1887 Yellow River Flood Analysis Essay Example

1887 Yellow River Flood Analysis Paper The Yellow river is the second longest river in China and the sixth longest river in the world. It starts in the Bayan Har Mountains and flows through nine provinces until it ends in the Bohai Sea. The Yellow river is extremely important in Chinese history as it is considered the birthplace of northern Chinese civilization and was an extremely prosperous region China’s early existence. Devastating floods from this river have since changed this river and its region from prosperous to the name â€Å"China’s Sorrow†. Two catastrophic floods have devastated the area around the Yellow River, the first in 1887 and the second in 1931. These floods not only affect the population but also have catastrophic affects on the economy and agriculture of this region.The Yellow river basin and its area is prone to floods due to its geography. The area around the river is very flat and ideal for farming. The river can be broken into three different stages, the upper reaches, middl e reaches and lower reaches. The Upper Reaches starts at the rivers source in Bayan Har Mountains and ends at Hekou County in Mongolia. The land in this section consists or pastures, knolls and swamps. There are over 20 gorges in this section which provide power to many hydroelectric plants. At the end of the upper reaches the river flows through the Yinchuan Plain and Hetao Plain. These areas are mostly desert and grasslands and the speed of the river slows dramatically. The Hetai Plain is traditionally an irrigation plain.The Middle reaches is the section between Hekopu County, Inner Mongolia and Zhengzhou in Henan. It is in this section that many tributaries feed into the river and increases its speed by over 40%. Most of the silt in the river is picked up here as there is a lot of erosion from the Loess Plateau. This sediment makes it the most silt laden river in the world, much different from the clear waters found in the upper reaches. This sediment is later deposited in the lower reaches of the river elev ating the river bed. We will write a custom essay sample on 1887 Yellow River Flood Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on 1887 Yellow River Flood Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on 1887 Yellow River Flood Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The middle reaches consists of the longest continuous valleys called Jinshaun Valley and is the second best area for using hydroelectric plants as energy sources. The lower reaches of the Yellow River are from Zhengzhou to the Bohai Sea. This section of the river is lined with levees and the sediment collected from the middle reaches has caused the riverbed to be several meters higher than the surrounding ground. (Sinclair, 1987)The 1887 Yellow River flood is considered to be one of the deadliest natural disasters ever recorded. This flood killed between 900,000 to 2,000,000 people. The land around the Yellow river is very flat and ideal for farming. Farmers were able to keep the rising water in check using dikes but the rising river in conjunction with a few days of heavy rain caused the river to overflow the dikes and flood the area. The water was able to flood throughout most of northern China due to the low laying plains and covered an estimated 50,000 square miles. An estimated 2 million people were killed in this flood, not only from the actual flood but due to the pandemic that followed as many were homeless and could not receive proper food, care or basic living essentials. (Waterlow, 1993)There was a second devastating flood of the Yellow river in 1931 that lasted from July to November of 1931. There were between 1,000,000 to 4,000,000 estimated deaths for this catastrophic flood as with the flood of 1887 the casualty numbers also include those that died after the flood due to disease and famine. It is this flood that is considered to be the worst flood of all times, over 34,000 square miles were flooded and an additional 8,000 square miles partially flooded. As with the 1887 floods the 1931 flood is due to monsoon rains which caused flooding in the yellow river but also in the tributaries that feed into the river and the levees that withheld the water broke. (Waterlow, 1993)The Yellow river is prone to tremendous floods because of its high silt content, as in much of the middle and lower reaches about 60% of the weight of the river is due to silt. This yellow mud then settles and chokes the river causing its banks to overflow. Preventing floods of the yellow river began as early as the third century BC when the river was dredged to encourage water flow (Dodgen, 2001). The Chinese have used levees, some as high as 30 feet, channels and dams to attempt too control the river. Dams are considered the most effective but still become clogged by the silt. (Nova, 1997)The river is also more prone to floods as large ice blocks form in the section of the river that flows through Mongolia. These ice blocks act like natural dams and hold back the water. When the ice blocks melt or are broken the water is then released in a rushing wall of water that creates a flood. The deforestation of the upper reaches mountains has increased the amount of silt in the river, which in turn will increase the flood heights.The death toll from these floods is so high because of the large population that has settled in a close proximity to the Yellow river. The most densely populated regions of northern china are by the Yellow river and the water from the river is used as a source of irrigation for most of the agriculture and industry in Northern China even to this day. There have been more previous flooding of the Yellow river including one that was human induced in 1938, but the 1931 flood was the last of the natural floods that brought about such large amounts of damage. (Brush and Wolman, 200)The causes of both the 1887 and 1931 floods from the Yellow river are the same, heavy rain. While there have been many other floods by the yellow river the causes have been varying from the military tearing down the dikes as a military manoeuvre, to ice blocks in the Mongolia regions. These floods did not reach the horrific lengths that the 1887 and 1931 floods due by massive amounts, described as monsoon like, heavy rains. Due to the formation of the river, very narrow and swift flowing at the beginning to broader and slower, the deluge of water caused a massive increase in moving water and silt uptake and completely over flowed its banks. This is particularly easy to do in the lower reaches since the banks of the river are actually at a higher elevation then the surrounding area.The Chinese government is still taking steps to try and regulate the flow of water in the Yellow river and the deposit of silt. A massive dam has been approved for construction that will hopefully be able to prevent any massive floods. Though the only way to completely prevent any further damage f rom floods is to move the population away from the flood zones. Unfortunately thins would drastically effect the economy and population as the river encompasses a large portion of northern china that specializes in agriculture. Even further cities along the Yellow river are slowly becoming culture hot spots and tourist destinations. (Brush and Wolman, 2007)While it is unfortunate that so much life has been lost due to the overflowing of the river that is a risk that must be taken into consideration when one chooses to live in this region. Man has not yet been able to tame nature and as the Yellow river has displayed, nature can be a fearsome beast. With the current climate changes underway it is most likely that the flooding will decrease as the river will slowly begin to decrease due to temperature increase and a lack of rain. Though with the current advances in science and technology the Chinese people will at least have some advance warning on floods and be able to vacate the dangerous areas decreasing the loss of life, though still suffering economically.

