Organic food Essay

We asked Food Scientists a simple question: â€Å"What foods do you avoid? Experts from different areas of specialty explain why they won’t eat these eight foods. Food scientists are shedding light on items loaded with toxins and chemicals–and simple swaps for a cleaner diet and supersized health. Experts from different areas of specialty explain why they won’t eat these eight foods. Clean eating means choosing fruits, vegetables, and meats that are raised, grown, and sold with minimal processing. Often they’re organic, and rarely (if ever) should they contain additives. But in some cases, the methods of today’s food producers are neither clean nor sustainable. The result is damage to our health, the environment, or both. So we decided to take a fresh look at food through the eyes of the people who spend their lives uncovering what’s safe–or not–to eat. † Their answers don’t necessarily make up a â€Å"banned foods† list. But reaching for the suggested alternatives might bring you better health–and peace of mind. 1. The Endocrinologist Won’t Eat: Canned Tomatoes Fredrick Vom Saal, is an endocrinologist at the University of Missouri who studies bisphenol-A. The problem: The resin linings of tin cans contain bisphenol-A, a synthetic estrogen that has been linked to ailments ranging from reproductive problems to heart disease, diabetes, and obesity. Unfortunately, acidity (a prominent characteristic of tomatoes) causes BPA to leach into your food. Studies show that the BPA in most people’s body exceeds the amount that suppresses sperm production or causes chromosomal damage to the eggs of animals. â€Å"You can get 50 mcg of BPA per liter out of a tomato can, and that’s a level that is going to impact people, particularly the young,† says vom Saal. â€Å"I won’t go near canned tomatoes. † The solution: Choose tomatoes in glass bottles (which do not need resin linings), such as the brands Bionaturae and Coluccio. You can also get several types in Tetra Pak boxes, likeTrader Joe’s and Pomi. Exposure to BPA Causes Permanent Damage In OffSpring 2. The Farmer Won’t Eat: Corn-Fed Beef Joel Salatin is co-owner of Polyface Farms and author of half a dozen books on sustainable farming. The problem: Cattle evolved to eat grass, not grains. But farmers today feed their animals corn and soybeans, which fatten up the animals faster for slaughter. But more money for cattle farmers (and lower prices at the grocery store) means a lot less nutrition for us. A recent comprehensive study conducted by the USDA and researchers from Clemson University found that compared with corn-fed beef, grass-fed beef is higher in beta-carotene, vitamin E, omega-3s, conjugated linoleic acid (CLA), calcium, magnesium, and potassium; lower in inflammatory omega-6s; and lower in saturated fats that have been linked to heart disease. â€Å"We need to respect the fact that cows are herbivores, and that does not mean feeding them corn and chicken manure,† says Salatin. The solution: Buy grass-fed beef, which can be found at specialty grocers, farmers markets, and nationally at Whole Foods. It’s usually labeled because it demands a premium, but if you don’t see it, ask your butcher. 3. The Toxicologist Won’t Eat: Microwave Popcorn Olga Naidenko, is a senior scientist for the Environmental Working Group. The problem: Chemicals, including perfluorooctanoic acid (PFOA), in the lining of the bag, are part of a class of compounds that may be linked to infertility in humans, according to a recent study from UCLA. In animal testing, the chemicals cause liver, testicular, and pancreatic cancer. Studies show that microwaving causes the chemicals to vaporize–and migrate into your popcorn. â€Å"They stay in your body for years and accumulate there,† says Naidenko, which is why researchers worry that levels in humans could approach the amounts causing cancers in laboratory animals. DuPont and other manufacturers have promised to phase out PFOA by 2015 under a voluntary EPA plan, but millions of bags of popcorn will be sold between now and then. The solution: Pop organic kernels the old-fashioned way: in a skillet. For flavorings, you can add real butter or dried seasonings, such as dillweed, vegetable flakes, or soup mix. Make it organic and use coconut oil. If You’re Still Eating Microwave Popcorn, You’re Not Fully Grasping The Health Consequences 4. The Farm Director Won’t Eat: Nonorganic Potatoes Jeffrey Moyer is the chair of the National Organic Standards Board. The problem: Root vegetables absorb herbicides, pesticides, and fungicides that wind up in soil. In the case of potatoes–the nation’s most popular vegetable–they’re treated with fungicides during the growing season, then sprayed with herbicides to kill off the fibrous vines before harvesting. After they’re dug up, the potatoes are treated yet again to prevent them from sprouting. â€Å"Try this experiment: Buy a conventional potato in a store, and try to get it to sprout. It won’t,† says Moyer, who is also farm director of the Rodale Institute (also owned by Rodale Inc. , the publisher of Prevention). â€Å"I’ve talked with potato growers who say point-blank they would never eat the potatoes they sell. They have separate plots where they grow potatoes for themselves without all the chemicals. † The solution: Buy organic potatoes. Washing isn’t good enough if you’re trying to remove chemicals that have been absorbed into the flesh. Budget tip: Organic potatoes are only $1 to $2 a pound, slightly more expensive than conventional spuds. 5. The Fisheries Expert Won’t Eat: Farmed Salmon Dr. David Carpenter, director of the Institute for Health and the Environment at the University at Albany, published a major study in the journal Science on contamination in fish. The problem: Nature didn’t intend for salmon to be crammed into pens and fed soy, poultry litter, and hydrolyzed chicken feathers. As a result, farmed salmon is lower in vitamin D and higher in contaminants, including carcinogens, PCBs, brominated flame retardants, and pesticides such as dioxin and DDT. According to Carpenter, the most contaminated fish come from Northern Europe, which can be found on American menus. â€Å"You could eat one of these salmon dinners every 5 months without increasing your risk of cancer,† says Carpenter, whose 2004 fish contamination study got broad media attention. â€Å"It’s that bad. † Preliminary science has also linked DDT to diabetes and obesity, but some nutritionists believe the benefits of omega-3s outweigh the risks. There is also concern about the high level of antibiotics and pesticides used to treat these fish. When you eat farmed salmon, you get dosed with the same drugs and chemicals. The solution: Switch to wild-caught Alaska salmon. If the package says fresh Atlantic, it’s farmed. There are no commercial fisheries left for wild Atlantic salmon. Farmed Fish vs. Wild Fish: How Healthy Is The Fish At Your Favorite Grocery? 