Patterns of Images and Imagery in Macbeth :: Macbeth essays

Patterns of Imagery in Macbeth Shakespeare's Macbeth is full of different types of imagery. Many of these images are themes that run throughout the entire play at different times. Five of these images are nature, paradoxes, manhood, masks and light vs. darkness. Nature: "Thunder and lightning." This is the description of the scene before Act I, Scene i, Line 1. The thunder and lightning represent disturbances in nature. Most people do not think of a great day being filled with thunder and lightning. The witches are surrounded by a shroud of thunder and lightning. Also, the first witch asks in Line 2 about the meeting with Macbeth, "In thunder, lightning, or in rain?" The meeting will also be filled with these disturbances. The witches are also surrounded by more unpleasant kinds of weather: "Hover through the fog and filthy air" (Line 11). The weather might personify the witches, meaning that the witches themselves are disturbances, though not limited to nature. The bad weather also might mean that the witches are bad or foul ("filthy air") creatures. In Act II, Scene i, it is a dark night. Fleance says, "The moon is down" (Line 2), and Banquo says, "Their (Heaven's) candles are all out (there are no stars in the sky)." (Line 5) Darkness evokes feelings of evilness, of a disturbance in nature on this fateful night. It creates a perfect scene for the baneful murders. Another disturbance in nature comes from Macbeth's mouth, "Now o'er the one half-world / Nature seems dead" (Lines 49 - 50). This statement might mean that everywhere he looks, the world seems dead (there is no hope). It might also give him the idea that the murder he is about to commit will have repercussions spreading far. The doctor says in Act V, Scene i, Line 10, "A great perturbation in nature," while talking about Lady Macbeth's sleepwalking. This is just another example of how nature is disturbed by human doings, placing emphases on mankind (following the Humanistic philosophy). The Paradox: The witches' chorus on Act I, Scene i, Line 10: "Fair is foul, and foul is fair," is a paradox. It is also a prophecy, where one thing seems like another (the characters of the play), or about how things will change through the story (again the characters). Being so early in the play, it is a good "grabber" for the reader. Since it isn't a simple statement, it makes the reader think about the line to find some meaning for themselves. It is easier to grasp a meaning of this line further along in the book.

Philosophy of Classroom Management Essay

My philosophy on classroom management begins with learning and being familiar with the various rolls that a teacher plays on an everyday basis. I didn’t know until taking this course that a teacher assumes so many rolls during the day. He or she takes on rolls such as: a parent, a social worker, an advisor, a counselor, and a judge. During my classroom observations and readings, I have learned that I will run into different types of students. There will be the bully, leader, follower, instigator, and the escape goat who in other words is the victim. In order to find out who and what is what, the students would have to be in groups to pin point who is playing what roll. There will also be times when I will run into parents of my students. Since reading our text my eyes have really been open on how and what to say to a parent. The first thing I would say as a teacher when I see something that is unusual about a student, I would tell the parent that I concurred with his or her child. Then I would proceed to tell the facts that I gathered to let him or her know that I feel something negative has happened. I feel that as the teacher I should know what is going on in every part of my classroom at all times. To help with my classroom surveillance, I will use witnesses momentum, smoothness, group alerting, accountability, overlapping and satiation. All of these will contribute to my teaching profession. According to Dreikur and the Canters, there are five types of teachers (Charles, 2008). Dreikur states that I could be an autocratic, democratic, or a permissive teacher. The autocratic teacher makes his or her own decisions whereas the democratic teacher is an opinionated educator. Finally, there is the permissive teacher who is the unpredictable teacher. The Canters defined three types of teachers. The hostitle teacher views the students as adversaries. The non-assertive teacher takes a passing approach to students, and last but not least the assertive teacher clearly, confidently, and consistently, expresses class expeditions to students. After reading C.M. Charles book â€Å"Building Classroom Discipline†, I learned what a teacher should say and do to and for his or her students. According to Dreikur, teachers should always speak in positive terms. Teachers should encourage students to strive for improvement, not perfection. Emphasis should be placed on students’ strengths while minimizing their weaknesses and teachers should help students learn from mistakes. Independence should be greatly encouraged along with the assumption of responsibility. I would set to accomplish the latter task by letting my students know that I have faith in them and I would show pride in their work. I would be very optimistic and enthusiastic and use encouraging remarks such as â€Å"You have improved,† and â€Å"Can I help you† (Charles, 2008). There are five types of behaviors that I know will occur in my class. The first behavior is aggression. Aggression is physical and verbal attack on the teacher, students or property. Secondly is immorality which are acts contrary to accepted morality such as cheating, lying, and stealing. Defiance of authority is the third behavior that will possibly occur in my classroom. Defiance of authority is when students refuse to do what is requested. Finally, class disruption is talking loudly, walking about the room, clowning, tossing things, and goofing off. Goofing off can be attributed to fooling around, out of seat, not doing assigned tasks and daydreaming. Fredric Jones’ analysis of the numerous classroom observations uncovered five clusters of teacher skills that keep students productively at work and thus preventing misbehavior. Those clusters deal with classroom structure to discourage behavior; getting through body language; using say, see, and do teaching to maximize students’ attention and involvement; responsibility training through incentive system, and providing efficient help to individual students (Charles, 2008). All the theorists in C.M. Charles book, â€Å"Building Classroom Discipline† will give me professional help as a perspective teacher. I believe his book goes from beginning to end and from procedures to misbehavior, to body language to what types of students will most likely enter my class. What I have learned from his book and what I am currently learning from Mrs. Palmer is there is no way I will not get it right the first time.

Foodservice Industry Essay

The foodservice industry is complex, fast growing, and ever changing. Many factors affects its growth and status, including socioeconomic conditions, demograpic shits, and the changing food habits and desire of the America people. Being alert to these changes will help foodservice managers adapt their operations to meet the demands of the times. Foodservices with similar characteristics are grouped as prticular types of production are grouped as particular types of production or operating system. Each of the four types of foodservice operating systems found united states today is described with its identifying features, advantages and disadvantages. The typical foodservic organizations that use each types are also identified. This description should provide a basis for managers to decide on the type of operation suitable for a particular situation. The system differ in where the food is preparedin relation to where it is served, the time span between preoparation and service, the forms of foods purchased, methods of holding prepared foods and the amount and kind of labor and equipment required. The types of foodservice system is conventional, ready- prepared, commisary and assembly system. Introduction of Conventional system As the name implies, the conventional system has been used traditionally throughout the years. Menu items are prepared in a kitchen in the same facility where the meals are served and held a short time, either hot and cold, until serving time. In earlier years all preparation, as well as cooking, took place on the premise, and foods were prepared from basic ingredients. Kitchen included a butcher shop, bakery,and vegetable preparation units. Over the year a modified conventional system has evolved because of labor shortages, high-labor costs, and the avaibility of new form of food. To reduce time and labor costs, foodservice managers began to purchase some foods with ‘’built-in’’ labor. Butcher shops, in which meats were cut from prime cuts, and bake shops are gone from the most ‘’conventional’’ kitchen today. Meats are now purchased ready to cook or portion controlled: bread and many bakery items are purchased from a commercial bakery or prepared fro mixes: and produceis available in prepeeled, cut, frozen, or canned forms, all of which reduce the amount of production and labor required on the premises. Foods with varving degreesof processing are now used in conventional foodservice systems. This system is most effective in situations and locales where the labor supply is adequate and of relatively low cost :where sources of the food supplies, especially raw foods, are readily available: and when adequate space is allocated for foodservice equipment and activities. Typical users of the conventional system are smaller foodservice operations such as independent restaurants, schools, colleges, hospital and health care facilities, homes for specialized groups, and in-plant eployee feeding. Advantages and disadvantages of conventional system The conventional system has many advantages. Quality control is considered of primary improtance. Through the menu, recepis, and quality of ingredients selected by the manager, the foodservice achives its individuality and standard of quality desired. It is not dependent on the availability and variety of frozen entrees and other menu items commercially prepared. This system is more adaptable to the regional, ethnic, nd individual preferences of its customers than is possible with other systems. From an economic standpoint, greater flexibility is possible in making menu changes to take advantages of good market buys and seasonal fluctuations. Also, less freezer storage space is required than with the other systems, and distribution costs are minimal, both of which save on energy use the costs. Disadvantages The conventional system produces an uneven, somewhat stressful workday caused by meal period demands. Because the menu differs each day, the workloads vary, making it difficult for workers to achieve high productivity. Skilled workers may be assigned tasks that could be completed by nonskilled employees just to feel their time between meals periods. When three meals a dayare served, two shifts of employees are required to cover the 12 to 15 hours or longer workday. Schedulling workers may be difficult with overlapping shifts.

