The First Reconstruction A Revolution Essay Example

The First Reconstruction A Revolution Essay Example The First Reconstruction A Revolution Essay The First Reconstruction A Revolution Essay Many people will argue that the social and political changes in the period between 1860 and 1877 culminated in a revolution.This time period, known as the First Reconstruction, made many advances in equality for Blacks in voting, politics, and the use of public facilities.The lawmakers of the time were however unable to make adequate progress in advancing economic equality; therefore Blacks didnt completely escape their original plight.This should not be considered a revolution because its results were quickly reversed when former confederate leaders and other bigots reclaimed the power of legislation in the South. The First Reconstruction was a result of the Civil War and lasted until 1977.The political, social, and economic conditions after the war helped define the goals of lawmakers during the Reconstruction.Congress now had to decide on how they were going to address such topics as; Black equality, rebuilding of the South, admission of southern state to the Union, and decidin g who would control the government.In the south the newly freed slaves wandered the countryside and the white population was devastated due to their loss in the recent war.The south was also devastated economically; plantations were destroyed, railroads torn up, their labor force gone, and cities were burned. In the post Civil War era there was a struggle for the power, each with their own ideas on how the country should go about in the reconstruction process.First, the Southern Democrats, a party made up of former Confederate leaders and other members of the aristocracy, strived to end the perceived control of the North over the South.They also sought the reinstitution of slavery under a different name, Black Codes.These codes would provide a cheap labor force to the plantations by limiting the rights of Blacks to move, vote, travel, and change jobs.Second, Moderate Republicans wanted to obtain a policy of reconciliation bet

Complete Guide Writing a Strong Letter of Recommendation

Complete Guide Writing a Strong Letter of Recommendation SAT / ACT Prep Online Guides and Tips As an English teacher and college counselor working with high school students, I've had the privilege and responsibility of writing letters of recommendation. Starting out, I had a strong urge to help, but no clear sense of what exactly should go into a reference letter. If they all speak to students' impressive qualities and accomplishments, what makes some letters stand out among the rest? To answer this question, I researched recommendation letters from both sides of the college process, drawing on the advice of high school counselors and teachers and the perspective of college admissions officers. I also read dozens of recommendation letters, from the ones that admissions committees loved to the ones that were cast aside as mediocre, useless, or straight up negative about a student. This article compiles the most important lessons I learned through this research and my own work supporting students through the college process. Read on for a discussion ofwhat exactly needs to go into the kind of rec letter that effectively advocates for a student and boosts her admissions chances. First, let's take a deeper look at what purpose recommendation letters serve when they arrive before an admissions committee. The Goal: What's the Purpose of Letters of Recommendation? Admissions officers put a lot of weight on recommendation letters. Especially in selective admissions, when thousands of qualified students are competing for a limited number of spots, reference letters can go a long way toward differentiating one student from another. According to Harvard dean of admissions William Fitzsimmons, recommendation letters are "extremely important" and are read "with great care" (often projected onto large screens in front of the whole committee!). So what are all these carefully reading admissions officers looking for? Two main features. The first is an insightful, in-depth story of the student that reveals both her academic skills and personal qualities. As a teacher, you're in a great position to comment on a student's intellectual curiosity, creativity, and attitude towards learning. Additionally, you can speak to a student's admirable personal qualities, like her sense of integrity, compassion, and leadership skills, to name a few. This in-depth look gives an admissions committee a holistic view of your student beyond the grades and clubs listed on their application. It helps the student come to life. The second main feature that admissions committees typically look for is a student's potential to contribute positively to the college community, as well as to succeed after graduation. In your recommendation, you can state your confidence about a student's success on campus and future achievement. Certain qualities are especially impressive to admissions officers and hint at success in college, though this might vary somewhat by individual. Some of these qualities include love of learning, academic commitment, communication skills, commitment to mastery of a specific skill or area, and leadership capacity. Since these personal qualities may not be apparent on the rest of the application (apart from the student's own personal essay), the letters of recommendation can go a long way toward describing a student's best traits. Plus, they show that a student has teachers who are motivated to advocate for her. Of course, hopefully no one would agree to recommend a student and then write bad, sabotaging things in the recommendation letter. It's generally safe to assume that all recommenders want to support students in continuing their education. But mediocre letters can often be just as bad as ones that are outright critical, and merely "good letters" pale in comparison to excellent ones. So what must go into a letter of recommendation to make it particularly strong and effective? How to Write a Strong Letter of Recommendation The strongest letters of recommendation take time and thought to craft. They're individualized to each student and are thoughtfully revised for word choice and flow of ideas. First and foremost, what content is essential for a strong letter of recommendation? Include Key Content Perhaps the best way to describe what a letter of rec should include is to start out by describing what it shouldn't include. A rec letter should not simply be a restatement of a student's grades, clubs, and awards. All of these facts and figures should already be stated on the student's application. The most ineffective rec letters just repeat a student's resume. Admissions officers are hoping for deep insights into a student's character, rather than a list of data points that could apply to any number of students. This is not to say that recommenders shouldn't mention what a student has achieved or been involved in, but they shouldn't feel compelled to list every single accomplishment. Instead, writers can point to a specific involvement or story that demonstrates something meaningful about the student. For instance, you might be writing about Michael, whose powerful commitment to equality and education led him to establish a Gay-Straight Alliance at the school. In this way, you're discussing something a student has done to illuminate something significant and admirable about his character and motivations. Speaking about his establishment of the GSA is more illustrative than simply stating that he's committed to equality and social justice. So