Behavioural effects of alcoholism in young people Essay

Behavioural effects of alcoholism in young people - Essay Example ion of alcoholism on modern medicine, alcoholism can be triggered by the intake of alcohol and the resulting ailment can be affected by different factors such as the quantity of the alcohol taken, the frequency of alcohol consumption, the capacity or tolerance in terms of intake. These factors differ for each person. In addition, although the biological mechanism underpinning alcoholism are uncertain, some suggested risk factors include social environment, stress, emotional health, genetic predisposition, age and gender (Goodwin, 2000). The objectives of the study then is to present background information on the problem of alcoholism by presenting the composition and history of the beverage, the main causes of alcoholism and ultimately the effects of alcoholism to young members of the population. There are different perspectives involved in the issue of alcoholism. One is the chemical composition of the alcohol, although it cannot be considered the main reason for having alcoholism since the ailment is mainly based on behaviour of the person. Although this is the case it is important to determine the composition of the alcoholic beverages. The development of alcoholic beverages in different parts of the world such as the ancient era represented by Babylon in 2,700 BC, China in 7000 BC, India between 3000 and 2000 BC, and Greece in 1700 BC and the modern era represented by the Pre-Columbian America and Early Modern Europe. After the continuous significant influence of alcoholic beverages in the social and cultural aspect, incidence of alcoholism increased (InterAlcohol.co.uk, 2010c). One of the points that are needed to be considered is the alcohol and its cultural and historical role in the English region specifically. Through the history of Britain and other European countries, the role of alcoholic beverages is recognized. In the 18th century, England was renowned for having the ‘Gin and Debauchery’ which is a mayor producer of alcoholic beverages.

Impact of the Environmental Impact Assessment (EIA)

Impact of the Environmental Impact Assessment (EIA) ABSTRACT Extensive researches carried out have pointed to the fact that impact prediction in the EIA process has been problematic and it lacked transparency, scientific rigour or both (Badr et al 2004, Glasson et al 2005). Therefore the aim of this research paper is to evaluate impact prediction in the EIA process by comparing impact prediction practices in three environmental impact statements for one environmental component: Air quality. Methods to identify, access and evaluate impacts were analyzed and how extensively they were used in predicting impacts. A checklist was developed for to comparative analysis and descriptor for symbols awarded to various stages of impact prediction outlined. The result shows that important prediction methods were either omitted or not extensively used in some of the cases. This research paper is therefore in agreement that impact prediction is not practiced in a transparent and scientifically rigorous manner. INTRODUCTION Recent environmental issues that has emerged due to large industrial developments with effects on the environment has led to the birth of the process called Environmental Impact Assessment (EIA) which can be defined as â€Å"the need to identify and predict impacts on the environment and on mans wellbeing of legislative proposals, policies, programmes, projects and procedures and to interpreter and communicate information about the impacts† (Munn 1979). EIA can also be defined as â€Å"a process by which information about the environment is collected both by the developer and from other sources and taken into account by the relevant decision making body before a decision is given on whether the development should go ahead†(DOE 1995). It can also be defined more simply as â€Å"an assessment of the impacts of a planned activity on the environment† (UNECE 1991). Since the introduction of EIA over 30 years ago, the potential benefits has been widely recognized and it has been adopted and implemented in more than 100 countries by numerous aid and funding agencies (Petts 1999).In essence, EIA is a process that assesses the impact of developments on the environment in a systematic, holistic and multidisciplinary way taking into consideration all environmental components (Glasson et al 2005). EIA as a process involves a number of steps which are as follows Description of project Screening Scoping/consideration of alternatives Baseline studies public consultationparticipation Impact prediction Preparation of Environmental Impact Statement(EIS) Decision making Post decision making and monitoring The EIA process is a cyclical process with feedbacks and interaction between all the steps and public consultation (stakeholder engagement) involved in all the steps. Aggregated studies have shown that EIA practices in some regions of the world have been and remain problematic, but there is evidence that the quality is improving over time (Lee and Brown 1992, DOE 1996, Cashmore et al 2002). However, disaggregated studies indicate that the quality with which certain components of the environment are addressed is significantly more problematic than suggested by the aggregated studies (Glasson and Heanley 1993, Chadwick 2002, Badr and et al 2004). Impact prediction in the EIA process has been a problematic despite being the key and heart of the EIA process (Badr and et al 2004). Despite its centrality in the process, many studies have underemphasized prediction and it is not often treated as an explicit stage in the process, models are not detailed and there are little discussions of limitations (Glasson et al 2005). Therefore, the research for the effectiveness of impact prediction in the EIA process will focus on the Environmental Impact Statement (EIS) which is the document that holds the pre consented states of EIA, and is often readily assessable component of the process (Badr et al 2004). This research paper aims at contributing to the development of grounded initiatives for enhancing EIA effectiveness by looking at impact prediction practices in three different EISs looking into one environmental component which is AIR QUALITY. The following EISs will be used for this research paper CASE 1-A350 Westbury Bypass EIS CASE 2-River Tud Residential Development EIS CASE 3- Kingshill Recycling Centre Biomass Energy Plant EIS The objective of this research is to analyze how extensively impact prediction practices have been carried out in each of these case studies. The following is the structure of the paper: methodology, results, discussion and conclusion. METHODOLOGY The objective of impact prediction is to identify the magnitude and other dimensions of identified change in the environment with the project or action in comparison with the situation without the project or action. It also provides the basis for the assessment of significance (Glasson et al 2005). According to the EIS legislation (S1.4) impact prediction should include assessment of direct and indirect, primary and secondary, cumulative, short, medium and long-term, permanent and temporary, reversible and irreversible, positive and negative effects of a project (Walker and Dalton 2001 in Morris and Therivel 2009). A variety of models are used to estimate air quality impact of sources on receptors to prepare and review new industrial and other sources application and to develop air quality management plans for an area or region and they are the Gaussian, numerical, statistical and physical methods (Jacko and Breche 2003 in salvato et al 2003). There are four stages in impact prediction and they are Impact identification-this brings together the project characteristics and baseline environmental characteristics with the aim of ensuring that all potentially significant environmental impacts are identified and taken into account in the EIA process.