Slavery and the Economy essays

Servitude and the Economy expositions Servitude was a monetarily suitable organization between the years 1500 and 1860. At the point when individuals began to come to America, they needed to begin a totally new life, which took a great deal of work. A few people looked towards subjection as an approach to expand their workforce. Subjection demonstrated essential to the establishment of our nation by furnishing those individuals with modest work, and rather than in the end being liberated, similar to the obligated hirelings, residents could keep slaves perpetually and treat them as property. During this time America required assistance on the homesteads. A few residents possessed gigantic cotton fields, however needed more laborers. At that point, most ranchers were utilizing obligated workers, yet there was a dread of a poor landless class creating. Along these lines, slaves were brought into America. Slaves kept this landless class from creating, while the Africans were additionally preferred laborers over the obligated workers. The African slave exchange was an entirely productive business that cruised from England down to the African coast to get slaves, at that point carried them to America where the slaves were sold. The skippers would purchase the slaves with English materials and afterward sell them in America for money; they put this cash in pilgrim items, for example, sugar and rice, and utilized the rest to purchase increasingly English materials. These journeys went on for somewhat more than  ¾ of a year and made a 30% benefit. The slave exchange was a truly gainful business that delivered numerous slaves over to America, which helped ranchers and the whole economy of the new world to create. Their boats acquired more than 5 million slaves and raked in tons of cash, while the ventures made in the new world because of this exchange helped it thrive and develop. Servitude gave extremely modest work to the American settlements, particularly in the southern states. There were huge cotton handle that should have been picked, and the slaves were a decent wellspring of modest work. Since the slaves were acceptable ... <!

The Destruction of China by British Ambition Essays

The Destruction of China by British Ambition Essays The Destruction of China by British Ambition Paper The Destruction of China by British Ambition Paper The Destruction of China by British Ambition The occasions of the Opium War, which happened among China and Britain during the late eighteenth and nineteenth century, put China in a position which handily permitted the abuse of the countrys national funds, assets, and culture. The utilization of opium, just as the progressing fight which happened as an immediate aftereffect of British activity, was the reason for death for a large number of Chinese. The numerous contentions and broad misuse of China by Britain in regards to the opium exchange was the start of an awful period for China. A period which would come to be know as the Century of Shame. This paper will show how the activities of the British during the long stretches of the Opium War almost caused the total obliteration of China and its way of life through and top to bottom gander at the Chinese monetary and political circumstance, just as the Treaty of Nanjing. Opium, which was broadly being used by the general people of C hina and the remainder of world now ever, was supported by doctors as both a painkiller and a relaxant. Specialists of the time favored the utilization of opium to that of morphine because of the clear absence of symptoms. At first, recreational utilization of opium was consigned to just high society. The sovereign of China banned recreational use of opium during the seventeenth Century, be that as it may, the British started to import opium to China during the 1770s. The opium, which was imported by Britain from India, as far as anyone knows originated from the East India tradingCompany, which was really run by the Brits. So as to carry the opium in to China, Britain utilized the use of vigorously outfitted rowboats which could be immediately moved by the group of around 60 to 70 men. In light of dissent from China with respect to the opium sneaking, Britain would basically prevent any information from securing the opiate. The Canton System administered the financial exchange appro aches of the time China. English dealers des