if reiterating the student's grades and activities (ie, resume points) shouldn't go into the rec letter, what should? MIT offers an insightful breakdown of the questions its admissions officers would like answers to in a letter. These questions are a useful guide for recommenders writing to any college. What is the context of your relationship with the applicant? Has the student demonstrated a willingness to take intellectual risks and go beyond the normal classroom experience? Does the applicant have any unusual competence, talent, or leadership abilities? What motivates this person? What excites him/her? How does the applicant interact with teachers? With peers? Describe his/her personality and social skills. What will you remember most about this person? Has the applicant ever experienced disappointment or failure? If so, how did he/she react? Are there any unusual family or community circumstances of which we should be aware? Source: MIT Admissions A recommender doesn't necessarily have to answer all of these questions, but they're great starting points for brainstorming. They shift the focus from what a student does to what a student is like, in terms of her intellectual curiosity, specific skills or talents, passions, and personality. Some other impressive qualities include communication skills, resourcefulness, and innovative problem-solving. Admissions committees often also look for demonstrated leadership and the ability to collaborate with others in an interactive and diverse environment. Beyond these personal qualities, letter writers might speak to unusual circumstances or challenges that the student has faced or survived. These can be especially meaningful to explain a dip in academic performance or to show how a student has overcome hardship. I would advise getting the student's permission before including personal family information, just to make sure she's comfortable with you sharing it. Finally, a recommender may want to demonstrate her own familiarity with the school to which the student is applying. If the school is particularly competitive, then you might express your confidence in the student's ability to thrive in an academically rigorous environment. If you're an alum of the school, then you can believably assert your confidence that the student would be a strong cultural fit. The strongest recommendation letters give insight into a student's intellectual orientation, motivations, and personal qualities. As a writer, how can you rave about your student in a sincere, genuine, and convincing way? One of the best ways to accomplish this is to focus your recommendation on the student's best assets. Highlight your student's most important strengths. Highlight the Most Important Themes Just as you don't have to feel compelled to repeat every grade, club, and award on the student's resume, you also don't have to speak about every quality that makes the student great. In fact, well-rounded students aren't necessarily what the most competitive schools are looking for. While selective schools look for academic excellence in most subjects, what they really appreciate is a student's singular commitment to a specific and distinct area. Developing a "big spike" in a certain area shows passion, dedication, and the ability to sustain long-term focus. As PrepScholar co-founder and Harvard alum Allen Cheng writes, top colleges are looking for students who are going to change the world. They're expecting deep achievement, and the best predictor of that is deep achievement in high school. Therefore admissions committees are especially impressed by a "huge spike" in science, writing, athletics, or whatever your commitment might be. Of course, not all or even the majority of students are applying to Ivy League schools, but the takeaway message still applies. Recommendation letters don't have to present the student as well-rounded and good at everything they do. Instead, they can paint a specific picture and highlight the qualities that are most important to understanding who the student is and what drives her actions. Some letters may highlight that a student is a top scholar, while others may speak to a student's leadership skills. Some may focus in on the student's passion for volunteer work, or her talent in acting, art, music, or athletics. For students with extensive international experience, recommenders may rave about their multicultural, global perspective or unusual maturity and sophistication. Other students may have had to overcome hardships in their life, and the recommender could speak to their resilience and strength as a survivor. As mentioned above, I would suggest discussing this kind of content with the student to make sure she's comfortable sharing it with admissions commitees.All in all, a recommender can brainstorm a list of the student's best assets (with the aid of the student's resume and "brag sheet"), and zero in on the most important themes. What if the student hasn't demonstrated interest in a particular area, but you're excited to see her further explore her interests in college? In this case, you could write earnestly about the student's room to grow and the potential you see in her. At the same time, be careful with this kind of wording, as it may suggest different things to different admissions officers. If you really feel not able or qualified to provide the student with a recommendation that will help her admission chances, then you shouldrespectfully decline or suggest someone else better able to write her letter. Once you've chosen the most important themes to highlight about a student, you can think about specific stories, experiences, or observations that demonstrate those strengths. The best recommendation letters "show," rather than just "tell." Bring your letter to life with meaningful stories and examples. Give Specific Examples Which sentence paints a better picture in the mind of the reader? a) Kate is a strong writer. b) Due to Kate's superlative writing and analytical skills, I'll be using her year-long thesis on representations of gender inJane Eyre as an example of the highest quality work to students in my future AP English classes. The second uses more powerful words, but more importantly it gives a specific example, thereby proving that Kate has strong writing skills. It explains the grounds on which the teacher draws her conclusion that Kate is a good writer. It additionally suggests that Kate can sustain focus in a long-term project and impressed the teacher so much that her thesis became a model for future students. The best recommendation letters support their praise of a student with specific anecdotes and observations. These stories accomplish a few things. One, they support the writer's claims. Rather than just listing adjectives, the writer backs up her description with examples. Secondly, they make the letter more interesting and help the student come to life in the eyes of admissions officers. Officers may be up all night reading through applications. The last thing they want is a generic, boring recommendation letter that blends into all the others. Interesting stories make both the letter and the student pop. Finally, the use of specific stories proves that the recommender is, in fact, qualified to assess the student. The best letters come from teachers who know a student well. Sharing anecdotes and observations prove that you've gotten to know the student thoroughly and your evaluation of her is trustworthy and reliable. In addition to sharing examples, you should take the time to be intentional with your word choice. Consider which phrases and adjectives will present the clearest and strongest