( Glasson et al 2005). Ensuring compliance with regulations is an important factor when choosing impact identification methods for assessment. The pathway and receptors are also identified. The methods include checklists, matrices, and quantitative methods and overlay maps. Impact assessment-this involves the detailed analysis of impact to determine their magnitude, significance and expert judgement. There are different methods of impact assessment: professional judgement (qualitative), mathematical methods (quantitative), physical methods, laboratory methods and case to case methods. When choosing prediction methods, the assessor should be concerned about the appropriateness for the task involved, will the method produce what is wanted?, can the method be applied to different projects and allow predictions to be compared? (Lee 1987, Glasson et al 2004). Significance of evaluation- when impact have been predicted, the impacts are then evaluated for acceptability. Criteria for significance include the magnitude and likelihood of impacts, the geographical level. The most formal evaluation method is the comparison of predicted changes in the area to air quality standards, objectives or guideline values, and determining whether they are likely to be exceeded at any location, after taking into account the existing and predicted baseline conditions (Walker and Dalton 2001 in Morris and Therivel 2009). Dispersion models such as DBRM screening method is used to evaluate significance, and the Gaussian model. Other methods are the cost and benefit analysis, multi criteria method, empirical data analysis and simple criteria. Impact mitigation- This is the measure envisaged in order to avoid, reduce and if possible, remedy significant adverse effects (CEQ 1997). Mitigation measures such as change of technology or modification of industrial processes can be implemented. Monitoring should be continued after completion since numerical prediction models contain uncertainties. Continued monitoring is necessary to access the effectiveness of any mitigation measure proposed in an EIA and to ensure that any potential air and climate problems identified have been minimized or mitigated (Walker and Dalton 2001 in Morris and Therivel 2009). A checklist has been developed for the purpose of evaluating impact prediction practices looking at air quality component in three EIS case studies. DISCUSSION Impact identification Case 1 The relevant legislation and policy context was the first method used to identify impacts of the development in air quality. The EU legislation was also looked at, the National Legislative and future legislative measures were also used in impact identification. Relevant policy measures like National planning policy, regional policy and local development framework was used to identify impacts. The limit value of AQS objectives were measured and if it was likely to exceed the objectives declared in the AQMA, then an action plan is to be prepared and implemented. The baseline information was acquired from the local authority and national air quality information archive (NAQIA). Therefore, because of the baseline studies, analysis of the background of air quality data available for the study area showed that the concentration of NO2 and PM10 are generally low in comparison to the relevant AQS objectives and limit value (Wiltshire county council 2007). Future predictions of air quality also carried out. Although qualitative method was used in this exercise, it was not clearly used to identify impacts. Checklists, matrices and overlay maps were not used. Source- pathway-receptor clearly identified. Case 2 Although legislative standards were mentioned, it was not mentioned extensively like in case 1. Baseline data of the environment was obtained from the national environmental technology centre (NETEN) and department of environment. Baseline studies were not used extensively for impact prediction in case 2. Knowledge of baseline conditions is essential because, even when a development is likely to add small amounts of pollution to the area, it could lead to air quality standard of the area being exceeded if air quality in the area is already poor or may become poor in the future(Morris and Therivel 2009). No future predictions of impacts carried out. There was no mention of the use of matrix or checklist for impact identification in this case. The source, pathway and receptor not clearly identified for air quality. Case 3 Most of the legislative standards considered. The UK air quality standards 1989 limits value for pollutants, the air regulations and air quality objectives clearly listed. Baseline studies of the area without the project was mentioned but not considered extensively. Checklists or matrices not used in prediction. Source-pathway and receptors identified. Overall, the main problem of impact identification is the failure to use systematic methods such as checklists, matrices or networks for impact predictions which agrees with Badr et al 2004 â€Å"Most WIA studied failed to provide any information on methods used to identify impacts†. Impact assessment Case 1 Constituent impact stages equally divided and assessed Quantitative assessment method was used for the operational phase of the development for the assessment of local air quality. Impacts on sensitive receptors in the area as a result of the operation of the bypass in the future were analysed using detailed dispersion modelling. DDM was used for the analysis of traffic emissions. Atmospheric dispersion modelling system (ADMS-Roads) was also used and it analysed dispersion of pollutants from industrial and road traffic sources. Qualitative assessment was used in the construction phase of the project. This assessment concluded that emissions will be greater in the operational stage, since the construction was short term, then impact will not be significant. Meteorological data was used for the input into the dispersion model. Case 2 Impacts talked about in construction and operation stages although not extensively. There was no mention of quantitative or computer model to assess air quality impact. The lack of quantitative analysis means that practitioners could not compare predictions with air quality and legislative standards and this is why evaluation of significance is poorly evaluated. (Badr et al 2004) Although qualitative judgement used, but not transparently and scientifically used Metrological data not mentioned at all in impact assessment. Case 3 Construction phase impact omitted and operational phase focused on. Quantitative model used. ADMS model used to assess atmospheric impacts of emission from the project, future predictions considered. Qualitative method not mentioned in impact assessment. Expert opinion provided it is backed up with reason