Another Story Began On Show †Creative Writing Story

Another Story Began On Show – Creative Writing Story Free Online Research Papers Another Story Began On Show Creative Writing Story Time ran very fast. The Grade Nine’s lessons have been taught. Someone said, â€Å"Time is the best medicine to cure your broken heart.† Alice became ration than before. At the same time, my lessons were the heavier in the whole Junior Time. I couldn’t go bed until 12:00 every night. Everybody was busy in prepare the big test that relate to high school. Everyone felt tons of pressure on the shoulder. Because my classmates and I participated in the big test, which also is a test to schools quantify teaching quality. So my teacher and principle managed us very strict, especially the couple. In this hypersensitive time, Cathy made a boyfriend. Another story began on show. â€Å"Cathy, don’t you scare that the teacher would know it?† â€Å"I don’t know, but I know my parents would do something crazy to me if they know that.† So Cathy’s issue only Alice and I knew I don’t know and even been her good friend, I still didn’t know who her boyfriend was. It became a top national secret. Under our teacher rigorous stakeout, Cathy only hoped she could last this relationship for this year. Unfortunately, the teachers would know that. Three days after we knew Cathy had a boyfriend, I was called into the teacher’s office. â€Å"Michelle is Cathy’s roommate?† my headmaster’s voice was even colder than the robot, without any emotion. â€Å"Yes.† â€Å"So do you know she has a boyfriend?† Was he a spy? I was astonishing. How could he know that? â€Å"I know you won’t say anything even you give me an answer, I won’t trust. However, you had better tell Cathy that stop making this dirty thing, or I will call her parents and expel her out of school!† his tones were still frozen. â€Å"When I saw her again, she was packing her luggage. â€Å"Where are you going, Cathy? Stop!† I was moving said. â€Å"Michelle, I was expel by the school.† â€Å"Shit!† Cathy said with a sorrow smile. â€Å"Shit happened every day. Don’t feel frustrate. Michelle, you should know that you are a lucky girl. Actually, I was quite jealous you, because your mark always in the top 10 of our grade and you don’t make any big mistake. I am different from you. School said my mark was too low and broke the school rule. What I did was influence school’s image. So they asked my parents to take me home. Tell Alice that I am history. Don’t miss me. Michelle, you’re my good roommate, I’ll miss you guys. Bye.† â€Å"What about him?† â€Å"He is still in here, but we are†¦game over.† She pretended degage said. â€Å"Why he can stay here, but not expel from school?† â€Å"Because his mark is higher than mine!† When I am writing here, my story is close to the end. However, I still want to write more about them, especially Cathy’s story, there are many details that worth me to continue moving my pen, but I find that’s a tough job, because their unfair treatments are full of my mind. I don’t know why the adult always treat us as the puppet. When we seek for more freedom, they would say that â€Å"I have already given you broad space.† But they never teach us how to manager our lives or how to make a rational decision, but once we make a mistake, then they would immediately dominate you again and we just like the chick, can’t fight for ourselves. They didn’t teach us some useful things, except engraft a thought that we need to get a high mark. The reason I choose to talk about my roommates’ love story is because their stories are the mark’s tragedy. Yep, the textbook is not my life, in our lives, we still have many things need to learn. Like how to work and communicate well with other people, how to manager our own money. These skills will follow us until the moment we die, but textbook cannot be as useful as these skills. Unfortunately, we can’t learn this from my textbook. Cathy’s leaving gave me a big shock. I used to think that school was a place can develop a person, now when I though about it again, my though used to be so childish. Chinese school is only a place can upgrade your mark, but only the practical skill. That’s Chinese education’s tragedy. Do you think a student who often gets a high mark would be an outstanding person and contribute more than the other student whose mark is not as high as him? Love is a blooming flower. My friends often say that the first love is a saline immature apple. It’s a foredoom failure’s love from the beginning. I wonder why people see the love in a negative attitude. Now that each girl dreams to meet her Mr. Right and have a romantic love, why we are so sorrow? I felt hurt when I saw Cathy leaving. She didn’t do anything wrong. Why school can’t be use a soft and human way to educate her? Why school can’t give student a correct attitude to treat it? I wanna tell Cathy: Seeking for love is right. You are not the study machine. You are young and you still need to figure out many things. Please bravely seek for your love. Good mark can’t follow you forever, but your lover can beside you and walking with you to the end of your life. I will support you forever. Research Papers on Another Story Began On Show - Creative Writing StoryStandardized TestingHip-Hop is ArtMind TravelThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows EssayPersonal Experience with Teen PregnancyHonest Iagos Truth through DeceptionThe Spring and AutumnEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug Use