endorsement of the student. Dance, words, dance! Use Powerful Words As with any piece of writing, the best recommendation letters are eloquent, clear, and don't fall into the trap of cliches. Calling someone a go-getter with a heart of gold who leaves no stone unturned and is a friend to all may elicit a yawn or eye roll from the admissions officer. Often finding just the right word happens in the revision stage. Check if you wrote interesting when creative or innovative would work better. Keep an eye out for nice when you meant to dive into a student's unique empathy or compassion for others. Perhaps you wrote hard worker when intellectual risk-taker would more accurately describe the student. Some words and phrases that can be used to described a student's academic strengths includeinsightful, analytical, curious, observant, innovative, or mastery of a specific subject area.Others that fall more in the arena of personal and professional strengths includemature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, resourceful, and strong communication skills. Admissions officers have read hundreds, if not thousands, of recommendation letters, and they're used to reading between the lines. Be intentional with your wording so you don't accidentally communicate something negative about the student. For instance, a phrase like "leads by example" or "excels at working independently" could indicate that the student keeps to herself and has trouble working with others. While it's more important to be authentic and not worry too much about what an admissions officer may or may not think, this mindset can help you be purposeful with what you say and how you say it in your letter. You can also keep an eye out for sounding over the top with your phrase. While the best letters rave about their students, they have the examples to back up their praise. Simply listing superlative adjectives could come off as overblown and insincere. A second technique that may impress admissions officers is the use of a high ranking. Rank the Student Highly, When Appropriate Consider these ranking statements: Carla is the most talented and driven math student I have taught in my twenty years at High School High. James is one of the top three students I have ever had the pleasure of teaching. An impressive ranking, like the two above, certainly communicates a strong vote of confidence in a student, especially if it comes from a teacher with hundreds of students to compare her recommendee to. If your student is applying to a selective or Ivy League school, then a powerful ranking can go a long way toward testifying to a student's outstanding achievement and qualities. On the other hand, a ranking like "above average" or "relatively strong effort compared to her peers" may do more harm than good. If you can genuinely provide a statement of high ranking, then you can help the student by including it. If not, then it's probably advisable to leave that kind of statement out of your letter. Apart from a statement of ranking, there are a few other key components to include in your letter of recommendation. While you can be creative and customize your letters to each student, there are a few essential pieces of information that you should include in all your letters. Include all essential elements. State All Essential Information There are a few necessary pieces of information to include in all recommendation letters that I touched on briefly at the beginning of this article. The first is an explicit statement of who you're recommending. If you can customize your letter for each college, all the better. Second, you should state who you are, your position at the school, and the contexts in which you've gotten to know the applicant. If you've gotten to know the student both in class for a year and as editor of the school newspaper, then this shows you've taught and supervised her in different contexts and are especially qualified to evaluate her. Admissions officers usually prefer recommendations from junior year teachers, as they had the student recently and for a whole year. A senior year teacher probably doesn't know the student very well yet, and sophomore and freshman year was too far in the past. Exceptions to this general rule include having the student for more than one year or supervising her in other capacities, like clubs or sports. You can begin the letter with a creative or catchy hook, or a more straightforward statement of endorsement, as long as you include these key components in the introduction. Here are a few examples. It is my great pleasure to provide this recommendation for Kate, who I enjoyed teaching and getting to know as her th grade AP U.S. History teacher. I have known Joe since 2012 in my position as Lincoln High School's Biology teacher. I am delighted to write this recommendation for Rosa, whom I have known for two years as her Psychology teacher and academic advisor. Please accept this letter as my enthusiastic endorsement of Chris, the top student in my th grade AP Chemistry class. After introducing the student, your relationship with her, and your statement of recommendation, you can go on to provide your evaluation, while keeping in mind the above mentioned suggestions, like focusing on important themes and using specific stories, powerful language, and a statement of ranking. If you want to balance out your recommendation by presenting a weakness, I would suggest doing so in a mild way, perhaps with an explanation of how that weakness could be turned into a strength. In your letter's conclusion, it's a good idea to restate your support for the student, while also talking about how you envision the student being successful at college. Admissions officers want to build a strong, dynamic, and diverse class with a range of abilities and interests. By attesting to the student's potential for future success and contributions at campus, you can reassure admissions officers that she is a student they want at their school. Finally, you can conclude your letter with your contact information and an invitation to call or email you with any further questions. Use an official letterhead, and welcome them to get in touch for any further discussion of the student. To sum up, let's go over the do's and don't's of writing recommendation letters for students applying to college. Key Points to Remember Do: Include key content, like who you're recommending, who you are, how you know the student, and what makes you qualified to evaluate her. Be enthusiastic in your recommendation, discussing both a student's academic ability and potential and her character and personality. Highlight a few key qualities that you think are essential for admissions officers to understand who the student is and what she can accomplish. Use specific stories, examples, and anecdotes to support your evaluation. Be intentional in your word choice, making sure to powerful words and phrases and to avoid cliches. Provide a high and impressive ranking, when applicable. Conclude with a strong statement of support, vision of the student's future success, and invitation to the admissions committee to follow up with you if need be. Don't: Simply repeat resume points or quantitative data that are already listed on other parts of the application. Cast too wide a net and end up saying very little, because you tried to say too much. List adjectives without having examples to back them up. Use generic, bland, unenthusiastic language or cliche statements. Use similar letters for more than one student, especially if the students are applying to the same schools (the same admissions officers will see this!) Agree to provide a