and justification which supports that opinion, such as comparison with similar existing development is a very good method for predicting impacts (Morris and Therivel 2009). Metrological data was used in calculating annual mean of NO2 and SO2 Overall, the problem of impact assessment was the use of quantitative methods. In case 2, for construction emission, it was said that â€Å"it is for the most part not practical to quantify the emissions arising during construction of the dwelling† (South Norfolk County2001).Qualitative assessment only extensively used in case 1 and omitted in case 2 and 3. Future climate baseline levels are usually predicted for the purposes of an EIA, given the major limitations for current models in predicting regional changes, let alone local changes attributed to global warming due to the atmospheric concentrations of green house gases (Walker and Dalton 2001 in Morris and Therivel 2009) Significance evaluation Case 1 Short term mean concentrations of pollutants NO2 and PPM10 were calculated and compared against the relevant AQS objectives. Significance of impacts communicated both numerically and descriptively. Significance also calculated using the comparative method looking at the standard of air quality without the project. Descriptors clearly provided for the significance of air quality based on the magnitude of change in the context of existing conditions. The level of effects of project clearly identified as local effects. Case 2 Although long term mean concentrations mentioned, how numeric values arrived at is not transparent. Comparative method not clearly stated. Level of impact local, national or regional not analyzed. Case 3 Comparative method was used to compare quantitative dispersion ADMS model results with relevant AQS/AQOs. Geographical level of the impact not mentioned although, it was stated in the summary that â€Å"the process design has included mitigation measures to reduce impacts on local and national air quality† (North Wiltshire county). Overall, the significance of impact was well explained in case 1. It was transparent and scientifically rigorous (Badr et al 2004). Methods for significance of impact in case 2 and 3 not transparent although, Comparative measures were used in case 3, the level of impact was not clearly stated. Therefore the main problem of significance of impact was the transparency of the procedure. Impact mitigation Case 1 Mitigation measures were clearly put in place for significant impacts. Construction and operation mitigation plan well listed. CEMP prepared for the project. Alternative technology option also adopted for some impacts. Monitoring not mentioned in mitigation measures. Case 2 Mitigation measures not clearly outlined in this case. Although some preventive measures were outlined, it was not done satisfactorily. No alternative technology options adopted. Monitoring not mentioned in mitigation measures. Case 3 Mitigation measures outlined for construction and operations stages but not decommissioning stage. Alternative technology included in process design to reduce local and national air quality impacts Monitoring of NOx, SO2, PM10, CO outlined. (Annually). The overall problem of mitigation measures is the lack of emphasis on monitoring of air quality during construction and operation phases. A continuous air quality monitoring system for the measurement of selected gaseous air pollutants, particles and metrological conditions over a large geographical area, can make possible immediate intelligence and reaction when ambient air quality levels or emissions increase beyond established standards (Jacko and Breche 2003in Salvato et al 2003). Numerical prediction models contain uncertainties so monitoring should be continued after completion of the development to compare predictions with those that actually occur and continued monitoring is also necessary to access the effectiveness of any mitigation measures proposed in an EIA to ensure that any potential and climate problems identified have been minimized or eliminated (Walker and Dalton in Morris and Therivel 2009) CONCLUSION The aim of this research paper was to evaluate impact prediction in the EIA process by comparing impact prediction practices in three environmental stated for air quality. The research looked at different stages of impact prediction and how the methods for the stages were used and how extensively impact prediction was carried out. Results showed that although impact prediction practices were carried out, it was problematic in the impact identification methods in all cases, methods such as checklists, matrices and networks were not used at all while qualitative method which is used for impact assessment was omitted in a case (case 2). This automatically takes its toll on significance evaluation which uses expert opinion for evaluating significance. Uncertainties associated with the accuracy of a prediction due to the use of inaccurate or partial information on the project or baseline environmental conditions, unanticipated changes in the project during one or more of the changes of the life cycle and oversimplification and errors in the application of methods and models (Glasson et al 2004) was not given consideration at all in any of the cases. Monitoring changes in air quality standard was also a problem. While mitigation measures were proposed, there was no mitigation monitoring plan. Numerical prediction models contain uncertainties so monitoring should be continued after the completion of the development to compare predictions with those that actually occur (Walker and Dalton in Morris and Therivel 2009). Monitoring should be strengthened to enhance impact prediction. It is therefore logical to conclude that different developments or projects determine how extensively impact prediction is practiced. Emphasis is given to air quality predictions for developments like power stations, power plants and road constructions. Emphasis on impact prediction declines for developments such as residential buildings and shopping malls. REFERENCES Badr E,-L, Cashmore,M and Cobb, D (2004) ‘The considerations of impact upon the aquatic environment in environmental impact statements in England and Wales. Journal of environmental assessment policy and management, 6(1):19-49. DOE (Department of the Environment (DOE) (1995) preparation of environmental statements for planning projects that require environmental assessment. A good practice guide. London. HMSO Glasson, J, R, Therivel and Chadwick A (2005) introduction to environmental impact assessment 3rd Edition. London. Routledge Jacko B, La Breche T (2003) air pollution and noise control in Salvato J. A, Numerow N, Land Agardy E, J (2003) Environmental Engineering 5th edition. Canada. John Wiley and sons. Norfolk County Council (2001) proposed residential and associated development at River Tud, Costessey Environmental Impact Statement 2001. Norfolk County Council. Walker D and Dalton H (2001) air quality and climate in Morris P and Therivel R (2009) Methods of Environmental impact assessment 3rd edition. London. Routledge Wiltshire County Council, (2007) A350 Westbury bypass Environmental Impact Statement 2007. Trowbridge, Wiltshire County Council. Wiltshire County Council (2000) Biomass Energy Plant Kingshill Recycling Centre Cricklade North Wilshire Environmental Impact statement 2000. Tollgate, Wiltshire county Council.