6. The Cancer Researcher Won’t Drink: Milk Produced With Artificial Hormones Rick North is project director of the Campaign for Safe Food at the Oregon Physicians for Social Responsibility and former CEO of the Oregon division of the American Cancer Society. The problem: Milk producers treat their dairy cattle with recombinant bovine growth hormone (rBGH or rBST, as it is also known) to boost milk production. But rBGH also increases udder infections and even pus in the milk. It also leads to higher levels of a hormone called insulin-like growth factor in milk. In people, high levels of IGF-1 may contribute to breast, prostate, and colon cancers. â€Å"When the government approved rBGH, it was thought that IGF-1 from milk would be broken down in the human digestive tract,† says North. â€Å"There’s not 100 percent proof that this is increasing cancer in humans,† admits North. â€Å"However, it’s banned in most industrialized countries. † The solution: Buy raw milk or check labels for rBGH-free, rBST-free, produced without artificial hormones, or organic milk. These phrases indicate rBGH-free products. Why Do Humans Still Drink Milk? 7. The Biotech Specialist Who Won’t Eat Conventional Soy: GMO Unfermented Soy Michael Harris is biotech specialist who has directed several projects within the biotech sector including those for genetically engineered food. He has been a consultant, manager and director for companies such as Xenon Pharmaceuticals and Genon Corporation. The problem: Genetically engineered food is a cause of great concern due to the manipulation of DNA and genetic code including transfers from one species to another. Fermented Soy Is The Only Soy Food Fit for Human Consumption and since almost 90% of soy in the world is genetically modified, if you are not ensuring sources are organic, long-term health problems are inevitable, especially since soy has been found to affect hormonal balance and even cause cancer. The solution: Check labels to ensure soy is Non-GMO or organic and never consume unfermented sources. If possible contact the company to find out exactly where the Non-GMO soy was obtained. 8. The Organic-Foods Expert Won’t Eat: Conventional Apples Mark Kastel, a former executive for agribusiness, is codirector of the Cornucopia Institute, a farm-policy research group that supports organic foods. The problem: If fall fruits held a â€Å"most doused in pesticides contest,† apples would win. Why? They are individually grafted (descended from a single tree) so that each variety maintains its distinctive flavor. As such, apples don’t develop resistance to pests and are sprayed frequently. The industry maintains that these residues are not harmful. But Kastel counters that it’s just common sense to minimize exposure by avoiding the most doused produce, like apples. â€Å"Farm workers have higher rates of many cancers,† he says. And increasing numbers of studies are starting to link a higher body burden of pesticides (from all sources) with Parkinson’s disease. The solution:Buy organic apples or apples from a farmer that you trust!

AP US History †Factors of the Immigration Act of 1924 Essay

Although the Immigration Act of 1924 was mainly the unfortunate result of discriminatory racial theories of nativism and antiforeignism, other factors influenced also Congress to pass the restrictive act, including the rising Red Scare and the spread of the new Ku Klux Klan. The largest factor in the Congressional passing of the Immigration Act of 1920 was the fundamental American belief that native Americans were superior to foreigners, including the 800,000 immigrants who flooded the country in 1920-1921. About two-thirds of them were from southern and eastern Europe. The one-hundred-percent Americans, recoiling at the sight of this resumed New Immigration, were disgusted at the influx of sickly Europeans. Senator Ellison D. Smith expressed his nativist concerns in his 1924 Congressional Record by stating, I think we now have sufficient population in our country for us to shut the door and to breed up a pure, unadulterated [Anglo-Saxon] American citizenship It is for the preservation of that splendid stock that I would make this not an asylum for the oppressed of all countries. Congress temporarily plugged the breach with the Emergency Quota Act of 1921, which restricted European immigration in any given year to a definite quota of 3 percent of the people of their nationality who had been living in the United States in 1910. However, this national-origins system was relatively favorable to the immigrants from southern and eastern Europe, for by 1910 immense numbers of them had already arrived. According to the United States Bureau of the Census, southern and eastern European immigration reached 1,250,000 in 1905 and a considerable 700,000 in 1910. Thus, the Emergency Quota Act of 1921 was replaced by the Immigration Act of 1924. The United States Bureau of Immigration explained in its Annual Report of the Commission-General Immigration of 1924 that the number of each nationality who may be admitted annually is limited to 2 percent of the population of such nationality resident in the United States according to the census of 1890 (when comparatively few southern Europeans had arrived). Southern Europeans bitterly denounced the device as unfair and discriminatory, but their complaints were drowned out by the triumphant cheers of the nativists who believed that blue-eyed and fair-haired northern Europeans were of better blood. The purpose was clearly to freeze Americas existing racial composition, which was largely northern European. A flagrant discriminatory section of the Immigration Act of 1924 slammed the door absolutely against Japanese immigrants. Henry P. Fairchild explained in Immigration that the new immigrants come because they believe that the wage which they can receive in America can establish a higher standard than the one to which they have been accustomed and this wage for which they are willing to sell their labor is in general appreciably below that which the native American workman requires to support his standard which means that the American workman is continually underbid in the labor market by vast numbers of alien laborers. So antiforeign were the Americans that they virtually hung a No Vacancy sign on the Statue of Liberty, claiming that the nation was filling up. Antiforeignism grew to an unparalleled height when the Bolshevik revolution of 1917 spawned a tiny Communist party in America. Tensions were heightened by an epidemic of strikes that convulsed the Republic at wars end; upstanding Americans jumped to the conclusion that labor troubles were fomented by bomb-and-whisker Bolsheviks from red Russia. A general strike in Seattle in 1919, though modest in its demands and orderly in its methods, prompted a call from the mayor for federal troops to head off the anarchy of Russia. In the same year, the Philadelphia Enquirer printed a political cartoon depicting an evil-looking bearded man wielding a large sword labeled BOLSHEVISM and a flaming torch labeled ANARCHY, burning the United States flag. Apparently, the evil Bolsheviks posed an immediate danger against the very core of Americas beliefs. Threatened by the Red Scare, evangelist Billy Sunday described a Bolshevik as a guy with a face like a porcupine and a breath that would scare a pole cat and stated that he would fill the jails so full of them that their feet would stick out the window. The American Legion, superpatriotic voice of veterans, even joined the anti-Bolshevik chorus by zealously attacking political leftists in the United States as enemy reds. In 1924 Mr. Moran Keaton sent a telegram to Honorable John E. Raker expressing his 100 percent [support] in your fight to make this coast a white mans country. Naturally,  the