The Relationship Between Freedom And Civilization Essays - Culture

The Relationship Between Freedom And Civilization The Relationship between Freedom and Civilization Freedom is defined as ?a being able to act, use, etc. freely?. Civilization is defined as ?the peoples considered to have reached a high social development?. This essay will discuss the relationship between both freedom and civilization, by showing how a increase in one will lead to a decrease in the other and vice versa. With a civilization comes a decline in freedom due to religious and government made laws that restrict certain doings and beliefs. For a group of people to be considered Civilized they have to have ?Complex Institutions? one of those being Religion. With a religion comes beliefs and rules to follow that a man must take in if he wants to follow that religion. In these beliefs alone there is probably 100 different things alone that a man can't think. That alone restricts his freedom. Along with these things a man can't think, there is probably 1,000 actions or doings he can't perform without breaking his beliefs. So civilizations just with religious laws alone would almost destroy a mans freedom. But without religion no culture of people would be considered civilized. So just with the religion inside of a civilization, a man's freedom is taken from him. But in most civilizations there is more than just religious laws there is also government or man made laws (But these laws are also said to be the word of the gods but there is no proof of this) Imagine a civilization where there is no thought of a higher being or any type of religion. Of course there wouldn't be any religious laws then but there would be government made laws to help keep order amongst the people. Freedom is again defined as being able to act freely (Thus meaning no rules, laws or restrictions can be put on the people about beliefs, actions.). Some call the U.S. the ?Land of the Free? but how can we consider ourselves to be free with all the laws that limit our actions in public and in our own homes. But if we had no laws chaos would reign and with that how could we consider ourselves to be civilized. People would do whatever they pleased this including killing, raping, stealing, etc. So calling ourselves free is the last thing we should do considering all the thousands of laws we have here in the great old USA. So far this essay has only showed two different attributes of any civilization, religion and government. But most early civilizations are very diffe rent from how things are now. Today in no way are religion and government related at all except for the religious beliefs of the people in the government. In early civilizations the whole government was controlled by religion. In these early civilizations the government could control the people to make them do or think whatever the government wanted. They did this with food surplus. Not only did the government decide how much you were taxed but also how much of the food surplus is given to you. So if you didn't believe in what the government wanted you to or if they thought of you as threat the society (threat meaning that you would impose your newly founded beliefs on to the followers of the government). You would probably be killed or starved or the government would tell the rest of the people you were crazy and they'd probably make an example of you to show the others to never go against the government. So in these early civilizations the government or the men inside of it controlled all, they really tried to almost become the gods. These men could give or take lives and do whatever they really wanted and they could justify it with religion. So in these early civilizations that were controlled by religi on, as the civilization grew the freedom of its people decreased until was inevitably demolished. They had no freedom they were almost like slaves of the government or the ?priests? that would claim to have talked to the almighty. The worst part of it all was that they could justify this by claiming it had to do with the words

AIDS Treament essays

HIV/AIDS Treament essays When someone gets diagnosed with HIV/AIDS, most people think its the end of the world for them. Well that isnt necessarily so. Even though scientists have not been able to find a vaccine for the virus, there are several ways to treat HIV/AIDS that prolong ones life to even that of a normal life span. But until a vaccine is found, the unfortunate thing is that all people diagnosed with HIV/AIDS will eventually die by complications from HIV/AIDS. To understand to treat HIV/AIDS you have to know the life cycle of an HIV virus. All an HIV virus has in its borders or membrane is it DNA. The HIV viruss membrane is attracted to a certain protein that certain cells in your body has. This protein is called CD4 receptors. The main type of cell the HIV virus wants is the T4 cell or the T-helper cell. This cell is responsible for warning the immune system of invaders in the body. The HIV virus binds to the T-helper cell when the HIV virus finds it because its highly attracted to its CD4 receptors. After it binds to the cell the virus sends its DNA into the cell. The virus then copies it DNA into the cells DNA. So as the cell multiplies, the HIV virus multiplies as well. It has made the cell in an HIV virus factory. Then the virus kills the starting host cell since its not needed anymore. There are several ways to slow this process of infection down. There are also several groups of medications that slow this process down. Entry Inhibitors, Nucleotide Reverse Transcriptase Inhibitors (NRTIs) Non-Nucleotide Reverse Transcriptase Inhibitors (NNTRIs), and Protease Inhibitors (PIs) are just some of the groups of medications that treat HIV/AIDS. Entry Inhibitors do just what they say they prevent entry of the virus. The way they do this is the target the proteins the virus need to bind with the cell and block or cover up those proteins. If that proces ...