charhf jimhf Character of Jim and Huck Essay -- Adventures Huckleber

Huckleberry Finn – Study of His Character    In Mark Twain's The Adventures of Huckleberry Finn, he takes an alternate route from the normal adventure clichà ©. On the surface as well as when searching for a deeper meaning, many adventure books are unfulfilling in that they posses no real message. It is not that an adventure book should be deemed poor in quality simply because it lacks depth, because that's not really what an adventure book offers. Conventionally, the adventure book is a descriptive book in that it describes every leg of the protagonist's journey. The pivotal part to a truly fulfilling book is the deeper meaning, the stuff below the surface-- to me, this is what separates The Adventures of Huckleberry Finn and puts it head and shoulders above any book I have read in that genre. Twain offers up more than the conventional adventures-- he personifies the characters to the point of showing their exact dialect through improper spelling and grammar. He displays the character's emotions and thoughts, maki ng it easy to relate to many of the things that the characters are thinking, in essence making a better book. The Adventures of Huckleberry Finn is a book saturated with morals and lessons. If you take the tale at face value the characters seem uneducated, but the depth to the book shows that there is a lesson being transmitted through each of the characters.    The vivid and colorful characters make this book pleasing to read, a type of book that makes reading not a burden, but entertainment that rivals even video games. Twain takes Huckleberry Finn, on the surface your average character but because of the extent that Twain develops the characters, the character's rises and p... ... may look like they are disrespectful and malignant just because of the clothes they wear, their place in society, their dialect, or the way the do their hair. These are all of course outward appearances and should not influence our judgment of someone but they almost always do. Huck and Jim are great examples that adhere to this doctrine well-- Jim for instance is a slave, he almost seems foolish by his superstitions. Though through deeper inspection, Jim turns from a slave to a father figure, offering guidance to Huck and protecting him. Twain illustrates that below every ugly surface, there is usually a great personality to discover.    Works Cited    Bruce, Robert Ph.D. CliffsNotes On Twain's Huckleberry Finn. New York: Hungry Minds, Inc., 2000. Twain, Mark. The Adventures of Huckleberry Finn. New York: Bantam Books, 1981.   

Adapting To Change In The Twenty First Century Education Essay

I believe it was Albert Einstein who was one time quoted as stating â€Å" No job can be solved by the same consciousness that created it. We need to see the universe anew. † It would look that the twenty-first century pupil, in our pursuit for continued instruction, has subconsciously adopted this doctrine. Imagine that you are a individual parent of 2 school-aged kids who has been working the same occupation for the past 7 old ages when all of a sudden there is a rumour of extroverted layoffs. Fear sets in as you realize that the lone accomplishment you know is the same accomplishment that kept you in your comfort zone for the past 7 old ages. Now at this point you have two options ; either sit at place while roll uping unemployment until another occupation becomes available with the same accomplishment set, or larn another accomplishment. Working in higher instruction I have seen a displacement in the pupil demographic in that fresher are no longer the 18-year-old fresh out of high school pupil but to that of the 35-year-old ma who wants to complete her instruction in an attempt to get a better paying calling. So one might inquire them egos, who precisely is the twenty-first century pupil and how can educators modify their instruction methods to include this older, extremely motivated pupil. Harmonizing to ehow.com,[ 1 ]grownups return to school for one of these five grounds ; calling alteration, to carry through a end, larn a new accomplishment, merriment or to foster their instruction. In today ‘s tough economic clime, good paying occupations are traveling to those persons who are non merely adept in their field, but besides extremely educated. More and more grownups are recognizing this fact and taking advantage of all the instruction inducements provided by the authorities, which makes traveling back to school less intimidating and more accessible. In add-on, federal support beginnings for traveling back to school hold become less of a job w ith the growing of online categories. Working grownups can now take categories and have a grade without changing their already really busy lives. This is really of import to me because I excessively, am a twenty-first century pupil. I ‘m a 34-year-old professional male who decided to fall in the multitudes in returning back to school to acquire my grade in web security. Peoples have their different grounds for returning back to school but for me it ‘s the ability to hold â€Å" calling † options alternatively of â€Å" occupation † options. I can hold with Dee Dee Smith when she states, â€Å" returning to school as an grownup can be a hard passage. But you do n't hold to plunge in, you can do the passage easy. † So to better understand my state of affairs I must foremost happen out who the twenty-first century student/non traditional pupil is and what makes him/her return to school and how can educators modify their methods to assist us along our ne w journey? So who is this new aged pupil and what makes them different? â€Å" How should we learn them? Is engineering in the category a aid or a expletive? † These are inquiries that Marc Prensky proposed that we should inquire ourselves. Understanding that today ‘s pupils have better entree to information, we must besides larn to cover with the gait in which this pupil retains new information. Harmonizing to assorted beginnings it can be determined that the mean age of the new age pupil has increased from 18 twelvemonth olds, up to 28 to 32 twelvemonth olds. This pupil is much more mature and stable in that they have the advantage of existent life experience. They have had to equilibrate budgets, purchase places, raise kids and do really of import life determinations. This gives them an border up as it pertains to the subject needed to win in a higher instruction environment. They have besides been exposed to a figure of new engineerings giving them another advantage. When you g auge the type of tools that are accessible by pupils and compare it to the resources that were available you find that pupils of today ‘s coevals have it easier. How does this fact impact our new, non-traditional pupil? Well in several ways. When you think about survey and research wonts of yesterday you likely think of a batch of pupils sitting in the library traveling through book after book. Now you can sit literally anyplace in the universe and expression through