Landmines :: essays research papers

Landmines A recent report on the ban the production and the use of landmines which appeared in the International Post caught my attention. Credit for the lucidly written report should be given to Ms Kazka, a colleague of mine, who illuminated the pertinent issues involved in the controversy revolving the production of landmines. Although the Philippines is fortunate enough not to have experienced the anguish of states like Afghanistan and Bosnia, we as a nation, averse at atrocities brought about by warfare, should contribute to the advancement of this noble cause of banning the production, the use and the demining of landmines. As Ms Kazka reported, each day landmines kill or wound an estimated 75 people worldwide. Ninety percent of these victims are civilians. Among the victims may be a teenage girl gathering firewood in Cambodia. A grandfather herding sheep in Afghanistan. Or a boy running across an empty field in Angola. What makes antipersonnel mines so abhorrent is the indiscriminate destruction they cause. Mines cannot be aimed. They lie dormant until a person or animal triggers their detonating mechanism. Antipersonnel mines cannot distinguish between the footfall of a soldier and that of a child. Those who survive the initial blast usually require amputations, long hospital stays, and extensive rehabilitative services. These people do not usually recover from the psychological strain that the explosions cause. Moreover, they are discriminated by people in their respective society and are considered lower class people. Vivid images of the leg-less people were described in detail by the report In Cambodia alone there are over 35,000 amputees injured by anti-personnel landmines--and they are the survivors. Many others die in the fields from loss of blood or lack of transport to get medical help. Mine deaths and injuries in the past few decades total in the hundreds of thousands. Landmines are now a daily threat in Afghanistan, Angola, Bosnia, Cambodia, Chechnya, Croatia, Iraq, Mozambique, Nicaragua, Somalia, and dozens of other countries. Mines recognize no cease-fire and long after the fighting has stopped they continue to maim or kill. Mines also render large tracts of agricultural land unusable, wreaking environmental and economic devastation. Refugees returning to their war-ravaged countries face this life-threatening obstacle to rebuilding their lives. Leading producers and exporters of antipersonnel mines in the past 25 years include China, Italy, the former Soviet Union, and the United States. More than 50 countries have manufactured as many as 200 million antipersonnel landmines in the last 25 years. Landmines :: essays research papers Landmines A recent report on the ban the production and the use of landmines which appeared in the International Post caught my attention. Credit for the lucidly written report should be given to Ms Kazka, a colleague of mine, who illuminated the pertinent issues involved in the controversy revolving the production of landmines. Although the Philippines is fortunate enough not to have experienced the anguish of states like Afghanistan and Bosnia, we as a nation, averse at atrocities brought about by warfare, should contribute to the advancement of this noble cause of banning the production, the use and the demining of landmines. As Ms Kazka reported, each day landmines kill or wound an estimated 75 people worldwide. Ninety percent of these victims are civilians. Among the victims may be a teenage girl gathering firewood in Cambodia. A grandfather herding sheep in Afghanistan. Or a boy running across an empty field in Angola. What makes antipersonnel mines so abhorrent is the indiscriminate destruction they cause. Mines cannot be aimed. They lie dormant until a person or animal triggers their detonating mechanism. Antipersonnel mines cannot distinguish between the footfall of a soldier and that of a child. Those who survive the initial blast usually require amputations, long hospital stays, and extensive rehabilitative services. These people do not usually recover from the psychological strain that the explosions cause. Moreover, they are discriminated by people in their respective society and are considered lower class people. Vivid images of the leg-less people were described in detail by the report In Cambodia alone there are over 35,000 amputees injured by anti-personnel landmines--and they are the survivors. Many others die in the fields from loss of blood or lack of transport to get medical help. Mine deaths and injuries in the past few decades total in the hundreds of thousands. Landmines are now a daily threat in Afghanistan, Angola, Bosnia, Cambodia, Chechnya, Croatia, Iraq, Mozambique, Nicaragua, Somalia, and dozens of other countries. Mines recognize no cease-fire and long after the fighting has stopped they continue to maim or kill. Mines also render large tracts of agricultural land unusable, wreaking environmental and economic devastation. Refugees returning to their war-ravaged countries face this life-threatening obstacle to rebuilding their lives. Leading producers and exporters of antipersonnel mines in the past 25 years include China, Italy, the former Soviet Union, and the United States. More than 50 countries have manufactured as many as 200 million antipersonnel landmines in the last 25 years.

