an attendance policy is that it assumes that students cannot judge what is good for them, and that they, not the instructor should decide if they should attend a particular class on a particular day. To make a rational decision to attend or skip class, a student must judge the value of each of these two options. But, it is in the human nature that immediate necessities are preferred over long-term advantages (K ahn et al., 2004). To assume that a young person can appreciate the long-term value of education is a weighty assumption. In all cases, any decision seems rational from the viewpoint of the person taking it. In the case of class attendance, students may skip class for reasons that have nothing to do with bettering their learning. If the student is viewed simply as the instructors customer, then any student decision is, by definition, right. The same way that the instructor chose not to stop by the coffee shop and get his coffee before coming to class, the student chose to skip it. In both cases, it is a students decision. Of course, the situation is changing in senior courses, when student usually already have a professional interest, and begin to think about future employment. Often, students find a job during university studies mainly in order to try out their future profession, to acquire the necessary experience and facilitate their employment after high school. In addition, many students do not understand the importance of learning each subject from the original sources.  Information obtained from the Internet can not replace the material of textbooks, which contain the authors view on the events and phenomena, that present information in a discussion manner and encourage students to think independently.  The role of books in education is still difficult to overestimate.   In any profession there can be more than one specialization.  The system of production practices will help students understand what exactly he wants to do, and simultaneously check the correctness of the chosen profession.  In addition, students need to know and use the opportunity to obtain additional specializations in learning. For example, at the faculty of Management there is an opportunity to learn specialization international management to learn further several world management practices and so on.  This will allow students to have a broader look at their future profession, but also improve the chances of finding employment.   Starting from the second year all students write and defend courseworks.  At the upper classes students have the opportunity to choose the theme of course work with the expectation of a particular use. For example, a fourth-year students of faculty of State and municipal management have course works tasks to produce a business plan. It is a well-known fact that a business plan is a required document for many firms, so the skills of making a good business plan are essential for every professional manager in future. Conclusion and my attitude to the topic This paper shows that there is enough and consistent evidence to conclude that student attendance is important for getting good knowledge, skills, it improves student academic performance and professional characteristics. Generally the system of full-time education and classes attendance is based on the following principle: it is assumed that the student consciously choose future profession and ready to work on the acquiring necessary knowledge and skills, thus, responsibility for the outcome of the learning process rests largely on the student, as it is assumed that he has an active interest in this. I fully agree about the importance of full-time education. Im sure that college or university attendance gives students plenty of opportunities to get knowledge, skills that are necessary for future profession. Such students have far more opportunities not only to get information relevant to the future job, but to develop their own skills and talents. Also full-time education provide students with opportunities to try themselves in future profession, to acquire the necessary experience and facilitate their employment after high school or university. For example many technical colleges have practical lessons in specialized enterprises, engaged in training students of relevant specialties within their walls.  Some subjects students learn not at their desks and not in the teaching laboratories, but directly in the factories, where they can observe the work of unique equipment and try their skills.   Similar processes take place in the humanities courses, when during the practice students work in advertising agencies, public opinion research centers, labor exchanges.   The conclusion may be that the main objective of any education, whether secondary or higher education is to teach people to think independently, to teach students the chosen subjects and professions.  But achieving such a goal is impossible to imagine without the activity of students interested in the results of their training. In conclusion I would like to note that the choice of full-time education is a major step for the future of the student and his family.  It is difficult, but the most productive and promising way of acquiring a profession.  More and more young people nowadays understand that lessons attendance opens new opportunities for self-realization, finding good job, moving up the social ladder, providing a decent standard of living.

The Life and Writings of St. Paul Essays -- English Literature Essays

The Life and Writings of St. Paul Paul, formerly a persecutor of Christians, was on the road to Damascus when suddenly God spoke to him. â€Å"Saul, Saul, why are you persecuting me?† (Acts 9:4) God asked. Paul was then blinded and led by his friends to Damascus, where a disciple named Ananias was waiting for him. Ananias cured Paul’s blindness and baptized him. From then on, Paul was devoted to spreading the Good News all over the world. Having returned to Damascus, he stayed there for a little while, preaching that Jesus is the Son of God. Because of this the Jews began to hate him and Paul had to flee from the city. Then he went to the city of Jerusalem to meet Paul, the head of the new Church. After leaving Jerusalem he was called by Barnabus to come to Antioch. One year later there was a large famine and both Barnabus and Paul were sent to the poor Christian community at Jerusalem. Having fulfilled their goals they returned to Antioch. Soon after this, Paul and Barnabus made their first missionary journey, visiting the island of Cyprus. Then they took a trip to Asia Minor and established new churches in Iconium and Lystra. After the Apostolic Council of Jerusalem, Paul made his second missionary journey, first visiting churches that had already been established by him in Asia Minor. At Troas Paul had a vision, which he translated as a call from God to convert in Macedonia. To do this, Paul sailed for Europe, and preached the Gospel in Philippi. He also went to ...