those same books and even interact with fellow schoolmates while working at your ain gait. So it ‘s my sentiment that when you combine the survey wonts of older more seasoned pupils with the resources of today so you have the twenty-first century pupil. This pupil knows how to outdo use the resources available to them to accomplish positive results in assignments. There are, nevertheless, several misconceptions about non-traditional pupils. Some can reason that non-traditional pupils do non suit good into to day ‘s instruction procedure. One ground is that of pupil lodging. Lonnie Allen states that non-traditional pupils have become the â€Å" white elephants on campus † . He goes on to province â€Å" it would be unusual for person to see older pupils walking in and out of occupant halls they call place. † ( Lonnie Allen ) One manner to see untraditional pupils in this present twenty-four hours is non as a group that is characterized by socially constructed traits such as age or cultural background or by functions connected by such footings as ; â€Å" dropout † , â€Å" immigrant † or â€Å" first coevals † . Rather, untraditional pupils can be better viewed as a deprived population. In many facets, the disadvantage can be linked to economic position. Many economic expert say that we are presently populating in a recession period and with the monetary value of pretty much everything from gas to milk on the rise, colleges and other establishments have no pick but to react the same manner. Some even compare the current fiscal position of America to that of the recession of the '90s. During the recession of the 1990 ‘s, â€Å" most establishments responded by once more increasing tuition aggressively, a response good honed in the last recession and actively encouraged by many governors. † ( David Breneman ) Bing that most of our non traditional pupils can be identified as working category grownups, doing the determination to return to school in the center of a ballad offs and cut dorsums can be hard, non to advert the crisp rise in tuition. With all these variables in topographic point, it ‘s easy to see how this can put the non-traditional pupil at a spot of a disadvantage. Another manner to see the non-traditional pupil is risk factors. Hazard Factors is another construct that is tied to adult pupils, but the inside informations are non disaggregated by institutional type. A National Center for Educational Statistics ( NCES ) tabular array, â€Å" Percentage of 1999-2000 undergraduates with assorted hazard features, † addresses â€Å" risk factors † for pupils, including parttime attending at college, delayed registration, holding dependants, and working while enrolled. ( NCES ) Students aged 24 and older are more likely to ho ld dependents while trying to foster their instruction. Older pupils are besides more likely to be working full clip or portion clip while taking categories. Overall, I believe it ‘s safe to organize the sentiment that the older the non-traditional pupil, the higher the hazard factor. Another position of NCES information references employment for grownups, those 24 and older, who consider work to be their first precedence and college their 2nd. This group is compared to those who are chiefly pupils but besides work as a secondary function. While all of these persons are considered to be grownups by age, their lives are likely to be rather different. Other footings such as â€Å" untraditional undergraduates † gaining control a porton of this twenty-first century pupil population, but do non depict it wholly. For illustration, Choy defines and characterizes â€Å" untraditional undergraduates † as those at any degree of postsecondary instruction: pupils who delay their entry to college, who carry a portion clip academic burden, who work while enrolled in college, who are financially independent and may hold kids or other dependents, who may be individual parents, and who do non hold high school sheepskin. Parts of these pupils have merely one or two of these untraditional features, while others fit in to multiple classs. ( Susan Choy ) Choy ‘s information is non disaggregated by age, and therefore big pupils can non be separated from the entire population. Although there is a batch of literature every bit good as informations sets on the academic advancement, registration forms, continuity, and degree attainme nt of untraditional pupils, the connexions of this scholarship and the informations sets to grownups pupils can non be verified.

Placement Tests & Proficiency Tests Essay

Imagine that you are responsible for admitting students to an English language school. Design a simple interview based on 20 personal questions for the student about his job, family, school or country. Begin with simple grammar and vocabulary and develop more complexity by the conclusion. This is to follow the school ´s placement test to confirm its results. 1. Placement Tests & Proficiency Tests I. I would start by asking the student to answer in full sentences if they can. For the purposes of this assignment I am assuming these students are adult learners. The questions I would ask are; 1. How are you? 2. What’s your job? 3. What are some of your responsibilities at work? 4. Do you play sports? 5. How long have you played that? (sport from the previous question) 6. Are there any sports/hobbies you would like to try? 7. How often do you watch movies? 8. What kind of movies/music/tv do you like? 9. Please tell me about your family 10. Do you have any pets? 11. What did you do at the weekend? 12. How long have you been studying English? 13. If you could travel to another country, where would you like to go? 14. What did you do/Where did you go on your last vacation? 15. Tell me about your hometown†¦what is it called, city/country 16. What are your plans for the next weekend? 17. When is your birthday? 18. What did you do/get last birthday? 19. Can you drive/play a musical instrument/speak any other languages? 20. If you could meet any person, living or dead, who would you like to meet? Look online for information about TOEFL iBT at ets.org. Conduct a mini-research project. Summarize pertinent information about this test,  including its purpose, form and audience. TOEFL iBT: The TOEFL iBT ® test, administered via the Internet, is an important part of your journey to study in an English-speaking country. In addition to the test, the ETS TOEFL Program provides tools and guides to help you prepare for the test and improve your English-language skills. The TOEFL iBT test measures your ability to use and understand English at the university level. And it evaluates how well you combine your listening, reading, speaking and writing skills to perform academic tasks. Purpose: The purpose of the TOEFL iBT test is to evaluate the English proficiency of people whose native language is not English. The TOEFL iBT scores are primarily used as a measure of the ability of international students to use English in an academic environment. The Test (TOEFL iBT) evaluates all four language skills that are essential for effective communication: reading, listening, speaking and writing: Reading – measures the ability to understand academic reading matter.  · Listening – measures the ability to understand English as it is used in colleges and universities.  · Speaking – measures the ability to speak English. Responses are recorded and scored by human graders.  · Writing – measures the ability to write in a way that is appropriate for college and university course work. The TOEFL iBT contains an added 20-minute essay along with the current 30-minute essay. Form: www.ets.org/s/toefl/pdf/iBT_reg_form.pdf 2013–14 TOEFL iBT ® Registration Bulletin (PDF) 2013–14 Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF) Audience: More than 27 million people from all over the world have taken the test to demonstrate their English-language proficiency. The average English skill level ranges between Intermediate and Advanced. Students planning to study at a higher education institution English-language learning program admissions and exit Scholarship and certification candidates English-language learners who want to track their progress Students and workers applying for visas Who should take it? Students planning to pursue their Associate’s or Bachelor’s degree: International students who wish to pursue undergraduate study at an American college or university have the option of taking the TOEFL ® iBT. In some instances, the institution will waive the TOEFL ® iBT if a student has completed Level 112 of ELS’ English for Academic Purposes program. If the institution does not waive the TOEFL ® iBT, the student must attain a certain minimum score on the exam in order to gain acceptance to the college or university. Students should check with the institution to find out what minimum score it requires on the TOEFL ® iBT. Students planning to pursue their Master’s degree or Doctorate International students who wish to pursue graduate study at an American college or university can take the TOEFL ® iBT. Most graduate schools require a minimum score on the TOEFL ® iBT as well as the Graduate Record Examination ® (GRE ®) or the Graduate Management Admissions Test ® (GMAT ®). Students may take ELS test prep programs for the GRE ® or the GMAT ® at Level 110 and higher—or if they meet other requirements. To learn more about entry requirements for either test prep program, click the links for each test Business Students Students entering the Business English Program must attain a minimum score on the TOEFL ® iBT, TOEIC ®, or IELTSâ„ ¢ exams, or achieve an advanced level on the ELS Pre-Arrival Test. Notes about TOEFL iBT: TOEFL iBT is approximately 4 hours long. Each section of the test has a time limit. The Reading section has new questions that ask test takers to  categorize information and fill in a chart or complete a summary. There is no longer a Structure section. Grammar is tested on questions and tasks in each section. Lectures and conversations in the Listening section are longer, but note-taking is allowed. In fact, note-taking is allowed throughout the entire test to help test takers answer the questions. The TOEFL iBT integrated approach requires that the students be proficient in note taking. The speech in the listening material sounds more natural, and one lecture per test is spoken with a British or Australian accent. There are also new multiple-choice questions that measure understanding of a speaker’s attitude, degree of certainty, and purpose. The Speaking section is new, and includes both integrated and independent tasks. Integrated task are questions that require use of mo re than one skill at a time: – read, listen, then speak in response to a question – listen, then speak in response to a question – read, listen, then write in response to a question Look online for information about TOEIC at ets.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The Test of English for International Communication is produced by ETS (Educational Testing Service). There are two separate parts to the TOEIC test. You can do one or both parts. 1. The Listening and Reading test is a paper and pencil test that takes 2.5 hours and is taken at a test centre. 2. The Speaking and Writing test is an online test that is taken in a test centre and takes 90 minutes. The Speaking and Writing test is a new test which is only available in some countries. Purpose: TOEIC evaluates the level of one’s command of English appropriate for the further work in the sphere of business (global workplace). Form: wie.ac.nz/download/TOEIC_Application_Form.pdf www.hau.gr/?i=examinations.en.toeic-application-form testprep.about.com †º Education †º Test Prep †º Registration Info Audience: This test is intended for Academic Institutions, the Workplace and Test Takers. The TOEIC ® tests: Help businesses build a more effective workforce Give job seekers and employees a competitive edge Enable universities to better prepare students for the international workplace TOEIC focuses on the English language, which prevails in the business sphere and global workplace. It consists of 200 multiple-choice questions, which are to be answered in 2 hours. The possible score results vary from 10 to 990 (5-495 for listening comprehension and 5-495 for reading comprehension). TOEIC test questions are based on real-life work settings in an international environment (meetings, travel, telephone conversations, etc). Score reports provide accurate, meaningful feedback about a test-takers strengths and weaknesses, along with a description of the English-language strengths typical of test-takers performing at various score levels. This allows employers to: Relate test scores to the tasks employees may perform on the job Use the descriptions to inform critical hiring and placement decisions Select the employee with the English-language abilities the job requires ETS’s ongoing research helps ensure that the TOEIC tests are accurate and relevant to today’s changing global workplace, which helps internationally competitive companies hire, place and promote the right candidates year after year. TOEIC test scores provide accurate, reliable measurement of English  proficiency — they can be compared regardless of where or when the test is administered. ETS ensures standardized test conditions give test takers equal opportunity to demonstrate proficiency. Test administrations adhere to strict guidelines to ensure a consistent and fair test-taking experience. A scoring process held to the highest quality-control standards results in the most reliable and valid scores available. Look online for information about IELTS at ielts.