Ethical Problems in Clinical Trials

Asprin essays

Asprin essays The discovery of aspirin dates back to the 5th century B.C., when Hippocrates used a powder from the bark of a willow tree to ease minor pains, reduce fevers and to help with childbirth. The willow tree powder was actually salicin, the pharmacological ancestor to the family of drugs known as salicylates. The best known of which is aspirin. Later efforts where made to neutralize salicin with sodium, but unfortunately turned out to be useless. In 1853 a French chemist named Charles Fredric Gerhardt tried to improve sodium salicylate in 1853. He combined it with acetyl chloride, which proved to be less irritating to the stomach. After a few years of hard work, Gerhardt didnt see any future with this concoction and soon abandoned it. In 1899 a German chemist, Felix Hoffmann set out to find a formulation to relieve his fathers arthritis pain. Hoffman used Gerhardts research to synthesize acetylsalicylic acid (ASA), a compound that appeared to lower fever, reduce pain and at high doses relieved arthritis. Hoffmann, who worked for Bayer, took his research to his superiors. They, however, doubted the commercial success of ASA. This was because ASA commonly caused shortness of breath and very high heart rates when taken in large doses. Fredrick Bayer in is the common drug ending of that time. When Bayer marketed the drug in 1897, they had no idea that it would turn out to be the most commonly used pain reliever in history. Aspirin works by inhibiting the production of prostaglandins, which are hormone-like substances that influence the elasticity of blood vessels, control urine contractions, and the direct functioning of blood platelets. Blood platelets cause blood clots and regulate numerous body functions. John Vane, Ph....

Ethical Dilemma vs. Ethical Lapse Coursework Example | Topics and Well Written Essays - 250 words

Ethical Dilemma vs. Ethical Lapse - Coursework Example The decision made was not ethically right for the situation. The manager should have let John go. Having a comfortable working environment in the workplace is crucial to the output of any organization. Also, the organization will grow economically, if the output of all members is maximized rather than focusing on the output of one individual (LRN, 2007). An ethical lapse is where the concerned individual makes wrong decisions that result in a negative outcome (Kurtz & Boone, 2011). An example of a situation that focuses on ethical lapse is discussed below. A friend of mine (Mark) worked in a company that deals with the provision of mobile service network. He got information that the company was experiencing financial problems, and they were being forced out by the competition. Talks about the company being sold out to another service provider were undergoing. Mark informed his friends and relatives of the situation of the company and urged them to sell off their stock before the announcement was made public. The decision that Mark made was ethically wrong. Manipulation of stock sales based on internal information is a disadvantage to uninformed parties as they suffer great losses while the informed parties make huge profits. Mark should not have had informed his friends and relatives beforehand. He should have waited for the public announcement so that the losses could be distributed equally among the shareholders of the

Comon Law Case Study Example | Topics and Well Written Essays - 3000 words

Comon Law - Case Study Example The defendants were owners of Company making medicinal compounds used in the treatment of breathing ailments. They issued an advertisement claiming that they would offer ' 100 to anybody who could contract influenza after using their smoke balls and claimed that they had deposited '1000 in a bank as a token of their sincerity for their claims. (Lindley and Smith, 2004). The Company remonstrated that there was no contractual obligation between them and Mrs. Cargill, since she had not informed the Company of her acceptance of contract - testing and using the product. The Courts, comprising of Judges Lindley, Bowen, A. L. Smith L. JJ. held that the very fact of buying and using the product constituted acceptance and could be enforceable in a Court of Law. (Old Cases with Weird Facts Still Define our Law of Contract. 2006). 2. Terms of contract: The terms of the contract should be clear and understood by contracting parties. It should be lawful and not against public policy, and should not have "unusual hazards for the contracting party" (Contract Unenforceable Transactions) 3. Legal relationships The main objective of the parties to the contract is to enter into valid contractual obligations and create legal relationship. "The parties must intend that the offer and acceptance be binding upon them. There is a presumption operating in commercial contracts that the parties intend to create legal relations." (Contract Law). 3. Consideration: This is an important aspect of contractual law since without consideration the contract may be voidable at the option of the parties. The aspect of consideration has been the bedrock of many legal disputes but the landmark case of PepsiCo Co needs to be mentioned. In the case of Leonard v PepsiCo Inc. 88.F.Supp 2 d 116 (SD NY 1996) in which a young man sued the PepsiCo Company in an attempt to enforce an offer made through television commercial for redemption of 7,000,000 Pepsi Points for Harrier jet fighter aircraft. In this case decided in 1999, the Judge, Kimba Wood ruled that this case could not be enforced on three counts: A. PepsiCo's commercial been only an advertisement and did not constitute a valid offer to the world at large, or in other words there was no consideration flowing from the parties. It would be difficult to imagine that one could get a fighter jet aircraft for $ 7,000,000,when" the cost of a Harrier Jet is roughly $ 23 million dollars, a fact of which plaintiff was aware when he set out to gather the amount he believed necessary to accept the alleged offer." c. There was no communication between the alleged contracting parties which was enough to satisfy the Statute of Fraud, which the applicant had claimed from the company. (Leonard, 1999, p.10). Absence of consideration from both the contracting parties could be witnessed in cases of gifts, payments made for charitable purposes, etc., where there may not be mutual consideration 4. Capacity to enter into contracts: The parties entering into contract should have capacity to enter into it, like being of majority age, free from mental disabilities or under state of inebriation when entering into con

Global strategy Essay Example | Topics and Well Written Essays - 2000 words

Global strategy - Essay Example Statistics also show that approximately 47% of the company’s sales were coming from the outside markets beyond the US home business. The company had also diversified its business interests, and it sold nearly everything including, but not limited to books, digital music and jewellery. Despite its acclaimed success and impeccable international reputation, Amazon has undergone through a number of challenges, which have been weathered successfully and efficiently. Some of the challenges that have bedevilled the company over the years include the failing shareholder attitudes and the current global financial crisis. The firm has continuously taken strategic decisions and actions geared towards sustainability and financial prosperity; this has seen it grow with an edge above its rivals in the electronic trade industry. This paper will dwell on, among other things: the dominant strategy-shaping economic and competitive characteristics of Amazon, qualitative assessment of amazon.com by use of Porter’s five Forces model, critical success factors of amazon.com, and the SWOT analysis of amazon.com. What are the dominant strategy shaping economic and competitive characteristics of Amazon? Any business is obliged to meet its obligations to both the shareholders and consumers respectively, that is, it should be profitable as well as cater for consumer satisfaction needs. In this regard, Amazon, like any other business in the world, has such obligations to meet. Since its inception in the year 1995, the company has experienced tremendous growth that has long surpassed its primary goal of becoming the largest and best bookstore in the world. However, according to Amazon’s CEO Jeff Bezzo, it is up to others to determine if the Amazon has achieved its goal of being the most ‘customer-centric’ company in the world (Stockport 2009, p.574). Amazon aims at providing consumers with their needs, introducing consumers to innovations and store personal ization to cater for diverse consumer tastes and preferences. In order to achieve these goals, Amazon has adopted a number of strategies that act as a roadmap to economic prosperity and sustainability. Firstly, Amazon has adopted a three pillar strategy that comprises of ‘selection’, ‘price’ and ‘convenience’ (Stockport 2009, p.575). The selection pillar entails offering a diversified range of products and services; for instance, this includes retail products, software and cloud computing services. Under the price pillar, Amazon commits to price leadership with due regard for quality of products and services. For instance, the firm provides free transport to customers with expedient delivery. The convenience pillar dwells on ensuring customer satisfaction through the provision of relevant and effective goods and services. Amazon strives to understand customer needs and requirements through customer review and feedback reports on its products an d services. Amazon’s staff recruitment process has also been tailored to promote achievement of the company’s primary goal (becoming the world’s most ‘customer centric’ company). The company does not choose employees on the basis of their skills, but rather on the basis of their need to meet customer needs and expectations. Bezzo argues that in the changing world, skills that are needed today may not be

