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The Effects Of Hurricane Katrina On The United States

Sometimes it takes a natural disaster to reveal a social disaster-(Quinn, 2006) The above quote was spoken by a Mr. Jim Willis and quoted by the Washington Post. It summarized perfectly how a natural disaster has the ability to unmask the disparities of society. On August 29th, 2005, a moment in American history was being created. This moment has come to be known as Hurricane Katrina. Her high wind speeds and three days of endless rain led to numerous deaths and astronomical amounts of damages for the residents of Louisiana and Mississippi. Although her terror only lasted for three taunting days, just like the residue she left behind, she also left residents with emotional, physical, and psychosocial scars. The onset of Hurricane Katrina proved to be the very element that separated the economically challenged residents of New Orleans from financially stable residents. The residents who resided in the suburbs were able to evacuate early because of accessibility to more resources. Inner city residents were forced to wait on the arrival of Katrina. This ideology of the residents and the authorities led to a reactive approach being employed in efforts to save inner city residents. Although the efforts did save some residents, the emotional blow had already been received and soon would be reopen with the acceptance of less than adequate rescue accommodations. According to Jacqueline Rhoads, Faye Mitchell, and Susan Rick (2006) Hurricane Katrina only added to the stress of theShow MoreRelatedHurricane Katrina: Analysis And Summary Of Articles1. .1567 Words   |  7 PagesHurricane Katrina: Analysis and Summary of Articles 1 Hurricane Katrina: Analysis and Summary of Articles Micheal Boor GO125DL Natural Disasters Park University Ms. Jill Lockard 09 April 2017 Hurricane Katrina: Analysis and Summary of Articles 2 Abstract The intent of this paper will be to analyze and summarize scholarly case studies and news articles concerning the flooding caused when Hurricane Katrina made landfall in Louisiana in 2005. Additionally, this paper will provideRead MoreEmergency Planning And Response Plan1190 Words   |  5 PagesIn any conceivable emergency disaster situation there are portions of the population which are more vulnerable to the effects of the situation. These socially vulnerable populations include elderly, disabled, and the lower socioeconomic class living in impoverished neighborhoods, which will be the focus of this paper. The lower and impoverished population are vulnerable in the majority of emergency situations, and with the founding of the National Weather Service and the National Oceanic and AtmosphericRead MoreEffects Of Hurricane Katrina On Impoverished New Orleans Essay1738 Words   |  7 Pages The Effects of Hurricane Katrina on Impoverished New Orleans Brianna Algazali Sociology 2410 December 16, 2016 Abstract Hurricane Katrina will forever be noted in United States history as one of the worst natural disasters to hit the states. Within its wake, Hurricane Katrina left thousands of Americans dead and many more homeless with no place to call home. A vast majority of the homeless were already living in poverty in New Orleans, where Hurricane Katrina hit the hardest. PeopleRead MoreHurricane Katrin The Unforgettable Pain Of American1119 Words   |  5 PagesHurricane Katrina, The Unforgettable Pain of American Hurricane Katrina is the unforgettable pain of American. In April 2005, a fifth hurricane caused serious damage in New Orleans. The city was full of dead bodies, some were found in the attic of the house, some were found soaked in foul water. The economic losses caused by Hurricane Katrina had estimated to at least seventy-five billion dollars, and it became the most damaging hurricane in the United State history. According to NationalRead MoreHurricane Katrina And Its Impact On The United States1592 Words   |  7 PagesHurricane Katrina is considered as one of the worst hurricanes ever recorded in the history of the United States. It was the sixth strongest Atlantic hurricane ever and the third strongest on record that had reached the United States (Chambers, 2007). According to Brinkley (2006), the hurricane occurred on August 29th, 2005, and had a massive physical impact on the land and to the residents of New Orleans City .Before the hurricane; there was massive des truction of the wetlands besides constructionRead MoreNew Orleans : Hurricane Katrina1686 Words   |  7 Pagesof Mother Nature became to be known as Hurricane Katrina, a category 5 hurricane with gusts peaking at 174/mph according to the Safir- Simpson wind scale (SSHS). With this Hurricane having its path directly on a city only being on average 1-2 feet below sea level, it created conditions for serious havoc (NOAA, 2012). The aftermath left a serious physical imprint on the city, which has the potential to never be removed. This imprint left by Hurricane Katrina caused extensive damage to 134,000 housingRead MoreRace, Hurricane Katrina, and the Aftermath Essay1125 Words   |  5 Pages â€Å"George Bush doesn’t care about black people.† these are the words that Kanye West spoke during a Hurricane Katrina fundraising concert. Not only did the sentiment expressed with those words resonate with many Americans watching the concert that day, but observing the p ost Hurricane Katrina aftermath some would go a step further and argue that the United States government doesn’t care about black people. Although there were several events in the history of this country that would lead oneRead MoreThe Storm Surge Of The Hurricane1487 Words   |  6 PagesWhoosh! Snap! Help me! Hurricanes are natural disasters that are treacherous and lethal to the living things on this planet. The term hurricane refers to â€Å"cyclones† over the Atlantic Ocean, or the eastern Pacific Ocean (Ouellette 8). They are formed out over the sea, and they can bring high walls of water towards the inland, which is generally alluded to as a storm surge. A storm surge is a humongous wall of ocean water which can be as tall as 20 feet, or 6 meters, high, or even taller at timesRead MoreHurricane Katrin A Horrific Day For The City Of New Orleans1605 Words   |  7 PagesAugust 29, 2005, was a horrific day for the city of New Orleans. That day was when the dead ly storm Hurricane Katrina hit the city of New Orleans. It was one of the worst hurricanes in the United States history. On August 28, 2005, Katrina was upgraded to a category five hurricane, which is the worst category that a hurricane can be named. A category five hurricane means catastrophic damage will occur since the wind was going 157 miles per hour or higher. Ray Nagin the mayor of New Orleans calledRead MoreDoes Global Warming Have An Effect Hurricane?1591 Words   |  7 PagesDoes Global warming have an effect Hurricane? Are Hurricanes being effective by global warming? Many studies have been conducted to look at the effects of global warming on hurricanes. Since Hurricane Katrina, Rita and Wilma pounded the Gulf of Mexico in 2005 with gigantic force, there have been more studies into how global warming is affecting Hurricanes. However before we can answer the question does global warming effect hurricanes, we must find out what a hurricane is and how it works? Then we

Tourism Planning Environment for Bega Valley - myassignmenthelp

Question: Discuss about theTourism Planning Environment for Bega Valley. Answer: Introduction The tourism sector is a significant contributor to the Australian economy and therefore study of tourism in two different regions of Australia can help one understand the key contributors to tourism like promotion through digital media, theme based tourism, brand value, positive word of mouth and the hospitality industry like the food and wine industry (Ruhanen Whitford and McLennan 2015). Discussion Critical Review of Tourism in the Baga Valley Shire Economy Key issues of Bega Valley Tourism 1) The Bega Valley Tourism needs to attract more international visitors. 2) The Bega Valley Tourism requires more funding to improve in different areas like operations and promotion 3) The digital technology is utilized well for promotion. Policy cycle-The elements that are adequately addressed Identification of issues and analysis of issues- Tourism plays an important role in the social and economic prosperity of the inhabitants of Bega Valley. The sustainable sources of revenue in the tourism sector in Bega Valley must be identified. The economy in tourism in Bega Valley is more than the average level of tourism in the other sectors. International visitors should be attracted more in Bega Valley. The Bega Valley region shows a significant rise of tourists from the domestic market, the highest contributor of tourism in this sector being Victoria which is 60 percent. The highest percentage of tourism was in June 2014 for this sector. The top travel motivators of tourism are coastal experience, journeys of exploration and nature. For successful promotion of tourism a brand image should be created in minds of customers with the aid of components of branding like stories, images and experiences. The Bega Valley Tourism sector along with partnership of Sapphire Coast Tourism mu st focus on its strength arenas that make this tourism sector special. The Sapphire coast offers Australias one of the top sixteen nature tourism experience and is well recognized by Tourism Australia. The increasing popularity is that the growth of visitors is strong in the March and June Sector which is off-peak season. This is desirable as the rush in the peak season can be avoided by this trend. The increase in international visitors is also an increasing trend (sapphirecoast.com.au, 2017). Identification of policy solutions-The Bega Valley Tourism also makes use of digital media platform like the internet and hand held electronic devices to promote its tourism sector (Mistilis and Gretzel 2013). A digital manager takes care of all the digital activities of the tourism sector. The Bega Valley tourism sector also makes use of social media strategy by encouraging positive word of mouth and making use of the concept of other people telling the stories of travel experience in the Sapphire coast and Bega Valley. Selection of preferred alternative-The visitors can make use of WiFi services while they travel so that they can stay connected online using their hand held electronic devices. The sector has presented the journey program in the form of themes like National parks, Earth History, Walks and Historic heritage. These four themes will help to attract the attention of travelers by intriguing their interests in multiple arenas. Preferred alternative to increase regional tourism-Digital technology is used to understand behavior patterns of regional tourists. Implementation- Data mining tools can be used to implement the policy Evaluation of policy is done by feedback of visitors using digital platforms. The information which is sufficient for stakeholders The Bega Valley and Sapphire Tourism needs additional funding for improvement on multiple arenas. The funds are allocated in the areas with forty nine percent in operations, eighteen percentage in promotions and thirty three percentage in visitors centre. The information is sufficient for stakeholders as the Bega Valley in partnership with Sapphire Tourism as source of additional funding from industry contributors has also been analyzed. Critical Review of Sustainable Food and Wine Project Key issues The research paper analyses the value that is added in the tourism industry by growth of the food and wine and other hospitality industry across Adelaide hills, Fleurieu and Kangaroo Island region (rdahc.com.au, 2017). An analysis of the Australian Food Supply chain has been provided by the department of Agriculture, Fisheries and Forestry and the Australian government which makes a detailed analysis of the different food sectors industries in the hospitality industries which makes a significant contribution to tourism and the number of outlets of each industry in Australia has been depicted(Hall 2013).The main contributor to tourism sector in the RDA Region is the hospitality industry which is clearly understood from this food map analysis. The key issues like whether there is sufficient training for customer service and if the outlets are serving local food and wine which represents culture of the region has been analyzed (Hall and Gssling 2013). Policy cycle-The elements that are adequately addressed Identification of policy solutions The research paper makes an in-depth review of how the tourism sector leads to the sustainable growth of food and wine industry in the Adelaide hills, Fleurieu and Kangaroo Island region. Selection of preferred alternative- The food and wine sector in this region can be promoted by story-telling which can include both collective and individual story experiences (Peris-Ortiz et al. 2015). Branding of Kangaroo Island should be done effectively. Implementation of policy-The local industries should be connected and branding should be done with authenticity and personal relationships should be build.The branding will be done in coordination with food and wine and agriculture department. Evaluation-Increase in brand value will evaluate the policy The policy of sourcing and promotion of the food and wine industry is also analyzed (Croce and Perri 2017). The information which is sufficient for stakeholders The research paper makes an analysis of the International Visitors in the September quarter of 2013 and the revenue earned from tourism in this quarter. It is found out that China and the United Kingdom are the top contributors in the tourism sector in this quarter contributing $126 million and $60 million respectively. An analysis of regional expenditure and number of visitors has been provided. The tourism listings of Adelaide hills, Fleurieu and Kangaroo Island region has been provided with an analysis of monthly occupancy rates of hotel motels and service apartments in this region. Destination action plan for each region is analyzed. The age group of both domestic and international visitors is depicted. Farmers market and employment and skills of this region is studied in detail. It is depicted how regional branding is done and a SWOT analysis has been provided. Comparison of the two research papers The first research paper of Bega valley analyzes the use of digital platform to promote tourism. The strength of this research paper is that an analysis of different promotional campaigns which boosts tourism like theme based tourism and the role positive word of mouth and story-telling in raising brand awareness has been analyzed. The research paper makes an analysis of the weakness of the tourism sector in this region like there is an additional requirement of sustainable resources and sources of funding should be analyzed. The research paper also makes an attempt to attract more international visitors in this region. The second research paper can be contrasted with the first research paper based on the fact that there is huge revenue that is collected from international visitors in the Adelaide hills, Fleurieu and Kangaroo Island region. This paper focuses on analyzing the role of hospitality industry like food and wine industry which contributes significantly to tourism unlike the first paper (Carlsen and Boksberger 2015). Self- Reflection The assessment has improved my awareness in tourism planning as the link of digital media to promote tourism and the role of hospitality industry in tourism sector could be well understood. The assessment can help me in writing my discussion paper as critical areas of tourism sector like developing brand awareness through components of branding like story- telling, role of digital media and analysis of local hospitality industry and local employment and training skills in service sector is well understood by me from this assessment. Conclusion The critical review and comparison of research paper of tourism sectors of two different regions of Australia can help one make a well defined planning of the tourism sector. These two research paper highlights the key strength and weakness of the tourism sector in the two regions that is - in the Adelaide hills, Fleurieu and Kangaroo Island region and the Bega Valley and the Sapphire coast region. It can be understood from the assignment that building a brand image is important for tourism sector by highlighting on strengths so that a strong perceived value in the heart of customers can be created to promote tourism. Reference Carlsen, J. and Boksberger, P., 2015. Enhancing consumer value in wine tourism.Journal of Hospitality Tourism Research,39(1), pp.132-144. Croce, E. and Perri, G., 2017.Food and wine tourism. Cabi. Hall, C.M., 2013.Wine, food, and tourism marketing. Routledge. Mistilis, N. and Gretzel, U., 2013. Tourism operators' digital uptake benchmark survey 2013. Peris-Ortiz, M., Del Ro, M.D.L.C. and Rueda-Armengot, C. eds., 2015.Wine and Tourism: A Strategic Segment for Sustainable Economic Development. Springer. rdahc.com.au. (2017).TOURISM. [online] Available at: https://www.rdahc.com.au/fileadmin/user_upload/docs/DiscussionPaper_ValueAdd.pdf [Accessed 23 Aug. 2017]. Ruhanen, L., Whitford, M. and McLennan, C.L., 2015. Indigenous tourism in Australia: Time for a reality check.Tourism Management,48, pp.73-83. sapphirecoast.com.au. (2017).TOURISM. [online] Available at: https://www.sapphirecoast.com.au/wp-content/uploads/2013/06/Growing-Tourism-in-the-Bega-Valley-discussion-paper-25112014.pdf [Accessed 23 Aug. 2017]. Hall, C.M. and Gssling, S. eds., 2013.Sustainable culinary systems: Local foods, innovation, and tourism hospitality. Routledge.