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The International English Language Testing System (IELTS) assesses the English language proficiency of people who want to study or work where English is used as the language of communication. IELTS tests are held in over 900 locations across the world with tests up to four times a month. IELTS tests all four language skills – listening, reading, writing and speaking. The IELTS Speaking test is a face-to-face interview with a certified Examiner. It is interactive and as close to a real-life situation as a test can get Purpose: IELTS measures ability to communicate in English across all four language skills – listening, reading, writing and speaking – for people who intend to study or work where English is the language of communication. Form: www.ielts.org/PDF/IELTS_Application_Form_November2011.pdf Audience: This test is designed for non-native speakers. IELTS is required by higher education institutions and various programs in UK, Australia, Canada and New Zealand. IELTS (International English Language Testing System) is the world’s most popular English language test. More than 2 million IELTS tests are taken each year. Taking IELTS opens doors – it can help you live, study and work around the world. More than 8,000 organisations worldwide accept IELTS, including government, academic and employment institutions. In fact, IELTS is the only English language test accepted for immigration purposes by all countries that require one. Classroom Tests and Quizzes 1- Decide if the following tests meet the criteria for good tests. Explain why they do or do not. A – You will give your class a chapter test of 25 questions. The test was announced during the chapter review for the following day. I don’t think that this test meets the criteria for a good test, because it is too little time for the students to prepare themselves well enough. B – You ´ve just decided to give the students a 10-minute test because you ´re the substitute teacher and need some time to get things organized before starting class. It’s not a good idea to give students a10 minute test as a substitute teacher for any reason. The only time it would be okay is if the actual class teacher gives you the go ahead, otherwise you may just be testing students on the incorrect material or work. C – It ´s Wednesday and you ´ve just finished a reading passage and tell the students they will need to be able to summarize the main points of it in a test on Friday. This situation is fair, because the students will have enough time to ask any relevant questions about the reading to make sure that they understand it completely and be well prepared for summarizing. D – At the end of the term you will require your class (of 20 students) to answer a 200-question objective test as well as two essay style questions in 300 words (minimum) each. Such situations would meet the criteria for good tests because the students all have an entire term to prepare themselves by practising with examples of objective tests and appropriate essay. E – You ask your class to produce a list of 10 words they learned on their own outside of class and use each in a sentence to show their mastery of the word. I think that this is one of the best ways of expanding the vocabulary of all students, and (even the teacher every once in a while) it is perfect for students to also practise their grammar as well as spelling. All of this allows the students to see their own progress. Therefore, this does meet the criteria. 2 – Create a 10-question gap fill (fill in the blank) exercise based on any topic: vocabulary, grammar, etc. Complete each sentence with the appropriate conjunctions. because, unless, therefore, either†¦or, still, neither†¦nor, although, not only†¦but also, but, both†¦and, when, whether†¦or, though†¦yet 1) Marie and Joseph did not want to leave _________________ they would miss the animals on the farm. 2) Mrs. Saber did not like the roast she prepared,  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­_______________ everyone else enjoyed it. 3) Mr. and Mrs. Saber will not move to the city _______________there is a very goo reason to do so. 4) _____________ Marie and Joseph are city dwellers, they __________ visit their parents’ farm every now and then. 5) The hen went back to sleep ____________ Mr. Saber was not looking. 6) Canada is ____________ a big country _____________ very cold in winter. 7) Carly said to Mel, â€Å"____________ you are mistaken _____________ I am.† 8) The students in Mrs. Peters’ class ___________ love ____________ respect her. 9) The Simpsons do not mind _________ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­___ they stay _________ move to another house. 10) â€Å"Things are __________ good ___________ bad; only thinking makes them so,† a teacher said to Bob, who had a puzzled look on his face. 3 – Create a 10-question cloze exercise on any text. Instructions: Provide the correct answer for each question. NOTE: Choose your answers from the words at the bottom of the page. On the 25th of January, we decided to go hunting. All  things ­Ã‚ ­Ã‚ ­Ã‚ ­______ ready in the car, a Range Rover with  four-wheel drive ________began on Thursday afternoon, and it took us ___________hours by car. We reached the place we were looking for __________ 5:15 P.M. First, we ____________the tent, then we made ____________and had a few minutes of _____________. After __________, we left to go on ____________ hunt. We hunted using a ___________. at, coffee, falcon, fixed, head, hours, minutes, rest, that, three, to, were

Multicultural Canada essays

Multicultural Canada essays Canada is both a multicultural and multiethnic country where people from diverse parts of the world have chosen to live. With them these immigrants carry their various backgrounds made of many cultures, ethnic origins, values and beliefs. Multiculturalism is a symbol of peaceful integration in and open-minded society. It is formally defined as an educational program recognizing past and present cultural diversity in a society in promoting the equality of all cultural traditions(Teevan and Hewitt, 1995). However with this multinational acceptance emerges the term minority group. Linked to this term are negative ideologies such as prejudice and discrimination. This paper will discuss both the positive and the negative aspects as well as the strengths and weaknesses of multiculturalism. This paper will ask questions such as the following: Are our children growing up to be well-rounded individuals who accept those around them or is one group of individuals being favored at the expense of another? Are immigrants treated as full-fledged Canadians or will they always be second in line? Also included in this analysis will be a short history of multiculturalism in Canada. The main focus of this paper will be to determine if multiculturalism in Canada encourages Canadian society to flourish or if the government has made an irreversible mistake in its acceptance of outsiders. In a pluralistic society, as is the Canadian, multiculturalism is given the opportunity to diverge into many paths- some more recognized than others. Along with this multinational acceptance emerges the term minority group. An ethnic minority is defined as a category of people, distinguished by physical or cultural traits, that is socially disadvantaged(Macionis, Benoit & Jansson, 1999 p. 209). According to this definition, humans of a darker skin tone are coined not only immigrants but also as members of visible...