The Relative Uncertainty Formula and How to Calculate It

The Relative Uncertainty Formula and How to Calculate It The relative uncertainty or relative error  formula is used to calculate the uncertainty of a measurement compared to the size of the measurement. It is calculated as: relative uncertainty absolute error / measured value If a measurement is taken with respect to a standard or known value, calculate as follows: relative uncertainty absolute error / known value Absolute error is the range of measurements in which the true value of a measurement likely lies. While absolute error carries the same units as the measurement, relative error has no units or else is expressed as a percent. Relative uncertainty is often represented using the lowercase Greek letter delta, ÃŽ ´. The importance of relative uncertainty is that it puts error in measurements into perspective. For example, an error of /- 0.5 cm may be relatively large when measuring the length of your hand, but very small when measuring the size of a room. Examples of Relative Uncertainty Calculations Three 1.0 gm weights are measured at 1.05 g, 1.00 g, and 0.95 g. The absolute error is  ± 0.05 g.The relative error (ÃŽ ´) of your measurement is 0.05 g/1.00 g 0.05 or 5%. A chemist measured the time required for a chemical reaction and found the value to be 155 /- 0.21 hours. The first step is to find the absolute uncertainty: absolute uncertainty 0.21 hoursrelative uncertainty Δt / t 0.21 hours / 1.55 hours 0.135 The value 0.135 has too many significant digits, so it is shortened (rounded) to 0.14, which can be written as 14% (by multiplying the value times 100%). The relative uncertainty (ÃŽ ´) in the measurement for the reaction time is: 1.55 hours /- 14% Sources   Golub, Gene, and Charles F. Van Loan. Matrix Computations – Third Edition. Baltimore: The Johns Hopkins University Press, 1996.Helfrick, Albert D., and William David Cooper. Modern Electronic Instrumentation and Measurement Techniques. Prentice Hall, 1989.

A Humble Proposal for Handling Muslim Immigrants in Germany Essay

A Humble Proposal for Handling Muslim Immigrants in Germany - Essay Example The given paper will prove that Muslims suffer from outrageous discrimination and oppression in German society, which is the blatant violation of human rights established by some United Nations conventions, and propose a solution to the problem basing on German laws. We cannot overlook the fact that compared to other European countries, Germany provides a relatively wide range of opportunities for immigrants’ employment, but Muslim immigrants face barriers in employment related to their religion and ethnicity, which endangers their welfare and ability to earn their living in the host country (Muehe 21). German employers show profound bias in their policy because they would rather prefer to hire a German than an immigrant worker. This unfair policy seems controversial, for â€Å"since the 1990s, analysts have pointed to Germany's ongoing need for immigrants to bolster economic development and maintain a dynamic workforce, given the rapid aging of the country's population† (Oezcan). In other words, do not Muslim workers deserve equal employment prospects after all they have done for Germany? Moreover, Muslims experience vast cultural and religious discrimination in the German environment, which gradually forces them to integrate and assimilate via various sadistic language courses and governmental integration programs. German government first admits Muslim immigrants into the country and then considers five or six million of them a problem that needs to be handled. Muslims experience blatant rejection of their religion and are virtually forced to hide their Islamic centers in unmarked buildings on the outskirts of the cities (Brenner), and the number of mosques in Germany is unbelievably small: Berlin, the great capital if this tolerant state hosts only four big mosques! Muslims are violently persecuted by anti-fundamentalist activists of German descent: for instance, peaceful Salafists, who were earlier seen on their noble mission of patrolling German cities’ neighborhoods, are constantly attacked by Germans.