Infancy and Early Childhood Development

Infancy and early childhood are referred to as those immature years of life and the stage at which most of a child’s development occurs. To strengthen the development of a child’s learning one must understand the physical and mental factors that affect a child’s development through observation and interaction. Development begins during the prenatal period on up to the early years and depends on the nutritional, medical, emotional, and intellectual support of parents, family members, caregivers, and teachers (Cherry, 2011). Parenting styles also play a role in what influences development as well as early childhood education programs. During the prenatal period when a child’s development begins, thus being aware of many factors that can damage the fetus and the development of a healthy child. In the early years the development of physical growth is through constant change. A key component in a child’s development is based on good nutrition as well as motor milestones needed for a child to succeed. Piaget and many other theorists refer to stages of specific age that defines the milestones reached. However, every child is different and so are there developmental successes (Berger, 2008). Infants develop skills based on their experiences in exploring the world around them. Physical play allows them to develop coordination as well as stronger muscles. Sensory skills are developed through taste, smell, touch, seeing, hearing, and from that perception is gained. Motor, sensory, and perceptual skills are supported by stimulation and a caring environment. Cognitive development occurs when a child becomes aware of physical sensations such as his or her mouth, hands, and feet. This is when an infant will explore and begin to understand what is around them (Berger, 2008). It is through early childhood that physical and neuropsychological changes help to increase coordination, control, manipulation, and movement through refining motor and perceptual skills. A good example of refining motor skills is through lacing and threading when tying their shoes as well as writing and drawing. It is these changes that create the milestones of such development. Environmental stimulus creates neurological development to control body functions to succeed in sports and other body-related skills. To enable such development to master such skills one must provide children with the opportunities of a challenging environment to learn and improve on such skills. The importance of childhood development is based on peer relationships, social play, and emotional development that help them build on self and moral values. As children engage in such play, he or she will begin to explore ways to solve problems as well as how they view other’s perspectives (Berger, 2008). It is through a stimulating and supportive environment that will allow a child to develop. The support of the parents, family members, and other individuals will help a child develop self-concept and self-esteem to learn and grow, and will be the foundation for building strong relationships with the ability to express emotion. Such a foundation will allow a child to develop by exploring new situations and being able to build on that to create healthy relationships (Berger, 2008). Parenting Styles and their Influence Family structure also affects both cognitive and emotional development of a child and is based on the size of the family and what order the child was born. However, a child’s performance is based on how safe and secure the child feels as well as an environment that provides warmth, consistency, and family communication. Family structure also leads to other factor that influences childhood development and the styles in which parents teach that may or may not be a supportive foundation. A clinical psychologist named Diane Baumrind discovered that there were four styles of parenting; however, three styles were displayed most. Her discovery came from a study that she had conducted on more than 100 children. This study of parenting and its effects on children displayed many aspects of parenting such as strategies of discipline, parental nurturance, styles of communication, and one’s level maturity and control. Observation from such dimensions created what is known as the four styles of parenting. Authoritarian Parenting Authoritarian parenting was a style of parenting that expected children to follow the rules and obey. Good behavior was rewarded; whereas, bad behavior was punished. This style of parenting felt as though they needed to give no eason other than â€Å"they said so. † Communication between parent and child was minimal with no response to child. Children who grew up from this type of parenting ranked lower in happiness, social competence, and self-esteem. Children are not allowed to make their own choices and given limited freedom. Authoritative Parenting Authoritative parenting is similar to that of authoritarian in terms of establishing rules and guidelines to follow, but much more democratic. However, this style of parenting is more responsive to their children. Though standards are set high there is room for decision-making. Parents are more willing to listen to their children and be more supportive rather than punitive. This style of parenting tends to result in happier children. These children tend to achieve higher grades in school, and have less social problems. Authoritative parenting helps children develop self-sufficiency and independence. This is the style of parenting I believe is most effective because it offers the most balanced approach to parenting. Parents enforce rules and limits, but do so to protect their children rather than stifle them. This style of parenting enforces rules when they need to but also allows their children to make mistakes and learn from them when the situation does not require strong discipline. Permissive Parenting Permissive parenting is what many refer to as understanding parents. They demand less and seldom discipline their children and create substandard assumptions of maturity level and self-control. Baumrind believes that indulgent parents are less demanding and more responsive. This parenting style would prefer to be a friend rather than a parent and can be a detriment because it teaches the child; rules do not need to be followed; thus, creating defiance of authority without worrying about the consequences of others. Children taught from this style of parenting tend to have low self-esteem, lack of self-control, and do poorly in school. These children will have difficulty in society associating with their peers and creating healthy relationships. Uninvolved parenting Uninvolved parenting ranks lowest of all life domains. This style of parenting makes few demands and communicates very little with little responsiveness. Uninvolved parents are detached from the lives of their children other than fulfilling basic needs and there are some instances in which the parents even neglect those. These children often feel rejected and lack in self-control, self-esteem, and rank less competent than the rest of their peers (Cherry, 2011). The way our children show respect, obedience, and discipline is created by the style a parent teaches his or her child. The nurturing support and love we provide is crucial to the development of our children and provide the means of our children being happy and healthy. Those children who learn better probably have a secure family life and supportive environment that will allow mistakes to be made from which children learn from without judgment being passed. By creating such a positive environment our children can explore, and we help to create those positive influences that allow children to succeed. Childhood Education and How it Influences Cognitive Development Childhood education is those activities and experiences created by educational programs and strategies intended to effect developmental changes in children. However, it begins in the home at an early age. As parents, we begin by being supportive of our child’s abilities while making sure that he or she is making all the necessary connections. Parents should be reading and singing as well as pointing out objects located in one’s environment and developing conversations with our children that builds on vocabulary. Allowing children to draw or color allows them to be expressive and gain that hand-eye coordination. Childcare givers also increase the benefits of our children’s development with giving them more conversation and interacting with other children. This type of setting allows them to try diverse activities and allows them to visit new places. In doing so, this will help to increase their thinking skills and teach them to follow directions. From this point, our children go into the pre-k programs and kindergarten. In general, children engage in much pretend play, thus building on cognitive skills by allowing the children to read others intentions, encouraging social interaction and helping them to distinguish between genuine and imaginary. This allows children to take on a social role representing reality through make believe. This stimulates the child’s ability to think for him or herself. Therefore, childhood play contributes to human development and allows the child to express by pretending social roles. Conclusion In conclusion, children continue to grow and learn as they move from infancy to toddler, and to school age. However, it is not just the physical aspects, but the cognitive aspects of thinking, imaginative play as well as language maturity. A child’s emotional, social, moral, and sexual factors are growing as well. In knowing those factors, one will obtain a better understanding about the importance of family influences, parenting styles, and childhood education. However, to understand these influences are not the only factors in the development of our children. The key is to apply practical everyday knowledge in how we care for our children and what it takes to meet their needs. Infancy and Early Childhood Development As a child develops families play a role in teaching the child. The first role is done through the five senses as a child’s brain develops. Parents are also responsible for making sure a child stays healthy. Piaget says that a child will learn through experiments in his or her world. Erickson and Freud also have ideas on family interaction in childhood development. Along with interaction a parent has different styles to bring up a child. These styles can help shape the child as he or she grows into adults. Early childhood education and cognitive development also play a role in childhood development also.Families affect development through interaction with a child, the parenting style used by the parent will also help shape the child as he or she grows, along with early education and cognitive development. Families play a role in infancy and early child development. Early childhood experience is in two categories; experience-dependent (cultural-bound) and experience-expectant ( universal) that aid in brain growth (Berger, 2008). As the brain grows senses and motor skills such as seeing, mobility progress, and hearing improve. The child’s environment helps with this as the brain will respond to different particulars in life.Also in the biosocial aspect of development is health, a child will grow at expected rates and have better survival rates when the parents or caregivers practice healthy habits for the child such as immunization and nutrition, and regular well child check-ups. Another view of family effects on development comes from cognitive views of Piaget. Piaget’s work on sensorimotor intelligence and information processing says that infants progress from knowing their world through experiments. The child is shown objects by the parent and the parent tells the child what he or she is seeing, such as a cup, ball, or bottle.This communication with the child is how the family helps the child with language development. According Berger (200 8), by one an infant can speak about two words, and by the age of two languages explodes, and at the toddler ages a child capable of speaking in short sentences. The last role from parents in the developing child comes from psychosocial theories. Emotions play a basic role in newborns two aspects of the role of emotions are from Erickson and Freud. Erickson’s theory is one of trust versus mistrust, and Freud’s theory is one of oral and anal stages. Both theories express the guidance given by parents to help raise their children.Parents and children play together, which helps develop social skills and attachment. Through attachment a child learns to explore and become independent in his or her world (Berger, 2008). Social play and attachment encourage social confidence. Besides play a parent must use a style to raise the child. Parenting styles vary the three most used styles consist of authoritarian, authoritative, and permissive. Authoritarian parents controls, evalua tes behavior, and attitudes of the child with standard rules of conduct. A child who fails to follow the set rules normally receives punishment with no explanation regarding why.According to Baumrind (1991), these parents are â€Å"status and obedience oriented, and expect rules to be followed without explanation. † The authoritative parent also sets rules for his or her child. Authoritative parenting styles also sets rules for a child but unlike the authoritarian parent the parent is much more democratic about it. This parenting style permits the parent to be more responsive to the child’s needs, and listen to questions and concerns the child