Landfill Waste Polluting - Free Essay Example

CHAPTER 1 INTRODUCTION Overview Landfilling is one of the oldest and common methods used for waste disposal. It is perceived as the most economical and environmentally acceptable technique. It is a complex system with physical, chemical, and biological processes. While undergoing the process of wastes degradation, there is the production of highly contaminating liquid, leachate, and polluting gases. If discharged in an uncontrolled and non-engineered manner, leachate will contaminate groundwater bodies and subsequently jeopardizing the ecosystem. There is a network for the collection the contaminants. The gases such as methane and carbon dioxide are flared before they can affect the atmosphere. The leachate generated, requires treatment before discharge and it is the main problem. In Mauritius, there has been an upsurge in the amount of wastes generated due to rapid industrialization. A structure for solid waste management was necessitated which resulted in the construction of Mare Chicose Sanitary Landfill Site. Over the years, there has been an increase the volume of wastes being disposed and consequently, a rise in the amount of leachate generated. As previously mentioned, the polluting liquid requires treatment prior to disposal. Nowadays, we do have laws that are regulated by the Wastewater Management Authority Act and the organization operates under the aegis of the Ministry of Public Utilities. After treatment leachate shall comply with the standard limits for effluent discharge as shown in Appendix C. Many studies have been carried out for the treatment of leachate and various methods are available. There are several parameters that define the treatment method. The treating technique shall be efficient, cost-effective with minimum input, flexible and if possible usage of the effluent. Aim and Objectives The aim of the project is the study of the nitrification process in the treatment of landfill leachate. The project had the following objectives set: To determine the suitability and efficiency of a SBR and co treatment method for the treatment of landfill leachate. To find the concentration at which ammonia nitrogen is toxic to microorganisms. To design a suitable tank for the method being adopted. To assess the cost-effectiveness of the treating system Structure of Thesis The remainder of this thesis is organized as follows: Chapter 2: gives a brief overview of landfilling process, describing the various components of a landfill. There is a description of the Mare Chicose Sanitary Landfill Site and a summary of typical leachate effluent. Chapter 3: deals with the treating options available for wastewater treatment particularly leachate. The efficiency for ammonia nitrogen removal is outlined and a reviewing some case studies on biological treatment of landfill leachate. Chapter 4: describes the methodology adopted for leachate treatment. Chapter 5: gives a detailed analysis of the results obtained and assessment of various parameters. Chapter 6: consists of the design a treating system for leachate. Chapter 7: describes the cost effectiveness of the treatment methods and some recommendations for improvement of the designs. CHAPTER 2 REVIEW of LITERATURE 2.1. Landfill A landfill may be defined as a physical facility used for the disposal of residual solid wastes in the surface soils of the earth (Tchobanoglous et al.). Nowadays, the term sanitary landfill is more usually utilized to describe an engineered facility, designed, operated and monitored with the foremost objective of reducing environmental and health hazards. According to Tchobanoglous, a landfill may be categorized with respect to the incoming waste materials. There are various criteria that are considered before the design and construction phases. The site cannot be close to water bodies, highways, any residential areas or even airports. The main reason is the pollution accompanied by the operation of such a site which will eventually disturb its surrounding environment. Another factor is the hydrogeology of the site, groundwater maps are prepared by studying the different soil stratum. This helps in determining the permeability of the soil, the depth to groundwater, the direction of groundwater flow and hydraulic gradients. If clay is to be used as a liner, then borrow sources are found. Landfill Components Liner: It is a barrier that will prevent the leachate and other liquids from penetrating the soil. It can be made of clay, synthetic materials or both which is known as composite liner. This barrier also restricts the underground migration of landfill gases. Cap system: Usually a soil cover placed over the landfill at completion of filling, also known as final cover, with vegetation grown over it. The cover may consist of geosynthetic materials also, thus hindering the escape of landfill gases to the air and restricting the infiltration of rain into the landfill (Bagchi, 1994). Gas management system: As shown in the diagram above, these are a series of gas wells that removes methane and other decomposition gases from the landfill for flaring and reuse. The methane gas may be used in the electricity production. Leachate management system: A number of horizontal and vertical pipes placed just above the liner that drains and collects leachate. Afterwards the polluting liquid may be brought to a retention pond. Mare Chicose Sanitary Landfill Site Over the last few years, a rapid development at socio-economic levels has brought an upsurge in the amount of wastes generated in Mauritius. There was a need for an integrated solid waste management programme. The Mare Chicose Sanitary Landfill is the only waste disposal site for Mauritius till date. The site is located in the southern part of the island near a small village called Cluny. It receives mostly municipal solid wastes and therefore categorized as a Class type. The site was previously operated by STAM Lte, from 1997 to 2006, and presently by Sotravic Limite/ Bilfinger-Berger consortium. The amount of wastes disposed at the landfill has nearly tripled over the years, reaching to a daily value of about 1,200 tonnes. The percentage of incoming wastes is summarized below: The field capacity of the landfill was already attained and currently there is an extension of works on existing cells. The site is comprised of six cells and actually the fifth one is in use. Prior to disposal at the landfill, the wastes are compacted at transfer stations. The wastes are dumped from a tipping point and soon, they are spread over existing wastes by means of specialized vehicles. At the end of the day, a cover is placed to reduce the amount of windblown debris. Both clayey and geosynthetic liners were used on the site. The amount of leachate being carted away for the period of January 2007 December 2007 is 110 858 m3. Actually, no leachate treatment is being carried out. Among the landfill gases produced methane is the most dangerous and it is dealt with in a controlled environment. The gas is being collected by means of pipelines and subsequently flared. Leachate The definition according to EPA is as follows; Water that collects contaminants as it trickles through wastes, pesticides or fertilizers. Leaching may occur in farming areas, feedlots, and landfills, and may result in hazardous substances entering surface water, ground water, or soil. Leachate can be described as a highly contaminated liquid, containing a considerable amount of dissolved and suspended solids that has percolated down through wastes. The leachate quality varies throughout the operational life of a landfill and long after its closure. There are three broad and overlapping phases of waste decomposition, in which chemical and biological processes give rise to both landfill gas and leachate during and beyond the active life of the site (Carville et al.). Phase 1: Oxygen present in the wastes is rapidly consumed by aerobic decomposition. This phase has duration of less than one month and is normally relatively unimportant in terms of leachate quality. This phase is exothermic and high temperatures may be produced. If some of this heat is retained, then as a result of that the rate of the upcoming phases is increased. Phase 2: Anaerobic digestion is comprised of the following four phases; Hydrolysis: A chemical reaction where large polymers are converted to simple monomers. Acidogenesis: A biological reaction where the monomers are converted to volatile fatty acids. Acetogenesis: A biological reaction where the fatty acids are converted into hydrogen, carbon dioxide and acetic acid. Methanogenesis: The acetic acid is converted into acetates. Hydrogen is used up to convert the acetates into methane and carbon dioxide. Anaerobic and facultative microorganisms hydrolyze cellulose and other putrescible materials such as complex carbohydrates, fats and proteins to soluble organic compounds. These hydrolysis products are then fermented during acidogenesis to various intermediates such as volatile fatty acids and alcohols. Finally, these intermediates are converted during acetogenesis to acetic acid, carbon dioxide and hydrogen. The high content of putrescible material in the waste may sustain acidogenic conditions for quite some time and provide a rich feed stock for methanogens subsequently. Leachate from this acidic phase typically contains a high concentration of free fatty acids. It therefore has low pH of 5 or 6, and will dissolve other components of the wastes, such as the alkaline earths and heavy metals, which can be mobilized in the leachate, possibly as fatty acid complexes. The leachate also contains high concentrations of ammoniacal nitrogen and has both a high organic carbon concentration and a biochemical oxygen demand (BOD). Phase 3: Conditions become more anaerobic as waste degradation proceeds and methanogenic bacteria gradually become established. These start to consume the simple organic compounds, producing a mixture of carbon dioxide and methane that is released as landfill gas. The carbon dioxide tends to dissolve producing the very high bicarbonate concentrations typical of Phase 3 leachates. The rate at which this phase becomes established is controlled by a number of factors, including the content of readily putrescible waste. Since the majority of the organic compounds are high molecular weight humic and fulvic acids, the leachates are characterized by relatively low BOD values. Ammoniacal nitrogen continues to be released by areas of the waste where phase 2 is continuing and generally remains at high concentrations in the leachate. Falling redox potential immobilizes many metals as sulphides in the waste. (Source: www.wikipedia.com/leachate) Typical leachate effluent Leachate is usually termed as a high strength wastewater. The polluting liquid has a high concentration of contaminants and varies throughout the landfill age as shown in the table below. From the above table, it noticed that leachates are normally alkaline having a pH of 6.0-8.4. The average COD value is found to be 5000 mg/l and the ammoniacal nitrogen remains within a similar range 900-3000 mg/L for all most of the sites. As it has been portrayed, the leachate does not meet the requirements for discharge either in sewers or surface water (see Appendix C) and this clearly indicates a need for treatment. CHAPTER 3 Treatment Options Overview Most landfills operate their own onsite leachate pretreatment and treatment facilities. Three types of treatment are possible physical, chemical and biological. Usually they are used in conjunction with one another. The constituents of leachate and availability of resources determine the treatment method to be adopted. Therefore, it should be efficient, flexible and an economical option. The leachate quality is highly dependent on the waste materials being disposed and the stage of their anaerobic decomposition. Hence, there is a variation in the constituents