letter of recommendation unless you can honestly recommend a student. Finally, not all students develop strong connections with their teachers, perhaps because they have trouble participating in class or their school has a large teacher to student ratio. To help you write your recommendation, students may provide a "brag sheet," where they talk about their goals and what's important to them, as well as a resume. If you need more information or time to talk to the student, it can help to meet with her and have a conversation or two. I always found the easiest letters to write were for students who were open and eager to share their plans and personality. If you feel you haven't gotten to know a student as well as you need to to write a compelling and insightful letter, then it may help to elicit her thoughts and feelings, as well as make time to get to know her better. As long as you have the raw materials, in terms of a good relationship, stories, and observations, then you can use these suggestions and examples to craft a thoughtful, customized letter of recommendation that will help her get into college. As you write, remember your mission: to differentiate the student as a unique and impressive candidate, to shed light on both her intellectual and personal qualities, and to give admissions officers a holistic view of the person that will show up on campus in next year's class. What's Next? One of the most helpful resources for me as I wrote recommendation letters for students were examples of great and bad letters. Check back soon for our articles with great letters, bad letters, and a suggested recommendation letter template. While recommendation letters are important for all schools, they must be especially outstanding to help a student get into the Ivy League. Check out our complete guide to Harvard recommendation letters (coming soon). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Is Instant messaging bad for high school purpose Essay

Is Instant messaging bad for high school purpose - Essay Example e difficulty completing their work, provide for countless interruptions, and generally serve to enfeeble the level of English language and syntax that is used within the everyday lexicon. The first set of negative attributes that this necessarily serves to provide is the high level of grammar and spelling mistakes that are represented within these messages. Although one should be mindful to not represent themselves as a snob, the fact of the matter is that the lazy representation of the English language and frequent and incorrect spelling associated with utilization of instant messaging and texting has meant that the quality and level of writing has exponentially decreased among the student body. This has of course led to lower grades with regards to hand-in assignments and essay projects. Secondly, when engaging in such a practice within the classroom, the students are playing with fire due to the fact that they are oftentimes careless and can be caught; facing the further repercussions of having their mobile devices seized, having their participation grades lowered, or other forms of punitive actions. However, beyond the mere representation of how administration could punish the students for such a practice, the greater concern is the fact that the student is ultimately unable to concentrate upon what they are doing. Although they may feel that they are one of the world’s most talented multi-tasker, the fact of the matter is that they will ultimately be removing much needed attention away from the most pressing task at hand in order to focus upon the frivolous exchange that is taking place via IM any given moment. Ultimately, it represents not only a distraction for the individual student but also for the other students that may not be engaging in such a prac tice. Due to the fact that constant buzzing and laughing/smiling and flashing screens is a horrendous distraction to those seated around the student, the practice is something that not only deeply

For some people, monkeys, dogs, donkeys, termites, and grasshopper are Essay

For some people, monkeys, dogs, donkeys, termites, and grasshopper are highly prize foods. For others, the idea of eating some o - Essay Example † Human anatomy and physiology The incisors of humans are flat and spade-like, essential for peeling, snipping and biting soft materials. The canines are neither saw-like nor conical but are flattened, blunt and small and work like incisors. The premolars and molars are squarish, flattened and nodular, essential for compressing, grinding and pulping non-coarse foods. Human teeth are rather large and usually abut against one another. According to evolutionary theory, an omnivore might be anticipated to be a carnivore, which shows some gastrointestinal tract alterations to a herbivorous diet. The human gastrointestinal tract characterizes the anatomical modifications consistent with a herbivorous diet. Humans have brawny lips and a petite opening into the oral cavity (Milton, 1999:15). How humans evolved to consume meat The pattern of meat consumption in human evolution can be classified into four time periods namely opportunistic hunting and scavenging, full-scale hunting, the s hift to domesticated food sources and ultimately the reliance on animal tissues with fatty acid composition now associated with harmful health. The patterns of meat acquisition later took various forms as reflected in regional specializations, and exploitation of marine resources derived from fishing using new and innovative strategies of acquiring food. Domestic animal sources in regions like the Middle East used sheep, cattle, goats and later pigs and chicken were linked to food security, clothing and shelter as used in the provision for meat, milk and skin for clothing and housing materials. The warming trend, over-hunting and subsequent extinction of animals led to the appearance of new plants and animals that could now be domesticated (Milton, 1999:37). The ability to cook foods from tough to soft consistencies has led to the reduction in the bony areas of the facial skeletal that supports the teeth in the jaws, reduction in tooth size, less room for dentition resulting in the rise of occlusal abnormalities in humans and tooth decay. Bone size and structure was stronger in hunting and gathering regimes and weaker in agricultural settings (Milton, 1999:14). The trend of conspicuous and excessive red meat consumption in the human diet has seen a decline in health, increased occlusal abnormalities, increased iron deficiency anemia, infections and bone loss. What makes an animal an acceptable food item? According to observations and readings from various studies, culture and religious beliefs makes an animal an acceptable food item. There are certain animals, which can be readily consumed in some nations and not viewed as wrong, but this can be the opposite in other countries (Douglas, 1997: 37). For instance, the Hindu cannot consume cow meat as they view this animal as sacred. Other nations, for instance Americans, consume cow meat and view it as a delicacy. Among the Hebrews classification of edible and inedible foods is discerned in religion towards holin ess and integrity (Harris, 1997:66). Eastern religious influences such as Buddhism and Hinduism through their belief systems teach followers to minimize harm towards animals practiced by non-violence and compassion on all living creatures. In other groups, food taboos exist regarding the consumption of animal meat. Examples include monkey consumption in the Guaja community as taboo for pregnant women and their husbands, to adolescent girls for twelve