Food science Essay Example | Topics and Well Written Essays - 3000 words

Food science - Essay Example The Health Protection Agency Centre for Infections (HPACI) reported that the highest incidence of food poisoning throughout the United Kingdom was highest back in 1997 with 105,596 cases. (Foodlink, 2008) With the help of Food Standards Agency in terms of ensuring the quality and safety of the available food products in the market (Society for General Microbiology, 2008b) combined with teaching the people with the importance of proper food management through health education, the number of individuals who has suffered from food poisoning was down to 78,734 as of 2005. (See Appendix I – Food Poisoning Statistics throughout UK on page 16) Food poisoning or foodborne illnesses are commonly caused by eating food that has been contaminated by micro-organisms like harmful bacteris such as Campylobacter, Salmonella enteritidis, Escherichia coli, Listeria monocytogenes and Clostridium botulinum; toxins; pathogens like parasites or viruses and/or fungi causing mycotoxins like aflatoxins, ochratoxins and patulin. (Society for General Microbiolgy, 2008a; Weinberg, 2008) In general, diseases that are directly related to the presence of fungus are common in plants and animals. By invading our food supply, humans can be prone to suffer from the harmful metabolites called mycotoxins – also known as â€Å"fungus poison† that are produced by fungus within a contaminated food as a strategic way of preventing other organisms from eating the food. For this study, a literature review will be conducted with regards to the impact of fungi on food poisoning will be thoroughly discussed. First, a general information with regards to the growth of fungi in foods will be generally explained. In the process of going through the discussion, the different types and sources of fungi specifically the aflatoxins, ochratoxin A, fumonisins, trichothecenes, and zearalenone

Tobacco Targeting Children Essay Example for Free

Tobacco Targeting Children Essay Tobacco is one of the main products that affect our children today. Companies that distribute these products do not think about who is getting affected by their product, but think about the profit they will make from selling their product. Big companies like Philip Morris who sell Marlboro, Basic, Virginia Slim and many other types of tobacco target young adults. Gene Emery quoted the amount spent on tobacco advertising is targeting youngsters. Some points Gene Emery presents are quiet different than what I believe. From working at my previous store that I owned in Sacramento, during these eight years, I didnt recognize some of the points Gene Emery brings out. Gene Emery suggests that they found the amount spent to advertise three brands popular with young people- Camel, Marlboro and Newport- in youth-oriented magazines increased immediately. The first point I would like to point out is that Gene Emery targets young people and also said that brands for adult-oriented products like Basic, Winston or Virginia Slims spend less money on advertising because they target only adults. He says that certain products are for young people while some are for adults. The way he presented his idea was false because from my past experience, I have realized that Newport cigarettes targets African Americans, Marlboro targets originally Asians, Camel cigarettes targets construction workers, Virginia Slim targets women and Basic targets the less fortunate who cant buy Marlboro. Dont get me wrong that I am defend the tobacco companies, I am actually against this. Philip Morris spend more money on ads for Marlboro than Basic because Marlboro is more popular and brings in more profit than Basic does. When we deal with children, we have to be cautious about everything we do. Some adults who smoke, do not realize that their children are getting affected by them. Gene Emery believes that the advertising is to blame. I am agreeing with him, but we should not also forget the family actions in front of their children. In order to prevent our children to smoke, we should start at home. The parents have a great responsibility to act right in front of their kids like put out the cigarette they see their child coming through the door or to try to even stop smoking. I was raised with a family that does not smoke. We are eight girls and one boy and still none of us smoke till now because my family knew how to act and set the perfect role model for us. I am trying to do the same thing for my two boys. I tell them that smoking is awful and it makes you sick and die and whenever they see somebody smoking they say that this person is stupid because he is hurting himself. The laws in this country protects our children; in order for oneself to buy any tobacco, they have to be 18 years of age or older. There is also an agreement to stop promoting cigarettes to children. This agreement was passed in 1998. Attached to this paper is the lawsuit to control tobacco companies. Also, attached to this paper is an article that differs the US laws with other country like Australia and Britain. In my country, the government supports tobacco companies. Ads are placed everywhere about tobaccos, places like TVs, radios, in the street, magazine covers and they also made candys for kids that looks like cigarettes. I believe that the American children are lucky to have such great laws to protect them and that anybody can sue them if something went wrong. Difficult as it may be for tobacco control advocates to demand accountability, tobacco control programs will not survive if the nongovernmental organizations that care about the program will not protect it. The preservation of the intent and spirit of these programs will not occur simply because an initiative is approved by the voters. This approval is a powerful force, but it must be used effectively by those who accept the responsibility for defending the public interest. Exercising oversight over the elected and appointed officials who had authority over the tobacco control program was even more challenging for the public health groups than getting the program enacted. In the years immediately following an election or legislative action to create a tobacco control program, the effort to keep the will of the voters before the Legislature is not difficult, since both the press and the public are likely to be paying attention. But voter approval is likely to become less obvious and thus less powerful over time, and tobacco control advocates need to seek ways to keep the public informed and involved on the tobacco issue. If advocates instead retreat to playing only the insider political game, they will probably fail. They must be willing to withstand and embrace the controversy that the tobacco industry and its allies will generate. Appendix B Important California Tobacco Control Events April 1977 Berkeley passes an indoor air ordinance. November 1978 Proposition 5 (statewide initiative covering clean indoor air and Research Accounts until 1996, passes. SB 493 sought to issues) is defeated. November 1980 Proposition 10 (statewide initiative covering clean indoor air issues) is defeated. December 1980 Californians for Nonsmokers Rights forms to pass local clean indoor air ordinances. November 1983 Proposition P (San Francisco referendum) is defeated; smoke-free workplace law remains on the books. November 1988 Proposition 99 (statewide initiative) passes.