concentration. It has been observed that throughout the life cycle of a landfill, the ammonia nitrogen concentration remains very high. Amongst several usual parameters, ammonia nitrogen is a key one as it influences the selection and the design of the treating system. Physical Treatment Ammonia Stripping Ammonia can be removed by the air stripping technique which consists of blowing air through the wastewater. The method is based on the following equation; The above equation is highly dependent on the pH so that an exchange of ionic forms can take place. The equilibrium constant for this reaction is 10-9.25 at 18 C (Sorensen, 1993). pH = 9.25 + log [NH3] / [NH4+] From the above equation a pH greater than 10 is needed for releasing the ammonia gas. At normal temperature only 2% of the gas is liberated and therefore the wastewater should be heated to increase the efficiency of the treatment process. In achieving relatively low effluent values of ammoniacal-N (e.g. 50 mg/l), very large volumes of air will be required and this generally makes air stripping uncompetitive in cost terms for such applications The process is also inefficient in cold weather and requires shut down (IPCC, 2007). Reverse Osmosis The process consists of applying a pressure to the wastewater, i.e. the leachate, which passes through a semi permeable membrane. The water molecules present in the wastewater will pass the membrane forming the permeate and the contaminants remaining are the concentrate. The main advantage of using such a system is the removal of non-biodegradable compounds such as residual COD, heavy metals and chloride ions together with other large molecules present in leachate. The concentrate produced is a major issue as it is highly toxic to the environment. It is usually recirculated in the landfill or disposed off-site for storage. The removal rate of the contaminants is usually greater than 99.6 %. The plant is usually operated in more than one stage and occupies less space when compared to other treating systems. The process is currently in use in several countries such as France, Germany and Holland (IPCC, 2007). Activated Carbon Adsorption Activated carbon is used as an adsorbent for the removal of organic compounds. It is used in one of the following forms, powdered and granular. Due to the high cost of activated carbon, it is normally utilized for polishing after biological treatment. With an optimum dose and sufficient contact time, a considerable decrease in COD and BOD concentration can be achieved by this method. In the powdered form, the carbon is meant for single use and it loses its adsorption capacity and therefore cannot be reactivated. The mixed liquor must then be treated to remove the PAC, by subsequent processes, such as coagulation, flocculation, or filtration. In the granular form, the carbon can be used again but must be removed which requires specialized equipment (IPCC, 2007). Biological Treatment Processes The treatment process is comprised of growing and reproducing microorganisms in a controlled environment to stabilize organic matter. There are two forms of growth process attached and suspended. In suspended growth treatment systems, microorganisms are maintained in suspension within the wastewater whereas in the attached growth process, the biomass grows and is retained on a medium. Attached Growth Processes Percolating filters Rotating biological Contactors (RBC) Suspended Growth Processes Aerated lagoons Activated Sludge Process (ASP) Sequencing Batch Reactor (SBR) Combined treatment with domestic wastewater (co treatment) Percolating Filters It is an aerobic biological treatment system. Wastewater flows over a fixed and inert medium to which biofilms are attached and trickles down under gravity. The medium may be made up of different materials such as plastics and gravels and the depth of the filter is normally 2-4 m. The effluent is passed through a clarifier to remove biological solids. The percolating filter has many disadvantages concerning the treatment of landfill leachate. The system is efficient mostly for the treatment of low strength leachate. A recurrent problem is the clogging of the filter media and vulnerability to shock-term load (IPCC, 2007). Rotating Biological Contactors The process consists of large diameter steel or corrugated plastic media centered around a horizontal shaft, usually placed in a concrete tank. The media is slowly rotated (mechanical or air drive). At any given time during the rotation, about 40% of the media surface area is in the wastewater. Organisms in the wastewater are attached and, multiply on the rotating media until they form a thin layer of biomass. RBC is most effective for treating methanogenic than acetogenic leachates and for concentrations of ammoniacal-N below 500mg/l. The rotating biological contactor may have operational problems, since high concentrations of degradable COD can result in excessive sludge growth, and clogging of interstices within rotors (IPCC, 2007). Aerated Lagoons Aerated lagoons are operated by a combination of aerobic and anaerobic processes. The lower part of the lagoon converts the settled solids and sludge into carbon and methane by the action of anaerobic decomposition. The upper part is usually aerated, surface aeration or by algae present, to oxidize compounds from the anaerobic zone. Effluent is withdrawn from the upper zone, generally over an overflow arrangement. For discharge into surface waters, a secondary settlement lagoon or reed bed filtration system is needed for wastewater polishing. The constraints of the system are as such it requires large space and is quite sensitive to temperature changes. There is the possibility of odurs emanating from the lagoon. The main concern is the inability to provide consistent and reliable design in order to meet the discharge limits. Activated Sludge Process It is the most widely used aerobic biological process for treatment of domestic wastewater. It operates on the basis of a continuous inflow of wastewater. The latter is completely mixed and aerated for certain period of time, giving rise to mixed liquor. For nitrification to occur the sludge age must be greater than 8 days, so that the nitrifying bacteria can grow sufficiently large in numbers to exert an oxygen demand. The mixed liquor is allowed to settle in the clarifier and the biomass is returned to the aeration tank. The clarified effluent is decanted for disposal or tertiary treatment. The ASP is a continuous process and leachate cannot be treated directly, it requires dilution due to ammonia toxicity. Sequencing Batch Reactor The reactor is a slight modification of the ASP. It operates on a fill-and-draw basis using the suspended growth process. The SBR utilizes a single tank which accommodates aerobic biological treatment, flow equalization, settlement of solids, effluent clarification and decanting. Thus, it is usually described as operating in time rather than space when compared to conventional ASP. The reactor consists and operates under the following cycles: Fill: During the fill operation, volume and substrate (raw wastewater or primary effluent) are added to the reactor. The fill process typically allows the liquid level in the reactor to rise from 75% of capacity (at the end of idle period) to 100%. During fill, the reactor may be mixed only or mixed and aerated to promote biological reactions with the effluent wastewater. React: During the react period, the biomass consumes the substrate under controlled environmental conditions. Settle: Solids are allowed to separate from the liquid under quiescent conditions, resulting in a clarified supernatant that can be discharged as effluent. Decant: Clarified effluent is removed during the decant period. Many types of decanting mechanisms can be used, with the most popular being floating or adjustable weirs. Idle: An idle period is used in a multitank system to provide time for one reactor to complete its fill phase before switching to another unit. Because idle phase is not a necessary phase, it is sometimes omitted. Advantages of the system It requires small space as a common tank is used for the various unit processes. Flexibility in operating the reactor. The reaction time can be controlled and settling can be achieved under quiescent conditions. There the elimination of the return sludge pumping when compared to the ASP. Disadvantages of the system A higher level of sophistication is required (compared to conventional systems), especially for larger systems, of timing units and controls. Potential of discharging floating or settled sludge during the draw or decant phase with some SBR configurations. Combined Treatment with Domestic Wastewater It is a combined method for treating domestic wastewater and landfill leachate. Both wastewater and leachate can be treated at suitable mixing ratios (Aktas, 2001). Domestic wastewater can provide phosphate while leachate can provide nitrogen based nutrients, thus compensating for nutrients deficiency. Hence, nutrients need not to be supplied. Leachates from older landfills have a lower BOD/COD value and a smaller biodegradable organic fraction. There may not be sufficient COD to support denitrification of nitrate, a supplementary source of organic carbon is required to ensure adequate denitrification. Synthetic chemicals, such as methanol or acetic acid, are effective but quite expensive. It is necessary to find an alternative cost effective source of easily biodegradable carbon (Zhang, 2005). The mixing ratios are determined or else there will be nitrification inhibition by the presence of excess free ammonia. Case studies for biological treatment of landfill leachate The Buckden Landfill Site has been operational since 1994 and has been successful in treating landfill leachate for more than 10 years. The landfill site uses twin sequencing batch reactors, each designed for treating up to 100 m3/day. The effluent is then treated by means of reed bed and an ozonation plant for wastewater polishing and removal of pesticides. The plant has a design loading rate of 0.02 0.040 kg N/kg MLVSS. The plant has been successful in removing ammonia nitrogen from 331 mg/L to 0.27 mg/L. Only the COD value has not met the discharge limits ( 100 mg/L) and the COD reduction was from 843 to 320 mg/L. However, the COD value was acceptable since leachate is usually comprised by high amount of inert fractions. The main running costs are due to electricity for aeration and for ozonation. There is also the use of sodium hydroxide for automatic pH control, and of phosphoric acid for provision of phosphorus as a nutrient, which are relatively small costs. Another case is a South-African landfill which receives up to 2000 tonnes of MSW each day. Up to 80 m3/day of leachate are generated, which have to be treated to very high standards. The treatment system is made up of a SBR with final polishing through a reed bed planted with Phragmites. The SBR is highly efficient for ammoniacal nitrogen removal from over 1200 mg/l to less than 1.0 mg/l. COD values are reduced by 60% from raw leachate values of over 2000 mg/l (Robinson et al., 2005). CHAPTER 4 MATERIALS AND METHODS 4.1. Overview This chapter deals with the methodology adopted and is comprised of the following phases: Sampling Sample preservation Wastewater characterization Leachate Wastewater from SMTP Sludge Biological treatment of landfill leachate using a SBR Co-treatment of landfill leachate with wastewater from SMTP Testing Results and analysis Conclusions Sampling Sampling is done to represent a certain population, in this case wastewater, on which tests are performed and the results symbolize the wastewater characteristics. This can be achieved by two methods: composite sampling and grab sampling. A composite sample consists of collecting samples at regular interval in time. This will be representative of the average wastewater characteristics. A grab sample is based upon