Control Of Sulphur Dioxide Environmental Sciences Essay

Control Of Sulphur Dioxide Environmental Sciences Essay SO2 is an kind of industry air pollution mostly from oil and coal consumption , industry activities and traffics.According to research of EAP(U.S. Environmental Protection Agency) more than 100 million tons sulphur dioxide is discharged into the atmosphere every year all over the world.In the nature,most of the sulphur emissions are in the H2S(hydrogen sulphide),CS2(carbon disulphide),COS(carbonyl sulphide) and some organic compouds.Through burning,these organics which contain sulphur element discharge the sulphur dioxide to the atmosphere,which is able to lead serious environmental problem and harm humans health.SO2 pollution may cause plants dead in a extremely high speed,and is dissolved easily into the wind,which may cause the acid rain that may distroy the outdoor buildings.The most importantly,high concentrated SO2 in the atmosphere is able to kill people or cause serious ills including bronchitis, emphysema and oculoglandular conjunctivitis.Moreover,the sulfuric acid,is a seco ndary pollutant.When sulphur dioxide is involved in additional chemical reactions,it can react with oxygen and water to sulfuric acid which is the constituent of acid rain.(NATHANSON,J.(1986)) Generally,to solve the serious environmental problem,there are two research torwards in removing sulphur dioxide:pretreatment and afterwards absorbing. No matter what methods people use were all included in such two research directions. Pretreatment means separate the sulfur element from the coal mineral before it was burned. Because the main organises of sulfur element in coal are FeS2 and organic sulfur, generally, in industry people often use independent ways to do separation. For the inorganic sulfur including FeS2, the most traditional way is gravitational segregation which means separate the ore containing sulfur element from the coal with the differences in density. Such method is extremely financial and technical simple, however its effects sometimes are limited. Because of the differentia of the coal ore all over the world, the strainaway rate of the sulfur element is highly different. In some area the gravitational segregation can remove approximately 90% of the sulfur element in coal ore, while in some certain coal mines of 40% of the total sulfur content can be wiped off. For the organic sulfur element, it seems that there is not a efffective pretreatment approach to solve it. What people can do is just absorb the SO2 from burning organic sulfocompound. Unfortunately, because of the complicated organization of organic matter, generally, the sulfur contained in the coal ore would be burned in to a series of sulfocompounds including H2S,CS2,SO,SO2 instead of only SO2.So before people assimilate the SO2, people have to transform these compounds into SO2 first. Nowdays the most common way is fluidized bed. Fludized bed is a kind of organization for gasification of coal which is created by Fritz Winkler of Germany on December 16, 1921. Since the early 1960s, Douglas Elliott put forward that the coal should be burned instead of gasifying coal in a bubbling fluidized bed, because the it can generate steam by immersing boiler tubes. In 1982, the first CFB boiler which can burn low-grade coal was built in the Vereingte Aluminum Werke at Luenen, Germany in 1982 which is designed exclusively for the supply of steam and heat. The general gas-solid fluidizetion has 5 major application: Energy conversion, Petro-chemical processing, Mineral processing, Chemical and pharmaceutical and Physical processing, and the basic one is energy conversion. FIGURE 1.2 Schematic of a high temperature fluidized bed gasifier In general coal would be fed into bubbling fludized bed at 950 degree. Steam would be fed into the base of the fluidized bed through a sparge pipe-type of distributor. Then the coal would leave the hot solids in the bed and the cleaned and used gasification products leave the bed from the top. In this process limestone (CaCO3) and dolomite (CaCO3Â ·MgCO3) would be mixed with the coal ores to abstract the SO2 from the burning.The chemical equation is as follow: (1.1) After the fluidized bed step, there is still approximately 20% SO2 left in the offgas. To solve this SO2, people need some technologies including Calcium-Based Reactions and Sodium-Based Reactions, which were called afterburning absorbing. Until now, there is not a cheap and effective approach.The effective methods usually are expensive and lay a heavy burdon on finance,at the same time ,the cheap ones disable to remove the sulphur dioxide satisfactorily. The major information of this paper includes the benefits and defects of the traditional ways controlling the SO2, the rational of the new aspect: magnetic method, the problems may meet and the solutions of this approach..The ultimate purpose of the assignment is to point out a solution both financial and efficient.All the experiments and theories mentioned in this essay are based on theories and logical deductions. Analysis Advantages Nowdays in technology aspect people are able to control the SO2 letting effectively, after all the steps the SO2 discharged into the atmosphere is less then 1%. Materials of these technologies are all hackneved,. Moreover, some certain technologies can produce a series of cost efficient second products such as vitrol and compound fertilizers. Pretreatment is best method to control the sulfur dioxide, personally. Not only because the FeS2 can be separated from the coal ore easily, but also FeS2 can be another useful materials in industry. Because of the characters of coal mines, the associate ore of coal is FeS2 generally. As a result the FeS2 ore occupies a big part of coal mines in anywhere of the world, and the FeS2 ore is the most common material of puddling. So the pretreatment is a both efficient and financial approach. Fluidized bed is the second steps of the whole sulfur dioxide, the absobents of fluidized bed are very cheap and common. So this technology resently is used widly in the countries which are occupying a roomy area such as China and American as a normal skill. And such technology is extraordinary suit for the large-scale factories. Afterburning absorbing is the most efficient way to control the sulfur dioxide discharging regardless of the concentration. The ultimate consistence of SO2 in off gas which is disposed by the afterburning absorbing usually is less than 5%. In summary, the technologys resent used in the SO2 control are highly mature, however there are still some disadvantages can not be ignored. Disadvantages Although pretreatment is the most efficient and financial method to control the sulfur dioxide, it has the deadliest defect: the restriction of area. Because of the difference of the organization of coal ore in different area, such technology disables to be spreaded. For the fluidized bed the problems are secondary products and the processing ratio.When the chalks go into the boiler the active principle, CaCO3 would be resolve into CaO and CO2. The burned CO2 would sepatate out and enlarge the interspace on the CaO to form the lacunose CaO which can response with the SO2 easily. However it is impossible to make all of the CaO be the CaSO4, because the sulphating would make the interspace fullfilled by CaSO4. As a result the most chalks would not response with the SO2 and a great deal of chalks are wasted. Moreover, the secondary products are the mixture of CaSO4, CaO and CaCO3, so that the only way to manage them is dumping which may cause the salinized land. Afterburning absorbing is an efficient approach