Prepare yourself for your upcoming internship

Prepare yourself for your upcoming internship Are you on the cusp of starting a new internship? If so, then congratulations- this can be an amazing opportunity for self-discovery and an important step in your lifelong career journey. Simply put, internships are great ways to explore your professional strengths and weaknesses, and can help you target your interests and passions- hopefully helping to guide you onto the career path that best suits you. That said, not all internships- or interns- are created equal. While some make every effort to put their best self forward and approach the internship as if it were an ultra-important full-time job, others take a less serious approach- and take a guess which type of intern typically fares better? That said, how have you decided to approach your upcoming internship? If you’re smart, you’ll prepare yourself in advance as much as possible in an effort to make a great impression. Who knows- if you really nail it, you just may find yourself weighing a great new job offer at the end of it!Consider using the following plan of attack to help ensure that your internship starts off strong.Do your homeworkBefore your first day at your new internship, make sure you know everything there is to know about the company you’re about to join. Most companies these days have a robust online presence, so take advantage of available information online. Not only will it help you do your job more effectively, it will likely impress the folks you’ll be working around. It may even serve as a springboard for bold new ideas that you can use to wow your new boss- and who knows what can happen from there?Also do your best to be fully aware of what your role in the organization will be, what will be expected of you from day one, and what your team or department does within the broader context of the organization (ideally, you used the interview process to have all of these questions answered). This will help reduce any awkward surprises on day one of your internsh ip, and also set you up to impress your new bosses when you’re able to hit the ground running when you first arrive.Know yourselfAs mentioned before, internships are a great way to learn about your strengths and weaknesses and discover what you’re interested in and good at. That said, you already know a great deal about yourself and can use what you know to your advantage at your new position. Make sure your strengths are on full display while at work. Are you a whiz at spreadsheets? Then do your best to set yourself up to work on any spreadsheets that your department utilizes. Have countless presentations in class made you a PowerPoint pro? Then volunteer to work on any PowerPoints that you discover are being worked on while at your internship. Not only will you come across as a team player who’s willing to go the extra mile, you’ll hopefully impress others with your abilities.In contrast, try to work on building your skills in your week areas subtly whi le at your internship. Take small opportunities to test yourself and confront new challenges- before long you’ll be more well-rounded and capable at work than ever before!Get professionalThis one often gets overlooked by interns, and they wind up paying the price when they arrive at work and aren’t completely ready. Get into a professional mindset before your internship starts and you’ll be setting yourself up for success. This includes getting an appropriate work wardrobe ready, practicing your workplace etiquette (here’s where a parent, mentor, or experienced friend or family member can really help), getting any supplies you might need, and even practicing getting up early for several days beforehand- you’ll be surprised by how a little advance planning to get yourself into professional mode can really benefit you in the long run.If you’re on the cusp of starting a new internship, it can be a really exciting time- as long as you prepare sm artly. Use the strategies and advice presented here to be your best starting on day one. Soak it in- this is the time for you to explore a profession or a company to see if it’s a great match. Use it wisely!

Nurse management in the hospital setting Assignment

Nurse management in the hospital setting - Assignment Example With diversity in ideas, there is assurance that the final decision will be brainstormed upon and will be the best. Team works also add the value of improving communication among the employees as well as getting them to know each other (West, 2012). The first strategy to create a positive team climate is to provide the team members with freedom to be creative and work without maximum supervision. This will not only allow creativity but will facilitate more ideas to be provided and more brainstorming without members being nervous or afraid. The other strategy is to mix the team members according to their differing abilities and personality. These strategies are bound to ensure to teams spend less time addressing personal issues or arguing and more doing their assignments. Finally the other strategy to a positive team outcome is to set deadline on the assignment or project. The deadline will ensure that they do not engage in unnecessary activities but rather just focus on the work at hand (West, 2012). The first strategy is accommodation. This involves one party in the conflict allowing the other party to satisfy their concerns and neglect their own as a way to end the conflict peacefully. This is a selfless conflict management strategy. The other strategy to manage conflict is avoidance. This involves avoiding taking any action at all about the conflict or even paying any attention to the conflict at hand. Compromising is another conflict management strategy which involves attempt to solve the conflict by finding ways to partially solve the conflict and satisfy both parties but without completely satisfying any party. This only manages in quelling the conflict for a while. Lastly is collaboration which involves trying to make each party understand the concerns of the other party in question as way to find mutual solution and promote understanding. If this technique succeeds, then the conflict is managed for longer periods or even ended

Why do gifted students leave their residential borough to continue Dissertation

Why do gifted students leave their residential borough to continue their post 16 education - Dissertation Example Sampled Population A pie chart is a circle ("pie") divided into segments ("slices") to represent the proportion of observations that fall into each category (Urdan, 2005). In the pie chart, the arc length along the circumference of the circle and the area enclosed by the arc through central angle is directly proportional to the quantity it represents. Each increment in the angle of the segment (slice) represents increase in the percentage increase of the quantity. It is the most widely used chart in today’s business world. A pie chart was used to indicate from the responses collected that all the participants in the survey left their secondary school in year 2012 as shown below. Also it was important to note that all the sampled participants enrolled in A-level for college studies. A pareto chart is one of the seven basic statistical quality tools and is used to depict values in descending order indicated by bars and cumulative value by line (Joiner Associates, 1995). One side of the graph along the y-axis represents the values while the secondary y-axis on the opposite end represents percentage increase with each quantity added by bars. ... se Masters 0 1 Degree level 3 1 BTEC National Diploma at College 1 0 Do not know 1 0 A-level 7 2 GCSE level/O-level 6 1 No formal qualifications 4 4 Also mothers of nearly 74.2% of all the sampled participants had a qualification of either A-level or lower. None was reported having a masters level degree with only 19.4% with a bachelor’s level degree qualification. It appeared from the responses that not majority of the mothers had opportunity to undertake higher education and were mainly restricted to A-level and below; still they have managed to influence the decision of their children in leaving the borough for post 16 education. Mother's Qualification Deciding Factor True Deciding Factor False Degree level 3 3 A-level 8 0 GCSE level/O-level 5 4 No formal qualifications 4 2 Do not know 2 0 Interaction Between Secondary School and Post 16 College Joined First of all, it was important to know which secondary school our sample participants attended for their early education. B elow is a pareto chart of the Students count in relation to the secondary school they attended. It appeared that majority of the students attended Forest Gate Community, Langdon School Newham, Plashet School and Little Liford School, which together made more than 50% of all the secondary schools attended as shown below. Chart below indicates frequency and percentage of students applying to a specific college. It was seemed relevant to understand if the secondary school attended by the sample participants had any influence on their joining of a particular college for post 16 years education. It was revealed that two students each from Plashet School and Rokeby School joined Seven Kings High School and Havering Six Form College. Also three students from Langdon School Newham joined Seven Kings

