Information System Essay Example | Topics and Well Written Essays - 2000 words - 1

Information System - Essay Example Their efforts are based upon the contributions in the field of industry and sciences before 1920s. It is broadly characterized as scientific management principles and application in industrial domain. The development of computers in a phase wise manner from the days of Steve Jobs and IBM to present day open source operating systems and spread of internet in the form of World Wide Web is a technological achievement made possible in the last part of previous decade. Thesis statement: Each of these developments (Scientific Management and Internet) has had economic, social, technological, cultural and developmental impact. This paper looks into the multifaceted contribution by each of these in their own capacity and own spectrum. Scientific Management: While the Industrial revolution had given the field of development and manufacturing a new dimension, additional development and performance improvement was yet to be achieved and there were considerable margins for development in that zon e. The improvement of the working procedures and personnel performance was an area that was yet to be harmonized with the industrial developments made in previous century. Bridging the gap between the man power, their abilities, machine and processes made up for a new domain of study and research. The principles of Scientific Management undertook this as an exploration of new methods and mechanisms for further enhancing the potential of growth and capacity amongst the workers and within the industries. This summarizes the purpose and motto of Scientific Management. Frederick Winslow Taylor: Many other proponents of improvement and development along with machine manufacturing companies aimed at bringing the two fields together. The First to achieve a breakthrough was Frederick Winslow Taylor who came up with a novel idea that would make up for the benchmark and standardized pattern of manufacturing industry principles essential for success. He along with his team of experts from the field of their respective specialization are clearly accorded as the honors of having achieved the breakthrough and come up with something concrete against something that was long considered and fancied for in terms of progress and better utilization of technology (SAPRU, 2013, 110). Target industries and domains: Under the principle and concepts of Scientific Management, manufacturing industries fell directly under the target of improvements and the potential that was present for capitalization. Making use of the energies resources, capital, machinery, employees all this was sought and a general realization existed that advocated the integration of management on scientific basis and industrial processes for creation of a synergetic effect within. The team performed intensive investigations aimed at identifying the areas of potential improvement and areas of negligence that had yet to be explored and were lacking for development on account of lack of attention and work performed in the given domain. As a result of the extensive research and review Frederick Winslow Taylor came up with â€Å"The Principles of Scientific Management† that had the best recipe of increasing productivity, integrating different domains and increasing the working patterns of employees as well. The novelty of piece of work was the fact that for the first time the social impact was touched upon in the entire scheme of research and for the first tim

Justice and the Island of Tagg PowerPoint Presentation

Justice and the Island of Tagg - PowerPoint Presentation Example Unjust laws deny citizens the right to utilize public resources for their own benefit. The council of elders should scrap laws that discriminate on gender in the island of Tagg. Laws that compel the state to make decisions on behalf of the citizens of the island of Tagg should be rejected because they are unjust. Authorities ought to repeal laws that prohibit freedom of expression among citizens of the island of Tagg. Repealing the laws benefits the public by giving them the right to access information. Laws that allow authorities to refute the public the privilege to access vital information are unjust because they create tension and anxiety among members of the public. According to Sandel (2007), a law is unjust based on an individuals’ rational thinking.    Comparison between just and unjust laws   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Walzer, (2006), Laws are constructed social limitations to human behavior. They are devised to ensure order in the society.   Each individual in the island is held responsible for maintaining the laws of the land. Laws can be just or unjust.   In the case of Tugg Island, a just law is the one seen to represent an individuals and the society equitably. It elevates the human personality no matter the race, status or gender.   It is rooted in the moral and religious laws of the people. An unjust law is one that is in disharmony with the moral laws (Sandel, 2007). For a law to be just one must have an understanding of the wrong they did and the punishment or reward should commensurate to the offence. Therefore, any law that lowers the human nature is unjust. Unjust laws relegate people to the status of animals or things. It classifies people

Mayan Astronomy Essay Example for Free

Mayan Astronomy Essay Who were the Mayans? The Mayans were part of the Mesoamerican civilization and they lived around 2,000 BCE and lasted through to the time when the Spanish explorers arrived. From 250 CE – 900 CE was when they reached the peak of their development. They are well known for a fully developed written language, numerical system, mathematics, art, architecture and astronomy. Where did the Maya civilization thrive? They inhabited parts of Central America such as Honduras, Guatemala, El Salvador and also in areas of Mexico. What were the Mayans views on astronomy? When they viewed and studied the heavens the Mayans mainly focused on Venus and the Sun. They had a calendar, which predicted both solstices and equinoxes and is infamous for ending at December 21st, 2012. The calendar was also very precise and could anticipate eclipses and the revolution of Venus give or take a day for every 6,000 years. The reason for this accuracy was that astronomical observations made by priests were passed down by generations. Venus: No civilization knew more about Venus than the Mayans. Venus was thought to be the companion of the Sun because it is one of the brightest objects on the night sky and because it is always near the Sun before sunrise and after sunset. The time it took for Venus and Earth to line up in their position correlated to the Sun was 584 days. The Mayans also timed their wars based on where Venus and Jupiter were at the time. Sun: But they obviously gave some considerance to the Sun. They not only noted down equinoxes and solstices but Zenial passages as well. They also had a god who symbolized the Sun during a Zenial passage called the Diving God. And the Ecliptic, the path the Sun follows in the sky, was depicted by a double-headed serpent. Also, to signal the changing of season, a ball game was played that re-enacted the Sun’s orbit around the Earth. Earth: The Earth was believed to be flat with four corners. At each corner was a jaguar called a bacab. They were all different colors. The Northern jaguar was White, East-Red, West-Black, and South-Yellow. At the center was green that stood for Earth. Each bacab held up the sky. The Mayans furthermore divided the universe into thirteen layers with a god for each one. Milky Way: It was called World Tree by the Mayans. The star clouds in the Milky Way were believed to be the tree of life from where all life originated. And in the World Tree was a monster called the Kawak Monster which took form of a giant head. On the monster’s head was a sacrificial bowl that had a flint blade to exemplify sacrifice and a Kimi glyph symbolizing death. At the top of the World Tree is a bird named Itzam Ye, or the Principal Bird deity. During winter the part of the Milky Way that dominated the sky was the White Boned Serpent. The Mayans spiritually thought of the Milky Way as a road on which souls travelled to reach the Underworld. So, ultimately, the Mayans were a very advanced and intelligent civilization and were super precise in their calendar and predictions.