including wet limestone, wet soda ash/caustic lime spray dryer, circulating lime reactor and sodium bicarbonate/trona injection to control the SO2,however, it also has irrefusable disadvantages: the finance. After the advanced two step there is a lot of SO2 in the offgas, most of which is CO2, so that afterburning absorbing usually is extremely expensive. Moreover such technology has a great deal of problems such as the corrosion on equipments, pipeline blocking and the lack of material use ratio. Discussion Rationale Personally, the basic method to control the sulfur dioxide from the coal, is to separate the sulfur element from the coal ore before burning. In other words, to forbide the shaping of sulfur dioxide is the best way to control it .This kind of ideas is not impossible. If we can make most of the sulfur element separated from the coal before burned into sulfur dioxide, we do not need the afterburn aborbing. Personally people should use another aspect to think about the coal burning. The coal ore is consist of FeS2, ash content and organic organizations. After the pretreatment, almost all of the FeS2 would be remove out of the coal ore, so most of the substance left is organics and ash content. In the fluidized bed, the coal would be transfor into gas, the majority of which is CO2 and sulfide gas. Fortunately the CO2 molecule organizationis nonpolar, and the most of sulfide gas is polar molecule, such as SO2. As we know gaseous phase and solid phase do not have the material difference, nowdays the magnetic force is used widely in the solid waste control. So it is possible that use the magnetic force in separating two kinds of gas which have differences in magnetism. Problems may meet and solution The biggest problem people may meet is the differences between CO2 and sulfur dioxide are too small. This kind of force is only a little bigger than VDW(Van der Waals force), it is impossible to separate all of the CO2 and sulfide gas completely. The method to solve this problem actually is very easy, which is magnify the differences of force suffered. As we know, at the same temperature and pession, the density of SO2 is bigger than that of CO2, that means the climbing velocity of CO2 is bigger than SO2. All the factories need chimneys which are used to let the off gas to upper atmosphere to forbid the impact on daily life. If we add a magnetic field at the bottom of the chimney, it is sure that CO2 would climb up much faster than SO2. That means we can magnify the differences of suffered force between SO2 and CO2. The second problem of this opinion is how to gather the SO2. In my way, it is still to use the magnetic force. The chimney in my plan is not simple one, it should the a concentric tube. There would be a lot of interspace all over the inside tube, which is used to separate the SO2 from the off gas. In the whole chimney, there would be a magnetic field, so that SO2 in the off gas would suffer the magnetic force which is able to make the SO2 run over the inside tube. The outside tube is obfurage, so that SO2 would not be discharged into the atmosphere. The last problem is finance. It seems that the technologies and skills used nowdays play a better role in financial problems than the method mentioned above due to the high cost of basic built and daily power consumption. Although I can not submit the compellent datas about the basic built and daily consumption, I strongly believe that it performs better on the finance than the technologies and skills used now. Most skills of afterburning absorb would consume 15% electronic of the total vield for power plant. That means only 85% power is useful. On the other hand the power consumed in establishing magnetic field is obviously much less. All the power plants in the world would have chimneys, so the basic building cost would not be unacceptable. Furthurmore the secondary product: sulfur dioxide is the resource of manufacturing vitriol. In my opinion, the consumption in power even would be less than the money earned from the secondary product. Advantages and disadvantages In comparison of any other technologies and skills, the ultimate advantage of magnetic force is no secondary pollution. No matter what kind of skills used now have the problem of secondary pollution, such as the mixture of CaCO3 and CaSO4. These substances can not be recycled and do not have financial values, the simple managements such as landfill may cause the salinization and soil erosion. On the other side the secondary products of the magnetic method is the mixture of SO2 and CO2. This mixture is able to react with O2 under the catalysis of V2O5 to produce vitriol which can be the chemical engineering material. Furthurmore, this approach is extremely suitable for the Third World Countries. As we know, because of the financial problems the environmental problems in the Third World Countries usually are usually negelected. Controlling the sulfur dioxide is a heavy burdon on the companies and coutries of the Third World. If they can gain economic benefits from controlling SO2, it i s obvious that there would not be any problems on the popularize in the Third World countries. However, it also has some problems the most evident one is the problem of strainaway rate. Due to the restriction of circumstance, I can not do any experiment until now, so nobody knows how much the strainaway rate is. The most urgent and effective solution is doing experiments. Any valuable and successful technologies and skills are based on doing a mass of experiment to find problems and change the process. Moreover it seems that to reach the target mentioned above, there would be a simple but endless process, that means it is only suitable to the sweeping factories. Conclusion In conclusion, the way that author put forward obviously is a new aspect to regard the control of sulfur dioxide. After more than 100 years research on the traditional methods, they are all extremely ripe and difficult to improve. The magenic approach has the innate superiorities in comparision of the traditional ways. It is a definit physical technology which means there would not be any new extra pllutant to harm the environment. Moreover compared with the other new methods researched now, it is incredible convinient. All the basic building can be remaked from the existing equipments such as chimney and fluidized bed. In developing countries such as China and Africa countries which are not willing to pay attention on the environmenal protection, this technology can improve their enthusiasm, because they can gain a high economical benefits from the secondary products: vitrial with only a little investment. Although there are still some undeniable problems on this magenic way, it mus t be a valuable toward to research. The method mentioned in this paper is based on the 4 years experience in studying environmental subject of the author. Although the perspective and theoretical knowledge are sometimes naive and idealize, I strongly believe that this method must be valuable. Not only because the method itself, but also the aspect to deliberate and research. Environmental science is a wide ranged major which is not restricted in chemistry or biology, but also physics, physical chemistry, manage and biochemistry. The workers of protecting environment should expanse their own field of vision to all the relational knowledge instead of the major itself. In this career, not matter the organizations and physical properties, not matter the fields people consentrate on, as environment protection workers, we can all learn a lot of things and acquire inspiration from the whole science and engineering region.