The Theoretical Basis Of Agritourism

The Theoretical Basis Of Agritourism Agritourism can be explained as a farm enterprise operated for the enjoyment and education of the public that may also generate additional income for the farmer by promoting farm products and experiences and giving many opportunities to local community to enhance their living standards (Wilson et al., 2006). The concept is gaining popularity and its providing a great escape for people in urban environment from their high-paced, strenuous and many times monotonous lifestyle. At the same time its helping the new generation to get first-hand experience of the rural life, which otherwise is limited only to the books for them. Spending time on the farms, interacting with the local people and farmers to get an insight into their day-to-day work and their traditions, participating in the local fairs and festivals, doing the actual work on the farm, milking the cow, riding a bullock cart, are some of the activities that can be enjoyed on an agritourism outing. 3.2.1 Theoretical basis of agritourism Agritourism is multifunctional and cooperative strategy (Sidali et al., 2011; Wilson, 2007; Essex, et al., 2005; Schmitt, 2010; Mason, 2000). The post-productivits agricultural system is the new approach in agricultural development. It is very complicated than subsistence and productivits agriculture systems (Topcu, 2007). Post-productivits agriculture system is a broad concept and the five main tasks of it are qualitative priorities in food production, alternative income sources for farmers and sustainability of agricultural lands, conservation of environment and new employment opportunities. Agritourism can easily link with these new aspects of agricultural development. Moreover, agritourism can be performed in five important sectors such as agricultural economic, socio-cultural, environmental and educational context in an effective manner. Further, since it is highly involved with the gender factor, agritourism as a gender approach is also having higher importance (Topcu, 2007; Si dali, Spiller and Schulze; 2011; Wilson, 2007; Essex, et al., 2005). 3.2.2 Definitions of agritourism Before 1990, only a little information has been published on agritourism. This lack of information was one of the reasons for the absence for the commonly accepted definition (Lack, 1997). However, after 1990, the research literature on agritourism has flourished and several number of definitions are available now (McGehee and Kim, 2004). Some selected definitions of agritourism are as follows. Agritourism can be defined as the practice of engaging in activities, events and services that has been provided to consumers for recreational, entertainment, or educational purposes at a farm, ranch, or other agricultural, horticultural, or agribusiness operation in order to allow consumers to experience, learn about, and participate in various facets of agricultural industry, culinary pursuits, natural resources, and heritage (Colorado Agritourism Research Project, 2010). Tew (2010) cited The Agribusiness Development Division of the Missouri Department of Agriculture (2010) defines agritourism as, visiting a working farm or any agricultural, horticultural, or agribusiness operation for the purpose of appreciation, enjoyment, education, or recreational involvement with agricultural, natural or heritage resources Agritourism as an innovative agricultural activity related to tourism and agriculture both in which has capacity to create additional source of income and employment opportunities to the farmers and local communities (Maruti, 2009). Agritourism can be characterized as a business or activity that invites visitors to come on-farm or into a rural community to enjoy agriculture, its produce and the natural environment in which it exists. Agritourism is generally an additional enterprise added to the farm, integrating tourism into agri-business (Porcaro, 2009). An activity, enterprise or business which combines primary elements and characteristics of agriculture and tourism and provides an experience for visitors which stimulates economic activity and impacts both farm and community income (Bruch, 2008). Tourism on a working farm in which visitors can experience a direct connection with the host farm, rural life and/or the local environment. There is not a consistent definition of agritourism in the literature, and it has been used interchangeably with other terms. For example, some studies have previously been synonymously linked to rural tourism, farm tourism, agro-tourism, agricultural tourism and farm based vacation (Seong-woo and Sou-yeon, 2006; Ilbery, 1998; Ilbery, 1991). However, the main idea of all of these definitions is more or less similar. As a whole, agritourism can be explained as an interaction among agricultural producers, visitors, and local residents. Operators (mainly farmers) can earn extra income from the farm, visitors can get real knowledge and experience on farming and local residents can enhance their living slandered in several ways. 3.2.3 Working definition for agritourism in the study For the purpose of this study, agritourism is defined as tourism activities that conduct in working farm and surrounding, for enjoyment, education, recreation of visitors, hoping an additional income for the operator from farm resources in special and sustainable local development in general. This is the working definition for agritourism in this study that is suitable in Sri Lankan context. After having strong theoretical knowledge and practical experience in agritourism sector, this was developed, including considering the main purposes of agritourism visitors, motivation of agritourism operators and expectations of local residents for rural development. Economic, social, environmental dimensions have been included in this definition. 3.2.4 Activities involved in agritourism Normally, agritourism activities are the tourism activities take place in agricultural lands and surrounding rural environments. The number of agritourism activities mainly depends on the size of the farm and nature of the farming activities. These activities are important for the visitors to enjoy and learn agriculture. Blacka et al (2001) has divided agritourism activities in Virginia, into six categories as lodging and camping (bed and breakfast, camp sites, youth camp, farm vacation, weddings and honeymoons), special events and festivals (music festivals, haunted house, holiday celebrations, harvest festivals) Off the farm (farmers markets, roadside produce stands), recreational activities and events (fee fishing, hiking, rock climbing, horseback riding, skeet shooting), tourism related direct marketing (pick your own fruits/vegetables, sell processed food on the farm, sell herbal organic products) an youth and or adult education (Organized tours, agricultural educational program s, demonstrations). Lack (1995) divided agritourism British Colombia, into three groups as retail sales/ direct marketing (goods produced on-site, customer harvested produce and goods produced off-site), Tours (tour of processing facilities, scenic tours and tours of production facilities) and activities (accommodation, cultural activities, recreation and educational or hands on experiences). It is important to include all the possible agritourism activities because it helps to increase the length of stay and satisfaction of the visitors. In European countries, in a farm there are activities for visitors even for several days. However, the number of agritourism activities is lower in Asian countries. Further, activities in agritourism and rural tourism havent clearly categorized yet and most of the time they are used interchangeably. Briefly, a successful agritourism operation should have three aspects. They are the need to have things for visitors to see (educational tours, historical recreations, festivals/special events, crop arts), things for visitors to do (educational activities, petting zoos, hay rides, pick your own) and things for visitors to buy (food and drinks, farm products, souvenirs). Things to see and do are often offered free of charge. But, money can be earned by selling things to the visitors (Adam, 2001). Agritourism can be used as primary, supplementary or complementary enterprise. As a primary enterprise, agritourism would be the main activity in the farm. Agritourism could be a minor activity in supplementary enterprises and it would share equal footing in complementary enterprises (Blacka et al., 2001).Agritourism can consist of different alternatives such as temporary attraction or special event, part of a large agriculture-oriented destination, part of a huge non-agriculture-oriented des tination, and full agritourism operation. Different forms of agritourism business Farmers can incorporate agritourism activities to their farms in various ways according to the situation. Three possible ways are; as a supplementary, complementary or primary enterprise. To fulfill the final objective of agrotourism; farmer must think creatively and arrange it properly. (Mnguni, 2010). Supplementary enterprise In a supplementary enterprise, agritourism is a minor activity that would help the other products on the farm. For example, if the primary enterprise is crop production, educational and training programs can be introduced with marketing facility of value added crop products. Complementary enterprise In a complementary enterprise, agritourism activities have equal share with other enterprises in the farm product mix. For instance, if there is a grapes production enterprise on the farm, it the farmer wants to sell half of the grapes to a whole seller and the remainder to pick-your-own operations for visitors on the farm, then the two enterprises would be complementary enterprises. The primary enterprise In the primary enterprise, agritourism would be the major activity on the farm. For example, if a farmer hopes to begin a winery in the farm. He will definitely invite guests to have that experience by tasting the product. As a part of that package, he can offer an overnight accommodation in a cottage which is in the farm. And also the farmer can produce grapes in his own farm and use them to wine tasting activities. Here agritourism is the main part of the farm product mix and it becomes the primary enterprise (Bernardo, Valentin and Leatherman, 2007; Blacka, et al, 2001). Link the relevant sections with chapter 2 3.2.5 Issues