Bioaccumulation of Heavy Metals in Soil and Vegetables

Bioaccumulation of Heavy Metals in Soil and Vegetables Abstract The present study was carried out to assess heavy metals Cadmium (Cd), Lead (Pb), copper (Cu), zinc (Zn), Chromium (Cr) and Nickel (Ni) levels in vegetables like Cauliflower (Brassica oleracea var. botrytis), Cabbage (Brassica oleracea), Carrot (Daucus carota), Brinjal (Solanum melongena), Spinach (Spinacia oleracea) and Radish (Raphanus sativus) irrigated with domestic wastewater. The vegetable samples were randomly collected from the farmlands irrigated with domestic wastewater around the Hisar district. Spinach, cabbage, carrot, brinjal and carrot accumulated higher Cd (1.30ÂÂ ±0.31), Pb (4.23ÂÂ ±0.32 mg kg-1), Cu (1.42ÂÂ ±0.25 mg kg-1), Zn (3.4ÂÂ ±0.28 mg kg-1), Cr (1.16ÂÂ ±0.11 mg kg-1) and Ni (2.45ÂÂ ±0.86 mg kg-1) respectively. Transfer Factor (TF) of Cd, Pb, Cu, Zn, Cr and Ni are more in spinach (0.0306), cabbage (0.4448), spinach (0.2642), cauliflower (0.2494), carrot (0.0764) and spinach (0.7469) respectively. The health risk assessment has bee n calculated followed by Estimated Daily Intake Metal (EDIM) and Estimated Health Risk Index (EHRI). The present study highlights that both adults and children consuming vegetables grown in wastewater irrigated soils accumulate significant amount of these metals. However, the values of these metals were lesser than recommended maximum tolerable levels proposed by the FAO/WHO (1999). Keywords: Daily intake, Heavy metals, Plant uptake, Risk Assessment, Reference dose, EDIM, EHRI Introduction Indian economy is based on agriculture and having second largest population in the world. Most of its states are depends on the monsoon. There are two main sources for irrigation. First one is canal and second is ground water but the quality of ground water is so poor for the long sustainability of agriculture system. This water is not adequate to fulfill the crop water requirement and needs additional extra water for agricultural purposes. To cater the need of the present demand for irrigation, use of municipal domestic wastewater, is becoming a common practice in urban areas of Haryana, India. This causes serious problems of salinity and ultimately reduction in agriculture production (Marshall et al., 2007, Singh et al., 2010). The large amounts of untreated industrial and domestic wastewater are used for year round irrigation of vegetables. Such waste water usually contains heavy metals that accumulate in the soil. The use of such untreated wastewater has been reported to cause co ntaminations of the food chain (Wang et al., 2004; Mapanda et al., 2005). Some trace amount of heavy metals such as Zn and Cu are essential for the growth of organisms while others such as Cd and Pb are toxic (McBride, 1994, Kabata-Pendias and Mukherjee, 2007). Dietary uptake pathway could be through crops irrigated with contaminated wastewater and have been reported to contain large amount of toxic heavy metals which may lead to health disorders in humans depending on the uptake of these metals into plant and consumed by animals or humans (Bosso and Enzweiler, 2008; Fu et al., 2008; Lim et al., 2008; Agbenin et al., 2009). Consumption of metal contaminated vegetables may lead to a weakened immune system, intra-uterine growth retardation, impaired psycho-social behavior, high prevalence of upper gastrointestinal cancer and other disorders typically associated with malnutrition (Arora et al., 2008). Potential health risks to humans from consumption of vegetables can be due to heavy metal uptake from contaminated soils via plant roots as well as direct deposition of contaminants from the atmosphere onto plant surfaces (McBride, 2003). A number of previous studies from developing countries have reported heavy metal contamination in wastewater and wastewater irrigated soil (Cao and Hu, 2000; Mapanda et al., 2005; Nyamangara and Mzezewa, 1999; Singh et al., 2004; Nan et al., 2002). Dietary intake is the main route of exposure of heavy metals for most people (Tripathi et al., 1997). The information about heavy metal concentrations in different type of vegetables and their dietary intake is very important for assessing their risk to human health. Heavy metals in the nutrient cycle have seriously threatened health and environmental integrity, therefore, problem of heavy metal contamination in vegetables should be studied in details to develop central strategies. The objective of presen t study was bioaccumulation of heavy metals in vegetables irrigated by domestic wastewater and assessment of health rick due to these heavy metals. Materials and methods Study area and sampling All samples were randomly collected from the farmlands irrigated with domestic wastewater around the three different locations such as Rishi Nager (L1), New Police Line (L2) and Ludass village (L3) of Hisar district of Haryana, India. Soil samples were collected at the surface depth of 10cm using stainless steel spade sampling tools and plastic buckets to avoid any contamination of samples with traces of elements from the tools. At each sampling site, scrape away surface debris and remove a core sample to the appropriate depth. Soil samples were air dried, ground, passed through a 2mm sieve and stored in plastic bags for further analysis. Five ground Water and seven wastewater samples were also collected from the each location. All samples were collected and stored and kept at 4oC for further analysis in polythene bags/canes according