may have. The child is not punished when he or she does not meet expectations of the parent as the parent is more nurturing, and forgiving.Discipline with the authoritative parent is more supportive than punitive, as the parent wants the child to be assertive, socially responsible, self-regulating, and cooperative (Baumrind, 1991 ). The last of the three parenting styles is permissive. The permissive parent consults with the child about decisions, gives reasons for rules, and makes few demands of the child. The permissive parent is more of a resource for the child to use, and is not active in shaping or altering the child. The permissive parent will try to manipulate the child to arrive at desired results but will not show power over the child (Baumrind, 1991).Of the three parenting stages authoritative parenting has the best balance. Authoritative parents want for the child, helps shape the child into an upstanding citizen while nurturing and firm in rules. This parenting style values the expressiveness of the child, and still setting standards for the child. The authoritative parent will also be objective, uses reason, power, and shapes and reinforces achievements and objective for the child, but does this with consensus of the child and the child’s desires (Baumrind, 1991). Besides parenting educat ion and cognitive development are important for a child.Early childhood education can began in the 1800s with private classes in a person’s home. Serious studies of cognition and early education began with Piaget’s work in defining stages of development. Jean Piaget and Lev Vygotsky are both famous for theories on cognition, and early learning of young children. Piaget whom began his career as a biologist teaching in a boy’s school found an interest in child development after helping design a test on intelligence. His theory was that a child could not perform tasks until he or she was psychologically mature enough (Berger, 2008).His second stage or preoperational stage works in the classroom with the child using language to define objects. Vygotsky theory on early childhood learning is more of a social one. Vygotsky theory is a basis of young children’s thinking being self-centered and at time magical. His theory was a second aspect of cognition; young ch ildren can be sensitive to other people’s emotions and wishes. Every aspect of child development is in social context, children are curious and observant. Vygotsky called this apprentice in thinking, as older children and adults are the teachers of society.Younger children are guided participates as they learn to think from their mentors. Vygotsky belief was that children could do anything with the assistance of others in their social network (Berger, 2008). In conclusion as the brain grows, the interaction from the parent helps the brain develop, along with parent keeping a healthy regimen. Parent and caregiver interacting with the child helps the child learn language. The three parenting styles: authoritarian, authoritative, and permissive help shape with rules and responsibilities.The well balanced parenting style is authoritative; allowing the child to understand why he or she is receives punishment, shapes and reinforces the child, and takes the child’s feeling in to consideration. Early childhood education began in the 1800s. Piaget and Vygotsky both believed that education was important. Piaget thought that a child learned he or she was psychologically mature enough. Vygotsky belief was that children learn from others and could do anything with the help from their mentors. Cognition is needed to help a child learn, develop, and grow. Infancy and Early Childhood Development Infancy and early childhood are referred to as those immature years of life and the stage at which most of a child’s development occurs. To strengthen the development of a child’s learning one must understand the physical and mental factors that affect a child’s development through observation and interaction. Development begins during the prenatal period on up to the early years and depends on the nutritional, medical, emotional, and intellectual support of parents, family members, caregivers, and teachers (Cherry, 2011). Parenting styles also play a role in what influences development as well as early childhood education programs. During the prenatal period when a child’s development begins, thus being aware of many factors that can damage the fetus and the development of a healthy child. In the early years the development of physical growth is through constant change. A key component in a child’s development is based on good nutrition as well as motor milestones needed for a child to succeed. Piaget and many other theorists refer to stages of specific age that defines the milestones reached. However, every child is different and so are there developmental successes (Berger, 2008). Infants develop skills based on their experiences in exploring the world around them. Physical play allows them to develop coordination as well as stronger muscles. Sensory skills are developed through taste, smell, touch, seeing, hearing, and from that perception is gained. Motor, sensory, and perceptual skills are supported by stimulation and a caring environment. Cognitive development occurs when a child becomes aware of physical sensations such as his or her mouth, hands, and feet. This is when an infant will explore and begin to understand what is around them (Berger, 2008). It is through early childhood that physical and neuropsychological changes help to increase coordination, control, manipulation, and movement through refining motor and perceptual skills. A good example of refining motor skills is through lacing and threading when tying their shoes as well as writing and drawing. It is these changes that create the milestones of such development. Environmental stimulus creates neurological development to control body functions to succeed in sports and other body-related skills. To enable such development to master such skills one must provide children with the opportunities of a challenging environment to learn and improve on such skills. The importance of childhood development is based on peer relationships, social play, and emotional development that help them build on self and moral values. As children engage in such play, he or she will begin to explore ways to solve problems as well as how they view other’s perspectives (Berger, 2008). It is through a stimulating and supportive environment that will allow a child to develop. The support of the parents, family members, and other individuals will help a child develop self-concept and self-esteem to learn and grow, and will be the foundation for building strong relationships with the ability to express emotion. Such a foundation will allow a child to develop by exploring new situations and being able to build on that to create healthy relationships (Berger, 2008). Parenting Styles and their Influence Family structure also affects both cognitive and emotional development of a child and is based on the size of the family and what order the child was born. However, a child’s performance is based on how safe and secure the child feels as well as an environment that provides warmth, consistency, and family communication. Family structure also leads to other factor that influences childhood development and the styles in which parents teach that may or may not be a supportive foundation. A clinical psychologist named Diane Baumrind discovered that there were four styles of parenting; however, three styles were displayed most. Her discovery came from a study that she had conducted on more than 100 children. This study of parenting and its effects on children displayed many aspects of parenting such as strategies of discipline, parental nurturance, styles of communication, and one’s level maturity and control. Observation from such dimensions created what is known as the four styles of parenting. Authoritarian Parenting Authoritarian parenting was a style of parenting that expected children to follow the rules and obey. Good behavior was rewarded; whereas, bad behavior was punished. This style of parenting felt as though they needed to give no eason other than â€Å"they said so. † Communication between parent and child was minimal with no response to child. Children who grew up from this type of parenting ranked lower in happiness, social competence, and self-esteem. Children are not allowed to make their own choices and given limited freedom. Authoritative Parenting Authoritative parenting is similar to that of authoritarian in terms of establishing rules and guidelines to follow, but much more democratic. However, this style of parenting is more responsive to their children. Though standards are set high there is room for decision-making. Parents are more willing to listen to their children and be more supportive rather than punitive. This style of parenting tends to result in happier children. These children tend to achieve higher grades in school, and have less social problems. Authoritative parenting helps children develop self-sufficiency and independence. This is the style of parenting I believe is most effective because it offers the most balanced approach to parenting. Parents enforce rules and limits, but do so to protect their children rather than stifle them. This style of parenting enforces rules when they need to but also allows their children to make mistakes and learn from them when the situation does not require strong discipline. Permissive Parenting Permissive parenting is what many refer to as understanding parents. They demand less and seldom discipline their children and create substandard assumptions of maturity level and self-control. Baumrind believes that indulgent parents are less demanding and more responsive. This parenting style would prefer to be a friend rather than a parent and can be a detriment because it teaches the child; rules do not need to be followed; thus, creating defiance of authority without worrying about the consequences of others. Children taught from this style of parenting tend to have low self-esteem, lack of self-control, and do poorly in school. These children will have difficulty in society associating with their peers and creating healthy relationships. Uninvolved parenting Uninvolved parenting ranks lowest of all life domains. This style of parenting makes few demands and communicates very little with little responsiveness. Uninvolved parents are detached from the lives of their children other than fulfilling basic needs and there are some instances in which the parents even neglect those. These children often feel rejected and lack in self-control, self-esteem, and rank less competent than the rest of their peers (Cherry, 2011). The way our children show respect, obedience, and discipline is created by the style a parent teaches his or her child. The nurturing support and love we provide is crucial to the development of our children and provide the means of our children being happy and healthy. Those children who learn better probably have a secure family life and supportive environment that will allow mistakes to be made from which children learn from without judgment being passed. By creating such a positive environment our children can explore, and we help to create those positive influences that allow children to succeed. Childhood Education and How it Influences Cognitive Development Childhood education is those activities and experiences created by educational programs and strategies intended to effect developmental changes in children. However, it begins in the home at an early age. As parents, we begin by being supportive of our child’s abilities while making sure that he or she is making all the necessary connections. Parents should be reading and singing as well as pointing out objects located in one’s environment and developing conversations with our children that builds on vocabulary. Allowing children to draw or color allows them to be expressive and gain that hand-eye coordination. Childcare givers also increase the benefits of our children’s development with giving them more conversation and interacting with other children. This type of setting allows them to try diverse activities and allows them to visit new places. In doing so, this will help to increase their thinking skills and teach them to follow directions. From this point, our children go into the pre-k programs and kindergarten. In general, children engage in much pretend play, thus building on cognitive skills by allowing the children to read others intentions, encouraging social interaction and helping them to distinguish between genuine and imaginary. This allows children to take on a social role representing reality through make believe. This stimulates the child’s ability to think for him or herself. Therefore, childhood play contributes to human development and allows the child to express by pretending social roles. Conclusion In conclusion, children continue to grow and learn as they move from infancy to toddler, and to school age. However, it is not just the physical aspects, but the cognitive aspects of thinking, imaginative play as well as language maturity. A child’s emotional, social, moral, and sexual factors are growing as well. In knowing those factors, one will obtain a better understanding about the importance of family influences, parenting styles, and childhood education. However, to understand these influences are not the only factors in the development of our children. The key is to apply practical everyday knowledge in how we care for our children and what it takes to meet their needs.