American Legion was listed as an organization in favor of the bill to limit the immigration of aliens into the United States in the 1924 Congressional Record; other groups included Native Sons of the Golden West and the Patriotic Order of the Sons of America. A 1920 editorial from The Saturday Evening Post stated that [Americans] see the negro problem; but they cannot grasp the Russian problem. They do not understand that many of these alien peoples are temperamentally and racially unfitted for easy assimilation. It seemed that fear was fueling the close-mindedness of a large section of America. Unfortunately, the inflamed antiredism and antiforeignism translated into a bigoted aversion to immigrants, contributing significantly to the passing of the Immigration Act of 1924. Spawned by the postwar reaction, a new Ku Klux Klan mushroomed fearsomely in the early 1920s. Spreading anti-foreign, anti-Catholic, anti-black, anti-Jewish, anti-pacifist, anti-Communist, anti-internationalist, pro-Anglo-Saxon, pro-native American, and pro-Protestant sentiments, the Klan led an extreme, ultraconservative uprising against many of the forces of diversity and modernity that were transforming American culture. The KKK spread with astonishing rapidity, especially in the Midwest and the Bible Belt South, wielding potent political influence and an attachment of nearly 5 million dues-paying members. As Hiram W. Evans explained in The Klans Fight for Americanism from The North American Review, we are intolerant of everything that strikes at the foundations of our race, our country or our freedom of worship. Evans felt threatened by any attempt to use the privileges and opportunities which aliens hold only as through our generosity as levers to force us to change our civilization. The Klan was indeed an alarming manifestation of the intolerance and prejudice plaguing people anxious about the dizzying pace of social change in the 1920s; the last thing they wanted was unrestricted immigration. The Ku Klux Klans spread did not reach the North and the East as much as it reached the Midwest and South, as revealed in the 1924 Congressional Record. Of the sixty-two members of the House of Representatives who voted nay on the Immigration Act of 1924, only one was from the South (W. Turner Logan from South Carolina). American sectionalism unsurprisingly showed its patchy  face; the North has usually been more morally superior and tolerating of different cultures, so naturally the North would vote against an anti-immigration act. The fear of Communists and the degradation of one-hundred-percent Americans far outweighed the desire to be hospitable. The passing of the Immigration Act of 1924 demonstrated that the Red Scare, combined with nativism, could produce barefaced bigotry. Ironically, the Americans attempt to preserve their splendid stock resulted in the blatant violation of the fundamental American principle of welcoming foreigners. Genuinely frightened for their livelihood, the American people switched into survival mode and tried to save themselves with little disregard for the immigrants, whose welfare was not a priority. The poem at the base of the Statue of Liberty may be etched in stone, but even such prominent idealism becomes trivial when Americans feel that their well-being is at risk. Sources: * The American Pageant Textbook* 1973 DBQ

Niels Bohrs Theory Work Environmental Sciences Essay

Niels Henrik David Bohr was born on the 7th of October 1885 in Copenhagen and was boy of the Professor of physiology at the Copenhagen University Christian Bohr and married woman Ellen. Neil along with his small brother Harald who would in the hereafter go a Professor in Mathematics, grew up in an environment favourable to the development to his mastermind as his male parent was an high physiologist and so was chiefly responsible for Niels involvement in natural philosophies rousing while he was still at school every bit good his female parent came from a household that was distinguished in the work of instruction. After inscribing at Gammelholm Grammar School during 1903, Niels entered The Copenhagen University where he was under the instruction of Professor C. Christiansen who was a profound original and extremely talented physicist. Niels took a Masterss degree in Physicss in 1909 and a Doctor ‘s grade in 1911. While Niels was still a pupil an proclamation from the Academy of Sciences in Copenhagen of an award that would be given for the solution to a specific scientific job caused Niels to transport out a theoretical and experimental probe on the surface tenseness by manner of hovering unstable jets. His work that he carried out in his male parent ‘s research lab for which he was awarded a award of a gold decoration was released in the Transactions of the Royal Society during 1908. However Bohr ‘s continual surveies became progressively more theoretical with his physician ‘s debate being a complete theoretical work of the history of the belongingss of the metals with the support of the negatron which to this twenty-four hours is still a authoritative subject. It was in this that Niels was first to be confronted together with the effects from Planck ‘s quantum theory of radiation. During the fall of 1911 Niels Bohr made a stay at Cambridge, where he gained by following the practical work go oning in the Cavendish Laboratory under the counsel of Sir JJ. Thomson every bit good as this he pursued his ain theoretical surveies. During the spring of 1912 Niels worked at the research lab of Professor Rutherford in Manchester, where merely in these old ages such thorough scientific life and activity prevailed as a consequence of that research worker ‘s of import enquiries into the radioactive phenomena. Having carried out a theoretical work on the incorporation of alpha beams which was released in the Philosophical Magazine in 1913, Niels moved on to the construction of atoms on the foundation of happening the atomic karyon by Rutherford. By borrowing constructs from the Quantum Theory which was established by Planck, which increasingly came to busy an of import topographic point in scientific discipline of theoretical natural philosophies, Niels achieved in wor king out and so eventually showing a diagram of atomic construction that, with future accommodations ( chiefly from the consequence of Heisenberg ‘s thoughts in 1925 ) , and still serves as a light of the physical and chemical belongingss of all elements. During the twelvemonth of 1913 into 1914 Bohr did talks on natural philosophies at Copenhagen University. During 1914-1916 he did the same at the Victoria University in Manchester. During the twelvemonth of 1916 he was made Professor of Theoretical Physics at the Copenhagen University and stayed therefore since 1920 Niels was the caput of this institute of Theoretical Physics that was established at the university for Bohr, ( until his decease during 1962 ) . Niels received acknowledgment for his work on the construction of atoms when he was awarded with the Baronial Prize in 1922. Niels Bohr ‘s probes in his Institute from 1930 became progressively directed at the assemblage of information on the construction of atomic karyon, and of their transitions and atomizations. During 1936 Niels highlighted that in the atomic procedures, the smallness of the countries where interactions take topographic