obtaining a distinct sample regardless to its flow or time of the day. If the wastewater quality is not highly variable, the results obtained from grab sampling will tend to corroborate composite ones. Both methods are used and for this project the grab sampling technique was adopted. Sample Preservation Soon after the samples were collected, they were tested and if not possible, they were preserved. The latter is crucial step as most of the wastewater constituents have to be kept as are in their original state. They were incubated at 4 C and when necessary pH control was done by adding sulphuric acid. Subsequently, this will stop all the biological activities. Wastewater Characterization The next step after sampling is characterization, i.e. determining the level of constituents present in the wastewater. As a fact of that, the treatment method is selected and applied to the polluting material. Each time, when new samples were obtained, they were characterized in compliance with Standard Methods of Testing. For the project, characterization has to be done for these materials; Leachate The leachates were delivered at the UOM Public Health Laboratory, on the 23rd October 2007 and 9th January 2008, and were characterized for the main polluting parameters. Then the sample was preserved till the treatment starts. Domestic Wastewater The domestic wastewater was collected at SMTP. The sample was collected from the primary clarifier after degriting has been done on the following dates: 26th February and 3rd March 27, 2008. The samples were immediately characterized and then used. Sludge For nitrification to take place there should be microorganisms feeding on the organic matter, but leachate does not contain any. Therefore, the returned sludge from SMTP was collected and brought to the UOM Public Health Laboratory. The sludge was allowed to settle and the supernatant was discarded, the residual left was used for testing. As a result of that the sludge concentration was increased and smaller amount is required for biological treatment. A TSS was carried out and the value obtained was used for calculations. The sludge was also studied under the microscope determining the microorganisms present and their conditions. Biological Treatment of Landfill Leachate using a SBR The first option for treating leachate was the biological treatment by making use of a SBR. It was made up of the following phases: fill, react, settle and decant. The reactor consisted of sludge, water and leachate with varying composition. Their volumes were calculated such that the ammonia nitrogen concentration is about 50 mg/L in the reactor. The latter was aerated for a period of 24 hours. The main polluting parameters were monitored and accentuating upon the level of ammonia nitrogen and nitrate nitrogen. The system was run for a number of cycles and then denitrification phase was operated. Experimental Procedure A reactor of capacity 20 L was considered with an MLSS concentration of 4000 mg/l. The dissolved oxygen concentration had to be greater than 2 mg/l and this was achieved by the means of air diffusers. The diffusers provided the mixing within the reactor. Immediately after the setting out of the reactor, a grab sample was collected and was tested. These values were set as baseline. After 24 hours of aeration, another sample was collected from the reactor and tests were performed. The critical parameter i.e. ammonia nitrogen was observed and if, the value is not within the discharge limits then it aerated till the expected result is obtained. The biomass required nutrients which provided in the form of Potassium Hydrogen Phosphate. In order for the treatment to take place, we had to cater for alkalinity and this was achieved by the addition of concentrated sodium hydroxide. Thus the nitrification process was being monitored until no further treatment. A total of 3 sequential batch reactors were operated. After the operation of the third reactor, the denitrification phase was initiated. All the air diffusers were switched off and acetic acid was added to the reactor. The dissolved oxygen concentration was monitored till it reached the zero value and the nitrate nitrogen concentration was measured. Co-treatment of Landfill Leachate with Wastewater from SMTP The other alternative is a combined method, treating domestic wastewater and leachate together. The treatment is biological in nature using a SBR with phases; fill, react, settle and decant. The treating system consisted of aerating the SBR, composed of sludge, domestic wastewater and leachate, for a period of 24 hours. The volume of leachate was gradually increased until no further treatment was observed. The main parameters were monitored, laying emphasis on the nitrification process. The values were recorded and analyzed. Experimental Procedure Small reactors of capacity 5 L each were considered with an MLSS concentration of 1500 mg/l. The first SBR was made up of 100% DWW and sludge only, the second one 95% DWW, 5% leachate and sludge, the third one 90% DWW, 10% leachate and sludge and so on. An example is being shown below. The dissolved oxygen concentration was kept greater than 2 mg/l by the use of air diffusers which also provided the mixing within the reactor. Immediately after the setting out of the reactor, a grab sample was collected and was tested. These values were set as baseline. After 24 hours of aeration, another sample was collected from the reactor and tests were performed. The volume of leachate was increased until the treatment stopped. Sometimes the phosphate concentration was too low and a phosphate had to be provided as potassium hydrogen phosphate. The experiment was repeated but with a reduced time of aeration. Testing All the tests were carried out at the University of Mauritius Public Health Laboratory. The tests were performed in compliance with Standard Methods of Testing for Water and Wastewater. Several tests were carried out such as pH, DO, COD, BOD, Alkalinity, TSS, Chloride and colour removal. The Hach 2000 Spectrometer was used for testing the following parameters: Ammonia Nitrogen, Nitrate Nitrogen, Phosphate and Sulfate. Results and Analysis After obtaining the results, the values were verified and any discrepancy in them meant that corrective measures should be applied, for e.g. pH control, for the proper functioning of the reactor. The SBR was monitored on a day-to-day basis until treatment was brought to an end. Analysis was done in order to determine the efficiency of the treatment methods. Ammonia toxicity was ascertained together with the percentage at which co-treatment can be practiced for the local context. CHAPTER 5 RESULTS AND DISCUSSIONS 5.1. Overview This chapter has summarized all the results obtained along with some associated comments and consists of the following parts: The leachate obtained from the MCSLS was characterized and compared with the discharge limits. The microbiological characteristics of the sludge from St Martin wastewater treatment plant were assessed and their suitability for use was determined. The results of the biological treatment using a sequencing batch reactor were summarized with associated comments. The percentage at which combined treatment can be practiced was assessed as well as the level of ammonia toxicity. 5.2. Leachate Characterization The raw leachate from MCSLS was characterized and the following observations were made: The ammoniacal nitrogen concentration of the leachate was very high, 1800 mg/L. Leachate do normally have a high ammonia nitrogen concentration and it remains approximately the same throughout the landfill life. In comparison with the discharge limits, for land/surface water and wastewater system, the permissible limit is highly exceeded and treatment is needed in order to prevent pollution. The chloride content of the leachate was high, 1172 mg/L and gave the leachate a dark brownish colour. The chloride concentration highly exceeds the discharge limits and a reduction in this parameter is quite costly. Biological treatment will not remove the chloride ions and more advanced wastewater treatment is needed such as reverse osmosis/ membrane filtration. The leachate had a low Sulphate concentration that was not detected by the colorimetric method, 0 mg/L. The other value was neglected since the sample was highly coloured and this gave an erroneous value. The value is well below the permissible limits for discharge and thus, no treatment is required for this particular parameter no treatment is required. The raw leachate had a COD concentration of nearly 5000 mg/L which a very high value and well above the discharge limits. The parameter must be treated to attain the permissible limits and biological treatment is suitable in such a case. pH values of 8 and 8.4 were measured during the characterization process. The values are within the permissible range and therefore no pH adjustment is to be made. The leachate had a low nitrate nitrogen concentration, 8 mg/L. The other value was neglected since the sample was highly coloured and this gave an erroneous value. The value is well below the permissible limits for discharge and thus, no treatment is required for this particular parameter no treatment is required. It can be noted that all the tests were not performed on the second sample due to unavailability of some materials at that time. The first sample was taken during a rainy period, hence resulting in a lower value than the second sample. 5.3. Sludge Characterization Activated sludge is made up of a mixed culture of microorganisms that metabolize and transform organic and inorganic substances into environmentally acceptable forms. The typical microbiology of activated sludge consists of approximately 95% bacteria and 5% higher organisms (protozoa, rotifers, and higher forms of invertebrates) (Wisconsin DNR, 2006). The sludge consists of two main types of bacteria: Heterotrophic Bacteria: They are the predominant bacteria in activated sludge as they are present in large numbers. They use organic carbon for cell growth. They participate mainly in aerobic oxidation of organic matter. Autotrophic Bacteria: They are microorganisms that derive carbon cell from carbon dioxide and other inorganic materials. Nitrifying bacteria, Nitrosomonas and Nitrobacter, are autotrophic in nature. The activated sludge from St Martin Treatment Plant was analyzed: To determine the various types of microorganisms coexisting To assess that they are sufficiently large in numbers to feed on the organic matter To check whether common sludge- related problems have arisen Some of the microorganisms were identified such as rotifers, Trichocerca and Proales which were present in great numbers. Protozoans were identified which were in form of Opercularia SP and Vorticella Convallaria. Filamentous microorganisms were found in the sludge which gave rise to poor settleability and therefore as a countermeasure the sludge was not stored for more than 1 week. 5.4. Biological treatment using a sequencing batch reactor 5.4.1. Nitrification 5.4.1.1. Variation in pH The optimum pH range for the nitrifying bacteria is 7.2-8. Values less 5.5 and above 9 are critical and the process will be prone to failure. During the nitrification process, H+ ions are produced and the latter will lower the pH. This is shown by the following equation. Therefore a buffer is needed in order to sustain the treatment process. Lime, sodium hydroxide and phosphate buffer were used from time to time to remediate the situation. The buffer solution provided, had a concentration so that it does not alter significantly the reactor volume. The above graph clearly shows that a suitable environment for nitrification was given as the values lie within the optimum range. 