Thinking about Thinking Discovering the Mechanisms of Students Learning Process

Teaching is an intrinsically complicated process, since it is based on a complex process of cognition, perception, information digestion and interpretation, which leads to developing the ability of using the newly acquired skills on a regular basis.Advertising We will write a custom essay sample on Thinking about Thinking: Discovering the Mechanisms of Students’ Learning Process specifically for you for only $16.05 $11/page Learn More Despite the explanation of learning cycle that Piaget provided, the process still remains quite obscure and, therefore, complicated, with a number of issues arising due to the individual specifics of each student and, thus, demanding that each issue should be considered on a case-by-case basis (Cameron, 2009). However, by following the principles of metacognition, one can shape the students’ attitude towards the leaning process, therefore, showing them the path to becoming lifelong learners and being able to h andle similar tasks on their own (Claxton, 2002). Before going any further, one should consider the principles of metacognition to get the general idea of the given lesson and to realize what goals and objectives the given lesson strives to achieve. As the existing sources claim, metacognition is the process of exploring the nature of knowledge, i.e., taking a closer look at the mechanisms that knowledge acquisition process is being powered by. To be more exact, metacognition is the â€Å"knowledge and beliefs that one has about one’s own cognitive resources, which is one’s knowledge about strategies and heuristics, knowledge about the nature of mathematics itself, and the knowledge one has about one’s self as a learner† (Magiera, 2008, p. 23). Therefore, with the help of metacognition, it will be possible to help the students understand the mechanics of their cognitive processes. In regard to the concept of meta-cognition, the three principles that the g iven paper is based by have to be mentioned. The principle of engaging with prior knowledge presupposes that the information acquired previously by the students, or the students’ background knowledge is used to introduce the topic of the lesson.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The principle of connecting knowledge to a conceptual framework involves the process of linking theory to practice. Finally, the idea of developing meta-cognitive thinking process means that the students should be able to track the chain of logical conclusions that they make when implementing the basics of a specific learning theory. It is essential that the lesson plan developed for the on-coming reading class is going to be based on the students’ background knowledge in accordance with the principles introduced by Donovan and Bransford –as the researchers claim, the given approach allows f or introducing the students to the idea of self-teaching and developing their ability to acquire and train new skills on their own: The more challenging tasks of metacognition are difficult to reduce to an instructional recipe: to help students develop the habits of mind to reflect spontaneously on their own thinking and problem solving, to encourage them to activate relevant background knowledge and monitor their understanding, and to support them in trying the lens through which those in a particular discipline view the world. (Donovan Bransford, 2005, p. 21) Indeed, as long as students know what they are going to accomplish by learning a specific issue, they are able to control and coordinate the studying process in order to acquire the information that they need and learn to dispose of it efficiently. In the current learning setting, adopting the strategy suggested by Donovan and Bransford means that the students could reflect on the lessons learned from the story based on thei r own life experiences and, therefore, learn to retell and interpret the information that they acquire (Hattie, 2002). After the students read the text that has been provided as one of the lesson materials, they will be able to find the obvious moral – in fact, the moral of the story so simple that the readers must feel it being literally shoved in their faces – issues (Heyward, 2004) and recall the episodes in their life when they had to deal with the same or similar moral issues (Murphy, Alexander, 2007) – or, at the very least, remember of someone in their family or neighborhood trying to handle similar moral issues. It is quite remarkable that the lack of background knowledge is literally ruled out, since misjudgments occur since people’s very first contact with reality.Advertising We will write a custom essay sample on Thinking about Thinking: Discovering the Mechanisms of Students’ Learning Process specifically for you for onl y $16.05 $11/page Learn More In regard to the given lesson, the principle that was also developed by Donovan and Bransford and that is known as the principle of connecting knowledge to the conceptual framework should; also be given a proper mentioning. When considering the specifics of the given assignment, one can note that it consists of not only analyzing the peculiarities of the choices that people – or, to be more exact, fish, in the context of the given story – have to make in their lives and the mistakes that they make as they start applying their own system of values towards the people or phenomena that they have little to no idea about, one will see distinctly the connection to the framework of concepts introduced at the very beginning of the lesson (Rutherford, 2003). Indeed, the pre-reading questions and activities provided for the students to be able to approach the story in question are clearly aimed at linking the theoretical issues learned by the students to the details of the story told by David Hill. For example, it is important that the discussion of the meaning of words that occur in the book, as well as the knowledge of W.A.L.T. takes place before the students are assigned with reading the story in question. It is crucial that the We Are Learning To concept is explained to the students prior to the analysis of the story takes place, so that the students should know what the goals of their learning process are (Nuthall, 2007). Thus, the metacognition process is launched; the students both deal with their assignment and simultaneously track the processes that take place while they read and analyze the text (Nuthall, Alton-Lee, 1994). The aforementioned process allows for transferring to the next stage of the process, which has also been brilliantly defined by Donovan and Bransford as the process of developing metacognitive thinking. Indeed, after the students start noticing the phases that they go through as they analyze the text, they will be able to discover the peculiarities of their thinking. Thus, through the careful reading of the text and the analysis of their experience (National Research Council, 2000), which is going to take place on the spot, the students will be capable of entering the metacognitive phase. The transgression to the given phase will be made considerably easier to the students as the teacher breaks the text into small paragraphs.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is crucial, though, that the given text segments should have a single clear message in them; otherwise, if there is more than one message or if there are no messages whatsoever, the students will be confused and may lose the track of the metacognition process. The results anticipated at the end of the classes are: Students learning the nature of metacognitive process; Students learning about the stages of information processing; Students realizing their specifics of information processing; Students being able to adopt the approach similar to the one shown by the teacher to any text on their own. The aforementioned lesson plan not only shapes the teacher’s perception of learning process (Bransford, Derry, Berliner, Hammerness, 2005), but also defines the nature of safe, high-quality teaching environment. Obviously, once the students have the background knowledge on the issue, they are able to handle the teacher’s assignment, which the given lesson plan shows in a graphic way. In addition, it is important that the teacher creates the environment, in which the students feel free to ask questions and get the answers that they need to understand the task and the major concepts (Snook, 2003). The given experience is crucial for a teacher, since it helps shape students’ concept of learning. Since at some point, students will leave school, they will have to learn educate themselves and be their own teachers, which the given activity trains. Therefore, for a teacher, the given lesson is both professionally significant and ethically rewarding (Clark, 2005). With that being said, it is clear that the given reading lesson is going to enhance the students’ understanding of not only how the process of reading, interpreting and discussing works, but also how their own cognitive processes are run by their brain. Thus, the students will be capable of learning even more efficiently by controlling their cognition processes and giving full accoun t of what is going on in their mind as they absorb new information (Richardson, 2001). As it has been stated above, major problems arise once students sop understanding the subject matter of the lesson at a certain stage and then are unable to recall the given stage; with a complete control over the learning process, however, the students will not only handle the current lesson in reading, but also be able to apply the given model of knowledge cognition to other issues that they will have to deal in future, and not necessarily educational ones. Reference List Bransford, J. D, Derry, S., Berliner, D., Hammerness, K. (2005). Theories of learning and their roles in teaching. In Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). San Francisco, CA: Jossey-Bass. Cameron, M. (2009). Making the induction year work for beginning teachers. In Lessons from beginning teachers: Challenges for school leaders (pp. 95-107). Wellington, New Zealand: N ew Zealand Council for Research. Clark, J. (2005). The ethics of teaching. In P. Adams, K. Vossler., C. Scrivens (Eds.). Teachers work in Aotearoa New Zealand (pp. 90-110). Southbank, Australia: Thomson/Dunmore Press. Claxton, G. (2002). Powerful learners and their learning minds: Developing the mind to learn. In Building learning power: Helping young people become better learners (pp. 13-43). Bristol, England: TLO. Donovan, M.S., Bransford, J.D. (2005). Introduction. In M.S. Donovan and J.D. Bransford (Eds.). How students learn: History, mathematics and science in the classroom (1-28). Washington, DC: The National Academies Press. Hattie, J. (2002). What are the attributes of excellent teachers? Paper presented at the New Zealand Association for Research in Education Conference, Palmerston North, New Zealand. Palmerston North, New Zealand: New Zealand Association for Research in Education Conference. Heyward, P. (2004). Why the moral is political and the political is moral. Unpub lished paper, The Faculty of Education. Auckland, NZ: University of Auckland. Magiera, M. T. (2008). Metacognition in solving complex problems: A case study of situations and circumstances that prompt metacognitive behaviors. Ann Arbor, MI: ProQuest. Murphy, P. K., Alexander, P. A., (2007). Cherishing students’ meanings while seeking change: Walking an ethical tightrope. In S. E. Israel., C. A. Lassonde. The ethical educator: Integrating ethics within the context of teaching and teacher research (pp.9-18). New York, NY: Peter Lang. National Research Council (2000). Learning: From speculation to science. In How people learn: Brain, mind, experience and school (pp.3-27). Washington, DC: National Academy Press. Nuthall, G. (2007). Understanding how students learn and remember what they learn. In The hidden lives of learners (pp. 55-79). Wellington, New Zealand: New Zealand Council of Educational Research. Nuthall, G., Alton-Lee, A. (1994). How pupils learn. Set: Research Info rmation for Teachers, 2, 1-8. Richardson, E. S. (2001). The Beginning. In In the early world (pp. 15-32). Wellington, New Zealand: New Zealand Council for Educational Research. Rutherford, J. (2003). Teaching as a moral activity. Unpublished paper. Auckland, NZ: Auckland College of Education. Snook, I. (2003). The personal in education. In The ethical teacher (pp. 78-96). Palmerston North, New Zealand: Dunmore Press. This essay on Thinking about Thinking: Discovering the Mechanisms of Students’ Learning Process was written and submitted by user Paula E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tattoo Removal - How to Remove Tattoos