The Philippine Educational System

Two major subsystems – formal and non-formal. The Philippine educational system is composed of two major subsystems: the formal and the non-formal. The formal subsystem consists of sequential academic schooling at three levels. The first two levels are referred to as the basic education level, consisting of six years of primary or elementary education and four years of high school or secondary education. Basic education is intended to provide functional, scientific and social literacy. The Philippine government, through its public schools and the voucher system, provides free education for children up to the secondary level.The post-secondary and tertiary levels include one to three years of technical/vocational education and degree courses requiring a minimum of four years of college/university education. The three levels of schooling just described focus for the most part on providing academic training and scholastic competence. Any organized and systematic learning conducte d outside the formal educational system, whether providing certification or not, is referred to in the Philippines as non-formal education.Non-formal education addresses the needs of those who are not able to participate in the formal subsystem, most of whom may have dropped out of the formal system due to poverty. The organization, specific activities, and delivery methods associated with non-formal education are usually designed to meet the expressed needs of distinct clientele, such as primary and high school drop-outs, unemployed adults, and other marginal, dislocated, or disabled groups.Institutionalized in 1977 with the creation of the Office of the Undersecretary for Non-Formal Education under the former Ministry of Education, Culture and Sports, the non-formal education program is still provided separately and apart from the formal system. Efforts are being made to provide clear entry points to higher levels of formal education through a system of equivalency and certificati on.However, since the system is not yet fully operational, the non-formal education program appears to mainly concentrate on providing participants with skills necessary for employability and competitiveness in the labor market. The availability of non-formal education, however, is useful in that it expands a window of opportunities for education to more citizens from a variety of demographic characteristics, socio-economic origins, and general interests (DECS, 1994).The non-formal system makes education available to a larger number of Filipinos who cannot participate in formal educational programs. Government's support for and involvement in non-formal education notwithstanding, it must be recognized that the stronger advocacy for and more active implementation of the program in the Philippines could be attributed to private schools, churches, civic organizations, and foundations (Congressional Commission on Education, 1991).Private groups conduct activities ranging from providing basic-level skills training to values formation. The delivery vehicles of these activities include seminars and workshops, community assemblies, television and radio programs, correspondence courses, home visits, self-directed learning modules, and practical work. The curricular designs of the various programs vary from one implementing agency to another, and are tailor-fit to the needs of specific clientele (Gonzales and Pijano, 1997).At present, non-formal education in the Philippines has four main thrusts: develop family life skills, including health, nutrition, childcare, household management, and family planning; promote vocational skills; enhance functional literacy; and cultivate livelihood skills. Gonzales and Pijano (1997) note that given the dichotomy of the Philippine educational system, a subsystem of lifelong learning must perforce lean heavily on and draw services from both the formal and informal sub-systems.They add, however, that the current subsystems still do not reflect the significant and important â€Å"informal† attributes of lifelong learning. Recent developments in the national educational system. In 1994, the Philippine educational system was restructured in an attempt to rationalize and improve the provision of learning opportunities. The system currently has three subdivisions, namely: basic education; technical-vocational education and training; and higher education.