and challenges of agritourism development As agritourism is a business activity, lots of requirements are essential for the successfulness of it. However, as agritourism it is conduct mainly in rural areas by farmers, presence of several issues and challenges is a common phenomenon. For example, a study by Lack (1995) in British Colombia, has discovered that, lack of training, marketing knowledge, quality control, finance, appropriate insurance, excessive regulations, personal challenges for farm families, conflict with primary agricultural production, distance from markets, infrastructure limitations and farm disease are the challenges of agritourism development in that country. Agritourism in Nova Scotia has some obstacles. Many agritourism operators face the problem of lack of assistance and the knowledge required to produce market-ready products as Nova Scotia Tourism. Culture is reluctant to include and to enhance agritourism in their marketing campaigns. This lack of support hinders the development of agritourism produ cts and services resulting poorly developed and marketed products by farmers. So, farmers could not develop many skills required to operate an effective tourism business (Colton and Bissix, 2005). A study in Haryana, India has reported that the Lack of funds for publicity and advertisement, less number of visitors, Lack of technology to develop farm tourism, lack of motivation of farmers, inadequate price for farm products/activities as major constraints in establishing agritourism (Shehrawat, 2009). In Sri Lanka, issues and challenges in agritourism are small size farm lands, lack of required skills for the operators, poor level of processing of agricultural products, low level of publicity and promotion are the significant factors. Furthermore, lack of visitors, environmental pollution, poor condition on infrastructure, are the common problems for all the operators (Malkanthi and Routray, 2011b). Although there are few differences, most of the issues and challenges are common for many countries. As issues and challenges are negatively affect for the growth of the sector, finding solutions is utmost important. Global warming is one of the prominent environmental issues and mass tourism has negative impacts on the environment. In mass tourism, large number of people gather to a same place and enjoy the tourism. Mass tourism indicates that the holiday is standardized, packaged rigidly and nonflexible. Due to the negative impacts of mass tourism, people have started to concern about the quality of the environment and the future of the tourism industry and also due to that has begun to focus on alternative forms of tourism. (Mairesse, 2007/2008) By showing importance of reality the rural environment reveals itself as an exceptional because it is far from the standard large-scale hotel chains. Rural Tourism needs a help for rural development without trespassing limits, an unseen entrance. Currently the issue of rural tourism is its sustainability. Only from the sustainable tourism can have an area of authentic countryside existence. Rural Tourism development should be totally different from the seaside tourism development which builds artificial villages and big holiday resorts without any identity. Currently the coastal lines have destroyed because the rural spaces are exceeding by urbanization. (Randelli, Romei, Tortora, Mossello, 2011) 3.2.6 Sustainability in agritourism operations Through Sustainable tourism development it is expected to protect and enhance the future opportunities while fulfilling the needs of current tourists and host regions. It is further explained as managing resources as fulfilling the economic, social, aesthetic needs, while maintaining cultural truthfulness, vital ecological processes, bio diversity and life carry systems (World Tourism Organization, 1999) Therefore, for long term sustainability, should have proper balance between environmental, economic, and socio-cultural aspects which is also known as principles aspects of Agro tourism development. Same as other tourism destinations, sustainability of agritourism destinations are very important in long run. Although most of the destinations that are feasible in short run, face difficulties in survival in long run. So, economic feasibility, social acceptability and environmental friendliness of tourism operations are equally applicable to agritourism as well. World Tourism Organization (2001) ,defines sustainable development as convene the requirement of present tourists and host regions as caring and improving opportunity for prospect. Its management of resources satisfies in way of economical, social and aesthetic needs satisfying while maintaining cultural integrity necessary for ecological processes, biological diversity and existence support system. Markandya, et.al, (2003) have reported that the three main linkages among tourism and sustainable development are economic, social and environmental. Given tourisms importance in the global challenges of climate change and poverty reduction, there is a need to urgently adopt a range of policies which encourages truly sustainable tourism that reflects a quadruple bottom line of environmental, social, economic and climate responsiveness. (Sharpley, 2009) Tourism can kill itself if we mismanage the tourism activities and places (Yalcin Kuwan and Perran Akan, 2001). Unspoiled natural environment is an asset of the industry. It will create the competitive advantage to the industry (Cater, 1993). The implementation and success of policies of sustainability, in employing tourism income to support social and cultural development and wild life conservation, require strategy framework which guides tourism development in a balanced and coherent way (Hall, 1998). Agritourism focus for increasing rural vitality and stimulating new economic opportunities through the diversification of farm operations and increased revenue on-site and near the operations (Geisler, 2008; Jensen, Lindborg, English, Menard. 2006). As a means to support the growth and development of the agritourism industry, Extension education can aid in the necessary programming for and education of community leaders and business operators. (Norby, Retallick, 2007) For sustainable Agritourism operations should minimize the environmental impacts by considering both local and global environmental impacts.Deforestation, water and air pollution etc should be minimized. And also through Agritourism can minimize the damage by conserving natural areas, habitats and wild life. One of the best ways of reaching to sustainability is through achieving a clear sense of difference from other competing destinations. By using local history, industry, culture, lifestyle and natural resources attraction can be done genuinely. And the operations should be done by representing the past, present and future aspirations of the local community as reflecting the values of the community.With proper understanding of target market can offer the products and services with added values.Agritourism is a kind of an operation which provides mutual benefits for visitors and hosts while acting as a economic and community development tool. Ultimately, good tourism businesses get involved with the community and collaborate with other businesses and stakeholders and help to build local capacity. Enhancing the production can be done through combination of agricultural and non-agricultural options. Increasing the productivity of labor, risk reducing and improving assets can be done through diversification. Linkages between the countryside, towns and cities can augment productivity and sustainability of production by creating employment, revenue and investment. Finance and investment involves the way of mobilization of resources from taxation, central government, the private sector, foreign direct investment and remittances from abroad. It also includes how resources are invested. Through proper strategic, Agro-Tourism could bring lot of advantages to the society. It could be a sustainable revenue producing product for rural market and can help inflow to resources from urban to the rural economy. It can avoid moving of rural people to urban. By using this particular form of rural tourism, it is feasible to fully discover the untapped potential of rural market. Both short term and long term preparation, implementing and monitoring are very important in avoiding harm to rural areas. Environmental management, local involvement, sound legislation, sustainable marketing and realistic planning are essential for Agro-Tourism development. Agro-Tourism is emerging as a vital instrument for sustain human development including poverty reduction, employment production, environmental renewal and development of remote areas and improvement of woman and other underprivileged groups in the country separate from promoting social integration and international consideration. The government should encourage Agro- Tourism to make sustainable economic growth and positive social change. In developing countries tourism has been greatly used for, and linked directly with reduction of rural poverty especially in developing countries. However, the application, and to a degree the principles, of the widely used organizing framework for considering reducing the poverty. Household income sustainability is applied the individual or family level, while tourism sustainability is applied to the industry and destinations at broad, more macro level scales. Economic feasibility As one element of destinations economy, tourism must support a viable economic base. A healthy economy enables a country, region or city to pursue initiatives designed to enhance the quality of its residents (Ritchie and Crouch, 2003). Traditional way of management of tourism destination was rather productive and resource-centered. But since there are limits in adapting to the market, the present strategy is combined supply and market let approach. In this context, management of demand is highly responsible for the sustainable tourism development (Kastenholz, 2004). So, instead of profit maximization of a destination by damaging the environment in short term, now the principle is to obtain the optimum profit. Economic benefits are positively related with the number of visitors. Further arrangement of traditional and cultural events is cost effective with this large number. However, as agritourism is a niche market, socio-culturally and