Tattoo Removal - How to Remove Tattoos Tattoos are meant to be permanent, so as you might imagine, they arent that easy to remove. Generally speaking, tattoo removal involves destruction or decolorization of the tattoo ink or else removal of the skin that contains the tattoo. A surgeon usually performs one of the following procedures on an out-patient basis: Laser Surgery This is the most common procedure because it is bloodless and produces few side effects. Laser light is used to break up or decolorize the pigment molecules. The color of the laser light depends, to some extent, on the color of the tattoo. Multiple treatments may be required. Effectiveness depends on several factors, including the chemical nature of the tattoo ink. Dermabrasion The doctor abrades or sands away the top layers of the skin to expose the tattoo and remove the ink. Some discoloration or scarring may result. Incomplete tattoo removal may result if the tattoos were inked deeply into the skin. Surgical Excision The doctor essentially cuts out the portion of tattooed skin and stitches the skin back together. This treatment is appropriate for small tattoos. A raised scar may result at the site of the stitches. Tattoo Ink Recipes | Tattoo Ink Chemistry

The Science of Curing Grey Hair

The Science of Curing Grey Hair The current cures for gray hair range from the truly promising to being downright snake oil in nature. The products and procedures that are for real are based on real science and recent research on the causes of gray hair. So recent, that as of this writing any real solutions for reversing gray hair are still pending, however, they are definitely in the works to manifest for the consumer during the next few years. What Causes Grey Hair Each individual hair follicle has pigment-producing cells called melanocytes. As the hair strand is being formed, the melanocytes cells inject pigment (melanin) into cells containing keratin, the protein structures that makes up our hair follicles, skin, and nails. Throughout our lifetime, our melanocytes continue to inject pigment into our hairs keratin, giving it color, however, after a certain amount of years of producing, our melanocytes go on strike so to speak and stop making as much melanin which causes grey hair, or make no melanin at all which causes white hair. When you ask a scientist why this happens, the common answer given us is usually genetics, that our genes regulate the predestined exhaustion of the pigmentation potential of each individual hair follicle. However, there is a more in-depth explanation about what happens when our hair turns gray or white, and understanding the science behind that is leading to innovations that will change the inevitability of having to put up with a loss of hair color. Stem Cell Research: Reversing Grey Hair In 2005, Harvard scientists were the first to propose that a failure of melanocyte stem cells to maintain the production of melanocytes caused the graying of hair. They were correct, and other scientists have expanded on their research. The simplified definition of a stem cell is a cell whose job is to make more cells. Stem cells repair and build our bodies. As explained above in this article, two different types of cell production occur when our bodies produce a non-grey strand of hair. The melanocytes stem ​cells produce the hair color, and other stem cells produce the hair follicle. Scientists have researched this coordinated production between the two different stem cell types, and have discovered a signaling protein called Wnt. Think of Wnt as a type of work foreman that oversees the production of hair and tells each different stem cell type how fast to work. Wnt has everything to do with why our hair turns gray. When our melanocytes stem cells do not have enough Wnt protein, they do not get the signal to produce hair color. Professor Mayumi and a team of researchers at the New York University Medical Center have successfully restored hair color in mice by manipulating the Wnt signaling proteins. Mayumi is confident that the research will lead to solutions of melanocyte related issues both serious and cosmetic in humans, including skin diseases such as melanoma, and of course gray hair. Researchers at the Tokyo University of Science, have also experimented with stem cells in attempts to regrow hair and restore color. The researchers injected a bald and otherwise colorless mouse with stem cells from live hair follicles and were able to grow dark tufts of hair on the injection site. The research is intended to lead to solutions for both baldness and gray hair in humans. LOreal Research: Preventing Grey Hair Doctor Bruno Bernard is the head of hair biology at LOreal in Paris. LOreal, a company known for hair and beauty products, is currently supporting research into innovative methods of preventing hair from turning gray. Bernard and his team have been studying the melanocyte stem cells found in our skin that are responsible for making skin the pigment that it is. The researchers wanted to know why our skin doesnt turn gray with age but our hair does. They discovered an enzyme called TRP-2 that is present in our skin stem cells but is missing in our hair follicle stem cells. They observed that TRP-2 helped protect the melanocyte stem cells in skin from damage, and so helped those stem cells to last longer and function better. The TRP-2 enzyme provided an advantage to our skin cells that the cells involved with hair production do not have. LOreal intends to innovate a topical treatment, such as a shampoo for hair, that will replicate the effect of the TRP-2 enzyme and give the melanocyte stem cells in hair follicles the same advantage that skin stem cells have, thereby preventing and delaying gray hair from happening in the first place. The End of Grey Hair The majority of all people, over three-quarters of the population, will have some gray hair by the age of fifty. Surprisingly, one in ten people over the age of sixty still have no gray hair. For those of us who just dont want the look, hair dye to cover the gray has always been the only option, if you exclude hats. Viable alternatives may be on the horizon.

Sandinismo and Sandino, and the legacy Essay Example | Topics and Well Written Essays - 500 words

Sandinismo and Sandino, and the legacy - Essay Example Peron was a staunch admirer of Mussolini. For ex-Nazis, Argentina was a place of exile. Some compare it to Gaullism in France. Was it a left-wing force? Was it a right-wing sympathizer? Was it a conservative movement? It baffles definition. Working class of Argentina loved Peron and he was disliked by the national bourgeoisie. Catholic Montoneros supported Peron. In the 1960-70s it was identified as a conservative movement. Peronism survived and influenced in the confusing political situation in Argentina. Peter Winn writes, â€Å"When the aging Caudillo died in 1974, Argentina was so polarized between the Peronist left and right that its fragile democracy soon descended into a vortex of violence that culminated in a military coup two years later and a â€Å"dirty war† in which some thirty thousand were â€Å"disappeared† making Argentina notorious for its violations of human Peron and†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 rights.†(157) Person himself lived in exile in Franqui st Spain, for 20 years and this boosted his popular support in Argentina. His absence from the active political scene of Argentina for such a long period could not contain the influence of Peronism. Thomas E. Skidmore et al. write, â€Å"The sudden vacuum created by his departure was indicative neither Peron nor Peronism was finished.

The Almeh by Gerome and a woman in the mirror by Lautrec Term Paper

The Almeh by Gerome and a woman in the mirror by Lautrec - Term Paper Example The paper "The Almeh by Gerome and a woman in the mirror by Lautrec" analyzes a woman in the mirror by Lautrec and The Almeh by Gerome. The effect of the Middle East region is clear in this presentation as Gerome tries to present a realistic style that reveals another inclination and view towards portraying nude woman and prostitutes, a view that is not acceptable in the Arab world due to the political and cultural inclination that advocates for women decency and fundamental religious doctrine. In this painting, Gerome uses the Western inclination to present an Eastern woman through an orientalist view that more challenges how the women are viewed and the cultural background in which women find themselves chained in the model east. The exotic dancer might therefore be termed as a girl who seeks her freedom and libels against the cultural and political fundamentals to imitate the Western woman who is freer, and has more elaborate rights in deciding their day to day life. The Almeh was an experience of the eastern dancers, who excited many visitors who used to flock to the World’s Fair to see the dance that represented an extensive history of the Arab women. It was performed by a group of dancers who lived and performed In Luxor, like the dervish ceremonies that were the favorites of many travelers. This was how the dance became to be referred to as the Almeh, after the name that was given to women singers as referred to by the orientalist artists. The dancing of the Almeh drew large crowds on its exhibition.... The art is set in a dim cafe and the painting portrays a young woman dancing before an audience of soldiers. One man claps as another one leans forward. Behind the dancer, there are turbaned musicians sitting floor playing some instruments. Water pipes, guns baskets, brown stripped carpet, are well portrayed. The dancer wears loose and exposing clothes, where her abdomen and breasts are visible, while facing the viewer, and not the audience behind her. As argued above, this painting represents a libel of the Eastern moral and fundamentalism, where women are not allowed to dress in such clothing. The presence of guns might represent the force through which such a moral decadence would be confronted with and as the painting portrays, the dancer faces away from the audience in portraying a liberal attitude of moving away from the audience’s fundamentalism, and looks towards he viewer who might be referred to as the westernized audience who would certainly welcome this type of dan ce, which is similar to the bellydance that was more pronounced in the western regions. On the other hand Henri De Toulouse-Lautrec Woman before a mirror, 1897 presents the same sentiments as above but in a different dimension. Dumont (8) explains that prostitutes interested Lautrec and he even decorated several brothels with portraits of its inmates. However, he was more impressed by dancers at Moulin Rouge whom he drew in several paintings. Therefore, Lautrec in his work tries to present the social evils and the morals that filled the society. The painting women before a mirror is a social reflection, in which he called upon women to reflect upon themselves, having visited several brothels and experiencing the moral decadence in such places. His painting