Acid rain

The French chemist Ducros first used the term ‘pluie acide' in 1845. The phraqse ‘acid rain' ,was brought in 1872 by Robert Angus Smith (Wellburn, 1994). Back in fifties, there were observations of lakes in Scandinavia losing their fish populations. Anglers and naturalists noticed that fish stocks in many lakes of southern Scandinavia were diminishing. Freshwater acidification had rapidly worsened over a few decades. Although acid rain and the acidification are a not new problem that has received considerable attention for many years, it was not until 1960s that scientists were able to link these effects to any specific cause. Later it was found to be atmospheric pollution. Acidification is not a regional phenomenon. In Scotland, studies show that the acidification began around the middle of the last centuries and the process has accelerated in the last three decades. In southern Norway, It has reported that 87 lakes had a pH below 5.5 (Mason, 1996). Damaged forests were becoming widespread in West Germany. As these examples show, acidification is an international problem. Pollutants may be carried with winds over distances, from points hundreds or thousands of miles away. Some countries are net importers of pollution, and others are exporters. The effects of acidification are varies, not only pollution of lakes and forests as previously mentioned, but also effects on fauna and flora, soil, groundwater and direct or indirect harm on human health, and all things are influenced by water quality through hydrological pathway (Thunberg, 1993). The aim of this report is to discuss causes and effects of acidification that has been concerned until now, and present possible short-term and long-term soluti on to acid deposition effects on water quality 1. Acidification and its causes Airborne pollution can influence the environment both directly and indirectly. Primary pollutant is Sulphur dioxide and nitrogen oxides. When these are present in high concentrations, they can cause damage on environment and human's health. These direct effects are often peak in the vicinity of the emission sources. Industrial society discharges suphur dioxide and nitrogen that form sulphuric acid and nitric acid, which may be carried with the winds over long distances before descending in rain or snow. Indirect effects often occur as acidified soil and water far away from the sources of emission (Thunberg, 1993). There are gas-phase reactions, which produce acidity in the atomosphere. Sulphur dioxide and nitrogen oxides form suophuric and nitric acids on coming into contact with water. When these acids reach the ground in rain and snow, it is called ‘wet deposition'. However, acid oxides may also be deposited directy as gases, or cles, which is called ‘dry deposition'. The rates of dry deposition velocity may depend on the nature of the land surfaces. Rates of wet deposition depend on the precipitation rate, the washout ratio of dissolved pollutant per unit mass of cloud water or rain divided by the concentration of the same pollutant per unit mass of air (Wellburn, 1994. A low pH value means a high level of acidification. Water in neutral condition has a pH of 7 (Thunberg, 1993). Sulphur and Nitrogen Cycles are presented below (Figure 1 and 2). Figure 1. Sulphur Cycle Source: ICU (2003) Figure 2. Nitrogen Cycle Source: ICU (2003) 1.1 Sulphur Sulphur compounds are responsible for about two-thirds of the acidification of rain. Sulphur in gaseous form, sulphur dioxide (SO2), is mainly formed in the combustion of oil and coal. The rapid increase in emission of pollutants came after the war followed by consumption of fuel and oil. It was reported that approximately 20 million tons of sulphur are now emitted every year in Europe. There is also a great deal of airborne pollution in North America, where about 12 million tons of sulphur is released every year. Sulphur can be formed by naturally by eruption of vulcanoes, from seas and oceans and certain processes in the soil. However, 90 per cent of the emissions of sulphur to the atmosphere are derived from industrialised parts of Europe and North America. This is ten times the level that can be considered natural (Thunberg, 1993). 1.2 Nitrogen Nitrogen oxides (NOX) are grouped term of nitrogen monoxide (NO) and nitrogen dioxide (NO2). Nitrogen oxides are formed in all types of combustion, most of the NOX are formed by the reaction of nitrogen gas in the combustion air with oxygen. When the mixture of nitrogen gas and oxygen is heated, they interrelate to form NOX. The higher the combustion temperature, the more NOX will be formed. The largest source of NOX emission is road traffic. These emissions are reported to have doubled during the 1960s, approximately 22 million tons of NO2 are released every year in Europe. Certain types of fertilizer are another source of nitrogen pollution. Nitrate leaching intensified the acidification of the soil, which release unwanted substances such as aluminium (Thunberg, 1993). 2. The environmental effects of acidification 2.1 water acidification and aquatic biota Acidification was first noticed in the lakes. The initial victims of acidification are nutrient-deficient lakes in areas where the soil has a poor buffering ability (Thunberg, 1993). It is reported that many lakes in the Rocky Mountain have little alkalinity to buffer increase in acid deposition, however loss of alkalinity has been observed caused by high concentration of acid deposition due to the emission in the Rocky Mountain region (Turk et al, 1989). Figure 3. Acidified lake: A deep blue colour of a lake is a sign of acidification. Source: ARIC (2000) In severely acidified lake, the fish will have vanished entirely, bog moss will have spread out over the lake floor, and only few plant and animal species will remain. The first victims of acidification are crayfish, snails and mussels, certain types of zoo- and phytoplankton, and some species of mayfly. Usually, certain types of bog moss and insects those are resistant to acidification remains. This is not only low pH value that takes a heavy toll of fauna and flora. In acid lakes there are increased concentrations of aluminium in ion form, which is highly toxic to many organisms. The loss of fauna / flora is due to the combination of a lowered pH and aluminium poisoning. The level of other heavy metals also rises such as cadmium, zinc, and lead. Those heavy metals including aluminium flow into lakes from the acidified soils of the surroundings. The relationship of prey and predators will also change, for instance certain insects on which they usually prey begin to thrive when their predators are disappeared (Thunberg, 1993). 2.2 Soil/water interactions Acidification process takes place naturally in the soil. The plant releases hydrogen ions as it uptake nutrients. Though the growth itself is acidifying, there is no net acidification where growth and decay are about equal. However, the cycle is broken by harvesting, the acidifying process will take over. Soil acidification may have biological effects in the respects through lowering of the pH value, an increase in the levels of aluminium and other toxic compounds and a loss of plant nutrients due to increased leaching, consequently may lower drainage water pH (Thunberg, 1993). Moreover, Long-term increase in nitrogen supply may be responsible for alterations in root and shoot growth of plants(Carrol et al, 2003). Figure 5. Soil pH range source ANRA (2003) 2.3 Effects of forestry practices Forestry practices can cause the soil and water to become acidified in several ways. Forest growth change drainage water pathways to stream, and increase stream water acidity. Extensive clear cutting can also accelerate the acidification of surface water. Applying acidifying fertilizer also helps to acidify soil and water (Thunberg, 1993). Twelve years studies of acidification-induced chemical changes in soils of Norway spruce and Scot pine in southern Sweden reveals that pH in mineral soil decreased on average 0.17 units between 1988 and 1999. It is said that these changes in forest soil are mainly due to the extensive deposition of acidifying substances (sulphur and nitrogen compounds) during the latter part of the 20th century (Jà ¯Ã‚ ¿Ã‚ ½nsson et al, 2003). In addition, atmospheric pollution directly damages forest itself. Since the early 1970s, West Germany has experienced a rapid and widespread decline in the health of its forest trees; especially sensitive species were affec ted by exposure to low levels of pollutants (Ling et al, 1987). 2.5 Groundwater quality Most of the precipitation sinks to some extent into the ground. The more permeable the soil, the more water dribbles down. Normally acid rain will become less acid as it penetrates through the ground. However, where the soil becomes acidified and has less ability to neutralize, the effect will be decrease until it finally ceases. It is unlikely that acid groundwater will be harmful to human health, however toxic heavy metals, such as aluminium and cadmium may appear at elevated level where highly acidic. These metals are harmful for human health (Thunberg, 1993). 3. Solutions Solutions to the problems of acidification fall into two groups, which are cure and prevention. Remedial measures can be applied where the problems actually arise (i.e. soils and surface waters). Preventive measures can be applied at source (i.e. at point of emission of the sulphur and nitrogen oxides). The latter are expensive and the least acceptable to industry, however they are in fact more effective, more sustainable, and more immediately required (Park, 1987). Causal treatment by reducing aciditying emissions is the primary goal in a long-term as preventive measures, however outcomes from this approach are still uncertain and recovery may be slow. Indicative treatment, involving the addition of neutralizing agent such as powdered limestone to affected environment is the only realistic remedy in the short-term, and has become a widespread practice in Europe (Thunberg, 1993). 