point warrant the passage processes in the instance of atoms to be talked about in a more classical manner. Harmonizing to this position a really good image of a karyon would be a liquid bead. The comprehension of the method of atomic fission was permitted by the alleged liquid bead theory when the splitting of U was discovered subsequently by Hahn and Strassmann during 1939, and formed the base of valuable theoretical work in this subject among others by Frisch and Meitner. Niels Bohr besides helped with the account of the troubles found in quantum natural philosophies in peculiarly when he developed the construct of complementarity. By this Bohr could demo how deeply the cardinal characteristics of scientific mentality was affected by the alterations in natural philosophies and as a effects of this alteration of attitude range much further past the range of atomic natural philosophies and touch on all the spheres of human cognition. In a figure of essays were written during 1933- 1962 discoursing these positions. These essays are available in the English linguistic communication and are collected in two volumes each with the rubric: â€Å" Atomic Physics and Human Knowledge and Essays 1958- 1962 on Atomic Physics and Human Knowledge, edited by John Wiley and Sons, New York and London in 1958 and 1963 † , severally. Among the some 115 publications by Professor Bohr, three appear as books in the English linguistic communication can be referred to as stand foring his chief ideas are: â€Å" The Theory of Spectra and Atomic Constitution, University Press, Cambridge, 1922/2nd. ed. , 1924 ; Atomic Theory and the Description of Nature, University Press, Cambridge, 1934/ reissue 1961 ; The Unity of Knowledge, Doubleday & A ; Co. , New York, 1955 † . While Nazi Germany held business of Denmark during the clip of the Second World War, Niels fled to Sweden where he so spent the last twosome of old ages of the war life in England and besides in America, this was where Bohr came a portion of the Atomic Energy Project. Niels committed his work to in his ulterior old ages to the usage of atomic natural philosophies for peaceable agencies and besides to political jobs that were emerging after the devising of atomic arms. Bohr offered the recommendation in peculiar of developing towards the complete openness between states. Niels sentiments were particularly laid frontward in an Open Letter to the United Nations he sent during June in 1950. Bohr ‘s other accomplishments include being the President of the Royal Academy of Sciences of the Danish Cancer Committee, and the president of the Danish Atomic Energy Commission, he was besides a Foreign Member of the Royal Society in London. Niels was besides portion of the Royal Institution and Academies in the undermentioned Countries and States and Cities: Amsterdam, Berlin, Bologna, Boston, Budapest, Cracow, Dublin, Gottingen, Halle, Harlem, Helsingfors, Liege, Moscow, Munchen, Oslo, Paris, Rome, Stockholm, Trondhjem, Uppsala, Vienna, and Washington. Bohr was besides a Doctor, honoris lawsuit which means honour doctor's degree at universities, colleges and establishments from 1923 to 1939 ; these were located in Cambridge, Liverpool, Manchester, Oxford, Copenhagen, Edinburgh, Kiel, Providence, California, Oslo, Birmingham and London. From 1945 to 1962 ; Paris, Montreal, Glasgow, Aberdeen, Athens, Lund, New York, Basel, Aarhus, Macalester, Minnesota, Chicago, Zagreb, Haif a, Bombay, Calcutta, Warsaw, Brussels, Harvard, Cambridge and ( New York ) . Niels Bohr married during 1912 to Margrethe Norlund who was a perfect spouse for him. They had six boies but two died. The staying male childs made themselves celebrated businesss in assorted lines of work with Hans Henrik accomplishing a grade in medical specialty, Erik became a chemical applied scientist, Aage having a Ph.D. in theoretical physicist and so following in his male parent ‘s footfalls became the Director of the Institute for Theoretical Physics and Ernest became a attorney. Niels ‘ encephalon stayed qui vive as of all time till his decease ( in November 1962 aged 77 old ages of age ) ; during his last few old ages of Bohr ‘s life he showed a big involvement in the new promotions of molecular biological science. The newest of Bohr ideas on the job of Life came into position in his last and incomplete work was released after he died was called: â€Å" Light and Life revisited † .Atomic Theory Bohr ‘s Contribution.The Atomic Theory is a theorem on the nature of affair it states that affair is made up of distinct units called atoms and that in the universe could be broken down to highly little atoms. The word â€Å" atom † comes from the Greek adjectival â€Å" atomos † intending ‘undivisible ‘ was used to the basic atom that made up a chemical component because the chemists at that clip believed that these were the basic pieces of affair. The greatest valuable belongingss of atomic and molecular do up may be functioning as an illustration utilizing an easier made image of an atom that is referred to as the Bohr Model. This theoretical account was suggested by Bohr during the twelvemonth 1915 nevertheless it is non wholly right due to neutrons non being discovered yet but it has many features that are approximately right and it is equal plenty for much treatment. The right theorem of an atom is called quantum mechanics ; Niels Bohr ‘s theoretical account is unsmooth conjecture to quantum mechanics that has the unity of being much easier. hypertext transfer protocol: //image.tutorvista.com/content/atom/neils-bohr-model-atom.gif A Planetary Model of the Atom Niels Bohr ‘s theoretical account is every bit good known as the â€Å" planetal theoretical account † of the atom as an illustration it is used as a symbol for atomic energy. In the Bohr Model the protons are in the Centre of an atom this is called the karyon and the negatrons orbit the nucleus rather likewise like the planets in our solar system orbit the Sun nevertheless the orbits are non contained to a plane as is comparatively right in our solar system. This similitude between the planetal theoretical account and the theoretical account that Niels came up with of the atom in the terminal proceeded because the attractive gravitative force that is in a solar system and the attractive electrical force between the protons and negatrons in any atom are mathematically of the same. However even though the signifier is the same the strength of electrical interplay is much greater than the gravitative interaction in a solar system. In add-on to this there is ever a positive and negative electrical charge that causes the interactions to be drawing towards or forcing off nevertheless with gravitation it ever has an attractive force in our current existence.NIELS BOHR CONTRIBUTION TO QUANTUM MECHANICShypertext transfer protocol: //csep10.phys.utk.edu/astr162/lect/light/bohrframe/h-levels.gif Quantized energy degrees in H The basal characteristic of quantum mechanics that is used in the theoretical account that Bohr came up with was wholly distinguishable from the correspondent planetal theoretical account where the generated power of the atoms in Niels atom is confined to peculiar distinct values. One says that the generated power is quantized significance that merely peculiar orbits with peculiar radii are allowed and so orbits in between merely