Chance vs. Fate Essay Example for Free

Chance vs. Fate Essay Do you ever tried to think, what if chance and fate face a fight? Who do you think would be the winner? And who do you think would be the looser? If one people began to fight his chance and his fate,. Who do you think would make him feel happier? Is it the chance who gave him chance, or is it fate that decide his life. Maybe most of you think that chance would be the obvious winner, for more people is now wanted to take a chance than fate. But how ever what if I told you that fate is stronger than chance? What if I tell you that if you need to choose a choice between chance and fate,. I must tell you that fate is the better choice than chance. That fate can assure you that you’ll never regret for choosing it than chance. For fate must knew the Rightful one than chance. How? Because I had a very interesting story about chance and hope. That made me realized what’s The best choice for me. And this is just happened to me a month ago before December enter the year. Since birth I have a childhood friend that became part of my life. Each and every day we are together. Those days are just passing by and our relationship as friends became more deeper and deeper that I came to the point I fall in love with him secretly. But instead of telling it into him, I decided to not mention my feelings anymore for our friendship has been gone through the years. And I don’t want to ruin that friendship. But fate never gives a consideration, into me. My parents decided to continue my high school at manila, together with my sister. And when my last day in our province came, I let him knew that I was leaving. That time I wanted to tell him the truth. I have the chance but I let it go. I never succeeded telling into him that I really love him. After that event I really hate fate for deciding what for my life. I do really hate it for I was such in a poor condition that time. But two years had passed. No communication for the last two years. And when I spent m y semestrial break in our province after two years, I really did see the things change. When I came back home I saw him. And flashback remains into my head. But instead of smiling into him, I pretend not to see anyone. until he said to me that he was fallen in love with me. But as hearing the soft words he had spoken I cant really imagined that all the old feelings of yesterday is now coming back faster. But of course, I remembered he was my friend. And I like him too. But what the heck? After some month I rejected him even though I loved him. And that he quits on asking. After some month December came a number texted me and ask who it was. But I was shocked It was my classmate since I’m in grade six. If I remembered nothing go right with our relationship as classmate. He was my first crush during my elementary days, I remember how he always make me cry during the time. I remember how he spoke word into me in front of everybody else. I remember it all. We never had the time to speak even a little single word without fighting with each other. Until graduation we never had. And now his here and te lling me if he have the chance. Normally, I won’t forgive him for the past few years for what he has done. I don’t want to forgive him but my heart likes to. And I can’t even understand of all this years, why is the feeling of long old love was coming back again? But then time gives me chance to think of. And I really found out what it has to be. That my classmate is my real one true love for that I have realized that: On our situation of my best friend, we have the very big chance but fate decide. And give me the real answer. And time gave me realization to know what is meant to be. Name: Mariflor B. Villanueva Essay no: 4 Date: December 6 2012 â€Å"My Ambition† I was young when I tell many of my ambition in life. One I must tell, I wanted to be a teacher because, I wanted to wrote on the board and make my student copy what I write. I also told my mom that I wanted to become a scientist someday because I wanted to be famous and known as a knowledgeable person. Some days, I shouted I wanted to become a business woman it because, I wanted to hold money. I wanted to be a house designer because I wanted to create my own house. I wanted to become a fashion designer it because, I want to make some gowns and wedding dress. So many to mention when I was kid. Too many ambition and many reasons why I wanted to be something like that. Imagine. When I was kid I have many dreams and ambition having some many reasons to tell. I am a dreamer girl when I was kid. But now how, I wonder so many things. I questioned all what I have said during my days of childhood. I don’t want to be a teacher because what I heard nowadays is just: â€Å"just take education, you don’t have enough knowledge† what they mean is that teachers nowadays is just not that famous now. I don’t wish to be scientist for I already know, I can’t be a knowledgeable person. I will never take the path of being a business woman because I don’t know math at all. I will never wish to be a house designer for I am no good at sketching a house. And most. I never imagined myself being a fashion designer for that I donâ €™t wanted anymore to take that job for I believe it wasn’t my future. I have nothing now. I have nothing now to say what I wanted to be in the near future. I can’t just imagined myself of a perfect ambition. All my dreams in my childhood days fade away and if I’m a dreamer in my childhood days, now I feel I am now so useless of the community to think what I wanted. I don’t feel like I belong to any course I have think. Now I am just a little girl without a dream for her future. Until I accidentally broke a glass. I saw the glass shinning when it is in the sun. I imagined it as a diamond sparkling. And the idea came to my mind. How about if, I try to make it a jewellery? Like necklace? It is nice to have an own sketched necklace right? So I took the broken glass I search some metals that can be fold, and an old rope of necklace. I took some help with my uncle for chaining the pattern I did. And he well made it very nice. At the end, I was so happy it was my own crafted jewellery. Starting that day, I decided to be a jewellery designer. Not because I am inspired doing some Jewellery, or just I wanted to be famous in e veryone, but now†¦ I suddenly realized how to have a good ambition and reason. My reason that, I wanted to became a jewellery designer someday not because of anything but I do want to become jewellery designer because, I want someday to see people wearing my designs around their neck, their arms, their finger, and such many else. I wanted to become a merely jewellery designer to see how people love my designs. That was my ambition and my reasons for why I liked to become what I am dreaming now. Name: Najeeb A. Imam Essay no: 3 Date: December 6 2012 â€Å"To be the Highest† When I was young, I said to myself that I wanted to be having the highest position. Highest that No one will reach me as I am. And that I thought that to be the highest I must need to be the President of this country. To rule anyone, to make this country more successful more than any Other country. But I was wrong knowing out that to be a president you’re not consider as a high Person. I realized inside myself. So I change what I wanted. And now, I said to be the highest I need to be a successful doctor. Because doctor saves life. Doctor saves many lives of human. Without a doctor everyone will be sick and there will be more people dying. But realizing to be A doctor is not the path in a way to be the highest. But what I had realize this pass few years that To be one of the highest person, you don’t need to be a president, doctor, scientist, engineer or What so ever. Because I realized, to be the highest person, you must have to be a teacher for everyone. In order To be a successful man, I need to be a teacher. Because teacher is the highest position all this Time. Why teacher? Maybe you’re wondering my teacher? Well it because, without a teacher, There will no presidents, no engineer, no scientist, no doctor, and no one. Because to be in one Great position, you would first need to learn something. To have a knowledge in order to be a Successful man. All o the knowledge of the workers now, is well made by a great teacher. A Great teacher that lead them to the right path. A nice teacher that teach everything in to her/his Student. That is why, I decided to be someday, I wanted to be a teacher. Not just an ordinary teacher but I wanted to be the teacher of everyone. Who will teach, and lead everyone in the right path. I I wanted to be a teacher it because for me teacher is the best. For me no one would ever compare The value of a teacher to the value of other. For teacher, knows the best, teacher lead the way, a teacher who’s gonna lead her/his student in The right path. A teacher that everybody loves. And if someday I will be a successful teacher I promised that I will teach the value of a teacher. Name: Najeeb A. Imam Essay no: 4 Date: December 6 2012 â€Å"To write† If you wanted to write a something, a poem, a paragraph, or an essay, how did you write freely? Do you usually, express you’re feeling at what you are writing? Or do you just write too Generally? If you will ask me how I write or how I wrote just like this, I would tell you that just write what You feel, and write like youâ⠂¬â„¢re just sharing. Don’t be so afraid if you will commit a mistake Don’t be shy for its everybody face mistake. If you wanted to write nicely that you want to show The world what have written don’t be so afraid. Because it is not in grammar, or penmanship, Can test how really good you are in writing or expressing idea. It is not tested by how you wrote Long, or how many incredible word do you know, but definitely it is not tested on how you’ve Written a thousand words. To test that you are good in writing, is not based on how you wrote your essay, your poem, your Paragraph. But the real question here is that†¦ How many people have been interested to read what you have written? How many of them Appreciate it? How many of them did tell you you’re writing is amazing. The question is how Many readers did you gain when you shared you’re essay? Are they are few? Or they are just as Many? Because in writing essay, a thousand word is not the point. A beautiful penmanship is not the Requirements here. But it is the one that commonly tested here is by how you’re e ssay your Poem, your paragraph, inspired other? Essay is tested by which you write the importance of your Topic. Essay depend in what is its components and substance. An essay, depends to what larger Meaning you have according to the topic. An essay depends to what it its substance. If it has a good meaning, or it just an essay that have nonsense things. If I am about to ask you, What contains your essay? Are you that willing to say that you’re essay is nice and meaningful? Or you will just crumpled it because you didn’t write at all instead you just earn some thousand Word that has no meaning at all. My dearest reader, of this essay that I wrote, I hope you all get what’s my point in here. I hope That you get what I said and what I had taught you. That a real essay don’t contain million words Or beautiful penmanship, but a real essay is one of the great things, that no matter how short Your essay is†¦ if you have the most meaningful one then don’t be shy. For once again, essay is not to earn a million words but essay is for the a better meaning that Insp ire other to write some. Name: Kins Jonas Go Essay no: Date: December 6 2012 â€Å"Cellphone† As our worlds began to change to be a modern one, many have change. So many things that help Us through our daily living, electricity, transportation, and technology. It is good to think we are Now totally modern. That through the years we all now have the change. And one proof of it is the cell phone we use. Don’t you think the maker of cell phones is clever? Because in some other way, he/she used to invented a very interesting one. A very useful one to Us. Because without this technology maybe we are having hardships through communication. If there were no phones, can you imagine life? Well I think no right? Because our modern world Now is, full of phones. Everywhere you can see it. And maybe half of our population now is Having a phones now. Can you imagine how important phones are? Can you imagine how they are important to people Now? Students! For students like me, it is important because I used to used phones from my Daily living. Because the benefits that it gives me is very helpful to me. Very helpful that you Can call if there is emer gency. You can take communication when you miss your mom or your Dad when they are far away. Using cell phones you don’t worry that much with communication. So it is. Indeed phones are useful but in any other way it was harmful. Why? It because some User of phones use phones in a harmful one. They used phones for blackmails for someone, they Used phones to bully someone, they used phones to harm someone. The phones are not just safe. Because in any other way, it has a harmful effects that affect Everyone. When the phone made the user addicted so much, some possibilities may occur that a students Who use phones will destroy his path in studies. That was a negative effect to a students. Someytimes or somehow I wanted to warn everyone that one thing has a limitation. It couldn’t Be good forever. Like phones. Phones brings harmful and useful effect into us. Name: Kins Jonas Go Essay no: 4 Date: December 6 2012 â€Å"A diary† What is a diary? Did you ever tried to write one? How was the feeling of keeping a diary? Did you use to let everyone read it? Or do yo u just kept it secretly. A diary is something that a holds to the memories you write each and every day. A diary that Holds so many secret beyond loves, llife, and many more. A diary is something that you write Late at night. A diary is something that holds half personality of someone. And I ever tried to read one. I have already read the diary of Anne Marie Frank. A teen ager girl Who is a Jew. Do you know that at the very young age, Anne use to write diary, a diary that Touches the heart of the readers. A diary that inspired other to write one. As I open and read her diary, I thought she only wrote what’s happening into her daily Life. But I was wrong finding it. Because what she had written is that the memories, of Daily events of her life. That somehow, in her life, and at the very young age, she did to kept A very interesting diary. That how I wished someday, I could just write a diary that inspire others. And if I ever Gonna start to write a diary, I would definitely write the memories I can keep forever. That I can keep until I grew old. That someday when I wrote one I swear that I can inspire everyone Who reads it. That may will listed me to the famous journalist who had left a diaries. And in order to be one of them, starting today, I will never be†¦ afraid to have wrong grammar For that I believe that everybody commits mistake like I do. And isn’t it were you commit Mistake there you gain a little correction? That you’ll learn. And I suddenly realized too that To kept a diary burdens sometimes the problems you feel deep inside. That when you don’t have A friend to be trust you just can’t help but to wrote what you have feel deep inside. That how ever you can assure the you’re secret is safe right?