5.4.1.2. Variation in Alkalinity According to literature, for the nitrification process 7.14 g alkalinity (as calcium carbonate) is consumed per g of ammonia nitrogen oxidized. For every cycle, the ammonia loading was different and the alkalinity to be provided was calculated accordingly. The alkalinity was increased by the use of the following buffers: Phosphate buffer was used as it increased the phosphate concentration and subsequently nutrients were available to the microorganisms. Lime was also used as a buffer so as to provide the autotrophic bacteria with inorganic sources of carbon from which they can derive their energies. The graph shows the amount of alkalinity consumed over each cycle. When compared to the amount of ammonia nitrogen oxidized, the value for cycle 1 confirms the literature. Theoretical alkalinity consumed = 7.14 35.1 = 250.6 mg/L From graph alkalinity consumed = 247.5 mg/l 5.4.1.3. Variation in MLSS Concentration The MLSS is the amount of biomass present in the reactor. It is important to determine the concentration of the microorganisms as it is closely related to the rate of nitrification A first reactor was set at a concentration of 5000 mg/L but due to poor settling characteristics, solids were obtained in the effluent. The food to microorganisms ratio was low and therefore a new MLSS concentration was chosen. The initial MLSS concentration in the reactor was set at 4000 mg/L. This value kept decreasing over each cycle. This is mainly because the sludge dried over the surface of the reactor after the liquid was lost due to evaporation. After a sludge age greater than 8 days, the nitrifying bacteria become sufficiently large in numbers to exert an oxygen demand and nitrification can take place. Nitrification is a microbial process, involving two distinct genera of microorganisms, Nitrosomonas and Nitrobacter. These autotrophic microorganisms build organic molecules using energy obtained from inorganic sources; in this case ammonia and nitrite are oxidized sequentially oxidized to nitrite and nitrate. The overall nitrification reaction is given by the equation below: At a concentration of 50 mg/L, ammonia nitrogen will start to adversely affect the biological process. It was a prerequisite that this value is not exceeded in the influent. The ammonia nitrogen was oxidized to nitrate nitrogen and it is dependent on several factors such as pH, DO and MLSS concentration. From this experiment, a clarified effluent was produced with very low ammonia nitrogen concentration. The average percentage removal of ammonia is 85.3 % with a peak of 96.5 %. Yet, some of the values have not reached the permissible limit for discharge. The graph shows variation in the nitrate nitrogen concentration. The latter had a value of 28 mg/L which gradually increased to 324 mg/L for the fifth cycle. Nitrification was taking place but at reduced rate. At the start of the fourth cycle, the colorimetric method for determining nitrate nitrogen concentration became inappropriate due to increase in sample colour. Thus, it resulted in erroneous values. The COD level was reduced at the end of each cycle, showing that organic and inorganic compounds were consumed by the microorganisms. But this reduction was not significant as the amount of biodegradable fraction was few. It is believed that the leachate consists of approximately 50 % of hard COD based on previous works. These inert fractions will not exert an oxygen demand. The result may not comply with discharge limit for COD but its disposal may be considered to be safe. Denitrification Nitrification is usually accompanied by the denitrification process. Wastewater with a high nitrate concentration cannot be discharged in the environment; otherwise it may result in groundwater contamination. Denitrification is a biological process engaging facultative heterotrophic microorganisms. The nitrification phase was stopped and the denitrification was started during the sixth cycle. The nitrate nitrogen concentration was 306 mg/L. For denitrification to take place, the following criteria were needed: Anoxic phase was created by aeration cut-off 3.7 mg/L of COD required per mg of nitrate nitrogen reduced The first criterion was not satisfied as the DO concentration never reached the value of less 0.5 mg/L even after 5 hours of monitoring. Carbon source was provided by the addition of acetic acid but however this amount was insufficient. This might have cause the failure of the denitrification process. Combined Treatment of Landfill Leachate with Domestic Wastewater 5.5.1 Domestic Wastewater Characterization The sample has a low concentration of the contaminants, mainly because the sample was collected during a rainy period. The sample is characterized by highly biodegradable COD, since during the operation for 100 % DWW by volume a reduction of 179- 33 mg/L was achieved. The sample was slightly coloured and for nitrate nitrogen testing, a dilution factor of 100 was needed which may has induced an error in the reading. Phosphate was present in the sample, not in high amounts but it was more than that was present in the leachate. 5.5.2. Variation in Dissolved Oxygen Concentration For biological treatment to occur, a dissolved oxygen concentration of greater than 2 mg/L is necessary. Otherwise, the microorganisms will not survive as they are strict aerobes. For this labscale experiment, the DO was found to be highly greater than the limit at the start and at the end. 5.5.3. Variation in Dissolved Oxygen Concentration For combined treatment, no phosphate buffer was needed and alkalinity was provided by lime and sodium hydroxide. The graph shows the amount of alkalinity consumed over each cycle. When compared to the amount of ammonia nitrogen oxidized, the theoretical values of alkalinity consumed do not match the experimental ones. It has been observed that the pH in the effluent was higher than that in the influent. The pH value during the reaction was slightly above 8. This pH is not favourable to the microorganisms for nitrification. 5.5.4. Variation in COD Level The reduction in COD level is low with increasing leachate volume. Due to the adverse effects of ammonia concentration, most of the microorganisms have died resulting in fewer consumption of organic matter. At 2.5 and 5 %, the COD values comply with the discharge limits and based on the effluent may be discharged in the environment for this parameter. 5.5.5. Variation in Ammonia and Nitrate Nitrogen Removal Figure 5.10: Variation in Ammonia nitrogen and Nitrate Nitrogen concentration for co treatment The domestic wastewater contained a low concentration of ammonia nitrogen and was rapidly treated to meet the discharge limits for land and surface waters. As the percentage leachate was increased, treatment became more and more difficult as the microorganisms were subjected to increasing ammonia toxicity. At 17.5 % of leachate by volume, the nitrification process was inhibited and the ammonia toxicity was found to be approximately 160 mg/L. After 16 hours of aeration, the maximum ammonia nitrogen removal was achieved at 2.5 % of leachate by volume. CHAPTER 6 DESIGN 6.1. Designing a sequencing batch reactor The design is based upon experimental values obtained and the following assumptions; The maximum ammoniacal nitrogen concentration is 1800 mg/L in the raw leachate. For the year 2007, a total volume of 100 858 m3 was discarded and thus the daily leachate volume approximately equals 330 m3. An ammonia nitrogen concentration of 50 mg/L will adversely affect the microorganisms. A peaking factor was applied to the amount of leachate generated as it is highly dependent on the rainfall amount. The following sequence was set for the reactor: Influent ammonia from raw leachate: 1800 mg/L Dilution factor: 1800/50 = 36 Daily leachate volume = 330 m3 Peaking factor = 2.5 Design volume = 2.5 330 = 825 m3 Volume of leachate that can be treated for 20 hours of reaction time = (825/ 24) 20 = 687.5 m3 Leachate volume to be stored = 825-687.5 = 137.5 m3 Reactor volume needed = volume of leachate dilution factor = 687.5 36 = 24750 m3 Tank volume 25000 m3 Number of tanks to be used = 5 Volume of 1 tank = 25000/5 = 5000 m3 A dosing station is required in order to provide nutrients, alkaline buffer and carbon source for denitrification. Nitrification kinetics (Eckenfelder,2000) The nitrogen to be oxidized can be computed from Nox = TKN (NH3-N)e (0.08 aH . Sr) SON Nox = Oxidized nitrogen (NH3-N)e = Ammonia nitrogen concentration in the effluent = 1 mg/L (assumed value) SON = non degradable organic fraction =1 mg/L aH = Sludge mean yield coefficient = 0.5 Sr = soluble substrate removed = 65.2 mg/L (based on experimental results) TKN = Total Kjeldahl Nitrogen From literature, ammonia nitrogen forms 70 % of the TKN. The influent ammonia nitrogen concentration is 50 mg/L, given a TKN value of 62.5 mg/L. Nox = TKN (NH3-N)e (0.08 aH . Sr) SON = 62.5 1- (0.080.565.4)-1 = 57.9 mg/l Oxygen required = 4.33 Nox = 4.33 57.9 = 250.71 mg/L Alkalinity required = 7.15 Nox = 7.15 57.9 = 414 mg/L 0.251 kg/ m3 are needed as aeration requirement and0.414 kg/ m3 alkalinity provision. In order to maximize on efficiency of the diffuser system, the depth of the tank has been reduced as well as for easier maintenance purposes. There is a restriction for sizing the radius of the tank as inadequate zones of mixing have to be minimized. 6.2. Design of a tank for combined treatment From the experimental results, the optimum leachate percentage was found to be at 2.5% for 16 hours of reaction time. A daily volume leachate of 330 m3 is generated and the daily flow at St Martin wastewater treatment plant approximates 60 000 m3. The flow is sufficient enough to accommodate the landfill leachate. 6.3. Tank sizing Peaking factor = 2.5 Design flow = 330 2.5 = 825 m3 Tank volume = 825 m3 The tank has dimensions 11 m 15 m with a depth of 5 m. The tank will accommodate a leachate volume of 825 m3. The leachate is mixed and aerated where it will enter the existing treatment system at a very low rate. Hence, the leachate will not disturb the system and treatment of leachate is carried out. CHAPTER 7 CONCLUSIONS AND RECOMMENDATIONS The aim of the project was to the study of nitrification of landfill leachate and choosing a suitable treating system to eliminate key contaminants. Two treatment options were identified both being biological in nature namely, operating a sequencing batch reactor and the combined treatment with domestic wastewater. Both treatment options are usually described as being cost effective and easier to operate. This part of the chapter deals with some notifications made throughout the project and some recommendations that could help to improve the method of treatment. 7.1. Comparison between SBR and Co treatment As it can be seen from the above table, the operation of a SBR implies greater costs than co treatment. The daily volume of leachate that can be treated is less for the SBR. There is an extensive land use for the construction the sequencing batch reactor. The amount of input such as buffer solution, nutrients and aeration for co treatment is less. The SBR needs to work in conjunction with other treating systems in order to meet the permissible limits. Hence, co treatment turns out to be simple and cost-effective process for leachate treatment. 7.2. Recommendations After the operation of the SBR, usually a secondary treatment is applied to polish the treated wastewater. It can be noted that the effluent has not met the discharge limit for land/ surface waters. Therefore, a secondary treatment option is needed and can be in the form of addition of powdered activated carbon, reed beds or ozonation. There was a significant drop in pH level during the whole treatment process. As illustrated in the design part, the amount of alkalinity required is quite significant and will incur high costs. The operation of a denitrification phase just after the nitrification one is beneficial as the amount of alkalinity required can be reduced by two. For the combined treatment, uniform mixing is required before the wastewater enters the aeration unit.