do n't be. These degrees are marked by an whole number ‘n ‘ which is called a quantum figure. The lowest generated power province is usually called the land province. The provinces with repeatedly increased generated power than the land province are called: ‘first excited province ‘ , ‘second excited province ‘ and continues on a similar. Past generated power is named the ‘ionization potency ‘ with the individual negatron of Hydrogen is no longer attached to the atom. The generated power degrees so organize a patterned advance. In the circumstance of Hydrogen the patterned advance starts at 13.6 electron volts above the land province ( â€Å" electron volt † is short for â€Å" electron-Volt † , a by and large know unit of generated power in atomic natural philosophies ) . While this mode may look Wyrd to us that are educated from birth by watching phenomena in the macroscopic universe, it is the manner things act in the different universe of the quantum that grasps influence at the atomic degree.Bohr ‘s Engagement with the Atomic BombBohr ‘s cognition and ideas of fission were put to utilize in the creative activity of a concatenation reaction procedure that led to the development of the atomic bomb. Bohr used his â€Å" Liquid Drop † theoretical account to assist grok the fission procedure. During the Second World War, Niels and his household left Denmark in order to get away the menace against the Judaic people. Because Bohr himself was half Judaic ; his household and him escaped by taking a fishing boat to Sweden. After this Niels Bohr traveled to England where he was portion of treatments sing the atomic bomb undertaking. Bohr once more traveled during 1943, to Los Alamos, New Mexico to work with other Danish workers and other s cientists on the Manhattan Project. It is to an extent cryptic with the sum of aid by Bohr, but it is known that he was a portion of many treatments about the right usage and bid of the atomic bomb or with any other signifier of this freshly discovered energy beginning. Bohr was really disquieted with the atomic bomb and seemed to see it as something that could unite states, because it had the possible to do awful harm. As portion of Bohr ‘s work to advance the proper usage of the new atomic bomb Niels sent a missive during the twelvemonth 1950 to the United Nations to discourse peaceable policies with atomic arms. Bohr besides conversed with Roosevelt and Churchill about his sentiments about the topic of atomic energy.OTHER ACHIEVEMENTS BY BOHR.*1920-Bohr made descriptions of the periodic tabular array. *1936-Bohr described the karyon as a compound construction. *1939-Uranium isotope fission. This theory was proposed based on experiments to acknowledge the fission mechanism, by his co-worker O.R. Frisch in Bohr ‘s lab. The base thought for Frisch ‘s experiment came from the determination of decay merchandises by Otto Hahn and Fritz Strassman. Bohr was on his manner over to the United States when Frisch was undergoing his experiment nevertheless Bohr found out the consequences while on his manner and straight off came up with a theory. Bohr ‘s ideas deduced that the uncommon U isotope 235 was fissile by slow neutrons while the common isotope 238 was n't. This comprehension of unstable fission fragments straight off triggered the idea of using a concatenation reaction to make big sums of generated power. This was to be important to the devising of the atomic bomb in the old ages that followed. â€Å" Correspondence Principle † -Bohr stated that anticipations in quantum mechanics and classical mechanics should fit for the most energetic instances. Tw o theories were offered by Bohr and his fellow workers at the Niels Bohr Institute in Copenhagen. Copenhagen reading of quantum mechanics. Complementary Bohr described as how two things can be as two distinguishable phenomena, each every bit of import and each defined under different fortunes. An illustration would be how an negatron can act like a atom and a moving ridge. Both are every bit of import. Awards and Positions *1916-Bohr returned to the University of Copenhagen to learn Physicss *1916-He was appointed Chair of Theoretical Physics at U. or Copenhagen *Appointed Director of the Niels Bohr Institute *1922-Won the Nobel Prize in Physics for his atomic construction *1957-Received the first U.S. Atoms for Peace Award

Co-Occurring Disorders and Addiction Essay

Treatment of drug and alcohol addiction is seldom as simple as merely addressing the particular chemicals addict is taking into his body. More often than not, addicts suffer from other disorders in conjunction with their chemical dependency. The clinical reference to such a condition is called co-occurring disorders (Doweiko, 2012). According to Arias and Kranzler (2008) an estimated 1. 1 percent of the U. S. population has an alcohol use disorder with a co-occurring use disorder (DUD). This type of co-morbidity is sometimes referred to as homotypic co ­morbidity or dual dependence. According to Doweiko (2012), dual diagnosis clients refer to patients that suffer from a concurrent form of mental illness and an SUD. Co-occurring substance disorders include but are not limited to anorexia, bulimia, gambling, abuse (spousal), compulsive shopping, AIDS, and compulsive sexual behaviors (Doweiko, 2012). People who are active substance abusers or withdrawal from many drugs of abuse can magnify or simulate symptoms of psychiatric disorders. Addiction is common in people with mental health problems. Although substance abuse and mental health disorders like depression and anxiety are closely linked, one does not directly cause the other (Doweiko, 2012). In a dual diagnosis, both the mental health issue and the drug or alcohol addiction have their own unique symptoms that may get in the way of your ability to function, handle life’s difficulties, and relate to others (Stinson, et al. , 2005). To make the situation more complicated, the co-occurring disorders also affect each other and interact. According to Stinson et al (2005) when a mental health problem goes untreated, the substance abuse problem usually worsens and when alcohol or drug abuse increases, mental health problems will likely increase as well. An essential step to gaining freedom from addiction involves understanding the dynamics of addiction. The addiction cycle describes the reoccurring process that takes place as person struggles with their addiction(s). Co-occurring disorders and addiction relation to the addiction cycle is that addictive behaviors offer a fake sense of escape, pleasure, and involve psychological or physiological dependence. According to Scalise (2012) the increased symptoms and challenging treatment process add to difficulties of breaking the addiction cycle. The addiction cycle begins with pain which leads individuals to reach their absolute lowest, which many calle â€Å"hitting bottom† and then seek relief (i. . treatment). The addiction cycle continues with the addictive behaviors leading the individual to feel good just before crashing and experiencing pain again, thus restarting the cycle (Scalise, 2012). Understanding co-occurring disorders is vital to the proper treatment of chemical dependency clients. If all co-occurring disorders are effectively dealt with, there’s no reason why the addict should not regain their life as a drug-free member of society.