Patient Assessment and Diagnosis Essay -- celiac disease

Regina Geis is a ten-year old female who is diagnosed with celiac disease. No one in her immediate family has been diagnosed, including her parents and her younger sister. Celiac disease is an autoimmune disease of the digestive system that is usually indicated by long-lasting inflammation in the small intestine that occurs when a protein from the plant called gluten, which is usually found in grains such as wheat, barley, and rye, is consumed, resulting in an interference of absorption of nutrients from food (Calvo, Soriano del Castillo, & Vinuesa, 2012.) Regina was diagnosed with celiac disease when she was five. After she was diagnosed, she was put on a gluten-free diet. Regina was a healthy baby, toddler, and preschooler, or so her parents thought. Regina did have some unexplained incidents. When she was just a baby, there were a couple of occasions where she cried nonstop. As a toddler, Regina visited the emergency room occasionally with intense stomach aches. In addition, when she was in preschool, her parents would sometimes get a phone call from the school nurse saying, â€Å"Regina has a tummy ache and wants to go home.† When the doctors examined her, there was no explanation or answer to what was causing her severe stomach pain. Since Regina’s incidents were very far apart from one another, her parents did not think to worry. It was not until Regina started kindergarten that she started showing symptoms characteristic of celiac disease. She was showing great fatigue and when taken to the doctor was found to have iron-deficient anemia. When further blood tests were taken, the doctors found the iron-deficient anemia to be part of a larger problem and, after more tests, formally diagnosed her with celiac disease. T... ...D: TSTGP Tissue Transglutaminase (tTG) Antibodies, IgA and IgG Profile, Serum. Mayo Medical Laboratories . Mayo Foundation For Medical Education And Research.http://www.mayomedicallaboratories.com/test-catalog/Clinical+and+Interpretive/83671 â€Å"Overview.† (2014). The University of Chicago Celiac Disease Center. Retrieved March 9, 2014, from Cureceliacdisease.org http://www.cureceliacdisease.org/wp-content/uploads/2011/ 09/CDCFactSheets1_Overview.pdf "Symptoms". (2014). The University of Chicago Celiac Disease Center. Retrieved March 09, 2014, from Cureceliacdisease.org.http://www.cureceliacdisease.org/wp-content/uploads/2011/09/ CDCFactSheets2_Symptoms.pdf "Treatment". (2014). The University of Chicago Celiac Disease Center. Retrieved March 14, 2014, from Cureceliacdisease.org.http://www.cureceliacdisease.org/wp-content/uploads/2011/09/ CDCFactSheets6_Treatment.pdf

Task Switching

Running Head: Time Cost, Task-Switching, Repeating Tasks Task Switching Cost’s Time Brooklyn College City University of New York Abstract A replication of Task Switching Monsell 2003 experiment was done, which predicts a time cost when switching tasks. 18 participants had to complete 100 randomized trials, switching between task-repeat and task-switching trials. Reaction Times (RT) were recorded and reflected by experimenters, to determine that there is a time cost involved when switching tasks as opposed to repeating the same task. Task-Switching Costs TimeMany people take pride in the fact that they can multitask. A study â€Å"Task Switching† conducted by Monsell concluded that multitasking, or switching between tasks actually costs us time. Our brain is complicated machinery, which requires a specific program for a specific task to be loaded in to our computer, the brain, to complete a task. Switching between tasks takes more time than repeating the same task. Monse ll demonstrated that when presented with one task, our brain responds faster in completing the task, rather than switching between tasks.In a task-switching experiment subjects are first pretrained on two or more simple tasks afforded by a set of stimuli. Each task requires attention to, and classification of, a different element or attribute of the stimulus or retrieval from memory or computation of a different property of the stimulus. (eg. , Monsell 2003) In the study the subjects were presented with a series of trials (eg. , Monsell 2003) and completed the task at hand on a random trial basis. The participants had to repeat the same task or switch between tasks to complete each trial.By conducting these trials the researchers tried to examine performance or brain activation on and following trials when the task changes for evidence of extra processing demands that are associated with the need to reconfigure task-set (eg. , Monsell 2003) The study concluded our brain requires a à ¢â‚¬Å"task-set reconfiguration† a sort of mental â€Å"gear changing† (eg. , Monsell 2003) In prospective this means that our brain loads a different program every time we need to complete a separate task.When switching between tasks our brain goes between two different programs one for example for counting and one for reading, therefore costing us time to switch between these two tasks. In this experiment we tried to replicate the Monsell 2003 Task Switching experiment. 18 Participants took a brief task-switching test via program Revolution Maker ©. Each trial was randomly assigned. The participants were presented with numbers one through nine and on each trial had to react to the number, to identify either its odd or even or if the magnitude was either less than 5 or more than 5.We hypothesis that when individuals are engaged in a cognitive task there is a time cost that occurs when asked to switch between tasks as opposed to repeating tasks. Methods Participants: 1 8 undergraduate students from Brooklyn College participated in this study. Materials: A task switching experiment designed on the computer program Revolution Maker © Procedure: Participants were led to an isolated lab room were they participated in a task-switching experiment. They were involved in 2 tasks a magnitude test and an odd even task.There was 100 randomly assigned trials 50% task-switch and 50% task-repeat that were completed by the participants. There were different type keys presented to the participants such as: z for an odd number, x for an even number, m for a number (>) than 5, and n for a number (

My Philosophy of Teaching

My Philosophy of Teaching Every child or adolescent is capable of learning if they receive the proper motivation and instruction. â€Å"A teacher's personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment. †- Barbra Wilt. My philosophy of education gives me the attitude needed to support students during their journey as a life long learner. I strongly believe that education is about contributing to children’s ability to think independently, create their own ideas, and become successful individuals. A teacher must be one who appreciates and respects the value of an education and the positive impact it has on all children. I highly feel that once the devotion for education and love for children are there, then the driving force to be an effective teacher will become stronger and stronger. For me, my love for teaching alone is the driving force in my decision to dedicate my career to being an effective educator. When I think about what education means and what an education looks like; I do not picture straight rows and columns full of eager students ready to learn. I visualize a more realistic picture; one which has small circles for group work, center stations ready for differentiated instruction to take place, and students waiting for the proper motivation to spark their eager minds. I strongly feel that a classroom should be highly interactive yet manageable, full of discussion and cooperative learning. I believe that assessment drives instruction and education in today’s diverse world. A variety of assessment allows one to provide effective instruction and evaluate achievement and learning. I think that assessment is a tool which provides valuable information for educators. With this tool an educator can better meet the needs diverse learners. My idea of a perfect teacher is one who inspires learning in addition to just relating required facts. An ideal teacher applies differentiated instruction and adjusts the curriculum accordingly. My philosophy of education involves a curriculum that provides multiple choices for taking in information, a variety of options for making sense of ideas, and alternative ways for expressing ideas. A teacher should be prepared and ready to implement all of these strategies. As a result of an effective ducation students can become engaged in real world activities. Education is what prepares students to problem solve in a variety of environments and socialize with others. The nurturing environment an education gives exposes children and adolescents to a multiple of life skills they will need on their journey into adulthood. Education gives us the knowledge of the world around us. It develops in us a perspective of looking at life. Someone once told me education is instrumental in the development of our values and virtues, and I strongly agree. Education arms us with an insight to look at our lives and learn from every experience. Overall, having an education is so important because it equips us with all that is needed to make our dreams come true. Education opens doors of brilliant career opportunities and gives us choices. An education gives us the opportunity to have better prospects in career and growth. Education is essential as it paves the path leading to success. Most importantly, education instills a sense of pride and knowledge one will need to prepare themselves in life!

Canadian Employment Insurance - Online Application

Canadian Employment Insurance - Online Application If you have paid Canadian Employment Insurance (EI) premiums and are unemployed, you may be able to apply for Canadian Employment Insurance benefits using the EI Online Application from Service Canada. EI Online Application - Frequently Asked Questions Before you attempt the EI online application, please read through the Frequently Asked Questions from Service Canada. EI Online Application - Personal Information The EI online application takes about 60 minutes to complete, but if you are disconnected during the process, your information will not be saved. Be sure to have all the information youll need close at hand before you begin the EI online application. If you do not have all the information listed below, or if you have any questions, then it is better to file your Employment Insurance application in person at the nearest Service Canada office to make sure your Employment Insurance benefits are not delayed. For the EI online application you will need: Your postal codeSocial Insurance Number (SIN)Date of birthMothers maiden nameAddress and postal code of residenceGross salary - total earnings before deductions including tips and commissionsGross salary for your last week of work - from Sunday to your last day of workVacation pay - received or to be receivedSeverance pay - received or to be receivedPension - received or to be receivedPay in lieu of notice - received or to be receivedOther money - specifyName, address, dates of employment and reason for separation for all your employers in the last 52 weeks.Dates for the weeks in the last 52 weeks when you did not work, did not receive money and whyDates for the weeks (Sunday to Saturday) in the last 52 weeks when you did not work and did not receive money, and reasons whyDates and amounts for weeks in the last 52 weeks when your earnings were less than $225.00 before deductionsBand number if applying for Status Indian tax exemptionBanking information to arrange a direct deposit of E mployment Insurance benefits. If applying for Employment Insurance parental benefits, you will also need the SIN of the other parent. If applying for Employment Insurance sickness benefits, you will need your doctors name, address, and telephone number. You may also need your expected date of recovery. If applying for Employment Insurance compassionate care benefits, you will need information about the ill family member. Note: When submitting an EI application online, you must also submit the paper copy of your Record of Employment by mail or in person to a Service Canada office as soon as possible. EI Online Application - Confirmation Once you submit your EI online application, a confirmation number will be generated. If you do not receive a confirmation number or wish to make changes to your application, do not apply again. Instead, call the following number during regular business hours and press o to talk to an agent: 1 (800) 206-7218