Personal Development Report Essay Example for Free

Personal Development Report Essay This personal development report reflects upon my learning experiences and outcomes during my first year at Nottingham Trent University. It aims to document the ways in which I have developed and areas for further consideration as part of a continual learning process. The report will be structured around 5 main areas as shown below 1. Placing learning on BABM within the wider context of lifelong learning 2. Taking personal responsibility for career planning 3. Taking personal responsibility for the learning process 4. Valuing the importance of developing personal effectiveness 5. Demonstrating an enquiring mind I have also looked at how all this learning at university relates and fits within a wider context of lifelong learning. Conclusions and recommendations for what I am going to do to improve in the months from May 2001 to 2002 are based on the areas I have mentioned in the above. I will do this in the form of a Personal Development Plan using the smart objectives as follows: (Specific, Measurable, Achievable, Related to overall life-long goals and set over a Time period). I have made conclusions of the development plans, which have concentrated both on Core Transferable skills and also some softer skills. Introduction 1.My Learning At University Within A Wider Context Of Lifelong Learning 1.1 The concept of lifelong learning The concept of lifelong learning is as relevant now as it has ever been, with the traditional job for life being replaced by shorter periods of work for different firms requiring essentially the same skills and qualities in employees. Therefore the ability for these skills to be transferable is very important. To develop these skills therefore is extremely important with many employers putting greater emphasis upon these core skills and less emphasis upon specific skills. These skills can be used in many different situations and circumstances to allow the employee to perform to the best of their ability. The concept of work is continuously changing. An individual not only has several jobs in a lifetime but may also have several careers. Therefore everybody needs continuous updating of skills and competence throughout their working life ERT report, 1989 The following skills are widely considered to be Core Transferable Skills  · Organisational Skills  ·Ã‚  Interpersonal/ Social Skills  · Analytic and Problem Solving Skills  · Teamwork  · Creativity  · Self Motivation  · Initiative and Leadership 1.2The learning curve It is these skills that have been particularly important to develop whilst at university and it is the experience of university both academically and socially that has provided the ideal environment for these skills to be developed. The combination of leaving home and adapting to a completely different environment both educationally and socially has meant that the learning curve especially in the first semester was very steep. To live away from home for the first time without any contacts in an unknown city is a life changing experience and forces oneself to adapt and mature quickly after leaving the security of the family home. Being entirely responsible for yourself is also a new experience requiring maturity and forward thinking as well as planning to enable yourself to function. The way in which these skills have been developed forms the backbone for lifelong learning, one which employers recognize and actively seek in graduates. 1.3Lifelong learning defined The concept of lifelong learning is complex and is not easily defined resulting in no unilateral definition, however its importance is widely agreed. The Development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetime and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environment Longworth, 1996 p22 The need for a learning society to convert and compete is not just urgent, it is a matter of economic life and death. It is a matter of social success or disaster. It is a matter of survival Cann in Bradshaw, 1995 The development of these skills both as part of the BA Business Management Degree and the wider University experience is key to becoming an attractive employee This is particularly so as years two and three of the Degree are in company so the development of these skills and the pace at which these must be  developed is crucial. This report will aim to reflect upon my first year experience and where appropriate utilize activities , questionnaires and assignments in an attempt to build a personal development review and action plan for the proceeding 12 months in the form of a personal development plan. 2.Taking Personal Responsibility For The Learning Process The biggest contribution to taking responsibility for the learning process was the decision to further my learning at university. This decision has allowed myself the opportunity to further my learning both academically and socially in ways that I would be unable to had I not made the decision to attend university. Also the decision to accept my place on the BABM course was another way in which I have demonstrated my personal responsibility for learning. The course is intense for each of the three years, more so than most undergraduate courses and the decision to accept a place on this course rather than other courses where workload and intensity were less was important. The course aims to enrich individuals with far greater experience both academically and in terms of transferable skills therefore by choosing BABM I feel I have made the best possible choice to continue my learning in the most relevant way providing me with higher levels of transferable skills than other graduates may have. 2.1 Taking responsibility for myself To be able to take responsibility for the learning process I have had to take responsibility for myself and become more accountable to myself in terms of making myself work harder and setting aside time in which to work. .University work is very different to that I have encountered before in terms of deadlines are much longer, scope for research is much larger, less specific titles to assignments etc etc so being accountable for myself is very important. 2.2 Time management Because the work is very different to that experienced before I have had to manage my time in a much more responsible manner to enable me to fulfill my potential, progress, and attain the best possible marks for myself. Examples of where I have managed my time effectively are physically difficult to produce as the BABM timetable is extremely varied from week to week so to produce a timetable where work and free time could  be planned in advance was very difficult to do. Undoubtedly time management and grades are very much linked and my grades for semester 1 and those received thus far for semester 2 have been good and I feel this has been partly due to my good time management skills. My peer assessment feedback included 5 of 6 people stating that I was well organized and three out of 6 stating that I was disciplined. This is included in appendix 1. 2.3Taking responsibility for learning The DLBM debate where our topic was interviews are the most unreliable method of selection required ourselves to complete a large amount of research. Our group split into two and four with the latter researching that I was a part of. The grade we received for this was high 70% and showed the level of research the group had done and is typical of myself being keen to take responsibility for learning. Development of interpersonal skills I am a member of The Herefordshire Golf Club where in 2000 I was captain. In this role I was required to talk to people of different ages and backgrounds and I feel this role has allowed my interpersonal skills to develop and I have learned a lot from this position as it provides a different scenario from academic studies. This role also developed my leadership skills as well as my organizational skills. 3.Value The Importance Of Developing Personal Effectiveness As part of the Developing Learning for Business and Management module the group completed two sessions on personal effectiveness including ËÅ"assertiveness and ËÅ"effective communication/ active listening These sessions have allowed my awareness to the importance of assertiveness and communication skills to be greatly improved and have highlighted ways in which I can improve on these skills. My level of skills prior to the sessions was of a good level and I believe I have the basic fundamentals to allow myself to develop communication and assertiveness naturally. However my increased awareness brought about by the sessions has allowed myself to take a more proactive approach to developing personal effectiveness. 3.1Demonstrated active listening/ effective communication An example of where I have demonstrated both active listening/effective communication whilst  being assertive was in a role-play with Vanessa Knowles DLBM lecturer as part of a tutorial session. Vanessa played the part of the under performing employee and I played the part of the employer. Vanessa used several different behaviour characteristics in attempt to alter my opinions and decisions. I feel that I learnt a lot by this, the importance of clear communication and active listening whilst not letting some-ones behaviour alter my decisions. 3.2Development of self confidence The session also increased my confidence especially as the role-play was conducted in front of an audience and made me more willing to be assertive rather than passive which is a tendency I will sometimes withdraw to. In the peer assessment feedback session this was something people felt was maybe a weakness of myself. Ben Gasson for example said You should be more confident and forceful, often what you have to say is just as valid if not more so than other people, just say what you think sometimes This analysis is very true of myself and to be more assertive I must first become more confident within myself. 