Identifying Trainining Resources

UNIVERSITY OF BOTSWANA MASTER’S IN BUSINESS ADMINISTRATION MGT 745: HUMAN RESOURCE DEVELOPMENT TOPIC: IDENTIFYING TRAINING RESOURCES Introduction This paper purports to outline steps needed to identify resources for training. It will illustrate the advantages and disadvantages of using different types of training drawing examples from the authors’ workplace experience. Resource could be defined as follows, â€Å"a source of supply, support, or aid, esp. one that can be readily drawn upon when needed. â€Å"†¦The total means available to a company for increasing production or profit, including plant, labor, and raw material; assets. † http://dictionary. reference. com/browse/resources Resources can be defined as assets available and anticipated for operations. These include people (learners, facilitators/trainers/consultants), time, infrastructure, equipment, availability of training institutions, and availability of financial resources (money/funds). The ki nd of resources required depend on the type of training that is to be carried out. Hence the identification of training resources is a critical component of training/ learning effectiveness that can be manifested at the individual, team, and organisation level. It is therefore important to identify training resources as this allows training to make a difference that is noticeable; training with a practical value or utility to both employees and the organization. One key factor in employee motivation and retention is the opportunity to continue to grow and develop job and career enhancing skills. Employees need to be equipped to handle employee relations and responsibilities competently. Training in any organization needs resources to be executed or implemented effectively hence the need to draw up a budget that can be utilized. The major resource for training is financial, therefore the need for the department to have cost estimates for most of the training being investigated. For example at the Botswana Police Forensic Science Laboratory, every financial year when budget estimates are drawn for the lab, training is included in the budget. Courses that need immediate attention (as per the need of the lab or gap that exist) are listed together alongside estimated costs and length of the training. Institutions that offer the training, course content, length of training and costs are identified beforehand. This budget is then submitted to the training board of the Botswana Police Service for screening and approval. In the Department of Vocational Education and Training (DVET), short term training budget is decentralized to regional offices and the budget tends to be similar or vary slightly from the previous year whereas long term training budget is coordinated at head quarters. The implication is that short term training budget may not necessarily reconcile with any required training. The organization should also take cognizance of the fact that people learn in different ways, therefore the training has to match employee learning preferences which may help to speed up their training and reduce costs at the same time. Some considerations when identifying resources for training are: †¢ What areas need training to be conducted? i. e. identifying problem areas. †¢ Who needs training and in what area? †¢ How complex is the training that is needed? †¢ How much time do learners have to learn the new knowledge and skills? How much money is available to pay for the training, whether in-house or using a consultant? †¢ How capable are learners to undertake the training? †¢ What are learner's learning preferences and styles? For example, in DVET training for the junior officers (industrial class) is normally done in Setswana. †¢ What institutions are available for tailored or the required training? †¢ Could training be conducted in hous e, on the job, outsourcing or in external institutions? And which method could suite learners? And benefit the organisation in a valuable and practical manner. Types of Training Resources Internal Training The types of training, classified as internal, external or a hybrid of the two have a bearing on the types of resources needed to implement. Internal training can be mentoring, coaching, seminars, workshops or classroom based training e. g. at the department of Government Printing, there is internal classroom based training whereby employees are taught within the department. The training is based on the theory and technical knowledge that the staff needs in order to improve their performance and prepare them for further training. This type of training requires a trainer, classroom, equipment such as projectors, television and video technologies. After completion of this internal training, qualifying employees are then sent for further training abroad for a higher learning programme. In the case of Printing, where there are no local institutions that offer training within the country, the department relies on colleges/universities based in the United Kingdom. The Department of Land Board Services in the Ministry of Lands and Housing mostly provide classroom based training, for example, on introduction to computers. This training is conducted mainly for the industrial class workforce to equip them with basic skills for working and operating computers. The resources used for this type of training include computers, Information Technology officers who conduct the training and the members of staff. At DVET regional offices most short term training programs are externally sourced where it is assumed that specialized courses for specific needs and in addition staff are given liberty to select training courses and institutions but subject to approval by supervisors and funds permitting. Other general training courses such as customer services improvement courses are selected by human resources officers as part of staff development. However, public sector reforms are cascaded internally form senior management to junior officers in consultation/ facilitation with performance improvement coordinators and funds have to be availed as a matter of priority, at times combining facilitators, equipment and funds across departments within the same ministry. It is essential to note that internal training is not as costly as external training which is one of its major advantages, as it is cost effective. Many businesses choose to train employees in-house (type of internal training) can offer a number of advantages over external training providers. Internal training can be: †¢ tailored to specific business' needs †¢ scheduled for a time that suits business †¢ time effective – employees do not spend additional time or money traveling However, there are a number of disadvantages to note including some of the following: †¢ The possible tendency for employees not to take the training seriously especially if it is conducted by a core employee with low reputation within the organisation or has less to offer to other employees. Difficulties faced by the organisation to identify a suitable trainer or the necessary resources in-house / internally. †¢ The potential risk of passing or perpetuating existing inefficiencies or poor business practices For internal training to be effective, HR managers need to ensure they have the appropriate expertise and resources in -house. They will have to dedicate the necessary resources to training programmes. These resources could include management time, an experienced trainer, training or course materials, equipment such as PCs, telephones or machinery and space in which to carry out the training. To help expose and enhance the skills of internal trainer with less information to offer to learners, consideration should be given to send them on a train-the-trainer course to ensure their training methods and materials are up to date and effective. Alternatively, if there are no necessary skills in-house, HR managers could purchase off-the-shelf or tailor-made courses or choose whether to use an internal or external trainer to run the course. This should be supplemented by appropriate e-learning courses and investing in internal training support databses. There are tailor-made courses covering a wide range of topics, one should choose a course that meets organizational and employees needs. They can be targeted, confidential and cost a fraction of the price of sending each employee on an external scheme. ON- The- Job Training (OJT) Under internal training there is also On-the-job training (OJT): Having a person learns a job by actually doing the job. OJT methods Coaching/ understudy For example at the BPS Forensic lab, when new employees start work (newly employed), they first undergo