States and Their Dates of Admission to the Union

States and Their Dates of Admission to the Union The thirteen original colonies in North America could officially be admitted to the United States after the U.S. Constitution was written and signed by the delegates to the Constitutional Convention, on Sep. 17, 1787. Article IV, Section 3 of that document reads: New States may be admitted by the Congress into this Union; but no new States shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress. The main part of this article grants the U.S. Congress the right to admit new states. The process usually involves Congress passing an enabling act that authorizes a territory to convene a constitutional convention, draft a constitution, and formally apply for admission. Then, assuming they meet any conditions set forward in the enabling act, Congress accepts or denies their new status.   Between Dec. 7, 1787, and May 29, 1790, each of the colonies became states. Since that time, 37 additional states have been added. Not all states were territories before they became states, however. Three of the new states were independent sovereign states at the time they were admitted (Vermont, Texas, and California), and three were carved out of existing states (Kentucky, part of Virginia; Maine part of Massachusetts; West Virginia out of Virginia). Hawaii was a sovereign state between 1894 and 1898 before it became a territory.   Five states were added during the 20th century. The last states to be added to the US were Alaska and Hawaii in 1959. The following table lists each state with the date it entered the union, and its status before they were states. States and Their Dates of Admission to the Union State Status Before Statehood Date Admitted to the Union 1 Delaware Colony Dec. 7, 1787 2 Pennsylvania Colony Dec. 12, 1787 3 New Jersey Colony Dec. 18, 1787 4 Georgia Colony Jan. 2, 1788 5 Connecticut Colony Jan. 9, 1788 6 Massachusetts Colony Feb. 6, 1788 7 Maryland Colony April 28, 1788 8 South Carolina Colony May 23, 1788 9 New Hampshire Colony June 21, 1788 10 Virginia Colony June 25, 1788 11 New York Colony July 26, 1788 12 North Carolina Colony Nov. 21, 1789 13 Rhode Island Colony May 29, 1790 14 Vermont Independent republic, established January 1777 March 4, 1791 15 Kentucky Part of Virginia state June 1,1792 16 Tennessee Territory establishedMay 26, 1790 June 1, 1796 17 Ohio Territory established July 13, 1787 March 1, 1803 18 Louisiana Territory, established July 4, 805 April 30, 1812 19 Indiana Territory established July 4, 1800 Dec.11, 1816 20 Mississippi Territory established April 7, 1798 Dec.10, 1817 21 Illinois Territory established March 1, 1809 Dec.3, 1818 22 Alabama Territory established March 3, 1817 Dec.14, 1819 23 Maine Part of Massachusetts March 15, 1820 24 Missouri Territory established June 4, 1812 Aug. 10, 1821 25 Arkansas Territory established March 2, 1819 June 15, 1836 26 Michigan Territory established June 30, 1805 Jan. 26, 1837 27 Florida Territory established March 30, 1822 March 3, 1845 28 Texas Independent republic, March 2, 1836 Dec.29, 1845 29 Iowa Territory established July 4, 1838 Dec.28, 1846 30 Wisconsin Territory established July 3, 1836 May 26, 1848 31 California Independent republic, June 14, 1846 Sept. 9, 1850 32 Minnesota Territory established March 3, 1849 May 11, 1858 33 Oregon Territory established Aug. 14, 1848 Feb. 14, 1859 34 Kansas Territory established May 30, 1854 Jan. 29, 1861 35 West Virginia Part of Virginia June 20, 1863 36 Nevada Territory established March 2, 1861 October 31, 1864 37 Nebraska Territory established May 30, 1854 March 1, 1867 38 Colorado Territory established Feb. 28, 1861 Aug. 1, 1876 39 North DakotaTT Territory established March 2, 1861 Nov. 2, 1889 40 South Dakota Territory established March 2, 1861 Nov. 2, 1889 41 Montana Territory established May 26, 1864 Nov. 8, 1889 42 Washington Territory established March 2, 1853 Nov. 11, 1889 43 Idaho Territory established March 3, 1863 July 3, 1890 44 Wyoming Territory established July 25, 1868 July 10, 1890 45 Utah Territory established Sep. 9, 1850 Jan. 4, 1896 46 Oklahoma Territory established May 2, 1890 Nov. 16, 1907 47 New Mexico Territory established Sep. 9, 1950 Jan. 6, 1912 48 Arizona Territory established Feb. 24, 1863 Feb. 14, 1912 49 Alaska Territory established Aug. 24, 1912 Jan. 3, 1959 50 Hawaii Territory established Aug. 12, 1898 Aug. 21, 1959 U.S. Territories There are currently 16 territories owned by the United States, mostly islands in the Pacific ocean or Caribbean Sea, most of which are uninhabited and administered as wildlife refuges by the US Fish and Wildlife Services or as military outposts. United States territories with inhabitants include American Samoa (established 1900), Guam (1898), the 24 Northern Marianas islands (today a commonwealth, established 1944), Puerto Rico (a commonwealth, 1917), U.S. Virgin Islands (1917), and Wake Island (1899). Sources and Further Reading Biber, Eric, and Thomas B. Colby. The Admissions Clause. National Constitution Center.Immerwahr, Daniel. How to Hide an Empire: A History of the Greater United States. New York: Farrar, Straus and Giroux, 2019.  Lawson, Gary, and Guy Seidman. The Constitution of Empire: Territorial Expansion and American Legal History. New Haven: Yale University Press, 2004.  Mack, Doug. The Not-Quite States of America: Dispatches from the Territories and Other Far-Flung Outposts of the USA. W. W. Norton, 2017.The last time Congress created a new state. Constitution Daily. The National Constitution Center, March 12, 2019.

Theory of Coping Essay Example | Topics and Well Written Essays - 1500 words

Theory of Coping - Essay Example These models include the Resiliency Model of Family Stress, Adjustment and Adaptation, the Developmental Health Model, the Framework of Systemic Organization, the Roy Adaptation Model, and the Neuman Systems Model. While these have been successful in aiding family members through the coping process, they do not focus specifically or solely on the coping processes utilized by patients in intensive care and their relatives. An evidence-based theoretical model is a necessary continuation of nursing research. A further understanding of the coping methods that relatives utilize during the acute stages of the patient's illness may allow health care professionals to predict and prevent difficulties during the recovery period. Johansson et al. (2006) posited that this theoretical coping model must contain both the ICU-stay and home recovery in order to facilitate the distinction of possible maladaptive coping methods and to assist in the choice of effective nursing interventions. To follow is a discussion and analysis of the theory formulated by Johansson et al. (2006) as well as a discussion regarding the relevancy and application of this theory. In their 2006 study, Johansson et al. ... ought to develop a theoretical model of the coping methods of family members during the patient's ICU stay and the following recovery process by performing an analysis of concepts that were elicited from two empirically based, theoretical studies. The researchers defined a relative as a close acquaintance or friend. The theoretical model of the relative's coping methods was inductively derived during the time between 2004-2005 and was based on theories that were produced from the aforementioned empirical studies. A university ethics committee then approved these studies (Johansson et al., 2006). The researchers defined inclusion criterion as adult relatives of adult patients that had been on mechanical ventilation in an ICU (Johansson et al., 2006). In order to refine and combine multiple coping concepts from both the ICU-stay and the recovery period in a unified theoretical coping model, the researchers used simultaneous concept analysis that was in accordance with previous studies. Johansson et al. (2006) utilized the simultaneous concept analysis in order to explain all concepts simultaneously providing definitions that were mutually exclusive of one another while focusing on dynamics of their interrelationships and overall characteristics. The researchers utilized several procedures in order to achieve their goals. First, they developed a consensus group that included individuals that could contribute a particular proficiency and were willing to compromise and aid in the creation of a theoretical coping model (Johansson et al., 2006). The researchers then developed the concept clarification strategy that involved choosing which particular concept clarification method should be utilized regarding the concepts of coping that were selected from the two

Englishness Essay Example | Topics and Well Written Essays - 1250 words

Englishness - Essay Example Lamming continues that Englishness is often defined in its colonizing and expanding terms, as an instrument to demonstrate superiority and class division. Laclau (1985) sees the social differentiation also as geographical one - England and the colonized territories -West Indies, Africa, Australia. The geographical places also create ambiguity in the religious sphere, because if you are different on the bases on religious beliefs, historical background, social class, than one can not be included in the "Englishness" shared by the natives. . Lamming (1984) remarks that there is a linguistic barrier too - well-spoken English versus the broken English. Englishness appeared as an ideology as early as 18th, transforming itself into a modern phenomenon separating colonized people from the industrialized society and well-taught Christians from elite class. The distinguished English attitude establishes boundaries between the white race and the others described as savages and primitive (James 1984). Consequently, the very skin color empowers the people to incorporate certain English attitudes towards the different ones, adding more features into the differentiation. In this way the white people disempower the colonized subject, disparaging both his culture and his human status. Lamming (1984) gives an example of the English writer embodying the Englishness and the West Indian writer which can not be grasped as intelligent and thoughtful as the English one. In this sense otherness is seen "part of his historic contract, the English critic accepts-for what else can he do-the privilege so natural and so free of being the child and product and voice of a colonizing civilization (Lamming 30)." The Englishness doctrine leads to hegemony and postcolonial supremacy (James 1984). Englishness lay paternity claims over the different cultures and renders invisibility so as to minimize their influential contribution to the variety of cultures that Englishness must include. Eagleton (1976) in his chapter 'Ideology and literary form" includes a definition of "ideology" and how the literary form of it has brought it to disarray. "In English literary culture of the past century, the ideological basis of organic form is peculiarly visible, as a progressively impoverished bourgeois liberalism attempts to integrate more ambitious and affective ideological modes (Eagleton 161)."Macherey (2006) in his most pivotal literary theory focuses his attention both on the reader and on the writer. Macherey's (2006) statement is that the very act of reading produces numerous interpretations and meanings in the different readers, which are beyond the control of the writer. Generating a new branch of post-structuralist theory Macherey (2006) argues that contemporary literature announces the death of the author, because it evokes all kinds of interpretations into its reader. Macherey (2006) compares the critical viewpoint of the reader with psychological analyses which aim to discover the hidden meaning behind the text. The text plays on the unconscious of the readers. In his short story "A Sahib's War" Kipling uses the device of the "imperfectly-informed narrator". The story is set during the Second Boer War and is told through Sikh soldier's point of view. Although he reports everything that is happening around

Concert Report Essay Example | Topics and Well Written Essays - 1000 words

Concert Report - Essay Example Esber Recital Hall is a famous hall that provided superior sound quality and actually made the piano played by the performing group sound nice and complete whilst New Horizon Brass Ensemble played their piano. There were several performances during this particular night, which included Salve Venere, Salve Marte by John Stevens; sonatas such as Allegro Leggero, Aria ,and Allegro Moderato; there were also French sets, which included Apre un Reve by Gabriel, Improvisation by Francis, and Nuit d’Etoiles by Claude; and dances such as spooky, insouciant, impudent/ponderous, bluesy, con ritmo Latino, and slowly declamatory/fast (Range & Smith, 1999). Candidly, this night turned out to be a most memorable attendance at Esber Recital Hall, primarily because it took no lengths for me to be lost in the performances such as Salve Venere, Salve Marte by John Stevens, originally composed by Kate. From the performance, my favorite dance was bluesy dance, which was vigorously performed, and i t brought the whole house down. The Salve Venere, Salve Marte performance was starling one in the entire concert because this performance really embraced the key elements related to music (Range & Smith, 1999). ... In allegro, there were numerous dynamic changes, and in some moments that ignited the fresh moments of Haydn’s astonishment. Salve Venere, Salve Marte was composed in the Romantic era. The instruments heard comprise the trombone, bassoon, flute, oboe, which belong to the aero-phone family; and the violin, cello, viola, and double bass, which belong to the chordophones family of instruments. This piece has a general homophonic texture. The genre is a piece of music that is divided into two key movements: Andante con moto, and Allegro moderato. The Allegro moderato movement follows sonata-allegro form. There are two themes that were evident from this starling performance, as well as the movement is in triple meter in a small key. It starts at a soft dynamic level and progresses in a crescendo (Range & Smith, 1999). It is usually conjunct with a fine range that finally expands into a broad range. The softness of the opening creates a theatrical atmosphere full of emotions. This m ovement demonstrates a recapitulation — the summary of the themes because the major two themes reappear all through the piece. The other set of piece that made my day was Apre un Reve by Gabriel under Blue Band. Like in the first piece, the volume varied from mezzo forte to strong suit yet down to some moments of piano; however, in general the volume remained more constantly within the mezzo ranges. In addition, when there were variations in volume, pitch and tone were steady and appeared to fit satisfactorily as opposed to just being haphazard. There was much more of a principle in this work and the polyphonic scenery of the piece, a constant of the Baroque,