Taking a Look at Capital Punishment - 1080 Words

Since 1608, legal systems have used capital punishment as justice. â€Å"As of November 2014, 32 states have the death penalty. There have been a total of 1348 executions from January 1977 to the end of 2014† (capitalpunishmentuk). The capital punishment only affects those who sentenced in the crime of rape or murder. The most popular death method is lethal injection. There are other options such as â€Å"electrocution, hanging, shooting, and the gas chamber† (capitalpunishmentuk) but theses alternative options are used very rarely. Honorable disagreement, unproductive deterrence, and debatable constitution laws are among many undisputable arguments framed against the death penalty. Thus leaving humanity to want the capital punishment eliminated. Capital punishment is basically assisted suicide. State and Federal prisons should not have the power to take a human’s life. The American Civil Liberties Union expresses, â€Å" It is immoral in ‘principal, and u nfair and discriminatory is practice . . . no one deserves to die.† Murder is sinful in all ways no matter how you specify it. The Jewish Social Policy Action Network disfavors capital punishment in our time today, â€Å"Our position is compelled by a moral imperative, our belief that the death penalty is immoral . . .that it is at odds with our bests traditions.† The Bible states that death should be held accountable for all victims who pledged guilty for murder; the bible was made 3500 years ago. Humanity is flourishing; we can not relyShow MoreRelatedTaking a Look at Capital Punishment1003 Words   |  4 PagesCapital punishment is a topic highly debated upon. For years the court systems have been debating whether the criminals deserve this strict punishment or not. However, despite the verdict from the judge, people have still been divided on whether capital punishment does more harm than good. A major subject that comes up is if the government has a justifiable r eason for killing convicted people. Some only look at the negative but there are plenty of reasons why this is a positive action. Capital punishmentRead MoreTaking a Look at Capital Punishment677 Words   |  3 Pagesdeath penalty for alleged criminals in the United States needs to change because there is an unacceptable number of posthumous exonerations, and a negative generational impact on the family of the accused. The death penalty is a common method of capital punishment in the United States, used mainly for serious crimes such as murder. Currently, there are five different authorized methods of execution in this country: hanging, electrocution, lethal gas, firing squad, and lethal injection. Of these five,Read MoreTaking a Look at Capital Punishment1004 Words   |  4 PagesFurman had four main arguments: most western nations had abolished capital punishment because it was an unsuccessful way to deter crime; juries only handed out about 100 death penalties each year, and only about 50 prisoners were sentenced to death so capital punishment was not being issued objectively; national prison records stated that executions almost always involved black prisoners; and the only reason why capital punishment had not been abolished in the United States is because legislaturesRead MoreTaking a Look at Capital Punishment606 Words   |  2 PagesWould you rather want the murderer of your loved one to have a capital punishment or do you want them to spend their entire life in a prison cell? That question raises a lot of controversy to the public because of the capital punishment. To prevent criminals from killing they are given a capital punishment who has committed horrendous crimes to satisfy oneself, but many people think that criminals shouldnt be given death penalty because it decreases the value of life. In the article â€Å"Death andRead MoreTaking a Look at Capital Punishment2178 Words   |  9 PagesCapital punishment also known as the death penalty is a sentence which requires the use of deadly force on high risk inmates. This form of punishment has become a controversial topic for many debates. 58 nations are currently using capital punishment in their justice systems, 97 countries have decided to abolish it completely. Canada decided to abolish capital punishment from the Canadian Criminal Code in 1976, and many argue whether the abolishment had any positive outcom e on Canada’s justice systemRead MoreTaking a Look at Capital Punishment764 Words   |  3 PagesDeath penalty is also known as capital punishment. Capital Punishment is a penalty of execution, administered to someone legally convicted of a capital crime. The death penalty was established in America in 1608. The British influenced America to use the death sentence. The first recorded practice of the death penalty in America was to Caption George Kendall in Virginia, he was found guilty of being a spy for Spain. However, the death penalty came long before Captain George Kendall. The first establishedRead MoreCessation of Life: Who are we to choose?- A look into the Death Penalty686 Words   |  3 Pages The topic of capital punishment is a hot one. Human beings are capable of doing some monstrous things. For a victim of a heinous crime, sometimes the only justice seems to be an eye for an eye. And most of the time those victims look to our court systems to provide that justice. But is death the answer? I believe that with human fallibility and the fallibility of our court system as variables, that a sentence that cannot be overturned should not be passed down in any case, especially when thatRead MoreA Hanging By George Orwell1141 Words   |  5 Pagesconvey his argument against capital punishment. Orwell as an officer of the law is sworn to enforce the laws of the state, even if he disagrees with them morally. Orwell wrote â€Å"A Hanging† using an event he acted in to describe his point on why capital punishment is a crime against nature. Although as a police man he could not oppose the law, his story â€Å"A Hanging†, Orwell shows his opposition through many s ymbolic forms. Like Orwell I too am against capital punishment, by writing â€Å"A Hanging† GeorgeRead More Capital Punishment Essay - Justice in Retribution1470 Words   |  6 PagesCapital Punishment: Justice in Retribution       The American government operates in the fashion of an indirect democracy. Citizens live under a social contract whereby individuals agree to forfeit certain rights for the good of the whole. Punishments for crimes against the state are carried out via due process, guaranteed by the Fourteenth Amendment. The use of capital punishment is decided by the state, which is legal in thirty-seven states. It is a moral imperative to protect the states rightsRead MorePersuasive Essay On Capital Punishment906 Words   |  4 PagesWhen talking about social injustices, capital punishment is the worst one of all. It is the final straw of any government sanctioned disciplinary action. There is no going back, no reversing or patching up mistakes. When a government makes the decision to exact capital punishment on someone, that’s it. They can no longer redeem themselves, atone for their sins, and try to contribute to society in a good, well-mannered way because they will no longer exist i n this world. This act of ‘justice’ is clearly