Econ103 end term paper Essay

1. In your own words and in a maximum of 250 words for each concept, briefly explain the essence of each of the following emerging economic ideas. Imagine explaining them to someone who has not studied economic history. What are they really about? (20 points) A. Perlas’ 3-Folding Concept as applied in Philippine Agenda 21 B. Caring Economics C. Conscious Capitalism D. Natural Capitalism E. Sacred Economics 2. Still in your own words, accomplish the following summary table about the emerging economic ideas studied. Use easily understandable key words/phrases. You may further explain below the table if necessary (25 points): Idea Definition Key Principles/Elements & Framework Key Strategies (How the Idea will be Accomplished) A. Perlas’ 3-Folding Concept as applied in the PhilippineAgenda 21 An action for a sustainable development where the civil society, the government and businesses help each other to reach a certain goal. Cooperation among sectors of the society. B. Caring Economics Caring economics deals with giving importance to human beings and the environment as a part of the society and development. Human rights and other rights should be implemented and punishment among those who does not care for the life of human beings and the environment. C. Conscious Capitalism A type of capitalism where there is no self – interest instead the conditions of others or employees and other people are not being for granted but always take in to consideration. Employees should be given equal rights like the owners and observe right mind setting in making decisions. D. Natural Capitalism  In natural economics, capitalists are being reminded to also invest in natural resources so that there will still be source of raw materials and in times of calamity, the environment would be protected. Restrict and not allow businesses that would not agree on investing a portion of their income for reserving the environment. E. Sacred Economics Sacred economics state that true happiness is not having a lot of money. It is explained that money is man- made and what is more important are those things created by God that can give us real happiness. Having the mentality that above everything else, happiness is what we want and being contented with what we have is already enough. Having a lot of money will not make us very happy. 3. Always in your own words throughout the rest of your paper, compare and contrast the emerging economic ideas you’ve just explained in No. 1. What are their similarities and differences? Discuss in detail. (15 points) 3. Analyze how EACH of the emerging economic ideas fulfill (or not fulfill) the goals and criteria of development according to: I. the Catholic Church’s AUTHENTIC DEVELOPMENT concept, II. the United Nation’s SUSTAINABLE DEVELOPMENT CONCEPT, and The criteria of development according to the UN’s Sustainable Development concept, Development is the capability to improve without sacrificing or compromising what is there for the future. Development is like having freedom, there is no servitude, a person is able to do something because he/ she knows that he/ she can, there is self-confidence within himself/herself. In addition, development is when there is respect in the society , when there is  sustenance that each person can say that â€Å"I’ve had enough and I am contented†. This criteria of development is somehow like the Sacred economics, there is real happiness when people are contented and live in an environment where there is respect and freedom. III. PEACE AS DEVELOPMENT. Discuss in detail. Use the â€Å"Lenses of Development† lecture file found in the egroup Lectures> Current Material folder (also in http://www.slideshare.net/gracewithfire/lenses-of-development) as well as any additional research you might want to make. (30 points) 4. Given your preceding discussion and analysis, what are your conclusions (CONCLUDING REMARKS) about these emerging economic ideas? (10 points) In my own opinion, the emerging economic ideas would be successful fully if only people especially business owners , the government are willing to cooperate by doing those. Indeed, real happiness is when you can say that I am really happy and contented of what I have. In fact, there is no need for money to be happy but all we need is love, if we have the love of the people around us, we could say that we are happy. The emerging economic ideas are primarily concerned about the real wealth of the society, human beings and the environment. If people would only think of these two things and how will their decisions affect the human beings and the environment, probably there would be no extra expense for them especially for those who are in the government and owners of businesses because if they would only invest in protecting and preserving of the natural resources and environment, there would probably no destructions brought by calamities such as floods and landslides that destroyed their businesses. 5. Please also attach your individually accomplished 21st Century Skills updated survey form at the end of your paper. The form is found in the Assignments> Current Material folder of the egroup, the same folder where this instructions file is found. Format: Letter-sized bond paper, double-spaced, with pagination at the upper right hand corner, 1-inch margins all around, with cover page showing contributing members’ names and individual contributions and class schedule,  and References page (if you used additional researched references) in APA Style , 6th edition. SUBMIT IN HARDCOPY BY OCTOBER 14, 2013, 5PM , AT THE CBA FACULTY OFFICE, VIA THE SECRETARIES. PLS. HAVE YOUR COVER PAGE STAMPED WITH RECEIVED DATE AND TIME BY THE SECRETARY.

Anchisaurus - Facts and Figures

Anchisaurus - Facts and Figures Name: Anchisaurus (Greek for near lizard); pronounced ANN-kih-SORE-us Habitat: Woodlands of eastern North America Historical Period: Early Jurassic (190 million years ago) Size and Weight: About six feet long and 75 pounds Diet: Plants Distinguishing Characteristics: Long, slim body; ridged teeth for shredding leaves About Anchisaurus Anchisaurus is one of those dinosaurs that was discovered ahead of its time. When this small plant-eater was first excavated (from a well in East Windsor, Connecticut, of all places) in 1818, no one knew quite what to make of it; the bones were initially identified as belonging to a human, until the discovery of a nearby tail put an and to that idea! It was only decades later, in 1885, that the famous American paleontologist Othniel C. Marsh conclusively identified Anchisaurus as a dinosaur, though its exact classification couldnt be pinned down until more was known in general about these long-extinct reptiles. And Anchisaurus was certainly strange compared to most dinosaurs discovered up to that time, a human-sized reptile with grasping hands, a bipedal posture, and a swollen belly populated by gastroliths (swallowed stones that aided in the digestion of tough vegetable matter). Today, most paleontologists consider Anchisaurus to have been a prosauropod, the family of svelte, occasionally bipedal plant-eaters of the late Triassic and early Jurassic periods that were distantly ancestral to the giant sauropods, like Brachiosaurus and Apatosaurus, that roamed the earth during the later Mesozoic Era. However, its also possible that Anchisaurus represented some kind of transitional form (a so-called basal sauropodomorph), or that prosauropods as a whole were omnivorous, since theres (inconclusive) evidence, based on the shape and arrangement of its teeth, that this dinosaur may occasionally have supplemented its diet with meat. Like many dinosaurs discovered in the early 19th century, Anchisaurus has gone through its fair share of name changes. The fossil specimen was originally named Megadactylus (giant finger) by Edward Hitchcock, then Amphisaurus by Othniel C. Marsh, until he discovered that this name was already preoccupied by another animal genus and settled instead on Anchisaurus (near lizard). Further complicating matters, the dinosaur we know as Ammosaurus may actually have been a species of Anchisaurus, and both of these names are probably synonymous with the now-discarded Yaleosaurus, named after Marshs alma mater. Finally, a sauropodomorph dinosaur discovered in South Africa in the early 19th century, Gyposaurus, may yet wind up being assigned to the Anchisaurus genus.