environmentally sustainable, cooperation of cultural activities is very important. Socio-cultural feasibility Tourism operations must be compatible with the existing socio-cultural condition of the area where it is located. It is essential to test the social acceptability of tourism destinations (Gonzalez and Falcon, 2003). There should be a respect for the socio-cultural authenticity of host communities, conserve their built and living cultural heritage and traditional values, and contribute to inter-cultural understanding and tolerance by the tourism operators and especially by outside visitors. Then it is easy to work together by the tourism operators, visitors and the local community. This is a common for agritourism also. Since agritourism is mainly a service industry in rural areas, goodwill and cooperation of local communities are essential to make it successful (Cole, 2006; Knowd, 2006). Agritourism should be able to offer more positive socio-cultural impact than the negative impacts for the local community. This way agritourism can enhance the socio-cultural feasibility. Sharpley (2002) said that socio-cultural growth includes population of remote areas, development and maintenance of public services, renewal of local craft, customs and cultural recognition. Environmental feasibility Tourism destination should less damage to the surrounding environment; especially it should be free from serious environmental pollution activities. So, it should match with environmental rules and regulations and followed by Environment Impact Assessment (United Nations, 1999). However, the literature reveals that little evidence is there regarding environment being considered by farmers, planners and tourism professionals (Kline et al. 2007). Although it is difficult and expensive, agritourism development should follow the sustainable tourism procedures to obtain the real benefits of it forever. However, most of the operators in many countries mainly emphasize only on short term economic advantages without social and environmental benefits. This is the reason for the breakdown of many tourism operations including agritourism, within a short time period. Participatory approach in Agro tourism and rural development The variety mentioned above may be explained by a brief analysis of some of the proposed definitions of participation. With regard to rural development, participation includes peoples involvement in decision-making processes, in implementing programmes, their sharing in the benefits of development programmes and their involvement in efforts to evaluate such programmes (Cohen and Uphof, 1977). Participation is a process through which stakeholders influence and share control over development initiatives and the decisions and resources which affect them (World Bank, 1994). Participation in spatial planning denotes the co-decision capability of the affected citizens and institutions of the civil society in diverse stages of the decision-making process. When some citizens are affected directly, the participation right is assured by law. In many cases, it is optional. But there are good reasons why optional forms of participation are being applied. Areas with an enduring high out-migration, the left over population often tends to act passively. The huge social changes, the harder it is to generate fulfill edged participation through the differences of education, local hierarchy, social position and political direction. Intraregional co-operation can be expected as a market place of potentials. Each of the groups or individuals integrated in the process of contribution brings in some kind of potential formal political power, informal power of opinion ideas, financial means, and ownership of land, contacts or just personal dedication. The position of the individual within the decision-making procedure is hugely determined by the extent to which the specific potential is esteemed according to objective and subjective criteria. Participatory approaches are used in order to start up novel development paths and to interpret ideas and concepts into action. At the commencement, however, the competing behavior of the actors prevails. One temporary goal of participatory approaches is therefore to stress common interests and to help compromises which are not pressed through by local things, but at least suitable to all. Participation typology Type of Participation Some Components and Characteristics Passive Participation People are told what is going to happen or has already happened. Top down, information shared belongs only to external professionals Participation in information giving People answer questions posed by extractive researchers, using surveys etc. People not able to influence the research Participation by consultation People are consulted and external agents listen to their views. Usually externally defined problems and solutions. People not really involved in decision making. Participation as consultation. Participation by material incentives Provision of resources, e.g. labor. Little incentive to participate after the incentives end, for example much farm research, some community forestry. Functional Participation Groups are formed to meet predetermined objectives. Usually done after major project decisions are made, therefore initially dependent on outsiders but may become self dependent and enabling. Participation as organization. Interactive Participation Joint analysis to joint actions. Possible use of new local institutions or strengthening existing ones. Enabling and empowering so people have a stake in maintaining structures or practices. Self-Mobilization Already empowered, take decisions independently of external institutions. May or may not challenge existing inequitable distributions of wealth and power. Participation as empowering (Source: Pimbert and Pretty, 1994). 3.2.7 Government policies in agritourism In general local government is the most important authority in establishing tourism development policies (Perce, 1989). However, the types and the content of its involvement vary from country to country based on the political, economic, and constitutional systems. In many European countries governments have supported the growth of the agritourism sector. There are national policies for the support and development of agritourism in a number of countries for a long time. For instance, in France, state financial aids to support the renovation of redundant farm buildings into accommodation facilities were introduced in 1954. Farms in Italy, Germany and Denmark also have long benefited from national support for the development of tourist facilities (Frater, 1983; Nilsson, 2002). In Britain, Scheme offering financial incentives and advices about diversification, together with partial relaxation of planning restrictions, have facilitated the development of farm-based tourism. The farm diversification Grant Scheme introduced by the ministry of Agriculture, Fisheries and Food in 1988, was one of the first measures offering grants to farmers to help them develop diversification schemes (Walford, 2001). According to Douglas and Douglas, (2001); Fernando, Rebollo and Biadal, (2003), it is important to develop policies in a proactive nature to lay the foundation and capture the development potential of tourism for rural communities. So, the national rural tourism strategy of a country must emphasis on infrastructure development, product development, accreditation and industrial standards, education and training, market analysis and the role of government authorities and industrial leaders in further developing the rural tourism product. Ritchie and Crouch (2003) reported that policy is an important factor which ensures the success of tourism destination. It also creates a friendly environment among stakeholders. Therefore, the main objectives of agritourism policy are to minimize and alleviate negative environmental, social and cultural impacts; optimize revenue for industry and re-invest in conservation; optimize the active involvement of, and equitable distribution of economic benefits to, local communities; educate visitors and citizens about the importance of conserving natural and cultural heritage; promote ethical behavior and responsibilities towards the natural and cultural environment; manage operations such that there are long term benefits to the resource, industry and the local residents; deliver high quality, value-for-money, enlightens and participatory natural resources and culture-based experience for visitors; encourage travel in a spirit of humanity, respect and learning about local hosts, their culture and the natural environment etc. Victorious farm-based tourism mostly depends on policy makers, government officers at the local or countrywide level (Beus and Dunlap, 1993) . Brohma (1996) has clearly explained the importance of government involvement in rural development in his study for the third world development, there are necessary new paths. Though the third world tourism has developed fastly, it has encountered many troubles common to outward-oriented development strategies such as extreme foreign dependency, the formation of separate enclaves, the strengthening of socioeconomic and spatial inequalities, environment destruction and increasing cultural separation. To avoid those troubles, institutional mechanisms require to be formed to give confidence active state and participation of community in tourism planning. Ritchie and Crouch (2003) reported that the following aspects are important as government policies of the sector. Infrastructure policy (Can make destination safer and attractive for the visitors), Local zoning policy/by-laws (Can restrict or encourage tourism facility development), Land use and land assignation, Water resource management, Heritage conservation, Credit facility (granting reduced-interest loans to business and enterprises Affects costs and therefore profitability), Tax and subsidies (Tax concessions for investments, Can affect the growth of the industry negatively and positively and finally for the profitability of the destination), Minimum wage policy (Can affect labor markets), Agricultural policy (Organic farming, Soil conservation), Welfare policy (Can influence the nature and behavior of the work force), Education, extension and Training policy (Can affect the quality of the workforce), Marketing policy, Environmental policy (Limits growth and access to attractiv e but sensiti