Case 8-2: Whither The Withering Standard Setters? Essay -- Internation

Chapter 8 Case 8-2 â€Å"Whither the Withering Standard Setters?† 1. There are a number of differences between the International Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB). The IASB consists of 16 members with 3 part time members. The FASB consists of 5 members with no part time members. The members of the IASB board consist of 4 from Asia, 4 from Europe, 4 from North America, 1from Africa, 1 from South America, with 2 from any region in the world. This board is diversified with its members being knowledgeable in the varying fields of accounting such as the academic world, as well as those who utilize, prepare, and audit financial records. The FASB on the other hand requires that its board members be involved as a watchdog for the public. The FASB is a geographically diverse board with members who are knowledgeable in the fields of business, as well as accounting and it’s required reporting. Therefore the FASB board is made up of members from universities, corporations, accounting firms, as well as in vestors. There are a number of comparisons between the IASB and the FASB. The IASB is an organization whose design was based upon that of the FASB. Therefore, the process used by both is similar in establishing accounting standards. Those appointed to either board only sit for one term of five years. The meetings of the organizations are made public knowledge and are publically held. Committees and people internal to these organizations decide where to focus the efforts of the respective organizations. Both boards conduct research of subjects presenting the positives and negatives of said, but in the IASB this is accomplished in working groups, whereas in the FASB they utilize employed p... ...ing the annual budgets of each organization both have huge budgets as seen here from 2012†¦ http://www.ifrs.org/The-organisation/Governance-and-accountability/Annual-reports/Documents/2012-IFRS-Foundation-Annual-Report.pdf and here†¦ http://www.accountingfoundation.org/cs/ContentServer?c=Document_C&pagename=Foundation%2FDocument_C%2FFAFDocumentPage&cid=1176162645907 Therefore, though I do not know if the IASB will maintain without the FASB. However, I do believe that the IASB and FASB will not converge. Works Cited Choi, Frederick D. S., and Gary K. Meek. International Accounting. 7th ed. Boston: prentice Hall, 2011. Financial Accounting Standards Board. FASB. 2012. Web. 29 Mar. 2014. International Financial Reporting Standards. IFRS. 2012. Web. 29 Mar. 2014.