Tutorial answers

If the system already exists, different scenarios can be tried using he model before tests being carried out on the real system. Alternatively if the system does not exist, the model can be used to help decide on the final design of a system. Often there are constraints on the design that need to be investigated e. G. Constraints on cost, space, etc. Modification to systems once they exist can be expensive hence it is important to try and get design of systems ‘right-first-time' and this is where modeling and simulation can be useful engineering tools.Example: see lecture notes weekly under section Why is modeling important ?. 2 See notes 3. Components of system Inputs Outputs States Environment Tank Valve Pipes Inlet Flows of A and B Liquid level Level change in tank Upstream of inlet to tank and downstream of outlet valve 4. See notes 5. See notes 6. Bookwork (as coursework 1) TUTORIAL ANSWERS 2 El . A proportional relationship for a component is here considered to be an unch anging relationship (and is often referred to in modeling terms as a constitutive or physical relationship).These are the natural physical laws which the individual components of the system obey e. G. For an electrical system, the relationship between voltage and current and in the special case of an ideal resistor – Ohm's Law FRR. I E. Kerchiefs Current Law : algebraic summation of all currents flowing into a junction of a network is zero. Kerchiefs Voltage Law: algebraic summation of all voltages acting around a loop of a circuit is zero. Examples – see section 2. 2. Of lecture notes. E. The impedance of an element is its voltage:current ratio.Multiple Choice: Electrical Systems El(b) E(C) Problems: Electrical Systems El . 3. 3 0, Ohm's Law is obeyed since the resistance is constant as the voltage varies Q. 40 A E. IV E. (a) 4. 4 0 (b) 16 (c) 4. 4 E. (a) 0. 68 V (b) 0. 47 V (c) 0. 34 V E. (a) 0. 2 V, 205 ma (b) 1. 03 V, 52 ma (c) 1. 16 V, 193 ma E. = 30/84 v = 0. 357 *12 volts = 4. Volts E. VI = 366/191 = 1. 92 V, TUTORIAL ANSWERS 3 MI . (I) spring f = xx= k(XSL -xx) where x is the displacement (or extension) and k is the proportionality constant called the spring constant with units of force/displacement e. . N/m. Damper f = BE k(FL – vi) where v is the velocity and B is the proportionality constant called a viscous friction coefficient or constant. Its dimension is force/velocity e. G. NSA/m. MM. See lecture notes. The force balance law demands that (a the acceleration). Analogies: This is analogous to Kerchiefs voltage law, particularly if one treats the inertia acceleration as an equivalent force. Note: In order to model a mechanical system, the usual practice is to form a free body diagram around each inertia (mass) component.One will then end up with a set of simultaneous differential equations, the solution of which dictates the dynamics and constitutes the system model. In the case where there are no mass components, then ensure a force balance at selected points in the system. That is the net force acting on any point must be zero, I. E. Multiple Choice: Mechanical Systems MI . G) MM. (a,b) Problems: Mechanical Systems MI. O. AN MM. 0. 05 arms Question/ Variable (NSA/m) 812 834 Biota I 2 1217 24/19= 1 . 263 4 15/8 60/47 = 1 . 276 Questions: Thermal and Fluid Systems TFH .A system is said to be in equilibrium when its behavior is steady I. E its output and inputs are unchanging. For the liquid level system with an inlet and outlet flow, this corresponds to the inlet and outlet flows being the same. Multiple Choice: Thermal and Fluid Systems TFH. (b) TFH. (c) Problems: Thermal and Fluid Systems TFH . The flow cannot be assumed to be laminar as the proportionality constant is not inner as the flow increases through the pipe I. E. I/R resistance (Pa. s/mm) 3 TUTORIAL ANSWERS 4 IQ .Methods that can be used to determine the gradient of the straight line at t=2 sec are: (I) plot a graph and determine where t=2 or (it) differentiate x(t) with respect to t and substitute t=2. Q. (a) Q. See lecture notes Q. Completing the table gives: Electrical Component Equation Mechanical Component Rotational Component Inductor Inertia Rotating inertia Resistor Damper Capacitor Spring Torsion's spring Q. (a) Using free body diagram on the mass-damper system of Fig. 5. 