The Effects of Global Warming Essay -- Environmental Global Climate Ch

The Effects of Global Warming Some of the most drastic effects of global warming contain: rising global temperatures which are expected to raise sea level and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It also could possibly affect human health, animals, and many types of ecosystems. Deserts may expand into existing rangelands, and features of some of our National Parks may be permanently altered. Most of the United States is expected to warm, although sulfates may limit warming in some areas. Scientists currently are unable to determine which parts of the United States will become wetter or drier, but there is likely to be an overall trend toward increased precipitation and evaporation, more intense rainstorms, and drier soils. Unfortunately, many of the potentially most important impacts depend upon whether rainfall increases or decreases, which can not be reliably projected for specific areas. As mentioned above, global warming also has great effect on crops and weather conditions around the world. The northern hemisphere contains more land area than the southern hemisphere, and conversely, a lower percentage of the world's oceans. Since oceans absorb more heat than land areas, it is not surprising that most climate models predict faster heating over the northern hemisphere than the global average. In addition, models predict faster temperature increases at higher latitudes. If global warming trends continue, high temperatures everywhere in the US may reduce US agricultural productivity. Northern continental areas are projected to ... ... climate, the easier to spread diseases. In northwestern South Carolina, lower stream flows, lake levels and groundwater levels could effect the availability of water to industrial, municipal and recreational activities, thus affecting the agriculture because more and more groundwater would have to be used thus increasing the chance of saltwater getting into the ground water and so on†¦ so were pretty much screwed. South Carolina is unique in that it is dominated by an ecosystem that provides an important habitat for many endangered and threatened species, of which I will not get into because this is Chem.16 and not Bio.16, nevertheless, the rise of the sea-level under a changed climate could effect and threaten SC’s low lying coastal ecosystem and reduce and danger geography and wildlife habitats of South Carolina.