Ethics and Research in Professional Contexts

Introduction Ethics play a pivotal role in a variety of contexts, such as decisions in personal contexts (e.g. family, friends) and professional contexts (e.g. workplace). This essay considers the role of ethics in the case study of a woman’s decision to have an abortion. Drawing on and synthesising work from philosophy, law and current medical practice, the essay will discuss ethical issues on abortion from three different viewpoints. These viewpoints will be reviewed and discussed in order to reach a conclusion. Case study Mrs K is a 37-year-old woman and has four children. She consults her doctor for irregular periods. She had been using a diaphragm as contraception after having stopped taking birth control pills because of their negative side effects. Her doctor informs her that she is pregnant. She does not want another child. She breaks down and says she already has as many children that she can cope with. Mrs K also suffers from depression. Her doctor considers her circumstances that fall within the Abortion Act 1967 and refers her to a clinic. However, her husband (Mr K) disagrees with the abortion. This essay will investigate ethical issues central to this case study. Ethical issues arise from situations in which there is no satisfactory solution that can be applied to an ethical dilemma. Opposing courses of action may seem equally desirable or all possible solutions may seem undesirable. In the aforementioned case study, the ethical dilemma addresses two opposing views on abortion and discusses whether it is the right decision given the circumstances. This essay will explore this ethical dilemma by outlining three different viewpoints and discussing whether each viewpoint is justified. Discussion There are three key individuals involved in this case study: Mrs. K, Mr. K and the doctor. Mrs K. is at the centre of the dilemma as she wishes to have the abortion, Mr K. is Mrs K’s husband and disagrees with the idea of abortion, and the doctor assesses and guides Mrs K’s decisions. Mrs K Prior to assessing Mrs K’s viewpoint, it is important to outline her circumstances. Mrs K had been on contraception because she was very clear that would not be able to cope with the responsibility of having one more child. However, her contraception failed and the doctor notified Mrs K that she was indeed pregnant, prompting her to take a decision on having an abortion. Firstly, under the philosophical principles of Utilitarianism, it may be argued that Mrs K is justified in taking the decision to have an abortion for a number of reasons. Utilitarianism was first conceived by Jeremy Bentham (1748-1832), and was later developed by John Stuart Mill (1806-73) in the middle of the Industrial Revolution. Mill established the â€Å"greatest happiness principle† which posits that actions are right when they promote happiness, and wrong when they produce the opposite (Tschudin, 1994). According to Mill’s principle, with regard to people’s own lives and bodies, pe ople can do whatever we want, so long as others are not harmed (Feiser, 2009). In other words, each individual has the ability to choose what they feel is moral or immoral. In fact, virtue ethics does not hand out specific rules of behaviour that need to be adhered to but instead develops characteristics that help individuals decide on moral decisions, e.g. whether or not to have an abortion. Virtue ethics does not see abortion as right or wrong as it depends fundamentally on a person’s character. In accordance with this theorising, Mrs K’s decision to have an abortion is justified as it is an action that that involves her own life and her own body and therefore, rests on her decision. Secondly, in Utilitarianism, â€Å"Act Utility† states that the greatest good is that which brings most happiness and least pain (Feiser, 2009). Using a â€Å"Hedonic Calculus†, individuals can calculate which decision produces the greatest balance of good over evil and the refore, apply this reasoning to individual dilemmas (Bentham, 1789). With this Act Utilitarianism in mind, Mrs. K’s decision to have an abortion can be seen as the right decision as having a child would cause her unhappiness and pain in the future, as well as be a huge risk in exacerbating her existing depression and anxiety. Additionally, bringing a baby into a home of four children would take away time and attention from her other children which could be potentially traumatic for them and impede their development. Therefore, if Mrs K were to use a hedonic calculus, an abortion would certainly amount to the right decision as it maximises the quality of her well-being and that of her children.A third argument in favour of Mrs K’s decision is the fact that as an autonomous human being, Mrs K has to right to make decisions about her own life and body without coercion by others (Beauchamp & Childress, 2001). Although researchers have suggested that autonomy is not a †˜univocal concept’ (Beauchamp and Childress, 2001), in the context of respect for reproductive choice, it does have a specific meaning. At a minimum, autonomy affords respect to an individual when making certain choices and taking actions based upon their personal values and beliefs. If a pregnant woman is forced, against her will, to endure nine months of physical, psychological and emotional turmoil, it is difficult to describe her as an autonomous individual. This argument also draws on philosophical principles on free will. That is, free will considers humans as agents who have the ability to make their own choices freely (Caruso, 2012). Therefore, in the case of Mrs K, it can be argued that as a free agent, she should have the final say in her actions and decisions that includes her pregnancy. If she chooses to end her unwanted pregnancy for her own reasons, then she has the right (and the free will) to do so. This reasoning is in fact, reflected in the Universal Declar ation of Human Rights Act (1948) article 1, ‘all human beings are born free and equal in dignity and rights’ (Williams, 1981) that establishes human rights as inherent to every human being. However, it must be noted that this article may also be used as an argument against an abortion if a foetus is considered to be a human being, and therefore having its own individual right to life. Many anti-abortion supporters (i.e. pro-life) do indeed support this argument and highlight that an unborn child is an innocent human being and abortion is therefore wrong. However, pro-choice supporters have retorted this position by upholding the concept of â€Å"personhood†. In other words, supporters argue that a foetus does not meet the criteria of personhood and therefore does not have a right to life. This position is echoed in philosophy by Mary Ann Warren who outlines a set of criteria for personhood that include: 1) consciousness of objects and events external and interna l, 2) reasoning, 3) self-motivated activity, 4) a capacity to communicate, 5) the presence of a self-concept (Warren, 1996). By these criteria, it is clear that foetuses, although they have the ability to eventually meet these criteria, would not have a right to life until they are born. Similarly, Peter Singer posits that only a moral agent is capable of having their rights violated, and as the foetus is not a moral agent, it cannot have its rights violated (Singer, 1995). In other words, as a foetus cannot make moral judgements of what is right or wrong, it does not have the same rights as human beings. Although both Warren and Singer propose controversial ideas, the arguments of personhood and moral agency adds further justification to Mrs K’s decision to have an abortion. Mr K In the case study, whilst Mrs K has decided to have an abortion, her husband is against it. From his perspective, he has always wanted a large family and therefore, feels very strongly against an abortion. Given his views, Mrs K’s decision to have an abortion could lead to considerable anger and resentment in her husband which could manifest in marital