3.3Development of leadership skills In the Belbin peer assessment it was also said that I was sometimes fearful of conflict. This I agree is true sometimes when maybe I am unsure of all the facts or am not in a position to speak confidently, I sometimes let others dominate me when really their ideas are no better than my own. However I feel that the example as mentioned above (role-play) demonstrated my ability not to be fearful of conflict. I am not a person to cause conflict within a group but at the same time I would not say i am fearful of conflict and can be assertive when necessary. One area for development are my leadership skills. Although I feel that I have become much more confident this year and this has enabled me to take a more active or leadership role in certain situations. However I feel that I still have a long way to go to enable myself to be a natural leader and to do so would be a great achievement. To improve this area of personal effectiveness is a definite priority for the next 12 months. My job at Marks Spencers requires me to work on the customer service desk listening to customers complaints and dealing with their problems. This role requires me to have good active listening skills and not be fearful of conflict whilst maintaining good customer service. This shows that my personal effectiveness and assertiveness can when necessary be very prominent. 3.4Ability to effectively communicate My ability to effectively communicate has been demonstrated in many ways this year, presentations, debates, meetings, interviews etc. My peer assessment said that my presentation skills are good and I can speak in confidently at a good pace. This was highlighted in the DLBM debate where it was mentioned in the group mark sheet as well as the business simulation feedback sheets. 4.Work With Others To Achieve Goals The ability to work with others to achieve goals is another very important transferable skill that employers seek. The Belbin team role questionnaire included in appendix __ and states that predominantly I am a team worker co-coordinator. This opinion is held by both myself and my peer group showing that I view myself and my group views me as a team worker. 4.1Working with others in practice My ability to work with others to achieve goals, I believe is one of my biggest strengths. Much of the work on BABM is team orientated as this will be the case when in the workplace in years 2 and 3. Examples of this have included the business simulation module where I feel I made a good contribution to the team. Other examples have included the DLBM debate, the organizational behaviour presentation as well as the smaller group assignments we have be set. 4.2My role within groups The experience I have gained working in groups this year has developed many of my skills far more than a normal undergraduate course may have done. My skill within groups is one of analysis and reflection of what others have said and making rational and coherent arguments from debate. This ability has proved to be very useful this year however I feel than within group work I need to take a more pro active role  stimulating debate and discussion. As was stated in my peer assessment feedback I sometimes need to relax, say what I think, and be more confident and this is an area I need to work on in the next 12 months 4.3Teamwork outside the classroom During 2000 I have played golf for The Herefordshire Golf Club where much of the competition is in team format. Very different to university teamwork where communication is key, playing golf requires analysis of the situation and choosing the best course of action in a short time consulting your partner to achieve the best possible result. Again I feel I have learnt a lot from this sporting experience as often I am under pressure to make team decisions quickly at university and although in an entirely different situation the process is the same. 5.Demonstrate An Enquiring Mind An enquiring mind and to be interested in your work is essential to being successful, without this I feel would result in lack of motivation and a significant reduction in output. My educational background shows how my enquiring mind is diverse and heavily influenced the ËÅ"A level subjects I chose. I tried to choose subjects I was genuinely interested in and felt that I would be most motivated to work hard on. This at the time didnt include business studies but my work experience at Marks Spencers has led me to become interested in business. I wanted to know why decisions were taken at head office, what influenced them and how they took those decisions. My father works in business and as I have always been interested in his work and find it interesting. 5.1Examples of enquiring mind At university it is particularly important to have an enquiring mind as many of the subjects are only covered very briefly in the actual lectures therefore requiring me to be interested in them and to have an enquiring mind to allow myself to get a good knowledge of each subject. This is very different to ËÅ"A levels and I feel that I have improved greatly in this area since attending University. However I also feel that I still have a lot of room for improvement particularly in subjects that I find difficult and those that are maybe less interesting to myself. I should try to complete all the recommended reading rather than completing only that which I find interesting. I found the organizational behaviour module to be particularly interesting and read a lot of the textbook despite the fact that the essay I had to write was only a small proportion of the book. For the DLBM debate I was part of the research team as I enjoy finding information that can be used to form an argument. I enjoy reading national papers and try to do so as often as I can as I am interested in the wider scope of global business. My enquiring mind sometimes get the better of me and I find myself reading about completely irrelevant topics to that I am meant to be studying for and wasting time but I believe this reflects my enquiring mind For the information systems/ information technology module we could either build a website of produce a leaflet. Despite the fact I had never produced a website before I chose to do this as I enjoy using computers and felt that although this would be more difficult it would be more beneficial to myself in the long run. 6.Take a Personal Responsibility For Career Planning Taking responsibility for career planning is very important, and the BABM course demands that students do this much earlier than other students on other undergraduate schemes. Because of this career planning is very important specifically with regards to years two and three of the course to enable me to make the maximum of my interview and company opportunities. The first step in career planning for myself was my work experience at Marks Spencers that motivated me to choose the BABM course. Choosing to be on the BABM course itself also was of great importance to my future career with the uniqueness of the course enabling me to gain more experience earlier. 6.1Interview skills development Whilst on the BABM course I have had to take responsibility for my future career and have demonstrated this in a number of ways. Firstly interview technique was important to develop and the practice interview as part of the DLBM module gave good feedback as to my style and competencies. The feedback I got (see appendix 3) was generally good with areas to improve on including becoming more focused upon the process I went through when giving examples rather than the example itself. Also I tended to undersell myself when given the chance to impress but apart  from this the feedback was generally good 6.2C.V and application form enhancement My C.V and application form was also another area that required me to take personal responsibility. I read articles on the Internet and books from the library on how to write a C.V as well as attending lectures on C.Vs. I got feedback from my dad who takes part in selection processes as part of his job as well as Vanessa Knowles the DLBM lecturer. The feedback I got was very good highlighting areas that needed to be improved 6.3Increasing personal awareness of placements For the pre selection week I researched each company individually, sent off for their annual reports, looked at their web sites and read the national press to gain any knowledge I could before I attended the sessions. This gave me an insight not only into the companies that I was researching but also the industries they operated in. It also allowed me to view the types of placements offered to students such as myself and has increased my knowledge of the type of placement I am looking to secure. 7.Conclusions I feel that in the last 12 months I had developed tremendously as a person and feel that I have become much more confident, outgoing and assertive. My transferable skill base has improved greatly due to my experience on BABM and at university generally. I feel that my value as a person to an organization has increased greatly and I feel confident that the skills I have learnt this year will continue to be used long into the future not only just during the period in company. However I realize that my skills can and will be improved enormously by the experience I will gain whilst in company and that lifelong learning is a valid and very important concept. My personal development plan outlines areas I intend to improve over the next two years and contains ways in which I intend to monitor evaluate and measure myself and my development. I have tried as far as possible to make my targets Specific Measurable Achievable Relevant and Timescaleable to enable myself to develop myself in the most effective manner. The personal development plan will allow myself to continually review my progress and will hopefully prove a useful tool in the next two years whilst on the BABM course