Formulas for Celsius and Fahrenheit Conversions

Formulas for Celsius and Fahrenheit Conversions Fahrenheit and Celsius are two temperature measurements. Fahrenheit is most common in the United States, while Celsius is the norm in most other Western nations, though it is also used in the U.S. You can use tables that show common conversions  between Fahrenheit and Celsius and vice versa as well as online  converters, but knowing how to convert one scale to the other is important for obtaining accurate temperature readings. Formulas are the most common tools for conversions, but other methods allow you to do quick approximate conversions in your head. Understanding how the scales were invented and what they measure can make converting between the two a bit easier. History and Background Germany physicist  Daniel Gabriel Fahrenheit  invented the Fahrenheit scale in 1724. He needed a way to measure temperature because he had invented the mercury thermometer 10 years earlier in 1714.  The Fahrenheit scale divides the freezing and boiling points of water into 180 degrees, where 32 F is the freezing point of water and 212 F is its boiling point. The Celsius temperature scale, which is also referred to as the centigrade scale, was invented several years later in 1741 by  Swedish astronomer  Anders Celsius.  Centigrade literally means consisting of or divided into 100 degrees:  The scale has 100 degrees between the freezing point (0 C) and boiling point (100 C) of water at sea level. Using Formulas To convert Celsius to Fahrenheit, you can use two basic formulas. If you know the temperature in Fahrenheit and want to convert it to Celsius, first subtract 32 from the temperature in Fahrenheit and multiply the result by five/ninth. The formula is: C 5/9 x (F-32) where C is Celsius To clarify the idea, use an example. Suppose you have a temperature of 68 F. Follow these steps: 68 minus 32 is 365 divided by 9 is 0.5555555555555  Multiply the repeating decimal by 36Your solution is 20 Using the equation would show: C 5/9 x (F-32) C 5/9 x (68-32) C 5/9 x 36 C 0.55 x 36 C   19.8, which rounds to 20 So, 68 F is equal to 20 C. Convert 20 degrees Celsius to Fahrenheit to check your work, as follows: 9 divided by 5 is 1.81.8 multiplied by 20 is 3636 plus 32 68 Using the Celsius to Fahrenheit formula would show: F [(9/5)C] 32 F   [(9/5) x 20] 32 F [1.8 x 20] 32 F 36 32 F   68 Quick Approximation Method To convert Celsius to Fahrenheit, you can also do a quick approximation of the temperature in Fahrenheit by doubling the temperature in Celsius, subtracting 10 percent of your result and adding 32. For example, suppose that you read that  temperature in a European city you plan to visit today is 18 C. Being used to  Fahrenheit, you need to convert to know what to wear for your trip. Double the 18, or  2 x 18 36. Take 10 percent of 36 to yield 3.6, which rounds to 4. You would then calculate: 36 - 4 32 and then add 32 and 32 to get 64 F. Bring a sweater on your trip but not a big coat. As another example, suppose the temperature of your European destination is 29 C. Calculate the approximate temperature in Fahrenheit as follows: 29 doubled 58 (or 2 x 29 58)  10 percent of 58 5.8, which rounds to 658 - 6 5252 32 84 The temperature in your destination city will be 84 F- a nice warm day: Leave your coat at home. A Quick Trick: Memorize Your 10 Blocks If accuracy is not critical, memorize the conversions from Celsius to Fahrenheit in increments of 10 C. The following table lists the range for the most common temperatures you might experience in many U.S. and European cities. Note that this trick only works for C to F conversions. 0 C - 32 F 10 C - 52 F 20 C - 68 F 30 C - 86 F 40 C - 104 F