discord and eventually divorce, all of which would be extremely harmful for their children. Returning to the hedonic calculus, it is therefore important to take into account these potential consequences as they may outweigh the reasons for having an abortion in terms of the happiness of Mrs K and her children. However, at the same time, if Mrs K chose not to have an abortion because of her husband’s views, this could lead to considerable anger and resentment in her and increase her depression and anxiety, which could all negatively impact her children’s welfare. The decision is therefore not clear-cut.A second reas on that Mr K does not agree with the abortion is because of his own religious views. He believes that human pregnancy happens for a divine reason and that man and woman both create a baby and therefore should have an equal say in what happens to that baby. From the Roman Catholic view, the wrongness of abortion is rooted in the Natural Law view that innocent life (i.e. from conception) must be preserved (Hunanae Vitae, 1965). However, it must be noted that in 1993, the Church of England produced â€Å"Abortion and the Church†. In this document, abortion is described as a great moral evil but can be allowed in circumstances in which the foetus endangers the life of the mother or if there is severe foetal disability. Whilst having a baby does not physically endanger Mrs K’s life, it can be argued that it endangers her mental life given her depression and anxiety, thereby, justifying an abortion. Moreover, it is important to note that legally, Mr K has no right to demand or refuse a termination under the Abortion Act (1967) & Human Rights Act (1998) that place the entire responsibility to the woman. Doctor Health care professionals have a number of responsibilities such as a duty of care to provide women with all the information they need in order to make an informed choice about how to cope with their unplanned pregnancy. The doctor in this case study had the responsibility of making an assessment. Specifically, the doctor must assess the potential impact of pregnancy and birth on Mrs K’s physical and mental health. In fact, the Abortion Act 1967, as amended by the Human Fertilisation and Embryology Act 1990 (House of Commons, 2006), clearly says that a registered medical practitioner has the power to lawfully terminate a pregnancy. However, it is difficult to apply blanket rules when dealing with considerably sensitive and difficult decisions, which require a deeper understanding of a woman’s individual needs and desires. Given the difficulties shrouding a pregnancy termination, doctors play an important role in ensuring that a patient always feels supported. Doctors ar e also responsible for giving appropriate information and counselling about all the options available to patients (BMA, accessed 10/01/13).In this case study, Mrs K strongly felt that having an abortion would be the best decision and her doctor should therefore be able to respect her decision. Her doctor should act as a guide and act in the best interest of Mrs K (Pfeffer, 2002). The 1967 Abortion Act also refers to a doctor’s â€Å"rights to follow the dictates of their own conscience† (Pfeffer, 2002). The Doctor therefore, obviously considered Mrs K’s depression and mental capacity and found it suitable to refer her to a clinic. The doctor also was able to see that Mrs K was mentally fit to understand the procedure and its alternatives (BMA, accessed 10/01/13). Conclusion There is no doubt that abortion is a controversial and hotly debated topic in a variety of academic and professional spheres, and different viewpoints are infused with biological, moral and societal complexity. It is clear that there are numerous positions that people can adopt such as a Utilitarian point of view, a religious perspective, or a personal view when seeing an action as moral or immoral. In this particular case study, given Mrs K’s depression, her current family situation and her strong wishes to have an abortion, I believe that her decision is the right one. As a woman, Mrs K has a right to make her own choices and lead her own life in equality with, not under the control of her husband. Moreover, the fact that Mrs K has become pregnant as a result of a contraceptive failure strengthens her decision, as her pregnancy did not come about from carelessness, but from forces outside of Mrs K’s control. References Bentham, J. (1789). An Introduction to the Principles of Morals and Legislation. London. Beachamp, T. L., & Childress, J. F. (2001). Principles of Biomedical Ethics (5th Edition). Oxford University Press. British Medical Association, The law and ethics of abortion. Accessed 10/01/13 from: www.bma.org.uk/-/media/Files/PDFs/†¦/Ethics/lawethicsabortionnov07.pdf Caruso, G. D. (2012). Free Will and Consciousness: A Determinist Account of the Illusion of Free Will. Lexington Books. Fieser, J. (2009). Ethics. Internet Encyclopedia of Philosophy. Accessed 10/01/13 from http://www.iep.utm.edu/ethics/ House of Commons: Science and Technology Committee. Scientific Developments Relating to the Abortion Act 1967. (Volume 1). Accessed 10/01/13 from: http://www.publications.parliament.uk/pa/cm200607/cmselect/cmsctech/1045/1045i.pdf Humanae Vitae: Encyclical Letter of His Holiness Pope Paul VI, on the regulation of Births (1965). Pfeffer, N. (2002) ‘Fertility counts: from equity to outcome’ in S. Sturdy (ed.), Medicine, Health and the public sphere in Britain, 1600-2000 (pp. 260-278). Routledge. Singer, P. (1995). Animal Liberation (2nd Edition). Pimlico. Tschudin, V. (1994). Deciding Ethically: A Practical Approach to Nursing Challenges. London: Bailliere Tindall. Warren, M. A. â€Å"On the Moral and Legal Status of Abortion† in T.A. Mappes and D. DeGrazia, (Eds.), Biomedical Ethics (1996), New York, McGraw-Hill, Inc, pp. 434-440. Williams, P. (1981). United Nations. General Assembly. The International bill of human rights. Entwhistle Books.

United States And Foreign Policy - 2415 Words

United States (US) interference of foreign policy is a complex and much debated issue in the United States. The major topics to be evaluated include the benefits and costs in the areas of national security, humanitarian causes, trade, alliance, and economic impacts. Additional concerns involve the loss of human life and the animosity generated toward the US when the country decides to provide aid to another. US interference can have positive and negative effects if acted upon by interceding in foreign affairs. The United States should not be allowed to intercede in foreign affairs unless the US is trying to promote and preserve peace. US interference consists of preserving national security, promoting world peace and a secure global environment, maintaining a balance of power among nations, working with allies to solve international problems, promoting democratic values and human rights, and furthering cooperative foreign trade and global involvement in international trade organiz ations (ushistory, 2013). One way the United States can secure the national security is by protecting the borders from terrorists, instead of spending money for foreign wars. The US should invest money to secure the border. Securing the border would require fewer troops and would utilize unmanned surveillance technology called the Predator B drone, which costs $3,234 per hour to operate (Isacson, 2014). 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Unique circumstances such as the destructionRead MoreThe United States Foreign Policy975 Words   |  4 PagesThe United States Foreign policy in the Middle East Since the United States became the world’s sole superpower, the Middle East has been seen as the most troublesome region in the world by US politicians. This view emanates from all the conflicts going in the Middle East that have the potential to threaten numerous strategic interests for the united Stated such as oil, terrorist, and Israel. Yet Middle East has never seen as problematic as it is now due to the excessive flux of problems the Middle