intensive in-house training before they can be released to work independently. At first they circulate in all the sections of the lab to get an overview of what each section does, then after which they are sent to the relevant sections they were employed to join. This is where they are taken through intensive coaching on the tests that are carried out at that particular section. Trainees are taught the theory behind the tests done, shown how to do the actual tests, then do the tests themselves under the supervision of the facilitator (usually an experienced member of the section). At the end a supervisor assesses them both theoretically and practically. When they satisfy the required standard of performance, they are then allowed to work independently. At DVET coaching of new staff does not follow any uniform structure. The new staff members will be coached on the requirements of the job and will then conditions will require older staff in the field to assign tasks coach and supervise the new staff work. At DVET our coaching has advantage of making new staff get to know how to do work quickly, but has disadvantage of not being documented hence may not necessarily consistently follow any set guidelines. Job rotation Job rotation consists of moving a trainee from department to department to broaden his or her experience and identify strong and weak points, the method is inexpensive and provides an organisation with immediate feed back. In the Department of Culture and Youth, Performing arts Unit job rotation is widely used mainly because of lack of staff. An Arts Festival organizer and manager could be assigned perform information and systems analysis activities/ funds allocation / research and documentation activities. This has worked for the department through the years as the organisation is sure of continuity of its programmes despite the loss of any officer in certain specialty areas. One officer who was originally a Performing Arts research and documentation officer ended up being a systems analysis officer. The officer realized that he did not really enjoy his line of specialty hence could easily shift from one specialty to the next for the benefit of the organisation. Seminars and Workshops At the BPS Forensic Lab, some seminars/workshops are conducted for all the employees on certain subjects, e. g. Occupation Health and Safety workshops. Employees gather at a venue and a consultant/facilitator is sourced to deliver on the subject. However, for other workshops one or two employees are chosen to attend on behalf of the lab (especially for those that involve a wide range of participants from different labs/departments and charge expensive attendance fees). After the seminar/workshops the rep(s) share what they have learnt with other employees of the Forensic lab through presentations. They also produce a report which is sent to the Police HR department and a copy left with the Director, Forensic Science Services. At DVET seminar and workshops are the major methods used to enhance skills of staff for short term training. External Training External training has to do more with taking employees to an institution or a place outside the parameters of the working environment. Unlike internal training, this requires more and extensive preparation. It is also capital intensive as more money is needed to pay for accommodation, food, learning materials and other costs associated with training. The HR unit has to first identify appropriate institutions where they can send their employees and his takes time as one has to research on the place before making any decisions. After completing the research a database of these learning places is created so as to have readily available information on where to get what kind of training and at what cost. In identifying these training institutions, the HR unit can send out tenders/quotations to companies. In other cases, institutions themselves send out brochures o r call the organizations and advertise themselves. For example, BNPC and BOBS email their training programmes for the year to our department on matters relating to productivity and quality management. They also advertise on the newspapers. At DVET regional offices every year a compiled list of staff needs are sent to HR officers at head office who in turn prioritize and select officers from training. However, due concerns on transparency of the wholly exercise a training committee is about to start working on staff training, though its guidelines are yet to be finalized. Attachment An example of external training which may not be as costly is sending employees for attachments to other organizations that offer similar services or have advanced technology that you need to learn about. As some people learn better in a practical environment, so sending them for an attachment to an organization that offers the same or similar services will be vital. This kind of training is very cost effective because sometimes if it is done locally, not much money is spent. Example: The department of GPPS wanted to buy new equipment, an image-setter which we found was available at a local private printing house. One officer from the unit that uses the equipment was sent to that company for three months to learn how to operate the equipment. There was no money required as the company offered to help. The training was effective as the employees now assists in operating the equipment and was also able to teach colleagues in the same unit. Example of External training at the BPS Forensic Lab It comes in the following forms a) Attachment of Scientists to labs outside Botswana who have advanced technologies and expertise that ours. The scientists are sent there to learn how to do certain tests or how to operate certain machinery. When they come back, they teach other members of the section, make presentations to the whole lab, and produce a report. b) Short courses (e. g. o obtain certificates on certain operations), Masters’s Degrees in Forensic Science as well as PHD’s in Forensic Science. These courses are offered outside Botswana (no local institution offers courses on Forensics at present), and in many instances people are sent to the UK or the USA. The skills that they acquire in their training are also shared by teaching others what they learnt and also come up wi th better ways of doing things. They also submit reports and make presentations. Apprenticeship training It is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. At the University of Botswana this is done mainly by the engineering department. Students spend time in the classroom learning there after take a semester or 2 working on attachment with DeBeers or any engineering company. This method is advantageous because it links work experience with the learning experience hence preparing a learner to be ready for the workplace. Furthermore, to cut cost in external resource training  an HR Manager should plan ahead to cut costs. That way the manager could be able to send or book a course for a larger group of people to get discounts. Or could send one person on a training course and ask them to teach others in the business. Or take up free offers and cheap training from providers of new machinery and systems. How to identify External Resources Important Steps for identifying external resources drawn from the authors’ various workplaces, 1) List all institutes that offer training and information about them that is location, contacts, type of workshops, Etc. There are many institutes offering training courses, workshops and programs. With the advent of the Internet, many sites also offer free or chargeable online training. ) List key training areas offered by each institute 3) Relate each training area to employees’ needs, competencies and capabilities identified earlier. 4) List web sites that offer free or chargeable online training and maintain up to date information. 