1, the mass and ampere can be considered to be in parallel.Force balance gives: where: Hence: (b) Similarly for the spring-damper system of Fig. 5. 2 Force balance gives: where: , (c) For the rotational pulley of Fig. 5. 3, a torque balance is required: Torque balance gives:and where:, , Q. (a) For a resistor and capacitor in series of Fig. 6. 1 Apply Kerchiefs Voltage Law gives: (b) For a resistor and inductor in series of Fig. 6. 2 where: , , (c) For a 5 resistors and a capacitor system of Fig. 6. 3, observe that this is nearly the same system as shown in Tutorial Sheet 2 Problem E but with the addition of the opacity.Hence: where: with and H ence as in Qua. : Q. Q. Material balance on tank: rate of change of mass floodwater = mass flow in – mass flow out assume constant density 0 and area: Given: , A = 7 mm, R = 0. 14 her/mm and Sin = 100 mm/her substituting gives: Tutorial Answers 5, 6 IQ Bookwork straight from notes: Ask in a tutorial if stuck and/or use MENTAL to generate solutions and check against you work. E. G. For 1st of these t=alliances(O,2,100); ext=subs(x,t); fugue(l reset Q: Throughout Q assume a model of the form Steady-state is 0. 6. Initial value is -1. Rise is given as 1. . 63% of rise is given by which implies x(t) has this value at about t=O. 25 sec and therefore T=O. 25, Steady-state is 30. Initial value is 2. Rise is given as 28. 63% of rise is given by 0. 63*28=17. 64 which implies x(t)=19. 64. X(t) has this value at about t=5 sec and therefore T=5, k=30. Steady-state is 50. Initial value is 20. Rise is given as 30. 63% of rise is given by 0. 63*30=18. 9 which implies x(t)=38. 9. X(t) has th is value at about t=50 sec and therefore T=50, k=50. Q: Maximum current is at t=O and given as V/R: Therefore R=V/I = 5/0. 004 = mashes.Time constant is given by ARC, so T=ms implies that C=. 005/1250 = 4 micro. Q: Parameters give a time constant of cosec so after 30 sec aircraft at 95% of steady-state land speed. 1 MPH is the same as mutterer pH or (1609/3600)m/s MPH is the same as mom/s Steady-state is given as f/B. Therefore min f required is BIB [ scaled by (11. 95) to be precise]. Q: Model is Bad/dot +xx=f or (B/k) DXL/dot +x =f/k Desired time constant is about 0. Sec, therefore (B/k)=O. 8 so k=NON/m Steady-state displacement is given as (1 /k)f = 0. 04, and therefore f=AN is required. Tutorial Answers 7 1 .Find the Lovelace transform of the following signals: Students should use MENTAL to check their working here, e. G. Ray the command: 2. Use partial fractions, a lookup table and inverse Lovelace to find the underlying signals with the following transforms. Students should us e MAT to check their working, e. G. 3. What is the final value for signals with the following transforms? Use the Pit but note that: (I) there is no final value if the signal is divergent which is the case for 5th (obvious from negative sign) and (it) for convergent signals, the final value must be zero if there is no integrator.Hence only 2nd and 6th have a non-zero values which must be 4 and 0. 5 respectively. 4. Which of the following transforms has the fastest settling time? What are the settling times to within 5% of steady-state? Time constants are negative inverses of poles. One can estimate time to 5% error as approximately three times slowest time constant (exact for 1st order but no strict generalization when many poles due to uncertainty about partial fractions). Time constant is the negative inverse of the pole. So pole at -0. 25 gives T=4, etc. 5. Sketch the poles and zeros of the following transforms on an Regard diagram.By marking the LAP and RAP clearly, hence determ ine which represent stable and unstable behavior. Students should use MENTAL to check their working for his, for example, doing 4th as follows will produce a fugue with poles marked in Y and zeros in ‘o': Systems are stable if and only if all the poles are in the LAP – the origin is counted as being in the LAP. The positions of the zeros do not affect stability. Tutorial Answers 8 1 . The inverse Lovelace transform of a transfer function is called the â€Å"impulse response function†. If a system has an impulse response function given by g(t) t(l-sin(t)).Compute its transfer function, G(s). 2. Use Lovelace methods to solve the following ODE equations. 