Curriculum Design for Inclusive Practice Essay

This assignment will give me the opportunity to explore an area of curriclum I have delivered in detail and write a crictical and reflective commentary; with reference to issues related to the development and quality of the curriclum. In doing so, I shall first identify and analyse the range of contexts in which the education and training are offered in the lifelong learning sector (LLS); explore definitions of curriclum and justify which is most applicable in my area of the curriculum; examine the theories, principles and models of curriculum design and its implementation by evaluating their impact on teaching and learning; and evaluate the significance of equality and diversity to curriculum design and demonstrate the ability to promote equality within my own practice. Finally I will critically evaluate my own practice by making proposals for improvements with reference to a range of theories, principles and modles of curriculum development relevant to the curriculum. My subject sp ecialism in teaching within the Lifelong Learning Sector (LLS) is ESOL (English to Speakers of Other languages) and the area of curriclum i shall explore in detail withing this assignment is Skills for Life Level Entry 3. The context I teach in mainly comes under the community and adult education within the Lifelong learning; a sector which is very broad consisting of work based learning, distance learning, private training providers, voluntary and prison education which are some of many other contexts which delivers education to its learners aged 16 and above. (see appendix i) Leaning can occur throughout every person’s life and opportunities are there in UK to meet educational needs for learners of all different walks of life. Thus, the different context in which education sits contributes to the way how one defines currioculum and in which the curriculum is designed and facilitated to meet its purpose. A useful starting point would be to define ‘curriclum’. It is important to make note that there are many numerous definitions as ‘curruclum’ within the lifelong learning setor is very broad and complex; therefore it would not be appropriate to apply one single definition. ‘Curriculum’ is usually seen as  a set syllabus by an awarding body which provides the content to be learned and assessed. It is then up to the subject teacher, myself working collabratively with my mentor to plan the course and produce a scheme of work. (Scales 2008). However, in my opinion, ‘curriculum’ is something more which aligns more closely to the definition offered by Schubert (1987), ‘the contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society ‘. This indicates that curriclum has a wider purpose that serves to meet the needs of the society. I would also add to this that ‘curriclum’ is incorporating the whole of the learners expereince, both formally and informally. (Pastance, 2003). This I could not agree more as ESOL curriculum delivered is not all formal learning and includes informal teachings such as social conventions reflected through the way I teach; heircahy reperesented through the teacher and leaners; and promoting and encouraging confidence and independence. This is done indirectly without setting tasks and planned activities and nor is it part of the lesson plan but is equally part of the curriclum. (Vallance, 1974) Prior to 1999, there was no centralised funding for ESOL and there was no standardised training or curriclum. Therefore, ESOL was taught by professionals who had the sole responsibiity of the content and delivery of the subject. ESOL had not progreesed and devloped as much as the other subjects areas and had not been the focus of the government. Therefore, teachers relied on knowldege produced by experts and reseachers of particular area such as second language aquasition to help develop learning in ESOL. (Dunkin and Briddle, 1974) However, since there has been many factors that has impacted on ESOL curriclum. Followed by a report from the Department of Education (2000) on ‘breaking the langauge barrier’; it led to skills for life strategy, ESOL Core Curriculum, and publication of related learning materials. This has been cricticed as this centralised control led to a heavy bearaucratic burden on teachers, for adutiting purposes and ecnomic motive related to global competitiveness instead of actually facilitating language learning or meeting the learners needs. (Callaghan, 2006) This ineterst by the government can be seen from a marxist view that educational organisations are used to maintain power and control within the soicety. This is done through conytroling what should be learnt and how it should be learnt. (Lye, 1999) Since, the currriclum has become prescribed and does not allow much room for creativity and flexibility. It is also not very inclusine as it does not take into individual account and makes assumptions that learenrs would already have understandig of certain Engliah language knowledge and skills. New technology has impacted significantly on the ESOL curriculum. With the use of of modern technology there seems to have been as shift from the traditional prescriptive approach used to teach English language towards more descriptive approach. Prescriptive represented the view that one variety of language holds a higher status and is more correct than others; thereforse this variety of language should be taught in ESOL curriculum. (Fromkin et. al., 2004) The descriptive approach, by contrast, celebrates the diverse usages of ESOL languages and does not condemn the use of standardised rules of language set by linguistics. (Crystal, 2006) The modern technology has a a lot to answer for this shift. The internet and short or instant messages had devebloped a langauge of its own which English speakeers have adopted and diverged from the standarddise english. This has put ESOL professionals under huge pressure to meet the demands of the social change and consider somehow to apply it in E SOL and look at short messages and various types of emails in the curriculum that uses informal language and acceptable slang. (Canaan, 2006) Prescriptist supports the classical humanists ideology as it does not want to break away from the standard English and grammatical rules and meet the demand of the social changing trend. It resembles academic atittude and standards with formality. This is still evident in writing skills as Esol professional adhere standard English (see appendix ii). However, in refernce to speaking skills, the shift has occurred and there is a dialect which resembles to more natural order of the socity and reflects liberal humanism. The modal relevant here is the Process Modal presented by Stenhouse () as it allows the teaher to facilitate learning and focus on learning that derives from experience. All leaners have some experience and knowledge of Eg;ish lanague which they bring into classroom with them as tey all have social and life skills. Therefore, it is important for the teacher to work with that by assessing continuously and correcting mistakes. It is very student focused and allows the teacher to develop the whole person by looking at the process of learning ones goes through and how to aid that learning. Thus, as professionals the lesson is planned around how the learning will take place through the learning activity chosen and what is to be learnt. (Neary, 2002) The danger with this modal is that although it allows me to be inclsive of all learners and differentiate, but it has no clear direction and neglects the importance of content. (Neary, 2002) New government policies have impacted on the curriclum. Since the race riots in Bradford, Oldham and Burnley, a review lead by Ted Cantle (2001) proposed that people living in immigrant communities would need to learn English in order to aid community cohesion. (Cantle, 2001) This community cohesion review led to The UK Nationality, Immigration and Asylum Act of 2002, which required those from 2005 wishing to settle in the UK permanantly had to pass a certain level of English language and knowledge of ‘life in the UK’. This has been implmented in entry levels of ESOL curriclum with parts of unit focusing on citizenship. This has had a huge impact on the curriculum design by adding units on citizenship including subjects such as history of Brtitain, UK parliament, the royal family and Beatles etc. (see appendix iii) This part of the curriclum has come under a great scrutiny. It has been criticised as promoting assimilation instead of celebrating diversity. It has also been criticsied for not being inclusive as it forces immigrant communities to adopt the majority culture and not that of their own. (Han, Starkey, and Green, 2010) Also, adding citizenship which alone is a subject in its own right reduces the quality of an effective curriculum as citizenship does not faciitate language learning. This part of the curruclum reflects classical humanist whereby it promotes knowledge of the high culture and culture heritage. There also appears to be a sense of soicalisation process of ‘Cultural Hegemony’ presented by Gransci. (Lye, 1997) Gransci presented how the such culturally diverse society was dominated by the beliefs, explanantion, perception and values of the ruling class which was acceptred by the norm in the way that was percoeved as natural, beneficial and better. (Matheson and Limon, 1990) The content model is relevant in designing this part of the curriclum as it assumes that what we learn is facts and knowledge. It is non- vocational and heavily subject based where it employes the ESOL professional as a tecaher and not a facilitator. The social and economy changes has also impacted on the Esol curriclum. Since 2004, there has been a growth in Eeastern European (EU) immigrants into UK and due to langauge barrier has prevented some to find employment. Therefore, the Department of Work and Pension made it neccasry for those on jobseekers benefit with no English to make it a priority to learn English language as it would reduce unemployment and contribute towards the economy. This has effected the curriculum at the entry evel level as part of the currilcum involves focusing on looking at job adverts, fill in application forms, write CVs, and prepare for interviews. (see appendix iv) Role plays are also used in which the learners practise answering the phone at work, or asking for clarification of instructions; all of which can be considered as employability skills, rahter than work that develops learners’ literacy and English language skills. (Baynham and Roberts, 2007) Yet again, it is an area of the curriclu m which an ESOL profesional is not specialised in employability skills and therefore can hinder on both the langauge learning and emplyability skills. This part of the curriclum reflects an instrumentalist view espcially the emplyoment and skiils unit which are designed to develop the knowledge and skills required for employment. (Armitage et al, 1999) It seems to reflects states priority and why should it not when the state pays for the education. (Callaghan, 1976) There is a clear evidence that the purpose of  certain parts of the curriclum percived by the givernment is to serve the socirty and economy and as teacher our duty is to meet the government priortise by delivering for them. Thus, it has an impact on the deliver whereby knoweldege given to the learner is factual and very much much teacher led. With this knowledge the aim of the teacher is to prepare the leaners for the worksforce and their role in the society. (Armitage et al, 1999) The government ulitmaite aim is to produce a highly educated workforce as it is essential in meeting the needs of the ecnomy. However, the danger with this is that not all leaners on ESOL achieve at this level skills that can lead to emplyoement. Secondly, nor does the learners always progress to higher level of English which then can lead to further skilled qualifications and emplyment. This creates social exclusion and leaners remain in poverty. (Williams, 2008) Product model which was presented by Tyler (1949) and Taba () , is used to design this part ofteh curriclum as the focus is not what is to be learnt, but what the learners will end up being able to do. This allows the professionals to look at which has outcimes that can be measured and is particular useful apparoach in preparing people for working life. However, it is not inclsuive of learners who are creative and critical thinkers. Last of all, the context and the organisation one works in has an impact on the curriculum one delivers and it has been the most significant for me. Esol Entry 3 delivered in the community such as the Childrens Centre where it has its own ethics of work and learning aims, are very different to college where the focus will be on the syllabus and units of the curriclum. The childrens centre would work different to a college whereby the centre is not strict with puntuality, provides paper and stationary, no homework unless the learner would like some. Also, not all leaners are required to sit the summative assessement unless the learners chose to do so and more focus is on the formative assessment. These are the significant differences from teaching entry 3 esol in community and in Further education college Teaching at the Childrens Centre is very progressive and is the idelogy I  embrace and exercise the most as it belives that there is a need to create a democratic soceity by encouraging personal growth of each learner. It is very student centred and involves active learning where the student are able to set their own goals with the teacher and achoeve them. Dewy (1916) who developed this ideology belived that students were at the centre of the educational and learning process and the purpose of the education is to unlock the potential of the learner. (Neary, 2002) owver the crictics claim that this lacks discipline and had no direction. But it has ultimately shown to have increased learners confodence and independence which is vital at this level of studny and for the leaners of there situation in life. (Neary, 2002) This allowed me to adapt The situational model which is very relevant with my group of ESOL learners. Often coming from an unhappy backgrounds, lacking motivation and financial stability has an impact on their focus in the classroom. Therefore, this modal has allowed me to focus on the learner by adapting the curriculum to impact the learner as a whole by being able to look outside the written syllabus which will help the development of the leaner. (Skilbeck, 1984) As most adults are from vulnerable backgrounds and does not have Engish as a first langauge means that developing ones self-confidence is a priority through teamwork, giving good advice and guiding them towards financial competence, teaching about the education system and the accessibility of opportunities for work experience and work-based learning. This is not part of the written sylabus and is known as hidden curriclum which is equally important in developing the learner and move them to a higher levels of esteem and he lp them in process of self actaulaisation. It has come to my knowdge that I need to adopt a process model of curriculum and tie it to situational model to allow for inclusive learning. Balancing the course measurement system, which is geared towards the outcomes, and measure of success which I use equips my learners with the skills and confidence and interest to tackle other challenges in their life but does not alone gives a rounded learning experience. It would also be inclusive to tie situational modal with the product modal as it would also contribute  towtds a well rounded inclusive learning expereince and an effective curriculum design. Education should be all about the learner and his/her expereinces as a person which helps them develop themeslves as a person, as a means to ecnomic ends and as a citizen. (Petty, 2009) Therefore it is vital to designa currriculum that enables to fulful this purpose. Most of the Esol curriculum design is based on thematic approach as many areas of the curriculum are connected together and integrated within a theme. It allows learning to be more natural and less fragmented than being divided into different subject areas. It allows literacy to grow progressively, with vocabulary linked and with spelling and sentence writing being frequently, yet smoothly, reinforced and provides context for communication. (Drikx and Pranger, 1997) Esol on the other hand, also reflects a spiral apprach. The core idea of the spiral approach is that basic knowledge and concepts are revisited repeatedly as new material is introduced. In this way a student’s learning develops in a spiral fashion – ever increasing in sophistication as earlier knowledge and concepts are recircled and enriched. With a spiral approach students have repeated opportunities to grasp the way in which knowledge and concepts are interrelated. The concept of the spiral curriculum was introduced to curriculum design by educationalist Jerome Bruner which helps to internalise the learing. (Knight, 2001) I prefer both these appraches as it has singnificant on effective learning. However I should consider Linear approach to be inclusive as learners learn in different ways to have more effective curriculum. Effective curriculum design is so important for ESOL learners because they are not as adaptable as students who have progressed up the formal education system. For example, in the Higher Education system, it is possible to make assumptions about the learners in the classroom, they have greater self-control and discipline, and for this reason, it is fair to make a generalisation about your learners. Inclusive practice is so central to ESOL students because they come to the ‘classroom’ with so many emotional, social and practical barriers to learning. It is certainly not a ‘level playing field’. To conclude, different part of the currilcum stem from different ideoogies and thus different design modals shape them. However, whilst the modals might be the best for that particular curriclum does not mean it will work best with all the leaners. Therefore,to be inclusive, it is crucial to combine two modals together so that all learners are included within the curriclum and is the most effective. Curriculum design for inclusive practice is central to effective learning and teaching. I also feel the aim of curriculum design should be to focus it to fit the learner. However, effective teaching and learning is not just about the design of the formal curriculum, or syllabus but equally important is the design and delivery of the informal curriculum. Inclusive practice means understanding learners’ needs and then personalising both the content and process (or delivery) of the learning. At all times, inclusive practice needs to be continuously built into the curriculum and revise d every lesson to be made adaptable to meet the ever changing needs of the learner.