Education in Victorian England Essay -- European Europe History

Education in Victorian England Monitorial System In the Monitorial System, there was no direct instruction from the teacher. This was, in fact, one of its greatest selling points in the late 1700's; it was incredibly economical. There could be as many as 500 students under one teacher. The teacher selected a few older students(10-12 years old) to act as monitors who, in turn, were responsible for instructing small groups of students, the teacher acting as supervisor, examiner, and disciplinarian. Work was minutely subdivided and learned by repetition. When a group had learned one subdivision of information, they were tested by the teacher before passing on to the next section. There was a complicated system of promotion and censure, both within the small groups and between groups. Unusual successes or lapses were rewarded with small honors or humiliations: laps of honor" around the school by those to be promoted, rewards of half-pences, dunce's caps, and signs worn around the necks of offenders. The punishment for offenses such as swearing, lying, tardiness, coming to school dirty, skipping school, being absent from church, or being otherwise disobedient, included confinement in a closet, being handcuffed behind the back, being washed in front of the whole school, or expulsion.(Lawson/Silver 243) Its factory-like method of dispensing information might appear to be well suited for the Victorian era, but because the Monitorial system equated the acquisition of facts with knowledge, and made no allowance for individual rates or styles of learning, its use was in decline by the 1830's. Â   Elementary Education Act of 1870 From 1780 to 1870, all elementary schools were "voluntary," that is, they were established... ... --- . North and South. London: Penguin Books Ltd., 1986. Lawson, John and Harold Silver. A Social History of Education in England. London: Methuen & Co. Ltd., 1973. Ley, J.W.T. "The government Education Bill: Dickens's view on Some of Its Points." The Dickensian 11.5 (May 1906) 123-125. Mangnall, Richmal. Historical and Miscellaneous Questions. New York: D. Appleton & Company, 1848. Morrison, Arthur. A Child of the Jago. Chicago: Academy Chicago Publishers, 1995. Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew. New York: Simon and Schuster, 1993. Roach, John. A History of Secondary Education in England 1800-1870. London: Longman Group UK Limited, 1986. Thackeray, William. Vanity Fair. Harmondsworth: Penguin Books Ltd .,1968. Wardle, David. English Popular Education 1780-1975. London: Cambridge University Press, 1976.

Agency Employment

Agency employment is where a person is employed as a contract or temporary worker to fill a position in a host company. The agency is the worker’s actual employer and is responsible for payroll and taxes, superannuation, recruitment/dismissal/discipline, workers’ compensation. The host company is responsible for direction of tasks or jobs to be undertaken and determining the work available for the temporary worker on site. Normally there is a joint responsibility in so far as occupational health and safety is concerned. The labour hire situation results in a division of responsibility for the agency employee between the agency and the client. How should common law accommodate this? Should the agency employee be regarded as having a single employer or is there scope to consider join employment or a temporary transfer of employment to the client? The rule at common law is that an employee cannot be transferred by his or her employer to the employment of another person without some act of assent, express or implied, on the employee’s part. The essence of a contract of employment is that it is freely entered into bargain between two parties in which there is the obligation of personal service to the employer. The common law principle that an employee cannot be transferred to a new employer without his or her consent is relevant to the question whether an employee could be transferred temporarily to another employer. Where the agency worker is injured at the client’s workplace, both the client and the agency may be liable to pay damages to the injured worker. The agency can still be liable under both occupational health and safety legislation and at common law. This may be the case even if the agency employee is working on a client’s premises where there may be diminished opportunities to ensure a safe system of work. An additional basis upon which the labour hire company employer can be liable is breach of a non-delegable duty of care. The effect of this principle is that a labour hire company employer remains liable for a negligent failure to provide a safe system of work even if it is the client’s (or some third party’s) negligence which causes the employee’s injuries. Where the injury occurs at the client’s worksite, the client may also be liable as an occupier of premises for failure to take reasonable care for the safety of a lawful entrant. The agency employee may cause injury or damage either to the client or to a third party whilst working for a client. Whilst an employer is vicariously liable for the tortious wrongdoing of an employee within the course of employment, there are additional complications for agency employees and host businesses.