Geography- Interconnections and Biomes Essay Example

Geography Geography- Interconnections and Biomes Paper Geography- Interconnections and Biomes Paper Boomers are regions of the world with similar climate (weather, temperature), animals and plants. There are terrestrial boomers (land) and aquatic boomers (water). Boomer Tundra: Location- Regions south of the Ice caps in the Arctic. In North America, Northern Europe and Asia. Climate- Short cool summers and long freezing cold winters. High winds. Adoptions- Thick fur to survive during winter and found places to hibernate during winter. Plants- Lichens mosses, grasses, shrubs. Animals- Artic Fox and Polar bear Special Facts- Plants in Tundra regions tend to be small and stunted due to the year mound freezing and thawing of the poor soil. Boomer Desert: Location- On the western side of Earth, Including, Asia, Africa, and Australia Climate- Really, really dry. Little to no rainfall at all. Adoptions- Animals need to go for long periods without or with little water. Plants- Barrel Cactus and Desert spoons Animals- Dingos, Kangaroos, Camels Special Facts- Although the daytime temperatures of the desert boomer are very hot, they can get very cold at night. All the major boomers: Polar lands, Tundra, Boreal forest. Mountain vegetation, Temperature forest, Grasslands, Desert and Tropical forest. Why is there such an abundance of life in a rainforests? This Is because abundance of life is due to Ideal growing conditions In the forests. Why Is the grasslands boomer Important for human populations? The grasslands boomer is important to human population because it has the ability to grow plants and provide animals with a place to live, it provides most of the worlds foods and fiber, for example, animals provide meat and milk and plants provide rice and vegetables. Food security: What Is food security? Food security is a state where all people at all times have access to enough safe, atrocious food to sustain a healthy life. For a person, community or country to have a secure food supply they must have three things: Food availability Food accessibility using food appropriately. People who do not have food security suffer from hunger and Illnesses related to lack 000, sun as malnutrition Food availability: Food availability means people have enough food of appropriate quality available on a consistent basis. : Food accessibility: Food accessibility means physical and economic access to food. That is, there needs to be enough food available and it must be in reach of those who need it. Using food appropriately: Appropriate use of food means using food safely and applying knowledge about nutrition, clean water and sanitation when preparing food. Threats to Food Security: Threats to Food Security? Food security depends on a number of factors. In some places, these factors are in a state of flux, and food security is under constant threat. The main factors that come into play and put food security at risk are: water scarcity; climate change; threats from non-native plants, animals and insects; competition for land; the use of land for fuel instead of food; and armed conflict. Water scarcity: Water scarcity is the lack of access to enough safe water. The supply of clean, safe water is important not only for people to drink, but for the safe growing of crops for food. Climate change: Climate change refers to long-term changes in weather events and patterns worldwide. The effects of climate change, such as, rising global temperatures and changes in levels of rainfall, could heavily put the security of food to risk. As there wont be ideal amounts of rainfall or the ideal temperatures for certain crops to grow. Animals on the other hand, might not be able to cope with the rising temperatures. Threats from non-native plants, animals and insects: The introduction of non-native plants, animals or insects into an area can have devastating effects on the natural environment. This, in turn, can develop into a situation where food security is put at risk. Competition for land: In many places around the world, agriculture is being threatened by competition for land. Food security may come under threat by people or corporations who want to use land for purposes other than growing food crops. The use of land for fuel instead of food: The biggest emerging threats to food security in recent years has come from the Roth in the amount of land being used to produce crops used to feed cars, not people. Armed conflict: Armed conflicts have the potential to affect the food security of entire regions and may even result in famine. In armed conflict, food may be stolen from the local people by armed forces, land used for growing food crops may be destroyed, or the who would normally farm go off to fight. Supply chains: What is a Supply Chain? A supply chain is simply the Journey of a product from its source to the consumer and then its disposal once used. There are 5 stages in this process, extracting or rowing raw materials, maturating, Illustration, consumption Ana waste. Extracting or growing raw material- All consumer goods begin as raw materials. They are dug from the ground, grown in farms and forests or taken from rivers and oceans. Raw materials include substances like oil, wood, water, metals and minerals. Manufacturing or processing- Most raw materials are processed in some way to transform them into useful consumer products. This may be as simple as washing, sorting and packaging tomatoes or other foods from farms, or it may be a very complex and intricate series of processes. Distribution- The manufactured goods must be transported to the consumer. The largest volumes of goods are moved by ships but planes, trains and trucks are also used. Goods are often taken to warehouses for storage and then to shops where they are accessed by the consumer, who then transports them to the place they will be used. Consumption- The use of goods and services is known as consumption. Waste- After we are done with goods some are treated and recycled, others are simply dumped. Tourism: There are 4 types of tourism, recreational tourism, historical tourism, wilderness tourism and costumers. Recreational tourism: In recreational tourism, tourists travel to have a good time, to relax, and to enjoy the attractions and activities on offer in the places they are visiting. Many recreational tourists spend their time relaxing on the beach, eating in restaurants, shopping or attending shows. (Hawaii or Bali) Historical tourism: Historical tourists are generally interested learning more about important events that may have taken place in the past, by visiting the places where they happened. They visit important buildings, view artifacts and monuments and sometimes listen to stories from local experts. England, France, Rome) Wilderness tourism: Wilderness tourists enjoy the challenge of visiting wild places such as the Amazon rainforests, Antarctica or the Himalaya. These travelers enjoy the remote lands, rugged landscapes and challenging weather conditions. (Himalaya, Amazon, Antarctica) Costumers: Couturiers travel to natural areas that are relatively undisturbed, and possibly fragile, to learn more about these special places in a socially responsible manner. Couturiers try to minimize their impact and avoid damaging the environment in which they travel. They may even aim to improve the wellbeing of the land and those hat live there. (Chile or Great Barrier Reef) Interconnections: Interconnections- A connection to the world by trade, tourism, transport technologies and communications. How every place/ person on Earth is connected to every other place/ person? We are connected by trade, social media, technology, internet, online shopping and anything that connects us with the rest of the world. We are connected by technology ad evolution as we are advancing our knowledge of the world. We are connected to the world where we are connected to countries that have resources that we require.