What Happened to Shakespeares Skull

What Happened to Shakespeares Skull An examination of William Shakespeare’s  grave  in March 2016 suggested that the body is missing its head and that Shakespeare’s skull may have been removed by trophy hunters some 200 years ago. However, this is just one interpretation of the evidence found in this excavation. What really happened to Shakespeares skull is still up for debate, but we do now have some important evidence concerning the famous playwrights grave. Shakespeare’s Grave For four centuries, William Shakespeare’s  grave sat undisturbed underneath the chancel floor of Holy Trinity Church in Stratford-upon-Avon. But a new investigation conducted in 2016, the 400th anniversary of Shakespeare’s death, has finally revealed what lies beneath. The church has never allowed an excavation of the grave- despite many appeals from researchers over the centuries- because they wanted to abide by Shakespeare’s wishes. His wishes were made crystal clear in the inscription carved into the ledger stone above his grave: Good friend, for Jesus sake forebeare, To digg the dust enclosed heare; Bleste be the man that spares thes stones, And curst be he that moves my bones. But the curse is not the only unusual thing about Shakespeare’s grave. Two more curious facts have bothered researches for hundreds of years: No name:  Of the family members buried side by side, William Shakespeare’s ledger stone is the only one that doesn’t carry a name.Short grave:  The stone itself is too short for a grave. At less than a meter in length, William’s ledger stone is shorter than the others, including that of his wife, Anne Hathaway. What Lies Beneath Shakespeare’s Tombstone? The year 2016 saw the first archaeological investigation of Shakespeare’s grave using GPR scanning to produce images of what lies beneath the ledger stones without the need to disturb the grave itself. The results have disproved some firmly held beliefs about Shakespeare’s burial. These break down into four areas: Shallow graves: It has long been asserted that the Shakespeare ledger stones covered a family tomb or vault beneath. No such structure exists. Rather there is nothing more than a series of five shallow graves, each aligned with the corresponding ledger stone in the chancel floor of the church.No coffin: Shakespeare was not buried in a coffin. Rather, the family members were buried simply in winding sheets or a similar material.Disruption at the head: Shakespeare’s mysteriously short ledger stone corresponds to a repair that has been made underneath the stone floor to support it. Experts suggest that this is due to disturbance at the head end of the grave which has caused significantly more subsidence  than elsewhere.Interference:  The tests conclusively proved that Shakespeare’s grave is not in its original state. Stealing Shakespeares Skull The findings correspond to a rather incredulous tale first published in an 1879 edition of the Argosy Magazine. In the story, Frank Chambers agrees to steal Shakespeare’s skull for a wealthy collector for the sum of 300 guineas. He hires a gang of grave robbers to assist him. The story has always been disregarded because of the (presumed) inaccurate details of the actual digging of the grave in 1794: The men had dug to the depth of three feet, and I now watched narrowly, for, by the clogging of the darker earth, and that peculiar humid state–small I can hardly call it... I know we were nearing the level where the body had formerly mouldered.No shovels but the hands, I whispered, and feel for a skull.There was a long pause as the fellows, sinking in the loose mould, slid their horny palms over fragments of bone. Presently, I got him, said Cull; but he’s fine and heavy.† In light of the new GPR evidence, the details above suddenly seemed remarkably accurate. The established theory up until 2016 was that Shakespeare was buried in a tomb in a coffin. So the following specifics in this story have piqued the interest of archaeologists: Details of the shallow three-foot graveDetails of the body buried directly in the earth with no coffinDetails of soil disruption at the head end of the grave Where Is Shakespeares Skull Today? So if there is truth in this story, then where is Shakespeare’s skull now? A follow-up story suggests that Chambers panicked and attempted to hide the skull in St. Leonards Church in Beoley. As part of the 2016 investigation, the so-called â€Å"Beoley skull† was examined and â€Å"on the balance of probability† was thought to be the skull of a 70-year old woman. Somewhere out there, the skull of William Shakespeare, if it has actually disappeared, may still exist. But where? With intensified archaeological interest sparked by the 2016 GPR scans, this has become one of the big historical mysteries and the hunt for Shakespeare’s skull is now well and truly on.