to their type and brought to the laboratory for metal quantification. Sample preparation All the collected Vegetables were washed with double distilled water to remove airborne particles. The edible parts of the samples were weighed and soils samples were air-dried at room temperature, to reduce water content. All the samples were then oven-dried in a hot air oven at 70ÂÂ ±5 oC for 24 h. Dried samples were powdered using a pestle and mortar and sieved through muslin cloth. Digestion of the vegetable and soils samples For each vegetable, three powdered samples from each source of domestic wastewater irrigation (1.0 g each) were accurately weighed and placed in crucibles, three replicates for each sample. The soil and vegetable ash samples were digested with perchloric acid and nitric acid (1:4) solution. The samples were left to cool and contents were filtered through Whitman filter paper No. 40. Each sample solution was made up to a final volume of 50 ml with distilled water and concentration of heavy metals were analyzed by atomic absorption spectrophotometer (ASS: model AA6300, Shimadzu). Risk Assessment Transfer Factor (TF) The transfer factor (TF) of Cadmium (Cd), Lead (Pb), copper (Cu), zinc (Zn), Chromium (Cr) and Nickel (Ni) from the soil to vegetables were calculated using below given equation 1(Cui et al., 2004; Gupta, et al., 2010): (1) Estimated Daily Intake of Metal (EDIM) The Estimated daily oral intake of metals from soil through vegetables in mg was calculated by equation 2: (2) Where; Cm is heavy metals conc. in vegetable plants (mg/kg), CF is conversion factor, DI is daily intake of vegetables (kg/ person/day) and BAw is Average body weight (kg). The conversion factor used to convert fresh green vegetable weight to dry weight was 0.085, as described by Rattan et al., 2005; Khan et al., 2008, Arora et al., 2008). The average daily vegetable intakes for adults and children were considered to be 0.250 and 0.150 kg/ person/day, respectively, while average body weights were taken as 55 and 25 kg of the age of 35 and 16 years respectively for adult and child. Estimated Health Risk Index (EHRI) Estimated health risk index (EHRI) is the ratio of estimated daily intake of metal (EDIM) to the reference dose (RD) is defined as the maximum tolerable daily intake of a specific metal that does not result in any harmful health effects. If the value of EHRI less than one than the exposed population is said to be safe and if greater than one indicating that there is a potential risk associated with that metal (IRIS, 2003) was calculated by below given equation: (3) Result and discussion Metal concentration level in water and soil The quality of domestic wastewater and ground water (tube well) was assessed for irrigation with respect to their pH, EC, OC and some of the heavy metals. The pH of the sewage water in the range of 6.8-7.3 (7.03ÂÂ ±0.07) was lower than the ground water as collected from the nearby area in the ranged of 7.2- 7.9 (7.6ÂÂ ±0.12) while its salt content (EC) was in the ranged of 175.8-195.3 mS/m considerably higher than those of ground waters (148.9-158.6 mS/m). The concentration for heavy metal contents in domestic wastewater and in ground water samples shows that Cd, Pb, Cu, Zn, Cr and Ni (figure 1) are well within the limits permissible limit set by FAO (1985) and PFA (2000). In general, concentrations of heavy metals were higher side in domestic wastewater than in the ground waters (Tube Well) which could be toxic to some crops and human health. In the studied area, the concentration of all the heavy metals in water and domestic wastewater were found to be higher except Zn fr om the permissible limits of Indian standards (PFA, 2000) and (WHO/FAO, 2007). The total concentrations of heavy metals (Cd, Pb, Cu, Zn, Cr and Ni) in soils sampled at the three different sites are presented in figure 2. The average pH of the location-I (7.04ÂÂ ±011), location-II (7.02ÂÂ ±0.19) and location-III (7.0ÂÂ ±0.03) soil are almost nearly neutral. The electrical conductivity (EC) was 190.2-273.6 mS/m for location-I, 202.8-247.2 mS/m for location -II and 170-271.3 mS/m for location-III. The percent organic carbon contents in soil were higher due to constant domestic wastewater irrigation and ranged from 3.48-5.2% for location-I, 3.85-5.54% for location-II and 3-69-5.6% for location-III. As the sub soils were clayey the organic carbon was found to be in high percent. Soil organic carbon is the most important indicator of soil quality and in addition to acting as a store-house of the plant nutrients plays a major role in nutrient cycling (Rattan et al., 2005). Across the study area, wide ranges of soil heavy metal concentration were observed and are shown in figure 3. The observed concentration of heavy metal in ranged between 37.76-73.5 mg kg-1 for Cd, 2.74-22.44 mg kg-1 for Pb, 0.54-24.16 mg kg-1 for Cu, 0.96-12.44 mg kg-1 for Zn, 3.21-72.85 mg kg-1 for Cr, 1.37-6.47 mg kg-1 for Ni, and 249.3-773.4 mg kg-1 for Fe for location-I. For location-II, heavy metals ranged between 23.7-103.7 mg kg-1 for Cd, 5.67-30.99 mg kg-1 for Pb, 3.04-16.47 mg kg-1 for Cu, 3.16-9.16 mg kg-1 for Zn, 3.19-41.35 mg kg-1 for Cr and 4.68-13.77 mg kg-1 for Ni; 6.31-66.61 mg kg-1 for Cd, 3.20-19.60 mg kg-1 for Pb, 1.35-11.81 mg kg-1 for Cu, 4.47-15.55 mg kg-1 for Zn, 1.38-3.54-46.64 mg kg-1 for Cr and 1.38-9.99 mg kg-1 for Ni for location-III. The domestic wastewater irrigated soil in all locations, the heavy metal (Cd, Pb, Cu and Cr) concentrations was not