Analysis of the Indo Nepal Mahakali Treaty

Analysis of the Indo Nepal Mahakali Treaty CHAPTER I INTRODUCTION Humans beings depend a lot on the natural resources provided by the nature for their survival. The recent period of human history differs with the earlier period in its strikingly high rate of resource utilisation. In the present environment, apart from energy the other important focus of any nation is in garnishing fresh water, one of the most precious natural resource. Water is required for the domestic use, industrial purpose and agriculture. With the increasing human population and depleting natural resources, as perceived by most, water is likely to be a source of major conflict in the near future. As per analysis, with the impact of global warming and population boom, by the year 2025 our world would be suffering from dramatic effects of hydrologic poverty. There would be great disputes and even war over water. For a country, water is brought by two ways, either as precipitation over her national territory or as inflow from upstream countries in the same river basin. The use and misuse of water in the upstream countries affects its quality and usage in the downstream country. South Asia is a region for both water abundance as well as water scarcity. The Hindukush Himalayan region together with the ancillary mountains is one of the largest store houses of fresh water in the world with most of the nations of this sub continent depending on the same in one way or the other. However, water problem in Asia is already severe, with a large population not having access to safe drinking water. Both India and Nepal share one of the largest geo hydrological region called the Ganga Brahmaputra basin. Most of the major rivers of the sub basin of Ganges river originates from Nepal and thus are trans boundary in nature. Nepal occupies 13 percent of the total drainage of Ganges basin and in terms of annual water flow; it contributes up to 45 percent. In dry seasons, Nepals contribution to the total run off is almost 70 percent[1]. The hydrological features bind both India and Nepal geographically as far as water resource is concerned. There is considerable scope for joint endeavour between both the nations on issues pertaining to water resource development and water management. However various issues relating to the same has not been smooth .The geopolitical influence, big small country syndrome, failure to understand each others sensitiveness and negative approach has led to a situation which may become a source of future conflict and a major issue in shaping the eventualities between both the countries. METHODOLOGY Statement of Problem This dissertation attempts to analyse the genesis of the problem with regard to the Indo Nepal Mahakali treaty and suggest measures to resolve the deepening divide. Hypothesis The Mahakali treaty is formally operational. However, there is a disagreement over interpretation of the provisions. A negotiation based on equitable sharing, i.e. having equal rights on utilisation of the water resource and related benefits depending on each riparian states economic and social need can resolve the deepening divide. Justification of the Study Water insecurity is omnipresent in the region, visible in conflicts and tensions erupting within and across countries. As water is becoming a scanty and critical resource with every passing day, sharing and management of trans-boundary water continues to be a bone of contention in any attempts to build a common understanding, stability, peace and cooperation in the region. Though there are a numerous treaties as far as sharing of trans- boundary river is concerned, however in many places the bilateral treaties signed by different countries and India themselves have become sites of conflict. For a fast developing economy and for a nation like India which believes in the principles of peaceful co existence, there arises a need to address issues which are of concern. As regards to the region is concerned, water governance specifically and ecological governance at large has never been as strong, nor as urgent as now with the growing impact of global warming and depleting fresh water bodies. There has always been the big versus small nation syndrome on many such issues. The need to resolve issues pertaining to trans boundary water is very much essential for peace and cooperation in South Asia. Therefore there arises a need to institute a framework for water governance that is fair, equitable and environmentally sound and resolve such issues which when addressed appropriately could go a long way in the development of the region as a whole. Scope This study concentrates on the Mahakali Integrated Development Treaty under the backdrop of various principles of international law governing international rivers and thereafter advocates some suggestions to resolve the conflict. Although various other joint water resource development treaties currently in place between the two countries are inextricably linked with the subject, the same debate has been excluded from the subject. Method of Data Collection Information for this dissertation was obtained from documentary and non- documentary sources. Cyber media was adequately accessed to obtain the latest views on the subject. A bibliography is appended at the end of the text. Organisation of the Dissertation It is proposed to study the subject in the following manner:- Chapter II: Background of the Treaty. This chapter tries to examine the various issues and treaties pertaining to water sharing between the two countries which had a direct impact on the course of the Mahakali water treaty. Chapter III: The Provisions of the Treaty This chapter deals with the twelve mutually accepted articles of the Mahakali water treaty concerning the integrated development of the Mahakali barrage between the erstwhile His Majestys government of Nepal and the government of India. Chapter IV: Issues of Conflict Though the treaty is formally operational, however the implementation of the provisions has been slow due to disagreement over interpretation of the provisions. This chapter tries to analyse the differences that had emerged between both India and Nepal on various issues pertaining to the treaty. Chapter V : Principles of International Law Governing International Rivers In this chapter the four basic theories with regard to the water rights of various riparian states are dwelled upon. Chapter VI : Possible Measures to Mitigate the Conflict. Though steps have been initiated to resolve the conflict still there are differences over the treaty. In this chapter an endeavour has been made to study various methods to mitigate the deepening divide. CHAPTER II BACKGROUND OF THE TREATY Both India and Nepal share many rivers such as Kosi, Gandaki, Karnali and Mahakali. In order to harness the benefits of the Mahakali river between India and Nepal, a multipurpose project was planned. The Mahakali treaty though provides for a construction of a project on the Mahakali river however it has its background to various historical events, which led to the conclusion of these agreements. As regard to the Indo Nepal water treaty, the water resource development dates back to 1920 when the British Indian government decided to build the Sarda barrage to irrigate the United Province. As per the treaty, Nepal government agreed to transfer 4093.88 acres of her land on the eastern banks of Mahakali river to build a barrage. In exchange Nepal received an equal amount of forest land from the British Indian government to the east[2]. In addition the British Indian government also agreed to give 50,000 rupees, a supply of 4.25 cubic meters per sec (cumsecs) out of an annual flow of 650 cumsecs during dry season and 13 cumsecs of water in the wet season which could be further increased to 28.34 cumsecs if water was available[3]. The project was undertaken by the British Indian government for its own benefit and at her own cost in addition to an equitable transfer of land with some benefits as regard to sharing of water is concerned, being provided to the Nepal government. In 1954 India and Nepal signed the Kosi agreement which entailed construction of a dam on the Kosi river for the use of the river water. The Kosi river is one of the major rivers of Nepal. One of the peculiarities of the river being that it shifts its course frequently and used to flood the plains of Bihar. The Kosi project agreement was signed with the aim of preventing floods in Bihar, diverting the confined water for irrigation and hydropower generation (20,000 KW)[4]. The 1.15 km barrage was completed in 1962. The barrage was entirely in Nepal with the eastern main canal in India[5]. the project was seriously criticised at all levels in Nepal, the complaint being that it was a sell out of national property for Indias benefits and that nothing had been obtained for Nepal in return for a huge expenditure of resources. Subsequently on Nepals insistence, talks were held to revise the agreement in 1966. Later in 1982 the western main canal was completed of which 35 km stretch of the c anal passed through Nepal which was designed to irrigate 356000 hectares of land as far as Darbhanga in India towards the west and 11000 hectares of land in Nepal[6]. Though the project was completed; however there arose a discontented feeling in Nepal. Nepals concerns were that the project gave limited benefit to her compared to India. Though India adjusted to the concerns of Nepal, the agreement created a rift in the relations between the two countries and Nepal became cautious for initiation of any new agreement. In 1959 India and Nepal signed the Gandak Irrigation and Power Project Agreement. As per the agreement, Nepal government allowed India to construct a barrage at her own cost. The barrage was designed to irrigate 920,000 hectares of land in the state of Bihar and 37,000 hectares in western Nepal from the eastern main canal and similarly 930,000 hectares in Uttar Pradesh and 20,000 hectares in Nepal from the western main canal[7]. The barrage was constructed on the Indo Nepal Border. The agreement met similar criticism as had the Kosi project. The discontented feelings arising from the Kosi and the Gandak irrigation project were the reasons which inhibited any progress on the projects to include the Pancheswar and Saptakosi to name a few later on. Furthermore a constitutional amendment made Parliamentary ratification necessary by two third majorities for any treaty or agreement relating to natural resources which affect the country in a pervasively grave manner or on a long term basis. In the meantime, in 1983, India began constructing the Tanakpur Project. The project was started unilaterally on the land which was transferred to India under the Sarda agreement[8]. Problems started on the eastern afflux bund that required tying the barrage to the high ground on the left bank in Nepal. India needed about 2.9 hectares of Nepalese land to construct an embankment to prevent back water effects due to the barrage. In lieu Indian agreed to provide 25,000 cusecs of water as well as supply 25 MW of electricity. Nepal however demanded 50 and 59 percent share in water and electricity respectively. Nepals public stand was that India never consulted or brought to notice any prior information on the issue. The project arrived at a political stale mate. In December 1991 during the visit of Nepalese Prime Minister to India, it was concluded that Nepal government would allow construction of the 577 meters left afflux bund in its territory so as to prevent a recurrence and to ensure poundage of water at the dam site. In return India agreed to provide 1000 cusecs of water annually with 10 million units of electricity. However the issue led to a political turmoil in Nepal. The opposition in Nepal wanted the Tanakpur project understanding to be treated as a treaty and thus requiring ratification. In October 1992 under a new Memorandum of Understanding (MoU), India agreed to provide 20 million units of electricity against the previous figure of 10 million units to Nepal[9]. The Supreme Court of Nepal affirmed its verdict on a petition filed on the issue that the MoU between the governments was indeed a treaty but left it to the government of Nepal to decide whether a simple majority or a two-third majority would be required for its ratification[10]. The political turbulence on the issue led to the Prime Minister of Nepal dissolving the parliament and in the fresh polls in 1994 none of the party received clear majority to form a government. Subsequently a new government under Communist Party of Nepal United Marxist Leninist (CPN UML) was formed being in majority. Under the new government renegotiations were sought on the Tanakpur project. The Nepalese government demanded increase in quantum of electricity as well as water and construction of a storage high dam at Pancheswar upstream of Tanakpur site on the Mahakali river[11]. The Mahakali Treaty The flow of the Mahakali river is through the districts Danchula, Baitadi and Dadeldh in the hills and subsequently the river flows through the Kanchanpur district in the plains. After the river arrives into the plains it turns into a border between both the countries. The river joins the Ghagra river in the Indian territory. In 1971, Nepal began her Mahakali Irrigation project. Under the 1920 Sarda agreement, Nepal was permitted to utilise its share of river water. For the project, World Bank provided the assistance[12]. In 1977 both India and Nepal agreed to jointly investigate the possibilities of harnessing the Mahakali river further between the two countries. It was the fourth major water treaty being considered between the two countries. The treaty concerned the development of Mahakali river for the benefit of both the countries. The treaty was signed between India and Nepal in 1996. The treaty was signed under the back drop of previous treaties which had led to a feeling of mistrust as far as water agreements were concerned and to a great extent shaped the outcome of the Mahakali treaty. The treaty tried to bring within its fold other treaties and tried to arrive with principle of cost benefit sharing. The treaty provides for the construction of and use of a giant, multipurpose project on the Mahakali river called as the Pancheswar project. In January 1996 the Mahakali treaty was ratified in Nepalese parliament by more than two third majorities. However prior to ratification, the Nepalese parliament unanimously passed a stricture on the treaty which redefined the water rights. The features of strictures were as under[13]:- The electricity generated by Nepal would be sold to India as per the avoided cost principal. Constitution of Mahakali Commission on agreement with the main opposition party in the parliament as well as with the recognised national parties. Equal entitlement in the usage of the waters of the Mahakali river. The saying that Mahakali is a boundary river on major stretches between the two countries implies that it is basically a border river. CHAPTER III THE PROVISIONS OF THE MAHAKALI INTEGRATED DEVELOPMENT TREATY The treaty came into existence in 1996 and is called as the Mahakali Integrated Development Treaty. The treaty is designed by India with the aim of mutual sharing of the river as well as the electricity generated therein. The treaty comprises three projects as under:- The Pancheswar Multi Project[14] It is a major project entailing construction of a 315 m high dam across the Mahakali river between Pithoragarh and the Baitadi district of Nepal. This