5) Correspond with institutes to keep the Department up to date. The advantages of using training providers are: †¢ they are sp ecialists †¢ they can bring you up to date on current best practice and new ideas †¢ employees may interact with counterparts in other companies †¢ employees may learn better away from their usual work environment The disadvantages: it is difficult to know the ability and subject knowledge of the trainer †¢ putting an entire team through training at the same time can disrupt your business †¢ they are more costly than delivering internally †¢ the training may not be specific to your particular business †¢ Not up to date lists of institutions will lead to loss of time when training is required. †¢ Limited knowledge in what is available in terms of training may lead to misconceptions about what the staff may require in terms of their training. E-learning and distance learning courses: There are different types of distance learning methods including correspondence courses and e-learning courses. Some courses may be completed online while others might incorporate study books, CD-ROMs or audio and video tapes backed up by student tutorials and seminars. Distance education and E – learning are therefore advantageous because they †¢ allow employees to complete training while remaining in employment †¢ can be completed at a time to suit the business and employees †¢ are cheaper than externally provided courses are available for a wide range of business topics †¢ Offer recognized qualifications from entry level diplomas and certificates to post-graduate degrees. Training via the Internet: Using the internet or proprietary internal intranets to facilitate computer-based training. University of Botswana has recently established an E-Learning e. g. WEBCT, programme whereby students and staff could learn th rough internet/ intranet. This type of computer based learning carry the Advantages of reduced learning time, cost-effectiveness and consistency in instruction material, methods and presentation. The University also has distance programmes offering Degree in business studies and Diploma in Primary Teaching Education. Radio/ Teletraining: A trainer in a central location teaches groups of employees at remote/ or different locations via TV hookups. This is mainly used by Ministry of Education especially through radio. As a teacher one experience radio lessons whereby both students are taught through radio and instructions are given to the teacher as to how or what to provide to the students. Videoconferencing: Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment. One recalls a situation whereby, students who studied Music at University of Natal – Petermarisburg campus from 1999 – 2000 experienced video conferencing. At the time the University, currently known as Univesrsity of Kwazulu Natal, offered Music Degree at the Durban Campus, which then disadvantaged students in petermarisburg. Therefore the University devised the video conferencing to train Petermarisburg students in music courses from Durban campus. While lesson were on process in Durban Petermarisburg students also experienced an interactive and learning process of the same class through video conferencing. Conclusion While internal training is important and can be invaluable in some areas of development, the external training process can add interest, give a greater breadth of experience and working practices, and equally important is the freedom to be able to choose a course and a style of learning that is suitable for each individual, rather than the department or team as a whole. Each individual member of the workforce will have different needs, both in terms of the type of training they require, the level of training and of course the time needed to train. Pitman Training for example, offers flexible learning, which means companies can guarantee each of their employees is meeting their individual achievements and targets, while fitting in their study at a time which suits them. Training can be done at their convenience, without having to sacrifice time at work and also without upsetting that all important work-life balance. Possibly the biggest benefit of drawing on the expertise of an external trainer such as Pitman Training, is the attraction of gaining a nationally recognized certification – providing your staff with confidence that they're receiving quality training, and your company the knowledge that it has quality trained staff All types of training resources seem to carry advantages and disadvantages; this study recommends that an organisation should choose training resources according to its learner’s needs and capabilities. Organizations could outsource trainers who would make the learning meaningful; skills transfer easy and motivate the learner. Outsourcing has the advantage of quickly addressing specific needs, and easier to coordinate but has the disadvantage of being relatively expensive. Organizations could also broaden employee’s skills through on job training and in house seminars, workshops as well as forums and short courses to save on time and cost since time is an essential tool for effective production and success of the organisation. It is advised that organizations should purchase training resources such as laptops, projectors, mobile screen, flip charts, markers, and conference room etc for in house training to be efficient and effective and cost effective. Therefore this paper concludes that there is no best method of training resources but it mostly relies on the needs and capabilities of an organisation. Hence an organisation should choose what is best for it and also consider balancing all the methods provided in this paper. REFERENCES http://dictionary. reference. com/browse/resources Training Development: Fertile Ground for BPO. IDC, May 2003 [pic] ———————– [pic]

E-Commerce and E-Business Fundamentals (Business Report on WH SMITHS) Essay

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The book YO by julia alvarez Essay Example | Topics and Well Written Essays - 750 words

The book YO by julia alvarez - Essay Example Because her family members and a couple of her friends are incapable of doing anything but rail at their depiction in the â€Å"fiction story†, they each find an opportunity to redeem their images by telling their own tales and giving their sincere opinions about Yo. They give tales about her not mincing to reveal how she was always deceitful, how she stole the plot for a story from a fellow scholar (plagiarist) and not forgetting how her professor endlessly struggled to stop her from destroying her life and talent. In Alvarez’s Yo, she narrates Yolanda’s story through different characters, while Yo is given no slightest chance to shield herself from all the â€Å"venoms† spat in her way. It is quite paradoxical in that the novel initially has Yo as the central focus and her family and close friends, who become angry when she publishes information about them, consequently uncovering private life of each one of them. Different characters are striving to set the story straight and portray the exact Yolanda Garcia they know. Yo’s mother is depicted saying that Yo’s murky tales have endangered her life. The family is quite infuriated, especially because their associates and acquaintances keep asking them which character corresponds to them in the book. Yolanda’s mother is ominous to take legal action against her while her sisters vehemently avoid talking to her. It is true that Yo-yo loves telling stories as is confirmed by her teacher but it is this attitude that glides her into trouble. With rumors of disappearing friends, house apprehension in the middle of the night, narrow escapes as well as stories of torture chambers, Yo’s family had a reason to worry about their father’s subversive activities, let alone the likelihood of snooping Yo narrating her â€Å"stories† to the authorities. Yo’s parents make known to her that her stories could end their lives. Did they imagine that telling Y o that her story could spell their destiny would be a punch line to the narrator? Even after leaving for the United States, Yo’s mother cannot disentangle her self from her worries about Yo’s stories. Why the visit by a case worker in school? Was Yo unleashing something about the family behind doors? Well, perhaps it is Yo’s strategy of making her family to bite a humble pie. Lou Castellucci is another character that exposes Yo true identity in self defense. He is Yo’s student, pursuing a writing course. In the entire course, Yo criticized Castellucci’s writing. However, she motivated and assisted him to improve. Yo was very happy by the end of the course, particularly by the stories Lou could write. She takes Lou’s story and refurbishes it by changing the characters and also altered the sport from bawling to baseball. This brings out the nature of Yo as a great plagiarist. Professor Garfield is one individual who never ditched Yo. College p rofessor is destined to reiterate the phrase â€Å"once in a career comes a student† (Alvarez 1997, pg 73) in trying to assist Yo to get through with her doctoral program in order to uncurl her already tainted life. In many occasions, Yo would ask for his approvals or any form of assistance to bring her life back on to the right track. In fact, the professor would never let her down. Garfield got inspired by Yo and had gigantic dreams for her than she held for herself. As a tradition, many teachers usually give up on students who quit