Naturopathy and Nutritional Medicine

In this essay I will look at nutritional medicine and naturopathy, and discuss how they have evolved into their present status. I will describe similarities and differences and address how history, culture and philosophy have shaped them. Nutritional medicine is the use of food and nutritional supplements to prevent and treat disease. It is based on the scientific study of nutrition, researching the nutritional content of food and how it con-tributes to optimal health. Nutrition is fundamental to health as it promotes wellbeing and decreases the risk of developing acute and chronic illnesses (Sardesai 2012, p. ). Naturopathy is a holistic healing system, focussing on natural agents (i. e. air, water, heat, food, herbs) and therapies (i. e. electrotherapy, physiotherapy, psychotherapy) and excluding the use of drugs and surgery. The core principle is that all beings possess a Vital Force, the self-regulatory ability to heal which is supported and enhanced by naturopathic medicine (She rwood 2005, pp. 156-158). From those descriptions it is obvious that nutritional medicine is an integral part of naturopathy. In fact, naturopathy considers proper nutrition and dietary routines important building blocks to health which are the foundations to prevention of disease and promotion of health (Lloyd 2009, p. 46). Appendix, table 1 identifies further similarities and differences between these two modalities. Principles for nutritional medicine and naturopathy can be traced back to ancient practices. Refer-ences for the use of food as medicine can be found in ancient medical texts of Egypt that describe the use of animal, vegetable and mineral substances as medicine to treat diseases (Di Stefano 2006, p. 5). Although the term naturopathy stems from the late 19th century, its philosophical beginnings can also be found in Egypt with the earliest written records of healing practices. The supernatural approach to medicine and the belief that disease is caused by angered gods, evil spirits or demons was characteristic for this period. Patients were treated holistically, both on a spiritual level including religious ritual, and on an empirical level by using food and medicinal plants with healing power (Seaton 2012, p. 2). Appendix, table 2 describes how this view on medicine, health and disease developed over time†¦.