significantly and for Zn and Cr is significant at (P The results have clearly indicated higher concentration of metals in soils which is contributed prolonged irrigation by sewage wastewater. If the same trend continues the concentrations of metals will accumulate in the soil. Relatively higher amounts of these heavy metal which attributes to the reduction in soil pH to moderately acidic conditions as well increase in organic carbon due to the continuous use of sewage effluents. This may be a cause of prime concern in near future. Long-term application of domestic wastewater will result in increase in organic carbon and decrease in pH. Heavy metal accumulation in vegetables The concentrations of heavy metals in edible part of vegetables (Table 3 and figure 2) were investigated in vegetables which is commonly grown. The bioaccumulations of heavy metals concentration in all the vegetables are different, so no similar trend have been observed for heavy metal concentration. The heavy metals bioaccumulation in cauliflower was Zn > Pb > Cu > Ni > Cd > Cr, for cabbage was Pb > Zn > Cd > Cr > Cu > Ni, for carrot was Zn > Pb > Ni > Cu > Cr > Cd, for brinjal Zn > Pb > Cd > Ni > Cr > Cu, for spinach was Zn > Ni > Pb > Cd > Cu > Cr , a similar trend have also been observed by Pandey and Pandey (2009) and for radish Zn > Ni > Pb > Cr > Cu > Cd. Cauliflower accumulated in the range of 0.15-0.27 mg kg-1 Cd, 0.14-0.34 mg kg-1 Pb, 0.7-1.75 mg kg-1 Cu, 2.9-5.9 mg kg-1 Zn, 0.10-0.35 mg kg-1 Cr and 0.01-0.60 mg kg-1 Ni, cabbage accumulated 0.30-1.20 mg kg-1 Cd, 3.37-5.37 mg kg-1 Pb, 0.06-1.10 mg kg-1 Cu, 0.74-4.90 mg kg-1 Zn, 0.06-1.23 mg kg-1 Cr and 0.01-0.34 mg kg-1 Ni, carrot accumulated 0.20-0.70 mg kg-1 Cd, 0.98-3.25 mg kg-1 Pb, 0.55-1.95 mg kg-1 Cu, 2.65-4.02 mg kg-1 Zn, 0.96-1.50 mg kg-1 Cr and 0.85-1.36 mg kg-1 Ni, brinjal accumulated 0.50-1.10 mg kg-1 Cd, 0.80-2.64 mg kg-1 Pb, 0.30-0.46 mg kg-1 Cu, 3.26-3.90 mg kg-1 Zn, 0.30-1.02 mg kg-1 Cr and 0.64-0.86 mg kg-1 Ni, spinach accumulated 0.7-1.88 mg kg-1 Cd, 1.26-3.8 mg kg-1 Pb, 0.90-1.45 mg kg-1Cu, 1.6-6.75 mg kg-1 Zn, 0.65-1.05 mg kg-1 Cr and 0.01-3.80 mg kg-1 Ni, and radish accumulated 0.22-0.38 mg kg-1 Cd, 0.64-1.24 mg kg-1 Pb, 0.19-1.30 mg kg-1 Cu, 0.56-2.70 mg kg-1 Zn, 0.76-1.25 mg kg-1 Cr and 0.21-2.40 mg kg-1 Ni. The range of Cd concentration in brinjal (0.50-1.10 mg kg-1) recorded in this study was lower than the range (1.10 9.20 ÃŽÂ ¼g g-1) reported by Sharma et al. (2006). Vegetables (spinach and cabbage), range of Ni concentration was highest in spinach (0.01-3.80 mg kg-1). These values were lower than the range (5.55 15.00 ÃŽÂ ¼g g-1) reported by Sharma et al., 2006 and Singh et al., 2010 in spinach from Dinapur area as well as the range (0.2 3.0 mg kg-1) in spinach from waste water irrigated areas of Hyderabad reported by Sridhara Chary et al. (2008). In cabbage concentrations of Pb, Cu, Zn, Cr, Ni and were lower during the present study as compared to those obtained by Sridhara Chary et al. (2008). The present concentration (mg kg-1) of 0.30ÂÂ ±0.03 for Cd, 0.94ÂÂ ±0.10 for Pb, 0.83ÂÂ ±0.18 for Cu and 0.94ÂÂ ±0.09 for Cr in radish were lower than the values obtained for radish collected from a suburban area of Zhengzhou city, Henan Province, China (Liu et a l. 2006). Khan et al. (2008) have reported higher concentrations of Cd, Pb, Cu, Cr and Ni and in radish plants grown at waste water irrigated areas of Beijing than the clean water irrigated ones. Among all the heavy metals, Zn concentration (4.26ÂÂ ±0.06) was higher and Cr (0.09ÂÂ ±0.07) was lower in cauliflower. Radwan Salama (2006) have also found highest concentration of Zn in vegetables collected from Egyptian markets. The bioaccumulation of Cd in spinach is higher than all the tested vegetable samples and similar result have also observed by Zhuang et al., 2009 in chaina. The bioaccumulation of Pb, Cu, Zn, Cr and Ni were found higher in cabbage, carrot, cauliflower, carrot and radish respectively. The results indicate that the concentrations of heavy metals in all the vegetables below the Indian standard (PFA, 2000) and (WHO/FAO, 2007). Heavy metal transfer factor Due to industrialization and urbanization, the heavy metal concentration of soil has increased worldwide. Soil-to- plant transfer of heavy metal is major pathway of human exposure to soil contamination (Chi et al, 2004). The high transfer factor from soil to plants indicates a strong accumulation of the particular metals by vegetable crops (Khan et al., 2008). The results indicated that TF values were lower for Cd, Pb, Cu and Cr, and higher TF for Zn and Ni from those. The transfer factor values in soil to plant of studied metals such as Cd, Pb, Cu, Zn, Cr and Ni for various vegetables varied between vegetable plants and locations are shown in table 4. The results revealed that there is large variation in transfer factor of Cd, than other metals in all three locations. The spinach (0.0306) had very high transfer factor for Cd and followed by brinjal (0.0207), cabbage (0.0165), carrot (0.0108), radish (0.0071) and cauliflower (0.0049). Similarly, The cabbage (0.4448), had very high tr ansfer factor for Pb and followed by carrot (0.2376), spinach (0.2187), brinjal (0.0207), cauliflower (0.1672) and radish (0.0988); The carrot (0.2977) had very high transfer factor for Cu and followed by, spinach (0.2642), cauliflower (0.2537), radish (0.1740), cabbage (0.0881) and brinjal (0.0818); The carrot (0.0764) had very high transfer factor for Cr and followed by radish (0.0619), spinach (0.0527), cabbage (0.0454), brinjal (0.0408) and cauliflower (0.0054) for location-III; The cauliflower (0.2494) had very high transfer factor for Zn and followed by carrot (0.1991), brinjal (0.1909), cabbage (0.1862), spinach (0.1739) and radish (0.0984) for location-II; The spinach (0.7469) had very high transfer factor for Ni and followed by carrot (0.4451), radish (0.4542), brinjal (0.2348), cauliflower (0.0732) and cabbage (0.0335) for location-I. The transfer factor of Cd, Pb, Cu and Cr is more in Location III, similarly, Zn in location II and Ni in location-I. Therefore, vegetable cr ops growing on polluted site can accumulate high concentrations of trace elements to cause serious health risk to consumers. Risk Assessment In order to check the health risk of any toxicity from wastewater, it is necessary to estimate the level of exposure of the heavy metals through food chain. In this studied six vegetables were selected and calculate the health risk assessment in terms of estimated daily intake of metal (EDIM) and estimated health risk index (EHRI) by considering the intake of metal through vegetables by the human being. Estimated Daily Intake of Metal (EDIM) The daily intake of heavy metals was estimated on the basis of the average consumption and concentration of metal in particular vegetable spices. The average concentration of Cd, Pb, Cu, Zn, Cr, Ni and Fe are shown in table 3. Based on the above concentrations, the estimated daily intake of metal (EDIM) for adults and children through food chain were calculated is shown in Table 5. The highest daily intake of metal such as Pb, Zn, Ni, Cu, Cd and Cr were from spinach, cabbage, cauliflower, spinach, carrot, spinach and Carrot respectively grown in domestic wastewater for both adults and children. The results of studied revealed that EDIM suggest that the consumption of vegetables grown in domestic wastewater polluted location is high but is free from any risk as the dietary intake of Cd, Pb, Cu, Zn, Cr and Ni in adults is below than the permissible limits (WHO, 1996). Estimated Health Risk Index (EHRI) In order to investigate the estimated health risk index (EHRI) associated with domestic wastewater irrigated soil, it is essential to estimate the level of exposure by quantifying the route of exposure of a heavy metal to the target person. The results indicate that the EHRI values were less than one for Cd, Pb, Cu, Zn, Cr and Ni in all tested vegetables consumption. Therefore, the health risks of heavy metals such Cd, Pb, Cu, Zn, Cr and Ni exposure through vegetables was no consequences and generally assumed to be safe. All the estimated dietary intake of Cd, Pb, Cu, Zn, Cr and Ni were far below the tolerable limits. The oral reference dose (RD) for Cd, Pb, Cu, Zn, Cr and Ni are 1.0E-03, 3.5E-03, 4.0E-02, 3.0E-01, 1.5E-00 and 2.0E-02 mg kg -1 day -1, respectively given by US-EPA (2002), IRIS (2003). The results of the study showed that EDIM and EHRI suggest that consumption of vegetable grown in polluted soil irrigated with domestic wastewater is nearly free of risk. But there are a lso other sources of metal exposure such as dust inhalation, vehicular exhaust which were not include in this study. Conclusion The prolonged domestic wastewater irrigation increases heavy metal accumulation in the soil has lead to contamination of food crops in the study area. This study shows that edible vegetables shows significant bioaccumulation of heavy metals in vegetables grown in sewage wastewater irrigation. These vegetables are supplied to local markets and there is possibility of health hazard associated with consumption of these contaminated vegetables over a long period of time. The concentration of all heavy metals in domestic wastewater was found to be higher except Zn from the permissible limits of Indian standards (PFA, 2000) and (WHO/FAO, 2007). The results indicated that higher concentration of metals in soils which is contributed prolonged irrigation by sewage wastewater. If it is continues, the concentrations of metals will accumulate in the soil. Relatively higher amounts of these heavy metal which attributes to the reduction in soil pH to moderately acidic conditions as well increase i n organic carbon due to the continuous use of sewage effluents. The concentration of heavy metals in all the vegetables is lesser than Indian standard (PFA, 2000) and (WHO/FAO, 2007). The transfer factor of Cd, Pb, Cu and Cr is more in Location III, similarly, Zn in location II and Ni in location-I. Therefore, vegetable crops growing on polluted site can bio-accumulate high concentrations of trace elements to cause serious health risk to consumers. The highest daily intake of metal such as Pb, Zn, Ni, Cu, Cd and Cr were from consumption of the spinach, cabbage, cauliflower, spinach, carrot, spinach and Carrot respectively grown in domestic wastewater for both adults and children. The results of studied revealed that EDIM and EHRI suggest that the consumption of vegetables grown in domestic wastewater polluted location is high but is free from any risk. Therefore, the health risks from the heavy metals such Cd, Pb, Cu, Zn, Cr and Ni exposure through vegetables was no consequences and generally assumed to be safe. Therefore, in order to reduce risks, plants with lower accumulative nature should be grown. In this scenario the present study significantly indicating the need for proper treatment and disposal of domestic wastewater with low cost and worldwide acceptable technology.