3.1 Short-term solutions Remedial action should be taken after the problems happen. This requires not simply the elimination of symptoms of damage (i.e. restocking fish in acidified lakes, planting new trees); it also involves restoration of natural chemical balances to ensure that damage does not reappear. Some materials in nature have ability to buffer, or neutralize, or offset acid input. Lime and limestone are the most accepted of a range of chemicals that can be used to buffer acidic materials. Lime has been added normally by spraying from helicopter to catchments, soils and forests to alleviate damage and improve conditions for environment (Park, 1987). With regard to the lakes and streams, this raises pH value of the water and decrease in the levels of heavy metals. After the liming many species quickly return to their former habitat (Thunberg, 1993). This approach has been most widely investigated in Sweden (Park, 1987). This measure had been made in UK as well. Stream chemistry and biological effect was monitored for 10 years after the catchments of three acidified Welsh streams at Llyn Brianne were limed in 1987/88. This monitoring reveals that chemistry in treated streams changed significantly as mean annual pH increased from 5-5.1 before liming to 6.1-6.2; mean annual aluminium concentrations decreased from 0.15-0.18 to 0.05-0.11 mg L-1, and calcium concentrations increased from 0.8-2.0 to 2.4-4.5 mg L-1. The abundance of Acid-sensive taxa in limed streams increased after treatment. Liming has also been used as a means of restoring acidified soils. This improves the productivity of croplands and forests. However, liming can cause negative impacts on stream, such as fine CaCO3 deposited on the stream banthos. In addition, liming is an expensive ‘cure' measure. Sweden spent approximately $10 million from 1980-1983 for liming. Moreover, it is not practical for many lakes and rives, for some streams it is no help at all. There is uncertainty in relation to the effect of liming in a long run. Many studies have undertaken for the effects of post liming over short timescales, yet little has known about the long-term effects. At least 10 years monitoring is recommended (Bradley et al, 2002). Liming is a interim measures that provide biological defence, however it does not attack the root caused of the problems. It has been said that ‘a sort of artificial respiration for dead lakes and streams'. Therefore, real effective measures are long-term prevention deliberate through a sustained policy, rather than cure. 3.2 Long-term solutions The only way to solve the problem of acidification in the long run is to reduce emissions of pollutants. The central point of the political debate over acid rain is the need to reduce rainfall acidity by controlling emission of SO2 and NOX at source, mainly from power stations and vehicles: Reducing emissions of SO2 from power stations by: > Burn less fossil fuel > Switch to low-sulphur fuel > Fuel desulphurisation > Sulphur reduction at combustion > Flue gas desulphurisation > Disperse flue gases Reducing emission of NOx from power stations by: > Reduce NOx emissions during burning > Reduce NOx levels after burning Reducing emissions of NOx from vehicles by: > Modify engines or exhausts to reduce emissions > Change to different type of engine > Transport planning It is said that technology of controlling and reducing such emissions already exist. Some methods should be applied separately or in combination to be able to bring reduction to agreed levels within agreed time-scales. However, this problem is not only to do with a technical one. Political goodwill is essential as this measures involves high cost. All the cost should be offset by positive side-effects such as the creation of new jobs and generation of useful by-products (i.e. commercial sulphuric acid), the values of conserving fish, forest and crops, and benefits in improved human health (Park, 1987). In recent decades, there have been national and international efforts to achieve reduction in emissions of sulphur and nitrogen compounds to the atmosphere (Ferrier et at, 2001). As previously mentioned, emissions of sulphur and Nitrogen are carried by air and deposited as gases and aerosols and dissolved in rainwater, in areas far from their sources. The quality of air is very much influenced by emissions in others, so it will benefit little for any country alone to reduce emissions. This is called transboundary Import-Export Budgets. Data for 1998 is presented in Appendix A Without international cooperation, there can be no real solution (Thunberg, 1993). The details of these treaties and protocols are presented in Appendix C 4. Improvement Recent data shows that both emissions seem steadily declined particularly after these treaties and protocols noted above have adopted (See appendix B). However, compared to reduction of SO2 emission, NOX emission need to be reduced further, especially U.S, whose emission has not been much reduced. Conclusion Acidification has a long history as posing adverse impacts on various ecosystems and human health. The main sources of pollution are SO2 and NOX. These pollutants are naturally exist, however recent increases of these pollutants are caused by human-induced factors, such as power generation and transportation. Remedial measures have been taken to abate damaged environment by acid deposition. Preventive measures have been adopted for preventing further damages. In attempts to make steadily progress for both redemption and prevention for solution of acidification for water quality, use of combination of short-term and long-term solution will be recommended. Acid Rain Acid rain is a rain or any other form of precipitation that is unusually acidic, i. e. elevated levels of hydrogen ions (low pH). It can have harmful effects on plants, aquatic animals, and infrastructure through the process of wet deposition. Acid rain is caused by emissions of sulfur dioxide and nitrogen oxides which react with the water molecules in the atmosphere to produce acids. Governments have made efforts since the 1970s to reduce the release of sulfur dioxide into the atmosphere with positive results. Nitrogen oxides can also be produced naturally by lightning strikes and sulfur dioxide is produced by volcanic eruptions. The corrosive effect of polluted, acidic city air on limestone and marble was noted in the 17th century by John Evelyn, who remarked upon the poor condition of the Arundel marbles. Since the Industrial Revolution, emissions of sulfur dioxide and nitrogen oxides to the atmosphere have increased. In 1852, Robert Angus Smith was the first to show the relationship between acid rain and atmospheric pollution in Manchester, England. Though acidic rain was discovered in 1852, it was not until the late 1960s that scientists began widely observing and studying the phenomenon. [6] The term â€Å"acid rain† was coined in 1872 by Robert Angus Smith. 7] Canadian Harold Harvey was among the first to research a â€Å"dead† lake. Public awareness of acid rain in the U. S increased in the 1970s after The New York Times promulgated reports from the Hubbard Brook Experimental Forest in New Hampshire of the myriad deleterious environmental effects demonstrated to result from it. Occasional pH readings in rain and fog water of well below 2. 4 have been reported in industrialized areas. Industrial acid rain is a substantial problem in China and Russia and areas down-wind from them. These areas all burn sulfur-containing coal to generate heat and electricity. The problem of acid rain not only has increased with population and industrial growth, but has become more widespread. The use of tall smokestacks to reduce local pollution has contributed to the spread of acid rain by releasing gases into regional atmospheric circulation. [13][14] Often deposition occurs a considerable distance downwind of the emissions, with mountainous regions tending to receive the greatest deposition (simply because of their higher rainfall). An example of this effect is the low pH of rain (compared to the local emissions) which falls in Scandinavia. Acid rain The French chemist Ducros first used the term ‘pluie acide' in 1845. The phraqse ‘acid rain' ,was brought in 1872 by Robert Angus Smith (Wellburn, 1994). Back in fifties, there were observations of lakes in Scandinavia losing their fish populations. Anglers and naturalists noticed that fish stocks in many lakes of southern Scandinavia were diminishing. Freshwater acidification had rapidly worsened over a few decades. Although acid rain and the acidification are a not new problem that has received considerable attention for many years, it was not until 1960s that scientists were able to link these effects to any specific cause. Later it was found to be atmospheric pollution. Acidification is not a regional phenomenon. In Scotland, studies show that the acidification began around the middle of the last centuries and the process has accelerated in the last three decades. In southern Norway, It has reported that 87 lakes had a pH below 5.5 (Mason, 1996). Damaged forests were becoming widespread in West Germany. As these examples show, acidification is an international problem. Pollutants may be carried with winds over distances, from points hundreds or thousands of miles away. Some countries are net importers of pollution, and others are exporters. The effects of acidification are varies, not only pollution of lakes and forests as previously mentioned, but also effects on fauna and flora, soil, groundwater and direct or indirect harm on human health, and all things are influenced by water quality through hydrological pathway (Thunberg, 1993). The aim of this report is to discuss causes and effects of acidification that has been concerned until now, and present possible short-term and long-term soluti on to acid deposition effects on water quality 1. Acidification and its causes Airborne pollution can influence the environment both directly and indirectly. Primary pollutant is Sulphur dioxide and nitrogen oxides. When these are present in high concentrations, they can cause damage on environment and human's health. These direct effects are often peak in the vicinity of the emission sources. Industrial society discharges suphur dioxide and nitrogen that form sulphuric acid and nitric acid, which may be carried with the winds over long distances before descending in rain or snow. Indirect effects often occur as acidified soil and water far away from the sources of emission (Thunberg, 1993). There are gas-phase reactions, which produce acidity in the atomosphere. Sulphur dioxide and nitrogen oxides form suophuric and nitric acids on coming into contact with water. When these acids reach the ground in rain and snow, it is called ‘wet deposition'. However, acid oxides may also be deposited directy as gases, or cles, which is called ‘dry deposition'. The rates of dry deposition velocity may depend on the nature of the land surfaces. Rates of wet deposition depend on the precipitation rate, the washout ratio of dissolved pollutant per unit mass of cloud water or rain divided by the concentration of the same pollutant per unit mass of air (Wellburn, 1994. A low pH value means a high level of acidification. Water in neutral condition has a pH of 7 (Thunberg, 1993). Sulphur and Nitrogen Cycles are presented below (Figure 1 and 2). Figure 1. Sulphur Cycle Source: ICU (2003) Figure 2. Nitrogen Cycle Source: ICU (2003) 1.1 Sulphur Sulphur compounds are responsible for about two-thirds of the acidification of rain. Sulphur in gaseous form, sulphur dioxide (SO2), is mainly formed in the combustion of oil and coal. The rapid increase in emission of pollutants came after the war followed by consumption of fuel and oil. It was reported that approximately 20 million tons of sulphur are now emitted every year in Europe. There is also a great deal of airborne pollution in North America, where about 12 million tons of sulphur is released every year. Sulphur can be formed by naturally by eruption of vulcanoes, from seas and oceans and certain processes in the soil. However, 90 per cent of the emissions of sulphur to the atmosphere are derived from industrialised parts of Europe and North America. This is ten times the level that can be considered natural (Thunberg, 1993). 