Transmutation Definition and Examples

Transmutation Definition and Examples The word transmutation means something different to a scientist, particularly a physicist or chemist, compared to the ordinary usage of the term. Transmutation Definition (trÄÆ'ns†²myoÍžo-tÄ Ã¢â‚¬ ²shÉ™n) (n) Latin transmutare to change from one form into another.  To transmute is to change from one form or substance into another; to transform or convert. Transmutation is the act or process of transmuting. There are multiple specific definitions of transmutation, depending on the discipline. In the general sense, transmutation is any transformation from one form or species into another on.(Alchemy) Transmutation is the conversion of base elements into precious metals, such as gold or silver. The artificial production of gold, chrysopoeia, was a goal of alchemists, who sough to develop a Philosophers Stone that would be capable of the transmutation. The alchemists attempted to use chemical reactions to achieve transmutation. They were unsuccessful because nuclear reactions are required.(Chemistry) Transmutation is the conversion of one chemical element into another. Element transmutation may occur either naturally or via a synthetic route. Radioactive decay, nuclear fission, and nuclear fusion are natural processes by which one element may become another. Scientists most commonly transmute elements by bombarding the nucleus of a target atom with particles, forcing the target to change its atomic number, and thus its elemental identity. Related Terms: Transmute (v), Transmutational (adj), Transmutative (adj), Transmutationist (n)Transmutation Examples The classic goal of alchemy was to turn the base metal  lead into the more valuable metal  gold. While alchemy did not achieve this goal, physicists and chemists learned how to transmute elements. For example, Glenn Seaborg made gold from bismuth in 1980. There are reports that Seaborg also  transmuted a minute quantity of lead into gold, possibly en route via bismuth. However, its much easier to transmute gold into lead:  Ã‚   197Au  Ã‚  n  Ã¢â€ â€™Ã‚  198Au (half life  2.7 days) →  198Hg   n →  199Hg n →  200Hg n →  201Hg n →  202Hg n →  203Hg (half life 47 days) →  203Tl   n →  204Tl (half life 3.8 years) →  204Pb  (half life 1.4x1017  years) The Spallation Neutron Source has transmuted liquid mercury into gold, platinum, and iridium, using particle acceleration. Gold may be made using a nuclear reactor by irradiating mercury or platinum (producing radioactive isotopes). If mercury-196 is used as the starting isotope, slow neutron capture followed by electron capture can produce the single stable isotope, gold-197. Transmutation History The term transmutation may be traced back to the early days of alchemy. By the Middle Ages, attempts at alchemical transmutation were outlawed and alchemists Heinrich Khunrath and Michael Maier exposed fraudulent claims of chrysopoeia. In the 18th century, alchemy was largely supplanted by the science of chemistry, after Antoine Lavoisier and John Dalton proposed atomic theory. The first true observation of transmutation came in 1901, when Frederick Soddy and Ernest Rutherford observed thorium changing into radium via radioactive decay. According to Soddy, he exclaimed, Rutherford, this is transmutation! To which Rutherford replied, For Christs sake, Soddy, dont call it  transmutation. Theyll have our heads off as alchemists!

The Social Injustice Shell Gas is Putting on the Nigerian Delta Research Paper

The Social Injustice Shell Gas is Putting on the Nigerian Delta - Research Paper Example The typical day of the Nigerian Shell employee is filled with inhaling the dangerous gas fumes from the daily extraction of the natural gas emissions. Likewise, some of the gas pipes often break from the pressure coming from the earth’s exiting gases (Rosenau 9). Consequently, some leaks occur from cracks in the weakened gas pipes. Some of the people are happy with the current situation. Some place more importance on earning money from the Shell jobs over their health. The Shell Company jobs help reduce the poverty level in the Nigerian Delta. Priority should be placed on emphasizing how many people must die for our oil intake in (Paden 47). Mass genocide, through oil spill poisoning, that is being implemented by the government and the Shell Corporation on the Nigerian people should be stopped. Nigeria’s culture, ecosystem, and sustainability before shell. Before Shell Company’s intrusion, the Nigerian Delta was a densely populated enjoying daily breath of fresh unpolluted air. The people lived on fishing and other maritime jobs. The ecosystem before the intrusion of Shell Company was in a better balance. Human rights violation was absent before the entry of Shell Company into the lives of the Nigerian Delta people. The government was less corrupt prior to the entry of the Shell pipelines when compared to the government corruption after the entry of Shell Company . The skies were bluer then. The people can swim in the water. In addition, fishing was a thriving business endeavor. In terms of economics, the people can now work for Shell as one of its pipe maintenance engineers. The job entails ensuring that there are no leaks. Leak prevention is a vital job of the Shell employees. The lives of the people living in the community are at the hands of the employees of Shell Company (Nigeria 66).

Cayce Pollard and the significance of logos and advertizing in pattern Essay

Cayce Pollard and the significance of logos and advertizing in pattern recognition - Essay Example In the book, â€Å"Pattern Recognition,† by William Gibson, there is a direct reference to aesthetics and how these link to logos and advertising. This is defined by the perspective of Cayce Pollard and her ability to recognize the meanings that are surrounding the various logos and ads. Identifying the advertising and logos and seeing how this relates to communicating different ideas is important not only in the identity of Cayce Pollard and in the ideologies behind trends. The logos become significant with the ability to show how the perspectives which Cayce holds also influence the basic functions and patterns in society and what is expected from various individuals. The Story of Cayce Pollard as a Cool Hunter The characteristics of Cayce are one which is able to point out and define logos, colors, trends and fashions from the aesthetic viewpoint. Cayce is important in the book because of these recognitions and the ability to take the regular images, logos and trends and allows them to stand out. This concept is one which can be defined as a cool hunter, meaning that the character has the capability of finding trends through images and knowing what works and what only becomes segmented into the pattern. The pattern is defined as an image that states the same message or level of communication through the color, shapes and other ideas that are represented. In Cayce’s understanding, there are very few logos that stand out, which is what causes them to become patterns. For instance, when looking at a variety of fragrances, Cayce is given the special slant of needing to find something that stands out while noticing that all follow repetition in the communication and message that is used. â€Å"Zaprudered into surreal dimensions of purest speculation, ghost narratives have emerged and taken on shadowy but determined lives of their own, but Cayce is familiar with them all, and steers clear† (Gibson, 24). This example shows how Cayce recognizes the patterns of logos, advertisements and the sameness that each brings, while trying to find something which stands out from the usual aesthetic repetition. The approach which Cayce takes begins with finding the denotational meaning, or symbolism. The symbolism is based on finding the colors of various objects, all which are used to describe and signify something about an individual, trend or logo. This is combined with the belief that each item which one has tries to say something or several things to create meaning. This is noted from the beginning when Cayce introduces her fashion as well as other comparisons and how this relates to patterns of how one thinks and acts. â€Å"Dorotea may have attempted to out  œ minimalize her this morning, Cayce decides. If so, it hasn’t worked. Dorotea’s black dress, for all is apparent simplicity, is still trying to say several things at once, probably in at least three languages† (Gibson, 10). The symbolism which is seen from the viewpoint of Cayce includes color for simplicity, making statements with styles and trends and using this to convey a specific message in different languages. The denotational meanings Cayce finds leads to her being a cool hunter, meaning that she can find something that stands out from regular patterns. She has the natural ability to see trends and ideas that continue to make specific statements about an individual or company. The second way in which Cayce creates meaning and becomes a cool hunter is by looking at the connotative meaning. This is done by looking the words, ideas or the significance behind different concepts or objects. Cayce believes that this is able to show more than the basic and super ficial ideologies, but moves into deeper levels of the object. For instance, wh