Alan Turning: A Sad Mystery Essay -- Alan Turning Enigma Biography Pap

Alan Turning: A Sad Mystery â€Å"The original question, ‘Can machines think?’ I believe to be too meaningless to deserve discussion. Nevertheless I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted†¦. The popular view that scientists proceed inexorably from well-established fact to well-established fact, never being influenced by any improved conjecture, is quite mistaken. Provided it is made clear which are proved facts and which are conjectures, no harm can result. Conjectures are of great importance since they suggest useful lines of research† (Turing, â€Å"Computing Machinery and Intelligence†) In his thorough biography of Alan Turing, Alan Turing:The Enigma, Andrew Hodges described the self-destruction of HAL in 2001 A Space Odyssey in the following way:â€Å"He was only aware of the conflict that was slowly destroying his integrity – the conflict between truth, and concealment of truth† (Hodges, 533). Apparently the authors of 2001, Arthur C. Clarke and Stanley Kubrick had based their picture of HAL on ideas developed by Alan Turing, the brilliant British mathematician, scientist, cryptographer and philosopher who committed suicide on June 7, 1954. (Hodges, 533). Mr. Turing had a remarkable career from the 1930’s into the early 1950’s. He studied math initially at Cambridge, worked for a time at Princeton and spent most of World War II at Bletchley Park where he and his colleagues eventually solved the Enigma cipher used by the Germans to secure their U-boat strikes against Allied shipping lanes during the height of the European war. After the war, he returned to academic life ... ...or of much of the early thought that has evolved into today’s computer science will continue to affect us. It is rather daunting to envision what more he could have given us when considering the legacy of his work. Perhaps Clark and Kubrick also had Turing the man in mind when they devised what it would take to cause HAL to self-destruct Works Cited Hodges, Andrew. â€Å"The Alan Turing Home Page.† last updated 24 October 1998. http://www.turing.org.uk/turing/Turing.html(February, 1999). Hodges, Andrew. Alan Turing:The Enigma. New York:Simon and Schuster, 1983. Hodges, Andrew. â€Å"Alan Turing:a natural philosopher.† 1997. http://www.turing.org.uk/turing/philo/ ex6.html (February, 1999). Turing, Alan. â€Å"Computing Machinery and Intelligence† 1950. http://www.sscf.ucsb.edu/~sung/ comm115/writing-define-computing/Computing-machinery.html (February, 1999). Alan Turning: A Sad Mystery Essay -- Alan Turning Enigma Biography Pap Alan Turning: A Sad Mystery â€Å"The original question, ‘Can machines think?’ I believe to be too meaningless to deserve discussion. Nevertheless I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted†¦. The popular view that scientists proceed inexorably from well-established fact to well-established fact, never being influenced by any improved conjecture, is quite mistaken. Provided it is made clear which are proved facts and which are conjectures, no harm can result. Conjectures are of great importance since they suggest useful lines of research† (Turing, â€Å"Computing Machinery and Intelligence†) In his thorough biography of Alan Turing, Alan Turing:The Enigma, Andrew Hodges described the self-destruction of HAL in 2001 A Space Odyssey in the following way:â€Å"He was only aware of the conflict that was slowly destroying his integrity – the conflict between truth, and concealment of truth† (Hodges, 533). Apparently the authors of 2001, Arthur C. Clarke and Stanley Kubrick had based their picture of HAL on ideas developed by Alan Turing, the brilliant British mathematician, scientist, cryptographer and philosopher who committed suicide on June 7, 1954. (Hodges, 533). Mr. Turing had a remarkable career from the 1930’s into the early 1950’s. He studied math initially at Cambridge, worked for a time at Princeton and spent most of World War II at Bletchley Park where he and his colleagues eventually solved the Enigma cipher used by the Germans to secure their U-boat strikes against Allied shipping lanes during the height of the European war. After the war, he returned to academic life ... ...or of much of the early thought that has evolved into today’s computer science will continue to affect us. It is rather daunting to envision what more he could have given us when considering the legacy of his work. Perhaps Clark and Kubrick also had Turing the man in mind when they devised what it would take to cause HAL to self-destruct Works Cited Hodges, Andrew. â€Å"The Alan Turing Home Page.† last updated 24 October 1998. http://www.turing.org.uk/turing/Turing.html(February, 1999). Hodges, Andrew. Alan Turing:The Enigma. New York:Simon and Schuster, 1983. Hodges, Andrew. â€Å"Alan Turing:a natural philosopher.† 1997. http://www.turing.org.uk/turing/philo/ ex6.html (February, 1999). Turing, Alan. â€Å"Computing Machinery and Intelligence† 1950. http://www.sscf.ucsb.edu/~sung/ comm115/writing-define-computing/Computing-machinery.html (February, 1999). Alan Turning: A Sad Mystery Essay -- Alan Turning Enigma Biography Pap Alan Turning: A Sad Mystery â€Å"The original question, ‘Can machines think?’ I believe to be too meaningless to deserve discussion. Nevertheless I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted†¦. The popular view that scientists proceed inexorably from well-established fact to well-established fact, never being influenced by any improved conjecture, is quite mistaken. Provided it is made clear which are proved facts and which are conjectures, no harm can result. Conjectures are of great importance since they suggest useful lines of research† (Turing, â€Å"Computing Machinery and Intelligence†) In his thorough biography of Alan Turing, Alan Turing:The Enigma, Andrew Hodges described the self-destruction of HAL in 2001 A Space Odyssey in the following way:â€Å"He was only aware of the conflict that was slowly destroying his integrity – the conflict between truth, and concealment of truth† (Hodges, 533). Apparently the authors of 2001, Arthur C. Clarke and Stanley Kubrick had based their picture of HAL on ideas developed by Alan Turing, the brilliant British mathematician, scientist, cryptographer and philosopher who committed suicide on June 7, 1954. (Hodges, 533). Mr. Turing had a remarkable career from the 1930’s into the early 1950’s. He studied math initially at Cambridge, worked for a time at Princeton and spent most of World War II at Bletchley Park where he and his colleagues eventually solved the Enigma cipher used by the Germans to secure their U-boat strikes against Allied shipping lanes during the height of the European war. After the war, he returned to academic life ... ...or of much of the early thought that has evolved into today’s computer science will continue to affect us. It is rather daunting to envision what more he could have given us when considering the legacy of his work. Perhaps Clark and Kubrick also had Turing the man in mind when they devised what it would take to cause HAL to self-destruct Works Cited Hodges, Andrew. â€Å"The Alan Turing Home Page.† last updated 24 October 1998. http://www.turing.org.uk/turing/Turing.html(February, 1999). Hodges, Andrew. Alan Turing:The Enigma. New York:Simon and Schuster, 1983. Hodges, Andrew. â€Å"Alan Turing:a natural philosopher.† 1997. http://www.turing.org.uk/turing/philo/ ex6.html (February, 1999). Turing, Alan. â€Å"Computing Machinery and Intelligence† 1950. http://www.sscf.ucsb.edu/~sung/ comm115/writing-define-computing/Computing-machinery.html (February, 1999).

Al Capone :: essays research papers

By all accounts, Alphonse did well at school until the 6th grade, then at the age of 14 he was expelled for retaliating against a female teacher who hit him. Following his expulsion, the Capone family decided to move neighbourhoods - a chance move that would have a huge impact on Al's criminal future. Just round the corner from Capone's new home was the headquarters of gentleman gangster Johnny Torrio's East Coast operation. And like many boys in the area, he became involved in running errands for Torrio, just to earn a little extra money. Despite his involvement with Torrio and street gangs, Capone continued to work and support his family. However, when Torrio moved to Chicago, Capone was left open to some bad influences. At the age of 18, Capone was hired by an aggressive gangster Frankie Yale to work in his bar, the Harvard Inn. It was an incident in the Harvard Inn that earned Capone his nickname "Scarface". One night local gangster Frank Gallucio was drinking with his sister at the Harvard Inn, when Capone approached the young girl to pay her a compliment. Gallucio took offence to the young punk and began a brawl with Capone, it was during the scuffle the older man pulled a knife and cut Capone's face three times - Scarface was born. In early 1918, the career of Capone took another unexpected turn when he met the other most influential person in his life - his future wife Mae. Later that year, on December 4th, Capone became the proud father of Albert (Sonny) Francis Capone - Johnny Torrio became the godfather to his son. Such a dramatic change in lifestyle made him reconsider his career, and he resigned from the Harvard Inn and went to work for a construction firm as a bookkeeper. Chicago's underworld beckons In January 1920, the 18th Amendment of the Prohibition Act came into force, which made the brewing, distilling and distribution of alcohol completely illegal. The Prohibition era had begun, and Chicago's criminal underworld, including Johnny Torrio, was well prepared to make bootlegging illegal alcohol an extremely profitable business. Back in New York, Capone continued to concentrate on his legitimate career right up until the end of 1920 when his father tragically died. Without this strong parental figure, he resumed contact with Torrio, who had built up an influential racketeering empire in Chicago. It wasn't long before Torrio invited him to join him, and within a few months, Capone's life took a drastic turn that would change his destiny forever.