The Curriculum

The curriculum is the goal, or outcome that is desired to be achieved through the instruction. For the instruction to be successful, there needs to be a linear set of standards, or objectives that need to be taught and be assessed to achieve the desired goal of the lesson. There are three main types of objectives that need to be addressed when designing a lesson: Program objective, learning objective, and performance objective. Before addressing these three concepts, there is a need to define the goal(s) of stated objectives. Goals Gagne' (1988) states, â€Å"Education goals are statements of the outcomes of education† (p. 41). The goal of instruction is to impart a knew skill, capability or concept in a measurable manner. Goals are the expected result of instruction. In the example assigned to this paper, the goal of the course is to teach instructors how to best utilize technology in the classroom with the use of laptops and iPads. Objectives Whereas goals are the destination of the instruction, objectives are the means of getting there. As stated previously, objectives are a set of standards that are to be met through instruction and assessment. Objectives and Goals 4 Program Objectives Program objectives define what content is to be used in the lesson, the time-line for instruction, and what tools and media will be used to achieve the instructional goal. In our example of iPad and laptop instruction, first the instructor needs to evaluate the class and determine what their skills with computers and iPads are. There may not be a need to cover some of the instruction or there may be a need for some skill building before the planned instruction can start. The instructor also needs to have a time frame, in which the class can reasonably follow, for the lesson progression. Whether it is measured in hours, days, or weeks, the learners need to know how much time they have to learn the skill before assessment is administered. The instructor also needs to have a plan on which operating systems, software and apps will be used in the instruction and instruct teachers how to integrate them into their lessons. In recent years, schools have gone more tech oriented and teachers need instruction on how to incorporate the devices into the learning process. In short, the program objectives are to teach instructors, in a timely fashion, how to: use laptops and iPads for designing lessons, incorporating technology into existing lessons, maintaining and updating devices, and familiarizing instructors with apps and programs so they can better utilize the technology. Learning Objectives Learning objectives come in many terms such as benchmark, standard, and performance indicator. Whichever term is used, the intended purpose of the learning objectives is to define what the student is expected to learn. According to FLDOE.org (2018), â€Å"Learning objectives Objectives and Goals 5 should break down the task and focus on specific cognitive processes†. Learning objectives give structure to the program objectives through defining the specific skills and knowledge to be learned and how the lessons will be sequenced. Stating only that the instructors will learn to and understand how to use an iPad is not an example of a learning objective. Learning objectives are specific knowledge and skills that are targeted for learning. Examples for this would include: selecting and deploying the appropriate applications, managing the steady flow of updates, assigning and submitting assignments electronically, and how to diversify the lessons to accommodate students' learning needs. Sequencing would also be addressed by teaching the lessons in a proper order. It would not be effective to teach how to diversify and accommodate the applications before teaching which applications are appropriate for the lessons. Performance Objectives Performance objectives are exactly what it states: performing learned knowledge and skills through an action. Gagne argues that the â€Å"five-component objective† is the best approach for performance objectives. The five components he lists are: Situation, Learned Capability Verb, Object, Action Verb, and Tools, Constraints or Special Conditions. Situation â€Å"What is the stimulus situation faced by the student?† (Gagne, p. 123). The situation can be defined as the circumstances of the instructional objective. What is being offered? Under what Objectives and Goals 6 condition is the instruction or assessment is being administered? Using our example, the situation is â€Å"using an iPad† or â€Å"using a computer†. Learned Capability Verb (LCV) This component deals with how the situation is applied. Gagne states that there are nine standard verbs that are used: discriminate, identify, classify, demonstrate, generate, adopt, state, execute, and choose. Gagne (1988) states, â€Å"By including one of these verbs in the objective, the intended behavior is more clearly communicated, and the conditions of learning appropriate to that type of learning outcome are more readily applied† (p. 125). For our example, demonstrate, generate, chose, and execute would most likely be the actions used. Object The object is the actual learned item or behavior that the learner is applying with the LCV. It can also be described as the learning objective that the learner will demonstrate. Using our example, how to assign and submit assignments electronically using the laptop and iPad would be the object of the performance objective. Action Verb Gagne (1988) explains, â€Å"The action verb describes how the performance is to be completed†¦Ã¢â‚¬  (p. 125). There are many different action verbs that can be used depending on the task. Objectives and Goals 7 Hypothesizing, solving, and typing are considered action verbs. In our example, the learner so far has been instructed to demonstrate how to assign and submit an assignment. Applicable action verbs would be â€Å"upload† or â€Å"download†. Tools, Constraints, or Special Conditions This title is self-explaining. This section deals with the conditions, the limitations and the applicable media of the objective. In our example, iPads and laptops are the tools that are being used in this lesson. A constraint is the time frame that the teachers are limited to for the instruction. From personal experience, most of these types of training exercises and courses are limited to just a few hours, or at most, one day. Outcome The outcome of the five-point approach for our example is, â€Å"Using an iPad or Laptop, the teacher will demonstrate how to assign and submit a lesson electronically by uploading the assignment in the fewest steps possible†. Summary Properly defining goals is the first step to designing an instructional plan. Program objectives are a general outline of what it takes to reach that goal. The learning objectives are the specific skills and knowledge objectives that are used to meet the program objectives. Following the five-step performance objective model, learners should be able to easily understand what learning outcomes they are required to demonstrate at the end of instruction.

Popularity of the Diesel engine essays

Popularity of the Diesel engine essays In the past ten years, mankind has been searching for a viable solution to the biggest pollution problem; exhaust emissions from cars. Several alternatives have been explored and tested. The more popular of these are the gasoline/electric hybrids. In recent years many foreign car companies have put into production several successful models, including the Honda civic hybrid. These cars offer a drastic improvement in both fuel consumption and emission problems. But at the same time, has there been a solution to these problems all along? I believe this to be in the form of a word synonymous with dirty and smelly. Diesel. So what makes diesel so efficient? A lot of it has to do with the fuel. The chemical make up of diesel fuel gives it roughly 11% more energy per gallon than the energy in gasoline. And since diesel fuel is injected directly into the piston chamber, power output is controlled directly by the precise metering of the fuel to be injected, so the engine does not waste power creating vacuum that would be used in a gasoline engine to pull the fuel in. Since the engines compression ratio is much higher(typically double that of a gasoline engine), the higher the compression, the higher the power and engine efficiency. All this and several other factors combine for an power output of fuel energy being released being converted into actual energy that makes it to the driving wheels of 33%. Now compare that to the meager 7% that makes it to the rear wheels of a gasoline engine. This translates to about a 25 to 30% better fuel economy than equally performing gasoline engines.1,3 So if diesels are so great, then why dont we see more of them on the road? It all boils down to what comes out the tail pipe. Diesels are notorious for Pollution. This comes from the benefits mentioned above. Because of the high compression, and subsequently the high combustion chamber temperature, this raises one of the gasses the EPA ...