1.2 Nitrogen Nitrogen oxides (NOX) are grouped term of nitrogen monoxide (NO) and nitrogen dioxide (NO2). Nitrogen oxides are formed in all types of combustion, most of the NOX are formed by the reaction of nitrogen gas in the combustion air with oxygen. When the mixture of nitrogen gas and oxygen is heated, they interrelate to form NOX. The higher the combustion temperature, the more NOX will be formed. The largest source of NOX emission is road traffic. These emissions are reported to have doubled during the 1960s, approximately 22 million tons of NO2 are released every year in Europe. Certain types of fertilizer are another source of nitrogen pollution. Nitrate leaching intensified the acidification of the soil, which release unwanted substances such as aluminium (Thunberg, 1993). 2. The environmental effects of acidification 2.1 water acidification and aquatic biota Acidification was first noticed in the lakes. The initial victims of acidification are nutrient-deficient lakes in areas where the soil has a poor buffering ability (Thunberg, 1993). It is reported that many lakes in the Rocky Mountain have little alkalinity to buffer increase in acid deposition, however loss of alkalinity has been observed caused by high concentration of acid deposition due to the emission in the Rocky Mountain region (Turk et al, 1989). Figure 3. Acidified lake: A deep blue colour of a lake is a sign of acidification. Source: ARIC (2000) In severely acidified lake, the fish will have vanished entirely, bog moss will have spread out over the lake floor, and only few plant and animal species will remain. The first victims of acidification are crayfish, snails and mussels, certain types of zoo- and phytoplankton, and some species of mayfly. Usually, certain types of bog moss and insects those are resistant to acidification remains. This is not only low pH value that takes a heavy toll of fauna and flora. In acid lakes there are increased concentrations of aluminium in ion form, which is highly toxic to many organisms. The loss of fauna / flora is due to the combination of a lowered pH and aluminium poisoning. The level of other heavy metals also rises such as cadmium, zinc, and lead. Those heavy metals including aluminium flow into lakes from the acidified soils of the surroundings. The relationship of prey and predators will also change, for instance certain insects on which they usually prey begin to thrive when their predators are disappeared (Thunberg, 1993). 2.2 Soil/water interactions Acidification process takes place naturally in the soil. The plant releases hydrogen ions as it uptake nutrients. Though the growth itself is acidifying, there is no net acidification where growth and decay are about equal. However, the cycle is broken by harvesting, the acidifying process will take over. Soil acidification may have biological effects in the respects through lowering of the pH value, an increase in the levels of aluminium and other toxic compounds and a loss of plant nutrients due to increased leaching, consequently may lower drainage water pH (Thunberg, 1993). Moreover, Long-term increase in nitrogen supply may be responsible for alterations in root and shoot growth of plants(Carrol et al, 2003). Figure 5. Soil pH range source ANRA (2003) 2.3 Effects of forestry practices Forestry practices can cause the soil and water to become acidified in several ways. Forest growth change drainage water pathways to stream, and increase stream water acidity. Extensive clear cutting can also accelerate the acidification of surface water. Applying acidifying fertilizer also helps to acidify soil and water (Thunberg, 1993). Twelve years studies of acidification-induced chemical changes in soils of Norway spruce and Scot pine in southern Sweden reveals that pH in mineral soil decreased on average 0.17 units between 1988 and 1999. It is said that these changes in forest soil are mainly due to the extensive deposition of acidifying substances (sulphur and nitrogen compounds) during the latter part of the 20th century (Jà ¯Ã‚ ¿Ã‚ ½nsson et al, 2003). In addition, atmospheric pollution directly damages forest itself. Since the early 1970s, West Germany has experienced a rapid and widespread decline in the health of its forest trees; especially sensitive species were affec ted by exposure to low levels of pollutants (Ling et al, 1987). 2.5 Groundwater quality Most of the precipitation sinks to some extent into the ground. The more permeable the soil, the more water dribbles down. Normally acid rain will become less acid as it penetrates through the ground. However, where the soil becomes acidified and has less ability to neutralize, the effect will be decrease until it finally ceases. It is unlikely that acid groundwater will be harmful to human health, however toxic heavy metals, such as aluminium and cadmium may appear at elevated level where highly acidic. These metals are harmful for human health (Thunberg, 1993). 3. Solutions Solutions to the problems of acidification fall into two groups, which are cure and prevention. Remedial measures can be applied where the problems actually arise (i.e. soils and surface waters). Preventive measures can be applied at source (i.e. at point of emission of the sulphur and nitrogen oxides). The latter are expensive and the least acceptable to industry, however they are in fact more effective, more sustainable, and more immediately required (Park, 1987). Causal treatment by reducing aciditying emissions is the primary goal in a long-term as preventive measures, however outcomes from this approach are still uncertain and recovery may be slow. Indicative treatment, involving the addition of neutralizing agent such as powdered limestone to affected environment is the only realistic remedy in the short-term, and has become a widespread practice in Europe (Thunberg, 1993). 3.1 Short-term solutions Remedial action should be taken after the problems happen. This requires not simply the elimination of symptoms of damage (i.e. restocking fish in acidified lakes, planting new trees); it also involves restoration of natural chemical balances to ensure that damage does not reappear. Some materials in nature have ability to buffer, or neutralize, or offset acid input. Lime and limestone are the most accepted of a range of chemicals that can be used to buffer acidic materials. Lime has been added normally by spraying from helicopter to catchments, soils and forests to alleviate damage and improve conditions for environment (Park, 1987). With regard to the lakes and streams, this raises pH value of the water and decrease in the levels of heavy metals. After the liming many species quickly return to their former habitat (Thunberg, 1993). This approach has been most widely investigated in Sweden (Park, 1987). This measure had been made in UK as well. Stream chemistry and biological effect was monitored for 10 years after the catchments of three acidified Welsh streams at Llyn Brianne were limed in 1987/88. This monitoring reveals that chemistry in treated streams changed significantly as mean annual pH increased from 5-5.1 before liming to 6.1-6.2; mean annual aluminium concentrations decreased from 0.15-0.18 to 0.05-0.11 mg L-1, and calcium concentrations increased from 0.8-2.0 to 2.4-4.5 mg L-1. The abundance of Acid-sensive taxa in limed streams increased after treatment. Liming has also been used as a means of restoring acidified soils. This improves the productivity of croplands and forests. However, liming can cause negative impacts on stream, such as fine CaCO3 deposited on the stream banthos. In addition, liming is an expensive ‘cure' measure. Sweden spent approximately $10 million from 1980-1983 for liming. Moreover, it is not practical for many lakes and rives, for some streams it is no help at all. There is uncertainty in relation to the effect of liming in a long run. Many studies have undertaken for the effects of post liming over short timescales, yet little has known about the long-term effects. At least 10 years monitoring is recommended (Bradley et al, 2002). Liming is a interim measures that provide biological defence, however it does not attack the root caused of the problems. It has been said that ‘a sort of artificial respiration for dead lakes and streams'. Therefore, real effective measures are long-term prevention deliberate through a sustained policy, rather than cure. 3.2 Long-term solutions The only way to solve the problem of acidification in the long run is to reduce emissions of pollutants. The central point of the political debate over acid rain is the need to reduce rainfall acidity by controlling emission of SO2 and NOX at source, mainly from power stations and vehicles: Reducing emissions of SO2 from power stations by: > Burn less fossil fuel > Switch to low-sulphur fuel > Fuel desulphurisation > Sulphur reduction at combustion > Flue gas desulphurisation > Disperse flue gases Reducing emission of NOx from power stations by: > Reduce NOx emissions during burning > Reduce NOx levels after burning Reducing emissions of NOx from vehicles by: > Modify engines or exhausts to reduce emissions > Change to different type of engine > Transport planning It is said that technology of controlling and reducing such emissions already exist. Some methods should be applied separately or in combination to be able to bring reduction to agreed levels within agreed time-scales. However, this problem is not only to do with a technical one. Political goodwill is essential as this measures involves high cost. All the cost should be offset by positive side-effects such as the creation of new jobs and generation of useful by-products (i.e. commercial sulphuric acid), the values of conserving fish, forest and crops, and benefits in improved human health (Park, 1987). In recent decades, there have been national and international efforts to achieve reduction in emissions of sulphur and nitrogen compounds to the atmosphere (Ferrier et at, 2001). As previously mentioned, emissions of sulphur and Nitrogen are carried by air and deposited as gases and aerosols and dissolved in rainwater, in areas far from their sources. The quality of air is very much influenced by emissions in others, so it will benefit little for any country alone to reduce emissions. This is called transboundary Import-Export Budgets. Data for 1998 is presented in Appendix A Without international cooperation, there can be no real solution (Thunberg, 1993). The details of these treaties and protocols are presented in Appendix C 4. Improvement Recent data shows that both emissions seem steadily declined particularly after these treaties and protocols noted above have adopted (See appendix B). However, compared to reduction of SO2 emission, NOX emission need to be reduced further, especially U.S, whose emission has not been much reduced. Conclusion Acidification has a long history as posing adverse impacts on various ecosystems and human health. The main sources of pollution are SO2 and NOX. These pollutants are naturally exist, however recent increases of these pollutants are caused by human-induced factors, such as power generation and transportation. Remedial measures have been taken to abate damaged environment by acid deposition. Preventive measures have been adopted for preventing further damages. In attempts to make steadily progress for both redemption and prevention for solution of acidification for water quality, use of combination of short-term and long-term solution will be recommended. Acid rain The French chemist Ducros first used the term ‘pluie acide' in 1845. The phraqse ‘acid rain' ,was brought in 1872 by Robert Angus Smith (Wellburn, 1994). Back in fifties, there were observations of lakes in Scandinavia losing their fish populations. Anglers and naturalists noticed that fish stocks in many lakes of southern Scandinavia were diminishing. Freshwater acidification had rapidly worsened over a few decades. Although acid rain and the acidification are a not new problem that has received considerable attention for many years, it was not until 1960s that scientists were able to link these effects to any specific cause. Later it was found to be atmospheric pollution. Acidification is not a regional phenomenon. In Scotland, studies show that the acidification began around the middle of the last centuries and the process has accelerated in the last three decades. In southern Norway, It has reported that 87 lakes had a pH below 5.5 (Mason, 1996). Damaged forests were becoming widespread in West Germany. As these examples show, acidification is an international problem. Pollutants may be carried with winds over distances, from points hundreds or thousands of miles away. Some countries are net importers of pollution, and others are exporters. The effects of acidification are varies, not only pollution of lakes and forests as previously mentioned, but also effects on fauna and flora, soil, groundwater and direct or indirect harm on human health, and all things are influenced by water quality through hydrological pathway (Thunberg, 1993). The aim of this report is to discuss causes and effects of acidification that has been concerned until now, and present possible short-term and long-term soluti on to acid deposition effects on water quality 1. Acidification and its causes Airborne pollution can influence the environment both directly and indirectly. Primary pollutant is Sulphur dioxide and nitrogen oxides. When these are present in high concentrations, they can cause damage on environment and human's health. These direct effects are often peak in the vicinity of the emission sources. Industrial society discharges suphur dioxide and nitrogen that form sulphuric acid and nitric acid, which may be carried with the winds over long distances before descending in rain or snow. Indirect effects often occur as acidified soil and water far away from the sources of emission (Thunberg, 1993). There are gas-phase reactions, which produce acidity in the atomosphere. Sulphur dioxide and nitrogen oxides form suophuric and nitric acids on coming into contact with water. When these acids reach the ground in rain and snow, it is called ‘wet deposition'. However, acid oxides may also be deposited directy as gases, or cles, which is called ‘dry deposition'. The rates of dry deposition velocity may depend on the nature of the land surfaces. Rates of wet deposition depend on the precipitation rate, the washout ratio of dissolved pollutant per unit mass of cloud water or rain divided by the concentration of the same pollutant per unit mass of air (Wellburn, 1994. A low pH value means a high level of acidification. Water in neutral condition has a pH of 7 (Thunberg, 1993). Sulphur and Nitrogen Cycles are presented below (Figure 1 and 2). Figure 1. Sulphur Cycle Source: ICU (2003) Figure 2. Nitrogen Cycle Source: ICU (2003) 1.1 Sulphur Sulphur compounds are responsible for about two-thirds of the acidification of rain. Sulphur in gaseous form, sulphur dioxide (SO2), is mainly formed in the combustion of oil and coal. The rapid increase in emission of pollutants came after the war followed by consumption of fuel and oil. It was reported that approximately 20 million tons of sulphur are now emitted every year in Europe. There is also a great deal of airborne pollution in North America, where about 12 million tons of sulphur is released every year. Sulphur can be formed by naturally by eruption of vulcanoes, from seas and oceans and certain processes in the soil. However, 90 per cent of the emissions of sulphur to the atmosphere are derived from industrialised parts of Europe and North America. This is ten times the level that can be considered natural (Thunberg, 1993). 1.2 Nitrogen Nitrogen oxides (NOX) are grouped term of nitrogen monoxide (NO) and nitrogen dioxide (NO2). Nitrogen oxides are formed in all types of combustion, most of the NOX are formed by the reaction of nitrogen gas in the combustion air with oxygen. When the mixture of nitrogen gas and oxygen is heated, they interrelate to form NOX. The higher the combustion temperature, the more NOX will be formed. The largest source of NOX emission is road traffic. These emissions are reported to have doubled during the 1960s, approximately 22 million tons of NO2 are released every year in Europe. Certain types of fertilizer are another source of nitrogen pollution. Nitrate leaching intensified the acidification of the soil, which release unwanted substances such as aluminium (Thunberg, 1993). 2. The environmental effects of acidification 2.1 water acidification and aquatic biota Acidification was first noticed in the lakes. The initial victims of acidification are nutrient-deficient lakes in areas where the soil has a poor buffering ability (Thunberg, 1993). It is reported that many lakes in the Rocky Mountain have little alkalinity to buffer increase in acid deposition, however loss of alkalinity has been observed caused by high concentration of acid deposition due to the emission in the Rocky Mountain region (Turk et al, 1989). Figure 3. Acidified lake: A deep blue colour of a lake is a sign of acidification. Source: ARIC (2000) In severely acidified lake, the fish will have vanished entirely, bog moss will have spread out over the lake floor, and only few plant and animal species will remain. The first victims of acidification are crayfish, snails and mussels, certain types of zoo- and phytoplankton, and some species of mayfly. Usually, certain types of bog moss and insects those are resistant to acidification remains. This is not only low pH value that takes a heavy toll of fauna and flora. In acid lakes there are increased concentrations of aluminium in ion form, which is highly toxic to many organisms. The loss of fauna / flora is due to the combination of a lowered pH and aluminium poisoning. The level of other heavy metals also rises such as cadmium, zinc, and lead. Those heavy metals including aluminium flow into lakes from the acidified soils of the surroundings. The relationship of prey and predators will also change, for instance certain insects on which they usually prey begin to thrive when their predators are disappeared (Thunberg, 1993). 2.2 Soil/water interactions Acidification process takes place naturally in the soil. The plant releases hydrogen ions as it uptake nutrients. Though the growth itself is acidifying, there is no net acidification where growth and decay are about equal. However, the cycle is broken by harvesting, the acidifying process will take over. Soil acidification may have biological effects in the respects through lowering of the pH value, an increase in the levels of aluminium and other toxic compounds and a loss of plant nutrients due to increased leaching, consequently may lower drainage water pH (Thunberg, 1993). Moreover, Long-term increase in nitrogen supply may be responsible for alterations in root and shoot growth of plants(Carrol et al, 2003). Figure 5. Soil pH range source ANRA (2003) 2.3 Effects of forestry practices Forestry practices can cause the soil and water to become acidified in several ways. Forest growth change drainage water pathways to stream, and increase stream water acidity. Extensive clear cutting can also accelerate the acidification of surface water. Applying acidifying fertilizer also helps to acidify soil and water (Thunberg, 1993). Twelve years studies of acidification-induced chemical changes in soils of Norway spruce and Scot pine in southern Sweden reveals that pH in mineral soil decreased on average 0.17 units between 1988 and 1999. It is said that these changes in forest soil are mainly due to the extensive deposition of acidifying substances (sulphur and nitrogen compounds) during the latter part of the 20th century (Jà ¯Ã‚ ¿Ã‚ ½nsson et al, 2003). In addition, atmospheric pollution directly damages forest itself. Since the early 1970s, West Germany has experienced a rapid and widespread decline in the health of its forest trees; especially sensitive species were affec ted by exposure to low levels of pollutants (Ling et al, 1987). 2.5 Groundwater quality Most of the precipitation sinks to some extent into the ground. The more permeable the soil, the more water dribbles down. Normally acid rain will become less acid as it penetrates through the ground. However, where the soil becomes acidified and has less ability to neutralize, the effect will be decrease until it finally ceases. It is unlikely that acid groundwater will be harmful to human health, however toxic heavy metals, such as aluminium and cadmium may appear at elevated level where highly acidic. These metals are harmful for human health (Thunberg, 1993). 