Effective Communication in Teaching Essay

Effective communication skills are essential for early childhood educators to ensure a high level of academic care is provided and to develop strong relationships both inside and outside the classroom. Without good communication there is no connection and a teacher will struggle to provide any type of educational experience to the children in their care. As stated by Johnson (1999)â€Å"communication is an ongoing process of sending and receiving messages that enable humans to share knowledge, attitudes and skills. Effective teaching depends on successful communication† (p4). Johnson (1999) believes that â€Å"communication is the driving force in any relationship or situation† (p3), therefore without effective communication the relationship and learning process will suffer. The two types of communication used by teachers are verbal and non-verbal. Verbal communication is the most obvious form and is used in an early childhood education setting constantly throughout the day. This can include teacher to child, teacher to teacher, child to child and teacher to parent. In an early childhood education setting, communication between teachers and children begins with a greeting in the morning as classes commence, and would continue constantly throughout the day. A typical day in a pre-school or infant’s school classroom would include activities such as roll call, group discussions and presentations like show and tell or news. These events would be a daily occurrence working to encourage communication between the teacher and the students, as well as between the students themselves, by giving each party a chance to speak and listen and exchange information and ideas. The day would continue with the teacher presenting new ideas and skills as part of the curriculum and, on a more casual basis, outside the classroom, during breaks and sport sessions. It is important for early childhood educators to be able to recognise the different learning styles of children and be flexible when communicating concepts and the content of lessons. A study by Geng (2011) discusses several different techniques that can be used when communicating with children and these include voice control, for example, using a certain tone  of voice to demand attention at the front of the class or a softer tone when trying to form a bond in the first phases of a relationship. Another useful technique when communicating with young children is to use short phrases and deliver instructions in a clear and concise manner. By using too many words, or words children do not understand the main message can be lost as they become confused or lose focus. Another way to ensure children follow along easily is to repeat instructions and new information, reiterating the main points to ensure they are heard and understood. Requesting a student to repeat the instruction back to the class allows the teacher to ensure they understand and is another chance for the instruction to be given to the class again. Visual clues are also used in a learning environment and within early childhood education these can include tools such as flash cards, pictures or posters and can be particularly useful when learning new words, spelling and basic mathematics, such as times tables. Non verbal communication is just as important as the more obvious verbal form. An early childhood educator must be able to communicate non-verbally. Johnson (1999, p.6) believes that children react better to this type of communication. Some examples of non verbal communication include facial expressions, touching and body movements, eye contact and use of personal space. By teaching children to understand non-verbal communication cues, their overall skills are enhanced as the two types of communication cannot succeed without each other. Knott (1979) defines the types of non-verbal communication in three categories: kinetic; body movements and gestures, paralanguage; voice qualities such as grunting and yawning, and the use of social and personal space. She states that these types of communication â€Å"play a significant role in the development of effective communication†¦ they are integral elements in all face to face communication† (p 227). It is essential that children learn to interpret these types of non-verbal communication. When combined with verbal communication, these skills will assist them to successfully communicate throughout life in many different situations, not just in an early childhood education setting. To enable educators to be the best they can be they must be able to communicate well with their peers. Exchanging ideas and information on the curriculum, teaching strategies, students, and problem solving ideas are daily occurrences for teachers. This will assist them in developing skills and furthering their knowledge. Both verbal and non-verbal communication is used between peers. An example of verbal communication between teachers would be colleagues exchanging ideas in staff meetings and discussions and a non-verbal example would include written reports and records about the students. Teachers play an important role in helping children develop relationships with one another. As an early childhood educator they are witness to the forming of many friendships between the children in their care. It is vital that these relationships are encouraged and guided to ensure all children feel happy, loved and secure with their place in the class or friendship group. Communication is the key to successful relationships and Kranyick (1975) believes that the ability to listen well is just as valuable as being able to project your message well. â€Å"The basic premise of the integrated day and family grouping is based on children learning from each other, they must listen to each other† (p 4). If children are not taught the importance of listening they may find their relationships suffer as it will be harder to form a bond if the other child feels what they are saying is not of value or importance. To support the education of communication within the early childhood years, the Australian Government has developed The Early Years Learning Framework (EYLF). It is an outline for teachers comprising of five learning outcomes. One of the outcomes is ‘Children are Effective Communicators’. The document states that â€Å"communication is crucial to belonging, being and becoming†¦ children communicate with others using gestures, sounds, language and assisted communication† (p 38). The document goes on to say that â€Å"Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued†, which reiterates Kranyick’s (1975) beliefs discussed earlier. The importance of the relationship between teachers and parents must not be underestimated. A positive partnership is essential in order to ensure that a child’s education is supported and encouraged from not only inside the classroom but also at home. As stated by Hughes & MacNaughton (2001) â€Å"Communication between parents and staff is an important part of the daily life in early childhood centres†¦ research has shown that good staff-parent communication contributes significantly to the success of early childhood programs†. An effective way to reach out to a parent or carer is through an information and feedback session, commonly known as a ‘parent – teacher night’. This allows the teacher to discuss a student’s progress and development, as well as voice any concerns they may have. It is also an opportunity for parents and carers to ask questions and learn how to better support their children on their educational journey. In conclusion, good communication within an early childhood education setting is vitally important. It is essential that early childhood educators focus on developing strong and effective communication skills to be able to ensure a high level and successful educational experience for the children in their care. It is important that these skills are passed on to young children as when they develop good communication skills it can only help to build their foundation for learning and forming relationships as they go through the journey of life, including their future years of study and work, as well as their relationships with friends and family. In the words of Geng (2011) â€Å"communication is therefore a fundamental component in promoting positive behaviour†. REFERENCES Johnson, M. (1999). Communication in the classroom. Place, stateUS Department of Education. Geng, G. (2011). Investigation of teachers’ verbal and nonverbal strategies for managing attention deficit hyperactivity disorder (ADHD) students’ behaviour within a classroom environment. Australian Journal of Teacher Education, Volume 36 (Issue 7), 17-30. Kranyik, M. (1975). Teaching to listen and listening to teach. Paper presented at the Annual Meeting of the National Conference on the Language Arts in Elementary School., Boston, MA. publisher. Arnold, M. (1979). Early child-child communication. Theory into Practice, Volume 18 (Issue 4), 213-219. Knott, G. (2011). Nonverbal communication during early childhood. Theory into Practice, Volume 18 (Issue 4), 226-233. Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia. Author. McNaughton, D., Hamlin, D, McCarty, J, Head-Reeves, D, Schreiner, M. . (2007). Learning to listen: teaching an active listening strategy to preservice educational professionals. Topics in Early Childhood Special Education. , Volume 27 (Issue 4), 223-231.