Canadian Family Essay

Living together, getting married and having children are all the important factors that contribute in creating a family. The Canadian family has, is and will face different types of challenges in the future. Families in Canada have changed as time has progressed. In this time period the Canadian family has faced a number of challenges. I believe this is due to the increase in divorce rates, same sex marriage and living together in common law. Depending on the situation within the family, families in Canada have found to be challenged.First of all I would like to bring out probably the most common challenge and factor which is making marriages unsuccessful, that being divorce. The divorce rate in Canadian families is increasing day by day from what it used to be. Divorce leads to a disturbance in one’s family when he/she files for one. The children of the divorced couples are not being raised up normally; moreover they are being raised up living with a single parent or living o ne week with the mother and one week with the father.The children are not getting the time and love from their parents which they would normally get if their parents lived together. In my opinion a family is a group of people involving a mother, father and their children living together in the same house, so if the parents of the children get divorced it causes that family to break when they no longer live with each other. Back in the day divorce was not that common as it is today, people would get married for life but now a days if couples get into a fight the first option that pops up in their heads is divorce.People nowadays are taking advantage of the divorce laws and are using them more commonly which is leading Canadian families challenged. Another challenge that Canadian families are facing these days is same sex marriage. When a couple of the same sex gets married together they are left with a challenge of having children together. To overcome this challenge most couples tak e the option of adopting children or having children through surrogacy, and some decide not to bring children in their lives at all.The couples that do decide to adopt children, the children are still not gifted with a mother and a father; moreover they could grow up having two mothers or two fathers. In this situation the children are not being raised up as they would be if they had both a father and a mother. On the other hand when same sex married couples decide not to adopt children and not bring them in their lives at all, this leads to their generation from further expanding. With all due espect to same sex marriage, same sex marriage is a challenge that families in our society are facing in the new era. On the other hand one other challenge that Canadian families are facing these days is the challenge of common law. Common law has become more common in the new world. Couples are moving in, living together, and having children without being married. Couples these days are spen ding more time living together before marriage than they are after marriage or they are breaking up even before getting to the extent of getting married.Common law mostly involves teen couples living or having children together, this is because teens are less mature and do not know what the responsibility of raising children together is, so often teens tend to break up with each other despite having children. Adults on the other hand tend to live together for years in common law and at some point when they do get married it may not last that long because they know each other’s ups and downs because of all the time they have spent together. In this case common law is another crucial challenge that Canadian families are facing these days.Finally I would like to say Canadian families are continuing to change and face crucial challenges such as, divorce, same sex marriage and common law day by day. Living together, getting married and having children are all important factors tha t contribute in creating a family. If any one of these crucial factors gets disturbed then it leaves the families faced with challenges. If we fulfil all the factors that contribute in creating a family in the right way then it will leave our families with less of a challenge.

Free Essays on Abortions And Its Side Effects

, an unborn child is not able to make the decision whether to live or die, to be loved or a burden. We need to think of everything before making the decision of having an abortion. My best friend had an abortion too, several months ago, and she suffered the negative consequences of it. From all of the conversations that I had with her, and the research that I have gathered from different books and articles, like â€Å"Psychological And Emotional Consequences of Elective Abortion† by Mary Zimmerman, the article from the magazine â€Å"In The Globe† issued on September ’03 with the name â€Å"Guilt over abortion is rare†, and through a lot of web pages, I became more aware of the severe side- effects of one of the most common issues in the world, especially between the adolescents- the abortion. ... Free Essays on Abortions And Its Side Effects Free Essays on Abortions And Its Side Effects What would you advise a woman who is pregnant for the fifth time†¦ Whose husband suffers from syphilis and she suffers from tuberculoses, whose oldest child was born blind†¦ Whose second child died†¦ whose third child was born deaf†¦ That she should have an abortion? You just signed the death sentence of Ludwig van Beethoven. Each year, over dozen million teenagers became pregnant and 85% are unintended. Of all the teenage women who become pregnant, 35% choose to have an abortion. In some states clinics require a legal guardian’s permission to have an abortion and in some don’t. While writing about the legal abortions, according to the United Nation’s Demographic Yearbook, the country with the biggest amount of abortions per year is Russia, with over 2, 7 million in the year of 2002! Greece, is in 18th place according to these statistics, with â€Å"only† 10 568 in the same year. To summarize from all of the numbers mentioned above, 87% of all women who have had an abortion, have suffered its negative consequences. In the dictionary, the word abortion means, â€Å"a premature birth occurring before the fetus can survive’. In other words, an unborn child is not able to make the decision whether to live or die, to be loved or a burden. We need to think of everything befor e making the decision of having an abortion. My best friend had an abortion too, several months ago, and she suffered the negative consequences of it. From all of the conversations that I had with her, and the research that I have gathered from different books and articles, like â€Å"Psychological And Emotional Consequences of Elective Abortion† by Mary Zimmerman, the article from the magazine â€Å"In The Globe† issued on September ’03 with the name â€Å"Guilt over abortion is rare†, and through a lot of web pages, I became more aware of the severe side- effects of one of the most common issues in the world, especially between the adolescents- the abortion. ...