3. Solutions Solutions to the problems of acidification fall into two groups, which are cure and prevention. Remedial measures can be applied where the problems actually arise (i.e. soils and surface waters). Preventive measures can be applied at source (i.e. at point of emission of the sulphur and nitrogen oxides). The latter are expensive and the least acceptable to industry, however they are in fact more effective, more sustainable, and more immediately required (Park, 1987). Causal treatment by reducing aciditying emissions is the primary goal in a long-term as preventive measures, however outcomes from this approach are still uncertain and recovery may be slow. Indicative treatment, involving the addition of neutralizing agent such as powdered limestone to affected environment is the only realistic remedy in the short-term, and has become a widespread practice in Europe (Thunberg, 1993). 3.1 Short-term solutions Remedial action should be taken after the problems happen. This requires not simply the elimination of symptoms of damage (i.e. restocking fish in acidified lakes, planting new trees); it also involves restoration of natural chemical balances to ensure that damage does not reappear. Some materials in nature have ability to buffer, or neutralize, or offset acid input. Lime and limestone are the most accepted of a range of chemicals that can be used to buffer acidic materials. Lime has been added normally by spraying from helicopter to catchments, soils and forests to alleviate damage and improve conditions for environment (Park, 1987). With regard to the lakes and streams, this raises pH value of the water and decrease in the levels of heavy metals. After the liming many species quickly return to their former habitat (Thunberg, 1993). This approach has been most widely investigated in Sweden (Park, 1987). This measure had been made in UK as well. Stream chemistry and biological effect was monitored for 10 years after the catchments of three acidified Welsh streams at Llyn Brianne were limed in 1987/88. This monitoring reveals that chemistry in treated streams changed significantly as mean annual pH increased from 5-5.1 before liming to 6.1-6.2; mean annual aluminium concentrations decreased from 0.15-0.18 to 0.05-0.11 mg L-1, and calcium concentrations increased from 0.8-2.0 to 2.4-4.5 mg L-1. The abundance of Acid-sensive taxa in limed streams increased after treatment. Liming has also been used as a means of restoring acidified soils. This improves the productivity of croplands and forests. However, liming can cause negative impacts on stream, such as fine CaCO3 deposited on the stream banthos. In addition, liming is an expensive ‘cure' measure. Sweden spent approximately $10 million from 1980-1983 for liming. Moreover, it is not practical for many lakes and rives, for some streams it is no help at all. There is uncertainty in relation to the effect of liming in a long run. Many studies have undertaken for the effects of post liming over short timescales, yet little has known about the long-term effects. At least 10 years monitoring is recommended (Bradley et al, 2002). Liming is a interim measures that provide biological defence, however it does not attack the root caused of the problems. It has been said that ‘a sort of artificial respiration for dead lakes and streams'. Therefore, real effective measures are long-term prevention deliberate through a sustained policy, rather than cure. 3.2 Long-term solutions The only way to solve the problem of acidification in the long run is to reduce emissions of pollutants. The central point of the political debate over acid rain is the need to reduce rainfall acidity by controlling emission of SO2 and NOX at source, mainly from power stations and vehicles: Reducing emissions of SO2 from power stations by: > Burn less fossil fuel > Switch to low-sulphur fuel > Fuel desulphurisation > Sulphur reduction at combustion > Flue gas desulphurisation > Disperse flue gases Reducing emission of NOx from power stations by: > Reduce NOx emissions during burning > Reduce NOx levels after burning Reducing emissions of NOx from vehicles by: > Modify engines or exhausts to reduce emissions > Change to different type of engine > Transport planning It is said that technology of controlling and reducing such emissions already exist. Some methods should be applied separately or in combination to be able to bring reduction to agreed levels within agreed time-scales. However, this problem is not only to do with a technical one. Political goodwill is essential as this measures involves high cost. All the cost should be offset by positive side-effects such as the creation of new jobs and generation of useful by-products (i.e. commercial sulphuric acid), the values of conserving fish, forest and crops, and benefits in improved human health (Park, 1987). In recent decades, there have been national and international efforts to achieve reduction in emissions of sulphur and nitrogen compounds to the atmosphere (Ferrier et at, 2001). As previously mentioned, emissions of sulphur and Nitrogen are carried by air and deposited as gases and aerosols and dissolved in rainwater, in areas far from their sources. The quality of air is very much influenced by emissions in others, so it will benefit little for any country alone to reduce emissions. This is called transboundary Import-Export Budgets. Data for 1998 is presented in Appendix A Without international cooperation, there can be no real solution (Thunberg, 1993). The details of these treaties and protocols are presented in Appendix C 4. Improvement Recent data shows that both emissions seem steadily declined particularly after these treaties and protocols noted above have adopted (See appendix B). However, compared to reduction of SO2 emission, NOX emission need to be reduced further, especially U.S, whose emission has not been much reduced. Conclusion Acidification has a long history as posing adverse impacts on various ecosystems and human health. The main sources of pollution are SO2 and NOX. These pollutants are naturally exist, however recent increases of these pollutants are caused by human-induced factors, such as power generation and transportation. Remedial measures have been taken to abate damaged environment by acid deposition. Preventive measures have been adopted for preventing further damages. In attempts to make steadily progress for both redemption and prevention for solution of acidification for water quality, use of combination of short-term and long-term solution will be recommended.

Humanities Essay Example | Topics and Well Written Essays - 500 words - 5

Humanities - Essay Example The passage itself is situated almost directly after Anna finishes speaking to Dido and is relayed by the narrator. The passage is highly complex as multitudes of competing meanings are occurring. The narrator begins, â€Å"Across the city/ She wanders in her frenzy–even as a heedless hind hit by an arrow when a shepherd drives for game.† Here the narrator is comparing Dido to a sheep that has been struck by an arrow. This is significant as one of the major themes of the Aeneid is the force of the god’s on human existence, and by using the arrow as a element of love, Virgil is showing that Dido’s ‘frenzy’ isn’t necessarily of her own doing. Indeed, Juno has conspired to bring Aeneas and Dido together to forestall Aeneas’ journey to Italy, and has made Dido an unknowing volunteer in the ploy. However, the passage continues, â€Å"with darts among the Cretan woods and, unawares, from far leaves the winging steel inside her flesh.† In this regard, one must consider that Aeneas, rather than Juno or Cupid, is the shepherd that has wounded Dido, as Aeneas is the most ‘unaware(s)’ of the lasting effect has had on Dido. In this sense, one must consider a passage from book two when Aeneas is watching the Greek’s ravage Troy and compares himself to a shepherd, When among standing corn a spark falls with a fierce south wind to fan it, or the impetuous stream of a mountain torrent sweeps the fields, sweeps the joyous crops and the bollocks’ toil, and drives the woods headlong before, in perplexed amazement a shepherd takes in the crash from a rock’s tall summit. In this regard Aeneas is the shepherd watching the in amazement as nature takes its toll symbolically on the fields – literally Troy. The different positions – Dido as sheep and Aeneas as shepherd – are significant as it demonstrates Aeneas steadfast resistance to outside factors that might hinder his path toward Italy.

Conflict as a Team Tool-Sheila Essay Example | Topics and Well Written Essays - 1500 words

Conflict as a Team Tool-Sheila - Essay Example Team formation has been a modern management model for quite a long. Both scholars and non-scholars have argued in its favor or disfavor. In this regard, the focus of this study is not to investigate the merits or demerits of this tool but to probe the level of independence that should be tolerated within teams. It is also in the interest of this study to establish how conflicts between groups affect departmental performance. To achieve their ultimate goals, departments divide the entire project into sub-units called tasks, each of which should be delivered by each team. Eventually, the accomplished works are brought together to realize the final goal (Bezrukova, Thatcher, Jehn, & Spell, 2012). In the course of their work, these teams require some independence so that they can perform their duties efficiently. What is of concern though is the level of independence these teams should be entitled to. Conflicts are bound to arise between various teams in their day to day duties. These conflicts have impacts on departmental performance and should be pointed to concern. Independence simply means that a team works without any interference or intervention from non-team members. This freedom cannot be exercised entirely since the teams must be interdependent at some points. As a result of the interdependence, disagreements and dissatisfactions may arise leading to conflicts. Independence gives teams some sense of autonomy. The teams will be in a position to come up with work timetables suitable to them so that the members work at convenient times. Such flexible schedules are right for the minds of the team members because they feel less controlled, and they work when only ready. The performance of the workers will, therefore, be better because they will be mentally and physically prepared for working. (Bezrukova, Thatcher, Jehn, & Spell, 2012) Independence in the teams helps eliminate the barriers that