project contains the most important content of the treaty. It proposes a joint indo Nepal hydroelectric project on the river on the basis of 50 percent cost benefit split. The Tanakpur Hydropower Project[15] As per the treaty, Nepal to continue to have sovereignty over the 2.9 hectare which was needed to build the eastern afflux bund, as well as a hectare of pondage area. In return India would provide 1000 cusecs of water in the wet season and 300 cusecs of water in the dry season. Also India would provide 70 million units of electricity to Nepal and construct an all weather road to connect Tanakpur barrage to Nepals East West highway. The Sarda Barrage[16] As per the treaty Nepal has a right to supply 1000 cusecs of water from the barrage during the wet season i.e. between May 15 to October 15 and 150 cusecs in the dry season from October 16 to May 15. Also India is bound to maintain a flow of minimum 350 cusecs of water to preserve the river ecosystem. The project tries to develop a principle of sharing cost benefit. It recognises Mahakali as a border river on major stretches between the two countries. The agreement also covers flood management and irrigation aspect apart from power generation. The treaty was signed on 12 February 1996 by the Prime Ministers of India and Nepal at Kathmandu. The treaty comprises twelve articles excluding the preamble as given in succeeding paragraphs[17]. Article 1 As per the Article 1, Nepal would have the right to a supply of 28.35 cu m/s (1000 cusecs) of water from the Sarda barrage in the wet season (i.e. from May 15 to October 15) and 4.25 cu m/s (150 cusecs) in the dry season (i.e. from October 16 to May 14). Also India has to maintain a flow of not less than 10 cu m/s (350 cusecs) downstream of the Sarda barrage in the Mahakali river to maintain and preserve the river eco system. Moreover in case the Sarda barrage became non functional due to any cause, the following would be adhered:- Nepal shall have the right to a supply of water as mentioned above by using head regulators as mentioned in Article 2. The water that is supplied would be in addition to the water to be supplied as mentioned in that paragraph. India shall maintain 350 cusecs of water flow from Tanakpur Power Station downstream of Sarda barrage. Article 2 As per the joint communiquà © of 21 October 1992, for the construction of the eastern afflux bund on the Tanakpur barrage, at Jimuwa and subsequently tying it up at EL 250 m in Nepal, Nepal gave consent to about 577 m i.e. 2.9 hectares of land. However Nepal proposed to have her sovereign control on the land including the pond age area which falls in Nepalese territory and thus free to exercise all attendant rights thereto. Also in return to the land for construction of the eastern afflux bund, Nepal would have the right to the following:-: A supply of 1000 cusecs of water in the wet season and 300 cusecs during the dry season from the date of agreement and for which India would construct the head regulator(s) near the Tanakpur barrage along with the waterways of the required capacity up to the border which would be operated jointly. India would construct a 132 kV transmission line up to the Nepal-India border from the Tanakpur Power Station so as to supply 70 million kwh (unit) of energy on annual basis free of cost from the day the treaty is in force. In case of any development of any storage project(s) including Pancheswar Multipurpose Project, the under mentioned arrangements would be made at the Tanakpur Barrage: Additional water ways and head regulators would be constructed to supply additional water to Nepal up to the Indo-Nepal border which would be operated jointly. Nepal shall have additional energy which would be equal to half of the incremental energy generated from the Tanakpur Power Station, on a continuous basis from the date of augmentation of the flow of the Mahakali river and shall bear half of the additional capital cost at the Tanakpur Power Station for the generation of such incremental energy. Article 3 As per Article 3, Pancheswar Multipurpose Project would be constructed on a stretch of the Mahakali river where it forms the boundary between the two countries thereby both the nations would have an equal entitlement in the utilization of the water of the river without prejudicing to their respective existing consumptive use of the waters of the river. The countries would agree to implement the project on the Mahakali river in accordance with the Detailed Project Report (DPR) being jointly prepared by them. The project would be designed and implemented on the basis of the following principles: The project would be designed to produce the maximum benefit. All benefits accruing to both the countries would be assessed accordingly. The project shall be implemented in a way to include power stations of equal capacity on each side of the Mahakali river. Both the power stations shall be operated in an integrated manner and the net energy generated shall be equally shared. The cost of the project shall be borne proportionately by both the countries in terms of the benefits accruing to them. Both the countries shall endeavour to mobilize the finance required for the implementation of the project. A portion of Nepals share of energy shall be sold to India and the quantum and cost of the energy would be as mutually agreed. Article 4 India shall supply 350 cusecs of water for irrigation of Dodhara -Chandani area of the Nepalese Territory. The technical and other details would be mutually worked out. Article 5 The water requirement of Nepal would be given prime consideration in the utilization of the waters of the Mahakali River. Both the countries would be entitled to draw their share of water of the river from the Tanakpur Barrage and/or other mutually agreed points as provided for in the treaty and any subsequent agreement between the countries. Article 6 Any project, other than those mentioned in these articles, to be developed on the Mahakali river, where it is a boundary river, shall be designed and implemented by an agreement between the countries on the principles established by this treaty. Article 7 As per Article 7, to maintain the flow and desired level of the water of the Mahakali river, each country undertook not to use, obstruct or divert the water of the river which might adversely affect the natural flow and level except by an agreement between the countries. However, this would not preclude the use of the waters of the Mahakali river by the local communities living along both the sides of the river, not exceeding five percent of the average annual flow of the river at Pancheswar. Article 8 Article 8 stipulates that this treaty should not preclude planning, survey, development and operation of any work on the tributaries of the Mahakali river, to be carried out independently by either of the country in their own country without adversely affecting the provision of Article 7. Article 9 As per Article 9, there shall be a Mahakali river Commission guided by the principles of equality, mutual benefit and no harm to either of the country. The Commission would be composed of equal number of representatives from both the countries. The functions of the Commission would be as under:- To seek information, inspect all structures included in the treaty and make recommendations to take steps for implementation of the provision of the treaty. To make recommendations to both the countries for the conservation and utilization of the Mahakali river as envisaged and provided for in the treaty. To provide expert evaluation of projects and recommendations. To co-ordinate and monitor plans of actions arising out of the implementation of the treaty. To examine any differences arising between the nations concerning the interpretation and application of the treaty. The expenses of the Commission would be borne equally by both the countries. The Commission once constituted would submit the rules of procedure as drafted to both the countries for their concurrence and both the nations shall reserve their rights to directly deal with each other on matters, which may be in the competence of the Commission. Article 10 Under Article 10, both the countries could form project specific joint entities for the development, execution and operation of new projects including Pancheswar Multipurpose Project on the Mahakali river for mutual benefit. Article 11 Article 11 states that if the Commission fails under Article 9 of the treaty to recommend its opinion on any dispute relating to the matter within a span of three months or if either of the countries disagrees with the recommendations of the Commission, then it would be deemed that the dispute has arisen and would be submitted to arbitration for decision. In such a case also the country going for such a stand would give a minimum of three months notice to the other. Arbitration would be conducted by a tribunal composed of three arbitrators. One arbitrator shall be nominated by Nepal, one by India and the third jointly by both the countries. However neither of the arbitrator should be a national of either of the country. The third arbitrator would preside over the tribunal. In case both the countries fail to agree upon the third arbitrator, then, in a time period of three months after receipt of a proposal, either of the nations can request the Secretary-General of the Permanent Court of Arbitration at the Hague to appoint such arbitrator who should not be a national of either country. The procedures of the arbitration would be determined by the arbitration tribunal and the decision of a majority of the arbitrators would be assumed as the decision of the tribunal and would be accepted as final and binding. For the provision for the venue of arbitration, the administrative support and the remuneration and expenses of its arbitrators would be as agreed upon by exchange of notes between the nations and in that, both the countries can decide on alternative procedures for settling differences which would have aroused in the treaty. Article 12 Following the conclusion of the treaty, the earlier understanding arrived at by both the countries concerning the utilization of the waters of the Mahakali river from the Sarda and the Tanakpur barrage, which had been incorporated in the treaty was to be deemed to have replaced by this treaty. The treaty would be subject to ratification and would enter into force on the date of exchange of instruments of ratification and would remain valid for seventy five years from the date of its entry into force. The treaty would be reviewed after every ten years or earlier as required by either of the country and make amendments if required. CHAPTER IV ISSUES OF CONFLICT The treaty came into existence on 12 February 1996. The articles lacked specificity which led to ambiguity over the interpretation of the treaty. The differences which emerged out after the treaty came into existence are given in succeeding paragraphs. The Issue of Border River and Prospect of Equal Sharing[18] As far as border river is concerned, the river acts as boundary river on major stretches (refer Appendix P put sketch as per pg laid water of hope). Nepal argues that the river is a border river where both the countries differ as far as the interpretation of treaty is concerned. As far as equal sharing is concerned, Nepal argues that as the river belongs to both the countries therefore each country owns 50 percent water. The river flows as a boundary river between Pancheswar and Banbassa. As Nepal has interpreted the issue of equal entitlement, it claims half of the share of the river water between the locations. However Indias stand is that equal sharing implies that the river per se does not belong to either of the country and can be used by either as per the requirement. Upper riparian country cannot own any water and subsequently sell it to lower riparian country where the lower riparian country as such would receive the water due to natural flow. For India, equal sharing implies that both the countries equally share the incremental benefit and cost that is attached to the Pancheswar project. Existing Consumptive Use[19] Another major difference that exists is regarding the protection of consumptive use. Nepals concern is that in the treaty, only Nepals existing consumptive usage has been quantified and not of India. Furthermore as per the treaty (Article 3), the sharing of the capital cost of the Pancheswar project would be proportionate to the relative incremental benefit which have to be considered after protecting existing consumptive use of water of the river. Nepals concern is that the 2 mha land irrigated from lower Sarda barrage is outside the scope of the agreement as it is mostly dependent on the water from Ghagra or Karnali river for most part of the year and is dependent on the Mahakali river only from July to October. However Indias stand on this issue is that the system is very much under the treaty. The Kalapani Issue Kalapani as experts feel is a disputed area. It is roughly a 35 sq km area at the junction of India, Nepal and China[20]. Indian troops have been stationed there since 1962. There is though no relation between the boundary issue at Kalapani and the Pancheswar project but one of the strictures passed along on Mahakali in Nepalese Parliament states Mahakali as well as the location of its sources basically as a border river[21]. A Parliamentary committee took up studies to clarify the status of the Mahakali river and the issue of Kalapani emerged. As per the 1816 Segauli Treaty between Nepal and British India, Mahakali river would mark as the border between India and Nepal. The issue of contention is as to which of the stream actually constitutes as the source of the river. Nepals stand is that the Lipu Gad rivulet should mark as the border which implies that the area of Kalapani which is to further east should be part of Nepalese territory, however Indian experts fee l that the Mahakali river beings much downstream where the stream from Kalapani spring and Lipu Gad meet. India however reiterates that the issue should be settled based on old records, documents and survey reports. Site for Re regulating Structure.[22] A site was needed below the main dam to store and subsequently make controlled release of water passing through the Pancheswar dam and then meet the irrigation requirements further downstream. There were two locations which rose for discussion for construction of re regulating structure. First was at Rupaligad which Nepal preferred during the negotiation of the treaty. A re regulating structure at Rupaligad would generate about 240 MW of electricity owing to low height, of about 60 m. Also due to the low height, it would have limited storage capacity. For India, the site did not offer much benefit owing to lower production of energy and offers little of her irrigation demand. Indian experts feel that the site further downstream at Poornagiri would enable construction of a re regulating structure of 180 m height which would produce up to 1000 MW of energy as well as provide adequate storage. Nepals concern on this issue is that a dam at this site would inundate 2, 50,000 hectares of agricultural land and also displace 56,000 people from Nepal hills. Nepal looks at the proposal as a project designed by India to irrigate vast tracts of agricultural land in Uttar Pradesh. The Question of Power Tariff With the project in place a maximum of 6480 MW of electricity can be derived. As per Article 3 of the treaty, the power stations of equal capacity should be constructed on eithe