How Nature And Nurture Affects Intelligence - 1867 Words

Jena Massing Mrs. Behrend AP Seminar November 20, 2015 How Nature and Nurture Affects Intelligence Most people believe that Intelligence Quotient (IQ) tests are a good way to measure intelligence. IQ tests are actually pretty bad at measuring intelligence (Rivas 1). Due to this, we wonder how intelligence can be measured and what affects it. How we understand things is a big part of humanity and many studies have been conducted to try to determine what affects intelligence. Researchers have come up with two words, nature and nurture, which are used to describe the factors that affect intelligence. Nature refers to the genetic sources that influence intelligence while nurture is the environmental sources that affect intelligence. Nature and nurture actually collaborate together to affect intelligence as a whole. How intelligence is influenced is a very important topic, because if we can pinpoint what causes one person to have more intelligence than another, we can develop programs and studies to allow the intelligence of the human race to prosper at a faster pace, making our society better as a whole. On the nature side of this argument, the authorI hasve discovered how gene sources influence our lives through relational processing and how children and their parents IQ scores correlate. On the nurture side of this argument, I have learned how prenatal and postnatal experiences have been found to affect intelligence and how an unstable environments can be detrimental to aShow MoreRelatedHuman Behavior: Nature vs. Nurture Essay1733 Words   |  7 Pageshave argued the Nature versus Nurture debate for decades. This debate is about the degree to which our environment and heredity, affects our behavior and developmental stages. 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Naturally, the nature versusRead MoreJames Flynn s Creation Of The Flynn Effect925 Words   |  4 PagesAlfred Adams Ms. D Psychology 3/15/16 Chapter 10 Intelligence Essay Intelligence is defined as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. We can measure a person’s intelligence by assessing an individual’s mental aptitudes using numerical scores. Psychologists are currently still arguing whether intelligence is inherited or acquired. Nature is focuses more on genetics and hormones while. Nurture, on the other hand, focuses on external factorsRead MoreDevelopment Across the Life Span: Nature Versus Nurture Essay examples1666 Words   |  7 PagesDevelopment Across the Life Span: Nature versus Nurture Barry University What is Nature versus Nurture? Development across the lifespan is one of the most interesting areas of psychology. The word development refers to human development which can be defined as â€Å"the scientific study of changes that occur in people as they age from conception until death.† (Ciccarelli, amp; White, 2009)Psychologists study this developmental change over time through several different methods. The book highlightsRead MoreAdoption : Nature Vs Nurture1216 Words   |  5 PagesEric Fraley 4th hour English 3 Mrs. Laluzerne Jan, 12, 2016 Adoption Nature vs Nurture What makes someone an unique individual? Centuries of ancestors, genetics, evolution and heredity, or is what makes someone who they are based simply on how they were raised and what sort of environment they were raised in? The idea of Nature vs Nurture was created in 1869 in a book called Hereditary Genius by Francis Galton. In his book, he explains his findings on his exploration of the inheritance andRead MoreNature Vs Nurture : Is It Nature Working With Nurture?1550 Words   |  7 PagesIs the question really Nature versus Nurture or is it Nature working with Nurture? These two forces work together to form a person throughout his or her life. Some scientists believe that personality is based on genetic predispositions, which is known as nature. Other scientists believe the way a person acts is from life experiences, the way a person is taught, and the environment in which a person grew up is known as nurture. In all honesty, the two go hand in hand. One side may pull a bit ha rderRead MoreThe Evolutionary Factors That Have Shaped The Genetics That We Inherit From Our Parents1049 Words   |  5 PagesINTRODUCTION NATURE This refers to all the evolutionary factors that have that have shaped the genetics that we inherit from our parents. Nature determine the range of our human potential.Naturists believe that the knowledge humans have about the world is innate. Therefore human development is determined by heredity. NURTURE This has to deal with our environment; it refers to all the environmental factors that have influenced us since we began to grow. Nurture affects the way our human potentialRead MoreThe Power of Nature and Nurture Essay1562 Words   |  7 Pagesdebate on nature versus nurture has been a mystery for years, constantly begging the question of whether human behavior, ideas, and feelings are innate or learned over time. Nature, or genetic influences, are formed before birth and finely-tuned through early experiences. Genes are viewed as long and complicated chains that are present throughout life and develop over time. Nature supporters believe that genes form a childs conscience and determine ones approach to life, contrasting with nature is theRead MoreThe Child s Home And School Life1477 Words   |  6 Pagesthan their chronological age. Intellectually gifted students can be classified as having an excellent comprehension, being high in curiosity, motivation, independence, and havi ng superior humor (Davis, Rimm, Siegle, 2011). In order to understand how the home and classroom environments foster, create, and hinder the growth of my intellectually gifted student, it is important to consider the different relationships in the child’s home and school life. Urie Bronfenbrenner created the ecological modelRead MoreThe Debate On Nature Vs Nurture Essay1435 Words   |  6 Pageshistory of the debate on nature vs nurture continues to be a controversy, more and more psychologists start to rise from both sides of the argument. The earliest evidence can be traced back to the time of John Locke, who believes that our minds are blank slates and only experience can write override it. Despite the main focus of the issue being how environment transact to influence development, psychologists today continue to argue on the issue of nature vs nurture. Intelligence is more of a concept

Romeo Juliet, Compare and Contrast free essay sample

In the 1968 film, Benvolio shows up to stop the fight between the Capulet servants and the Montague servants. After the fight scene, the Montagues ask Benvolio where Romeo is. In the 1998 version, Montague and Lady Montague seem almost disgusted that Romeo is out sulking. The 1968 film portrays his parents as feeling sympathetic for their son. When Benvolio does find Romeo, Romeo is supposed to explain his heartbreak to Benvolio. The 1998 film does just that while the 1968 film completely cut it out of the movie. Romeo is supposed to be someone who is love-struck and confused but the 1998 film portrayed him as someone who had reasons for his actions. In scene 2, both films showed Paris asking Capulet or Juliet’s hand as written although the 1998 version tried to display just how wealthy the Capulets are. When the scene cuts to Benvolio telling Romeo to forget about Rosaline, the 1968 film cut that part out along with the scene where Benvolio convinces Romeo to go to Capulet’s party. We will write a custom essay sample on Romeo Juliet, Compare and Contrast or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In scene 3, Lady Capulet speaks to Juliet about Paris’s marriage proposal. The 1968 film showed Lady Capulet get irritated with the nurse’s constant banter. The 1998 film doesn’t show the nurse speaking much at all in this scene. The scene didn’t show how much of a mother-figure the nurse was to Juliet. The 1968 film shows that and how much the nurse loved Juliet like a daughter. The next scene shows Romeo, Benvolio, their friend Mercutio and others going to the party. Mercutio talks to Romeo about love using the fairy Queen, Mab, s his analogy. His joke of a speech suddenly turns into something serious. Romeo calms him down and Mercutio admits that his speech meant nothing. Both films portrayed Mercutio as someone to follow and respect. But in the 1998 film, Mercutio’s character is a drag queen while the 1968 film portrayed Mercutio’s character as a regular man. When Romeo was left to decide whether love was a beautiful thing or not, the 199 8 film used a drug for him to make his decision. The 1968 version did not. Scene 5 is where Romeo and Juliet finally meet. The part where Romeo spots Juliet dancing, he sees her dancing with Paris in the 1998 film. The 1968 film shows her dancing with a crowd of people. After their kiss, the 1998 film shows Lady Capulet and Paris looking for Juliet. They try and evade them but the nurse comes for her. In the 1968 film, the nurse goes looking for Juliet herself for Lady Capulet. Instead of running away, Juliet tells Romeo to hide. Shortly afterwards, the two lovers discover that they are supposed to be sworn enemies. In both films, Romeo and Juliet are equally horrified.

Syllabus Planning Essay Example

Syllabus Planning Essay Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden. 1987). It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order. We will write a custom essay sample on Syllabus Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language. The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the years as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred purely, but in practice, these types rarely occur independently. Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure. The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items. The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exist many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom. Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is learner- rather than subject-centered (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional Syllabus Wilkins criticism of structural and situational approaches lies in the fact that they answer only the how or when and where of language use (Brumfit and Johnson. 1979:84). Instead, he enquires what it is they communicate through language Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need. Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that language functions do not usually occur in isolation and there are also difficulties of selecting and grading function and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented Syllabuses Process-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhus (1979) Bangalore Project is a classic example of a procedural syllabus. Here, the question concerning what becomes subordinate to the question concerning how. The focus shifts from the linguistic element to the educational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology. A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meaningful tasks, enhances learning. (ii)Learner-Led Syllabus The notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed. Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically attempts to develop an overall competence†. It consists of a number of elements within the main theme playing a linking role through the units. This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, not what will be learned. This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1. Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adjustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be a chieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus. By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately assessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject a nd a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered. Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps st udents to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of technology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What le vels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning Id like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom? Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy? Research skills? Writing skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations ? Laboratory equipment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due? Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. L ong, R. W. and Russell, G. (1999) Student Attitudinal Change over an Academic Year. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design. Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Noble Gases Properties

Noble Gases Properties The right column of the periodic table contains seven elements known as the inert or noble gases. Learn about the properties of the noble gas group of elements. Key Takeaways: Noble Gas Properties The noble gases are group 18 on the periodic table, which is the column of elements on the right side of the table.There are seven noble gas elements: helium, neon, argon, krypton, xenon, radon, and oganesson.Noble gases are the least reactive chemical elements. They are nearly inert because the atoms have a full valence electron shell, with little tendency to accept or donate electrons to form chemical bonds. Location and List  of the Noble Gases  on the Periodic Table The noble gases, also known as the inert gases or rare gases, are located in Group VIII or International Union of Pure and Applied Chemistry (IUPAC) group 18 of the periodic table. This is the column of elements along the far right side of the periodic table.  This group is a subset of the nonmetals.  Collectively, the elements are also called the helium group or the neon group. The noble gases are: Helium (He)Neon  (Ne)Argon (Ar)Krypton (Kr)Xenon (Xe)Radon (Rn)Oganesson (Og) With the exception of oganesson, all of these elements are gases at ordinary temperature and pressure. There havent been enough atoms produced of oganesson to know its phase for certain, but most scientists predict it will be a liquid or solid. Both radon and oganesson consist only of radioactive isotopes. Noble Gas Properties The noble gases are relatively nonreactive. In fact, they are the least reactive elements on the periodic table.  This is because they have a complete valence shell. They have little tendency to gain or lose electrons. In 1898, Hugo Erdmann coined the phrase noble gas to reflect the low reactivity of these elements, in much the same way as the noble metals are less reactive than other metals.  The noble gases have high ionization energies and negligible electronegativities. The noble gases have low boiling points and are all gases at room temperature. Summary of Common Properties Fairly nonreactiveComplete outer electron or valence shell (oxidation number 0)High ionization energiesVery low electronegativitiesLow boiling points (all monatomic  gases at room temperature)No color, odor, or flavor under ordinary conditions (but may form colored liquids and solids)NonflammableAt low pressure, they will conduct electricity and fluoresce Uses of the Noble Gases The noble gases are used to form inert atmospheres, typically for arc welding, to protect specimens, and to deter chemical reactions. The elements are used in lamps, such as neon lights and krypton headlamps, and in lasers. Helium is used in balloons, for deep-sea diving air tanks,  and to cool superconducting magnets. Misconceptions About the Noble Gases Although the noble gases have been called the rare gases, they arent particularly uncommon on Earth or in the universe. In fact, argon is the 3rd or 4th most abundant gas in the atmosphere  (1.3 percent by mass or 0.94 percent by volume), while neon, krypton, helium, and xenon are notable trace elements.​ For a long time, many people believed the noble gases to be completely nonreactive and unable to form chemical compounds. Although these elements dont form compounds readily, examples of molecules containing xenon, krypton, and radon have been found. At high pressure, even helium, neon, and argon participate in chemical reactions. Sources of the Noble Gases Neon, argon, krypton, and xenon all are found in air and are obtained by liquefying it and performing fractional distillation. The major source of helium is from the  cryogenic separation of natural gas. Radon, a radioactive noble gas, is produced from the  radioactive decay of heavier elements, including radium, thorium, and uranium. Element 118 is a man-made radioactive element, produced by striking a target with accelerated particles. In the future, extraterrestrial sources of noble gases may be found. Helium, in particular, is more abundant on larger planets than it is on Earth. Sources Greenwood, N. N.; Earnshaw, A. (1997). Chemistry of the Elements (2nd ed.). Oxford:Butterworth-Heinemann. ISBN 0-7506-3365-4.Lehmann, J (2002). The Chemistry of Krypton. Coordination Chemistry Reviews. 233–234: 1–39. doi:10.1016/S0010-8545(02)00202-3Ozima, Minoru; Podosek, Frank A. (2002). Noble Gas Geochemistry. Cambridge University Press. ISBN 0-521-80366-7.Partington, J. R. (1957). Discovery of Radon. Nature. 179 (4566): 912. doi:10.1038/179912a0Renouf, Edward (1901). Noble gases. Science. 13 (320): 268–270.

Analysis of Organizational Behaviour Essay Example | Topics and Well Written Essays - 750 words

Analysis of Organizational Behaviour - Essay Example These writers stress the importance of both ethical understanding and self-efficacy, stating that in order to ensure good ethical practice it is important that the leader and decision maker has sound knowledge and the necessary experience. However, experience gained in one cultural situation may well be different from those in another culture. The executive in Japan, for instance, will have a very different knowledge set from one who has worked only in Arabia. I can back this up from my personal experience of working in a multi-cultural situation. Kuwait has more or less equal numbers of Kuwaiti nationals and foreigners. The non-nationals come from a variety of countries and this results in a mixture of ideologies, religions and general outlook on life. For example, someone from Lebanon will see his work and go about his tasks is different from an Indian employee. The same is true for many others ex-patriates. There are of course similarities, but always some differences between for example Asians and Arabians. In such a multi-cultural environment the wisdom and efficiency of leaders in building and maintaining good ethical codes and practices are very important. As he uses the knowledge and experience he already has and is gaining over time, a leader gets ever stronger and gains confidence when it comes to making ethical decisions. Confidence in one’s own ability and strengths means a greater ability to be a strong and confident leader when dealing with a variety of situations. In our organization practicing good ethics is not easy. This is not because of leadership deficiencies when it comes to decision, but because of the variations in cultural outlooks of employees despite good communications. The authors cited have talked about the problems of global business with its mix of cultures and ethical ideas.

Project Management Essay Example | Topics and Well Written Essays - 750 words - 1

Project Management - Essay Example Summary of the article and exploration of the raised issues The article identifies Mark Bew as the man who is in charge of ensuring that government contractors subscribe and adhere to Business Information Technology. He heads a government agency whose role is to ensure application of BIM and recounts that significant progress has been achieved over the scope of his work and that of his agency. Even though the application promises a higher level of efficiency and reduced costs, it has been a difficult task convincing both government departments and contractors to adapt BIM. In its scope of reducing the cost of government constructions, the application faces both culture and technology based challenges. While technological developments empower institutions to BIM’s application, only about 33 percent of professionals applied BIM by the year 2011. This was an improvement from the recorded 13 percent in the year 2010 and about 75 percent of the professional who were informed of the application promised to use it in the year 2012. The application has also been poorly defined and this could be a factor to its low rate of use besides different opinions and expectations from stakeholders. The different groups of stakeholders report their developed concerns, to Bew, that are then forwarded to the cabinet for consideration. BIM also operates in different levels of shared information. Level 2 BIM reserves proprietary rights while level 3 BIM is more open. Its information disclosure is however similar to the current impacts of the social media and should therefore not pose serious threats. The swift implementation of BIM and its associated jargon has also identified differences among stakeholders. â€Å"Culture and integration† is one of the bases of such differences, as some of the stakeholders believe that implementing the application requires a preliminary cultural transition and development of a level of integration (Construction Manager, 18). The amount o f information to be shared in the model is another concern of the different stakeholders with opinions that the government would require more than necessary data from subscribing parties. Balancing scorecard in application of BIM is another identified concern because of the government’s procurement need that prioritizes the lowest bidder and the need for BIM compliance since the lowest bidder may lack the compliance as opposed to the most costly bidder. Other issues that application of BIM faces include â€Å"finding a wider audience,† â€Å"integrated project insurance,† and â€Å"charter for new consultants† (Construction Manager, 20). Crotty however identifies a competitive advantage and efficiency from contractors’ application of BIM as benefits because of the precision in description of construction components and ease in identification of contractors’ products (Construction Manager, 2012). Development and application of Building Inform ation Modelling has marked a significant transition in the construction industry, from two dimensional drawings that required multiple representation and could still not be interpreted by computers, to a three dimensional models that are can be interpreted by computer systems (Easman, 2009). The new approach applies computer software for managing data (Chartered Institute of building, 2011). The application has diversified advantages such as