Travel Postcards Coursework Example | Topics and Well Written Essays - 500 words

Travel Postcards - Coursework Example This has been made possible by the extreme use of color such as the perfectly green grass in Cancun as well as in the Mexican, Caribbean. Another image that indicates a higher emphasis on the aesthetic value of the place indicated on the postcard is the picture of a hotel in Cancun, with beautiful lighting system and a pool (media.umb.edu). Additionally, the images have also placed much emphasis on the infrastructural developments of the places exhibited on the postcards. The city of Cancun is indicated as a city that has proper infrastructural developments that are properly planned, characterized by a properly managed environment (media.umb.edu). This is also evident in Hague, Netherland, where there are modern houses, fitted with perfect lighting systems (media.umb.edu). Natural beauty is another characteristic that has been given a high level of emphasis. The sea in Mexican, Caribbean is given a perfect blue color. On the other hand, the beauty of the snowy mountains in Malaysia is also exaggerated by giving the mountains perfect green colors, surrounded by white painting indicating the existence of fog. China has always been one of my favorite tourist destinations. Through the trips I have made, I have manage to buy several souvenirs such as: The Chinese Fan, Qipao, which the traditional dress, some Chinese Paintings, Jade Jewelries and Chinese hats as well as Chinese Tea leaves. Souvenirs have different meanings to different persons. This depends on a person’s interest and objectives while collecting souvenirs (Wilkins, 242). To begin with, I have an attraction to the Chinese Culture, by buying and keeping these souvenirs, I get a feeling of a close relationship with their culture. In addition, the souvenirs act as a reminder of the best moments I spent in China with new friends I made for instance: The Chinese Hat and the Jade Jewelries. On the other hand, some of the souvenirs are simply attractive and appealing to the eye for

Transport Techniques and Management Essay Example | Topics and Well Written Essays - 3000 words

Transport Techniques and Management - Essay Example Fossil fuels are considered as non renewable sources of energy (Lawson, 2001, p.38). The reserves are getting depleted away at a much faster rate in comparison to its formation. However the production process and its use increase the chances of environmental pollution. Therefore a global footstep towards the formation of non-renewable resources is under process in order to meet the needs. However there are also environmental effects which take place for its usage. USA only holds 5 % of the world’s total population, but due to its high usage of private cars, it consumes a lot of petroleum products. USA uses more than 25% of the total fossil flues of the world. Moreover 90% emission of green house gasses is mainly due to the process of fossil fuel combustion. Combustion of fossil fuels also gives rise to the different air pollutants the pollutants include nitrogen oxide, volatile organic compounds and sulphur oxide (Chowdhury, 2007, p.2). Coal, natural gasses and oil are made fr om fossil fuels (U.S department of energy, n.d.). Oil is also considered as the primary source of transportation. Petroleum products include diesel, petrol and other natural gasses. Due to the heavy increase of transportation there is a huge increase in the use of petrol and diesel. Also the products are non renewable sources thus usage should be controlled. Therefore it is necessary to find an alternate source by which the non renewable sources can be consumed for future uses. Also if the non renewable sources are used to a certain level the future generation capability may also get highly weakened. Hence the alternative means of flues or any other technology must be renewable. In other words there should be use of alternatives which can be further generated and also remain economically friendly. Therefore in the context of the project the three alternative means of technology or fuel in underlined below:- Alternative 1- The first alternative is about using solar energy for the pro cess of transportation: The use of solar panel in car can hugely save energy and is also an eco friendly medium. Solar panels are mainly made up of different individual components such as Photo voltaic cells. These cells are capable of generating high amount of amount of energy in order to run a carriage. Solar panels can be attached to the roof tops of the cars, the solar panels are mainly used for running the peripheral devices within the engine and not rolling the wheels. The only difference between the other cars and a solar car is the fuel that is used for running the car. The energy from sun also known as solar energy is used to charge the cells. The power that has been generated from the solar panels is used to charge the 11 Nickel Metal-Hydride batteries, which makes it capable to run even a bus. For example a bus named ‘Tin-do’ is capable of carrying passengers up 27 numbers. The car is also capable to run at a speed of 76 km / hr. The biggest advantages of usi ng solar panels are that it gets recharged very quickly. The quicker recharge system allows the battery to get recharged 1km capacity, which makes the technology to be very competitive. The advantages of Solar energy cars are as follows:- The energy is practically inexhaustible. The energy is derived from sun light and hence there are no concerns over its existence (Chauhan,