3. Give examples of type O, type 1 and type 2 systems. Has does this affect the expected behavior? Bookwork 4. Which of the following transforms for 1st order ODES has the highest gain? What are the gains? What are the time constants? Determine and sketch the step responses for each of these. Gains are 4, 3, 1. 5 an d 1. 125 respectively. Time constants are 4, 0. 2, 1. 25, 0. 5 respectively. As these are 1st order, sketching step response follows same procedures as tutorial 5,6.Tutorial Answers 9, 10 1 . Bookwork – read some control text books to broaden your views on the uses and potential of control. 2. This is also straight from the notes but your understanding will also be improved by some wider reading. Don't Just stick to your main discipline, but look at examples from chemical, aerospace, automotive, medical, electrical, biological, etc. 3. Straightforward application of the Pit. 2nd set has an integrator and hence the offset is known to be zero. Otherwise, use formula. Confirm this with MENTAL, I. E. Plot is seen to settle at 0. 52 4. The 1st part is taken direct from the lecture slides so not repeated here. The closed-loop time constant and rise time are: Time constant +AKA), closed-loop game = AKA/(I+AKA), where A=4/5, -r=o. 2 Hence 0. 2/(1 +K/5)O. 8 which gives K >4+3. K or 0. K>4 or K>5. Confirm this using MENTAL, ii. Use G=TFH(4,[1 %% plot in a figure It is clear that the time closed loop pole polynomial is (s+ [1 +AKA]/T) and hence the pole is in the LAP for all positive K which implies closed-loop stability. Discussion of large K is bookwork – read some text books. 5.This question is designed to make a student think and experiment. To meet specifications, the closed-loop is given as Clearly the steady-state gain is unity as expected so the offset requirement is met. The closed-loop poles are determined from the roots of the denominator and we want the poles to be to the left of -2. 5 ‘e. (s+2. 5) is equivalent to (0. As+1). Both roots can be placed at 2. 5 if In the future students will recognize that lower values of K will give a slower pole and higher values of K will give rise to oscillation. 6. Standard question.Form closed-loop transfer function and find characteristic polynomial for all 3 cases. You will need to do the partial frac tions for all 3 and sketch, but you can use MENTAL to check your answers. E. G form the three closed-loop transfer functions and then type feedback(GO,GO,GO) to see all 3 together. N.B.: 63 is seem 2 content. Clearly Just proportional is fastest, but gives a large offset. GIG is smooth (2 real poles) ND no offset. But poles are well spaced so this is conservative. 63 has similar response time to GIG (same slowest time constant), but has complex poles and thus oscillation.Conclusion, PI is best! Typical exam type question outline answer a) Let the internal temperature be given as T degrees. The rate of heat supplied is given as: The heat loss OHIO(T+50) Hence the temperature is given by: In steady-state we desire T=20 which implies that b) If the external temperature drops by 10 degrees, then the model becomes: which implies the new steady-state temperature will be 6 degrees! The time constant is clearly 1000 sec. Students should sketch a graph showing the temperature moving from 20 to 6 with the appropriate time constant. ) If the heat input from the passengers is increased, the model becomes In the case, the change in temperature is negligible which suggests that for this scenario the key factor is the external temperature and heaters rather than any heat coming from the passengers. D) Clearly the open-loop choice of voltage does not maintain the temperature correctly in general and so some control is needed. It is known that the correct steady-state can only be achieved in the presence of uncertainty if integral action is included.The steady-state error too change in desired temperature is given by because K(O) is infinite, irrespective of changes in the gain of G or disturbances such as changes in external temperature! Students should first put the equations for the model and integral control law into Lovelace transforms about the steady-state: Hence The closed-loop transfer function is given as Students should validate that the time constants are reasonabl e and that the closed- loop is stable! The time constants are given from the roots of the closed-loop denominator. Students should note that these are similar to the original time constant and thus satisfactory.