United States Low Elevation Points List

United States Low Elevation Points List The United States of America is the third largest country in the world based on land area. The U.S. has a total area of 3,794,100 square miles (9,826,675 sq km) and is divided into 50 different states. These states vary in their topography and some have their lowest elevations far below sea level, while others are much higher.The following is a list of the lowest points in each of the 50 U.S. states arranged with the lowest elevations first:1) California: Badwater Basin, Death Valley at -282 feet (-86 m)2) Louisiana: New Orleans at -8 feet (-2 m)3) Alabama: Gulf of Mexico at 0 feet (0 m)4) Alaska: Pacific Ocean at 0 feet (0 m)5) Connecticut: Long Island Sound at 0 feet (0 m)6) Delaware: Atlantic Ocean at 0 feet (0 m)7) Florida: Atlantic Ocean at 0 feet (0 m)8) Georgia: Atlantic Ocean at 0 feet (0 m)9) Hawaii: Pacific Ocean at 0 feet (0 m)10) Maine: Atlantic Ocean at 0 feet (0 m)11) Maryland: Atlantic Ocean at 0 feet (0 m)12) Massachusetts: Atlantic Ocean at 0 feet (0 m)13) Mississipp i: Gulf of Mexico at 0 feet (0 m)14) New Hampshire: Atlantic Ocean at 0 feet (0 m)15) New Jersey: Atlantic Ocean at 0 feet (0 m)16) New York: Atlantic Ocean at 0 feet (0 m)17) North Carolina: Atlantic Ocean at 0 feet (0 m)18) Oregon: Pacific Ocean at 0 feet (0 m)19) Pennsylvania: Delaware River at 0 feet (0 m)20) Rhode Island: Atlantic Ocean at 0 feet (0 m)21) South Carolina: Atlantic Ocean at 0 feet (0 m)22) Texas: Gulf of Mexico at 0 feet (0 m)23) Virginia: Atlantic Ocean at 0 feet (0 m)24) Washington: Pacific Ocean at 0 feet (0 m)25) Arkansas: Ouachita River at 55 feet (17 m)26) Arizona: Colorado River at 70 feet (21 m)27) Vermont: Lake Champlain at 95 feet (29 m)28) Tennessee: Mississippi River at 178 feet (54 m)29) Missouri: Saint Francis River at 230 feet (70 m)30) West Virginia: Potomac River at 240 feet (73 m)31) Kentucky: Mississippi River at 257 feet (78 m)32) Illinois: Mississippi River at 279 feet (85 m)33) Oklahoma: Little River at 289 feet (88 m)34) Indiana: Ohio River at 320 feet (98 m)35) Ohio: Ohio River at 455 feet (139 m)36) Nevada: Colorado River at 479 feet (145 m)37) Iowa: Mississippi River at 480 feet (146 m)38) Michigan: Lake Erie at 571 feet (174 m)39) Wisconsin: Lake Michigan at 579 feet (176 m)40) Minnesota: Lake Superior at 601 feet (183 m)41) Kansas: Verdigris River at 679 feet (207 m)42) Idaho: Snake River at 710 feet (216 m)43) North Dakota: Red River at 750 feet (229 m)44) Nebraska: Missouri River at 840 feet (256 m)45) South Dakota: Big Stone Lake at 966 feet (294 m)46) Montana: Kootenai River at 1,800 feet (549 m)47) Utah: Beaver Dam Wash at 2,000 feet (610 m)48) New Mexico: Red Bluff Reservoir at 2,842 feet (866 m)49) Wyoming: Belle Fourche River at 3,099 feet (945 m)50) Colorado: Arikaree River at 3,317 feet (1,011 m)

Sentencing Provisions of the Criminal Justice Act of 2003 Article

Sentencing Provisions of the Criminal Justice Act of 2003 - Article Example As a result, there has been considerable political input into the criminal justice process, notably through sentencing guidelines, in response to pressure from the public fuelled by high levels of media attention to crime. In striving to achieve the balance between the need to control crime and the need to ensure that the rights of individuals are preserved to uphold the legal principle that every criminal suspect is innocent until proven guilty, sentencing guidelines in the Criminal Justice Act of 2003 may need to be improved upon, because they may not necessarily be serving the interests of justice in every instance. The criminal justice system may be analyzed in the context of two different models: (a) the due process model and (b) the crime control model, both of which impact differently upon the manner in which criminals are punished under the system1. The focus of the due process model is upon the individual citizen, which produces a corresponding emphasis on the need to reduce the powers of officials such as the police so that they do not abuse their position through their widespread use of their coercive powers over individuals who are suspects in any crime. As a result, at every stage of the criminal justice process, there must be formal safeguards established in order to protect the rights of those suspected of committing a crime. The crime control model on other hand adopts a different view and control of criminal conduct is the ultimate objective to be achieved. The assumption under this system is that society must operate as efficiently as possible in order to achieve the goal of crime control. Police officers and Prosecutors are viewed as the ideal agents to screen out those who are innocent rather than relying upon court proceedings to achieve the same goal, or allowing a higher degree of importance to the rights of suspects to challenge the criminal justice process if it is found to be oppressive. The crime control model therefore allows for extra judicial proceedings to also be incorporated, such as entering guilty pleas from defendants in order to speed up the trial process. Saunders and Young offer the view that while many of the provisions in several criminal justice Acts including PACE and the CJA 2003 would appear to reflect a due process model, in terms of actual practice, the system appears to function on the basis of several of the characteristics of the crime control model. Where the question of stop and search powers are concerned for example, they state: "Stop and search in its operation corresponds far more closely to the crime control model than the due process model to which the law is purportedly orientated."2 The crime control model would also be centered upon a punitive model of justice, where criminals are punished for their crimes and may serve to satisfy the need for punishment raised by public perception about the extent of heinousness of a crime. The due process model on the other hand, would adopt a more restorative form of justice, where harm and redress are emphasized, so that there is a greater focus upon rehabilitating offender s and ensuring that they