Field trip- river restoration Essay Example | Topics and Well Written Essays - 750 words

Field trip- river restoration - Essay Example As a function of understanding this, this particular course has analyzed a great many human development projects and the varying degree that they have affected upon the surrounding ecology and environment as a whole. In much the same way, this particular essay will consider the case of the Bellefonte dam and subsequent ecological and environmental factors that many decades of variable types of industrialization has affected on the region and the environment. Furthermore, as a means of highlighting the long-term nature of what unthoughtful human development can affect on a given region over a period of time, the analysis will highlight the negative factors that human development have affected within the given environmental and ecological models that Many times we are tempted to believe that even though humanity and economic projects can alter the course of nature that there is some type of corrective mechanism that the environment is able to employ that over time will correct the mist akes that humans have made. Although it is true that the environment can eventually, if given long enough, ameliorate many of the negative factors that inattentive human development has affected, there is no mechanisms whereby nature can rapidly or quickly undue the destruction and changes that human development have wrought on it.1 A good example of this can be found in the way that the Bellefonte sight has been developed over a period of the past 230 years. Beginning as early as 1790, water powered industry began to spring up along the Bellefonte site as hydro power was utilized to drive what was then the very first vestiges of industrialization in the United States. However, the changes did not end there as the development of industry led to the site being utilized for steel and iron smelting and production. With the presence of such industry and the construction of a dam to regulate water rates and flow, several key ecological issues have since developed. Although this site has been in use perhaps longer than any other site that this course has discussed thus far this semester with regards to the impact that humans have on the environment and the way that the ecological landscape develops, the fact of the matter is that the ecological impacts that have been affected have been notably and demonstrably proven to be for the long term. For instance, the first and most pressing is with regards to the migration of natural species that the dam itself retards and/or prevents. As trout can no longer have any approachable means to reach the upper regions of the watershed or river system, a whole host of issues surrounding spawning, food chain management, and the diversity of species with a given region are affected. Other concerns regard the buildup of sediment at the base of the dam, the regulation of an otherwise variable flood plain that had existed prior to the construction of the dam as well as a litany of other issues, as well as the existence of a powerful wh irlpool at the base of the dam which acts to collect garbage. Of course such situations as have been illustrated only serve to highlight the importance that environmental and ecological remediation and planning must be taken into account prior to affecting any major changes within a region. Although it is within the realm of possibility and human ability to work to remediate some of the

Roles and Responsibilities of Government, NGOs and Volunteer Essay

Roles and Responsibilities of Government, NGOs and Volunteer Organizations. M2S - Essay Example Risk governance capacities requires incremental decentralization coupled with clear mandates, systems of subsidiarity, and budgets to promote ownership as well as risk governance improvement at all levels (GAR, 2011). Health. Strong health services and good health are vital in reduction of disasters’ risks. Government must provide effective health systems for supporting individuals in response and recovery from disasters and protecting them from the disaster-related risks. Thus, government must prioritize emergency preparedness, risk reduction, and planning in health sector (Merlin, 2004). Environmental and transportation: Governments must ensure vulnerable areas are well prepared through such initiatives as construction of dams and drainage systems in flood-prone areas. Such areas must also have reliable infrastructure system to help in response towards disaster (Merlin, 2004). Effects of Government Roles and Responsibilities on NGOs and Volunteer Organization. Once the government meets its roles and responsibilities in disaster preparedness and management, the NGOs and voluntary organizations, which come in to assist, will have a simpler task as they will use the already established networks in their rescue missions. Global Assessment Report on Disaster Risk Reduction (GAR). (2011). Reforming Risk Governance, retrieved on March 22, 2012 from: