Organisms & Diseases Assignment Example | Topics and Well Written Essays - 500 words

Organisms & Diseases - Assignment Example This applies to both humans and animals. The first case of Ebola occurred in 1976. It happened through two simultaneous outbreaks, in Yambuku, Democratic Republic of Congo (DRC) and Nzara, Sudan. In DRC, it occurred in a village near Ebola River. This became the name of the disease. There are five known species of the Ebola virus: Reston, Sudan, Bundibugyo, Ivory Coast and Zaire (W.H.O 12). Ebola spreads among human population through close contact with secretions, blood, bodily fluids from infected animals and organs (W.H.O 12). Burial ceremonies that involve direct contact with the dead person play an important role in the spread of the disease. Infected semen can also transmit the disease for up to seven weeks after recovery. In Africa, infection spreads through handling of fruit bats, chimpanzees, monkeys and porcupines. The prevalence rate of Ebola is only monitored in a few countries: Uganda, Gabon, Sudan and Democratic Republic of Congo (DRC). Last year there was 1 case in Uganda having led to one death. In 2008, there were 44% fatalities out of 32 reported cases in DRC and in 2007 there were 25% fatalities out of the 149 reported cases in Uganda (W.H.O 12). The population increase and poverty have significantly contributed to the spread of this disease. This spread frequently occurs through retrogressive traditions like contact with deceased persons, irresponsible sexual behavior and poor sanitation. Most of the human-animal’s transmissions reflect the human wildlife conflict arising from population surge and detrimental policies of settlement and population control (W.H.O (a) 12). Leishmaniasis is a disease caused by protozoa of Leishmania genus. This is a parasitic protozoon. It happens when humans are bitten by phlebotomine sand flies. These flies breed in caves, forests, and brick houses. It is in these places that they infect human beings. The disease occurs

The EU legislation and Labour movement Essay Example | Topics and Well Written Essays - 4000 words

The EU legislation and Labour movement - Essay Example Moreover, while there has been progress in the study of managerial leadership behaviour in various countries of the globe (Den Hartog, House, & Hanges, 1999; Kuchinke, 1999; Maczynski & Koopman, 2000), world wide research in leadership styles of entrepreneurs is minimal (Ardichvili, Cardozo, & Gasparishvili, 1998). Lastly, while there have been several studies that have been undertaken on psychological and behavioural distinctions between entrepreneurs and managers within a Western setting (i.e. the UK) (e.g., Brockhaus, 1982; Brockhaus & Nord, 1979; March & Sharipo, 1987), there is a dearth of literature on the comparison of leadership styles of Western and non-western entrepreneurs and managers. While there is a wealth of literature discussing leadership styles across countries, there is a dearth of research specifically tackling the topic of entrepreneurial leadership. The fact that legislation is a catalyst for economic growth and development is well known. Differing economic, cultural and political circumstances abroad also suggest the need for a better understanding of employees with a broad context is important. Fortunately, the ability to study the implications of policies on economic growth abroad is expanding rapidly as a result of the emergence of global private equity markets and micro finance. International entrepreneur ship spans cultural boundaries and involves a variety of stakeholders, including the entrepreneur, investors and policy makers (Asel, 2003). "Social considerations must be given the same status as economic, financial and environmental concerns in a holistic approach. It is time for global thinking and local action. The implementation of the Core Labour Standards and the laws and regulations that give effect to them at national levels can be significantly enhanced if the capacities of national labour inspectorates are buil t up and strengthened. Labour inspectors have a crucial role to play because they are the only ones with the authority to directly access and impose changes in the workplace."(Albracht, 2005) The European union was expanded in May 2004 having 25 members. The aim of the creation of the union was to create the most competitive and dynamic knowledge-based economy in the world, capable of substantial economic growth with more, and better, jobs and greater social cohesion (Elizabeth Hunt Recruitment). All the member states of the EU have to follow common trade and employment laws, which on the one hand provided them with the ease of free trade and larger availability of work force and a vast product market on the other. Working Time in Europe: "According to the EU Working Time Directive (93/104/EC), implemented on 23rd November 1993 and laid down the following: - There should be a minimum rest period of 11 consecutive hours for every 24-hour period. - There should be a rest break if the working day is longer than six hours. - There should be a minimum rest period of one day per seven-day period. - There should be a minimum of four weeks' paid annual leave. - There should be an average of no more than eight hours work per night in a 24-hour period. Although there are significant variations relating to paid holiday leave across the member countries; in all cases the average paid annual

UK Government Approaches to Oil and Gas Resources

UK Government Approaches to Oil and Gas Resources Discuss the efforts undertaken by the UK government to ensure that the development of offshore cross-border oil and gas resources in the UKCS are not delayed because of differences with neighbouring states such as Norway and the Netherlands. Introduction What is Unitisation? A primary objective of Governments and International Oil Companies (IOCs) is to maximise the economic recovery of Oil and Gas from a common hydrocarbon reservoir. Thus, unitisation is an approach which has been developed to ensure that these objectives are met.[1] Unitisation in essence can be described as, the process whereby the oil and gas reserves of a reservoir which do not sit within an area covered by a single license are treated as a single unit for the purposes of development and operation, with the resulting production from the field divided between the licensees in agreed proportions irrespective of from where within the unitised area the oil and gas has been produced.[2] As such, it essentially means that two licensees are not going to argue and instead agree between them how the reservoir is to be developed, under unitisation and a unit operating agreement (UUOA).[3] Thus, unitisation is a response to the common-law concept of rule of capture which originated in the US where the private ownership of Oil and Gas resources resulted in the exploitation of these resources in complete disregard of common oil field practices. This was done by locating such wells and drilling close to the boundary of block, which would draw enough Oil from the adjoining area. However, this encouraged the proprietors of the neighbouring areas to carry out similar behaviour to maximise their own recovery, also known as competitive drilling.[4] Accordingly, under the rule of capture, this was permitted as the owner of a tract of land acquires title to the oil and gas which he produces from wells drilled thereon, though it may be proved that part of such oil or gas migrated fr om adjoining lands.[5]To contest this, unitisation was subsequently adopted by IOCs in other jurisdictions, one of which was the UK. In the UK, where ownership is vested in the state, the crown has the sovereign right to exploit resources in the UKCS, and as such, s.4 of the Petroleum Act 1998 allows the UK government to make regulations prescribing Model Clauses unless otherwise as he thinks fit to modify to exclude them in any particular case to be incorporated in any such licence. To which, they also have the power to impose unitisation between licensees if it is in the interest for the purposes of ensuring maximum recovery of Oil and Gas and to avoid unnecessary competitive drilling.[6] The government will then issue a written notice to the licensees to prepare a development scheme for developments of the Oil Field as a unit by the licensees the notice must contain description of the area and a deadline for submission to the government.[7] However, in practice such a notice, has never had to be served, as the mere existence of these powers has ensured that the licensees concerned have taken the initiative in this regard. Cross-border Unitisation agreement JOA International Law in agreements Bilateral treaties UK-Norway UK and Netherlands 2005 Approach This approach can be seen as the best practice, as it is very pro-active and as such, there is not a lot of scope for confusion. It is one of the best examples of a framework treaty covering cross-border Oil and Gas development, as it contains specific provisions regarding unitisation. As such, it was used by UK and Norway in 2005[8] for two cross-border fields, these being Enoch and Blaine as an alternative way to harmonise regulations and simplify the administration with Oil and Gas cross-boundary projects. The treaty includes an obligation on each Government to unitise in accordance with the terms of the Framework Agreement, unless it has been agreed between them that should not, and as such, to require their licensees to enter into a Licensees Agreement to regulate the exploitation of a transboundary reservoir.[9] Its main aim is in securing economic benefit for both States and separate provisions are made for the possibility of such a development by infrastructure located on one side of the boundary e.g. the Boa field mostly in Norway and Playfair fields, mostly being entirely in UK. So far, the treaty only applies to cross-border boundary fields, but it has been hopeful to extend the procedures to all projects in UK-Norway, as they would have the potential to reduce costs significantly for the Oil and Gas industry.[10] Third Party resolution approach There are certain situations where States cannot reach such an agreement after negotiations have dragged for years. As such, they may through agreement refer the dispute for third party resolution to the International Court of Justice, arbitration panels or as a last resort, group experts due to the sovereign nature.[11] Resulting in this approach being used by Nigeria and Sao Tome and Principe to develop cross-border upstream co-operation or Joint Developing Zones through the unitisation of Ikanga and Zarifo fields. [12] The government of Sao Tome and Principe has claimed archipelagic status under Article 46 of the 1982 UNLOS based on a 200-mile exclusion zone limited by a median line in the North East and North West as being the meridian line between Sao Tome and Principe and Nigeria. The Government based their claim on the Exclusive Economic Zone Act and EEZ which overlapped with Sao Tome and Principes zone, therefore they agreed to resolve their differences by developing a JDZ around the overlap enabling exploration and licensing to proceed. Article 3 of the Treaty provides provisions for petroleum unitisation and considers it from three perspectives. Firstly, where a geological petroleum structure or petroleum field extends across the dividing line between the zone and the exclusive maritime area of one of the States parties; or, between any contract areas within the zone; and lastly, between the zone and an exclusive maritime area of a third State. Therefore, under the Nigeria Sao Tome Treaty, the principles that involve joint development are recommended to include joint control by the States parties of the exploration as well as, exploration of resources with the aim of achieving commercial unitisation. [1] Andrew Kenyon, Unitisation The Oil And Gas Industrys Solution To One Of Geologys Many Conundrums | Lexology (Lexology.com, 2014) accessed 20 March 2017. [2] Nicola MacLeod Unitisation in Oil and Gas Law at 414 quoting Michael Taylor and Sally Tyne, Taylor And Winsor on Joint Operating Agreements (2nd edn, Longman 1992). [3] Nicola Macleod Unitisation in Greg Gordon, John Paterson and Emre Usenmez, Oil And Gas Law: Current Practice Emerging Trends (2nd edn, Edinburgh University Press 2010) 13.6. [4] John Lowe et al, Cases And Materials On Oil And Gas (4th edn, West group 2002) 786. [5] The Rule of Capture and Its Implications as Applied to Oil and Gas (1935) 12 Tex.1,. Rev. 391 at 393. [6] Petroleum Licensing (Production) (Seaward Areas) Regulations 2008, Model cl. 27(1). [7] Petroleum Licensing (Production) (Seaward Areas) Regulations 2008, Model cl. 27(2). [8] Nicola Macleod Unitisation in Greg Gordon, John Paterson and Emre Usenmez, Oil And Gas Law: Current Practice Emerging Trends (2nd edn, Edinburgh University Press 2010) 439 441 [9] Ibid, 439 [10] UK/Norwegian Co-Operation In Relation To Cross-Boundary Petroleum Development (Cms-lawnow.com, 2005) accessed 20 March 2017. [11] Perry A: Oil and Gas deposits at international boundaries New ways for governments and oil and gas companies to handle an increasingly urgent problem (Vol. 5 OGEL 2007); O Igiehon, Present International law on delimitation of the Continental shelf (Sweet Maxwell 2006 [12] Ibid

Can One Believe Simultaneously In God And The Big Bang? Essay -- essay

  Ã‚  Ã‚  Ã‚  Ã‚  Where are the boundaries of our mind and soul? Is there a point beyond which we cannot look anymore, where our sights become dim and vaguely disappear in the forever darkness and quietness of eternity? Has our limited knowledge and, at the same time, undeniable need to be able to explain everything, become so obvious and intense that we have to have the answer to every question out there? Religion sometimes may present the answer to our questions, but can one sincerely search for our beginnings by strictly following His word?   Ã‚  Ã‚  Ã‚  Ã‚  Anyone who has ever gazed at the bright summer sky at night, even just for a while, can’t help not to ask himself – Where do we come from? How did all this happen? Who did this and why? Those are the essential questions to which no one up to this date knows the answer. Curiosity of our nature has launched us to the skies in search for those answers. Countless hours of sitting behind the telescopes around the world lurking for that one signal they need to reveal the grand secret and take a peek into those very first seconds of creation - what is known as the Big Bang. Nowadays there is well established idea that whole universe as we know it became from one little tiny spot and in the split of a second it inflated to enormous size and it keeps expanding ever since. How do you explain that to someone who has been raised whole his life in a belief that there is a God up there beyond the sky and th...

Constructive feedback Essay

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken. Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback provides a record of achievement and enables students to revisit comments later and measure relative progress. However, unless clear, it may be misinterpreted or demotivating. If too lengthy, it can confuse. It takes time to provide written feedback too and, in the meantime, the learner may continue to make the same mistake and then wastes more time unlearning their response instead of learning new behaviours (Gravells, 2012). Petty (2009) recommends that written feedback is detailed and constructive, and that teachers also talk to students about their work as assignments are handed back to clarify points. Verbal feedback is more immediate, particularly when provided during a session. Positive body language, facial expression, tone of voice and a supportive approach can help to create â€Å"positive reinforcement†, which can enhance future learning (Petty, 2009). Tutors need to be skilled at providing verbal feedback though, as body language can just as easily lead to comments being misconstrued. Verbal feedback also needs to be given at the right time and place, as well as promptly to prevent errors being repeated (Rogers, 2004). Enough time needs to be given for students to understand the feedback and compose any questions. Avis, Fisher and Thompson (2010) say that verbal feedback should form part of a two-way dialogue, an approach that can be enhanced by allowing the student to assess their work first. This boosts morale by giving the student ownership of the solution. It also develops a student’s ability to carry out future self assessment and encourages reflection. Lastly, it allows the teacher to gauge how much the student has understood. This helps when setting future goals that are challenging but achievable – crucial to engagement. Focusing on only two or three key points during feedback means students are not overwhelmed by any critical comments, preventing them from becoming dispirited (Avis, Fisher and Thompson, 2010). There is also a limit to how much new information a learner can grasp at once. Praising what the student has done well, outlining areas that need further development and then ending on another positive note will motivate the student and help prevent them focusing on any aspect they may perceive as negative. Petty (2009) says this makes feedback sound more like advice and less like criticism. For oral feedback to be constructive, it must be clear, jargon free, factual and provide reasons for any success or failure so that students can act upon any areas that require improvement. This is supported by research conducted by Weeden, Winter and Broadfoot (2000 cited in Avis, Fisher and Thompson, 2010, p.172) involving 200 learners, aged from eight to 19. The study found that simple comments, ticks or evaluative comments such as â€Å"good work†, while welcomed by students as approval, did not help them reach future goals. If feedback focuses on what has been and what could be achieved, rather than criticising failure, learners are also far more likely to be motivated. Wallace (2006, p.84) refers to this as â€Å"celebrating success†. Rogers (2004, p.44) argues that the most crucial aspect of constructive feedback is to â€Å"criticise the performance, not the person† as subjective comments can be viewed as personal prejudices, demotivating and devaluing feedback in the eye of the learner. Huddleston and Unwin (2008) also point out that feedback should take place throughout the teaching cycle. This means that the teacher can review achievement and areas for development as a course of study continues, enabling the student’s development to be ongoing. Feedback can also be given directly to the individual, on a one-to-one basis, or indirectly as part of a group. An advantage to giving feedback to a group is that, providing the group is supportive and committed to high standards, peers can offer each other constructive feedback (Rogers, 2004). For some learners, this may be highly motivating and it also offers more diversity in how learners receive their evaluation. However, the learning environment must be non-competitive and inclusive to avoid alienating learners and ensure everyone is treated equally and with respect. To keep students motivated, feedback given to individuals during group discussions must be non-judgemental. Comparing students with their peers should be avoided (Avis, Fisher and Thompson, 2010). Petty (2009) recommends that during group questioning, questions are distributed as widely as possible so that everyone feels involved. It follows that, in a safe and inclusive learning environment, feedback should also be possible through group questioning or discussion. It is also vital that all students’ individual needs are considered. For instance, if a student is dyslexic, written feedback must be provided in a format that works for them, perhaps on coloured paper. Students who are blind may prefer verbal feedback or require feedback in Braille. Finally, feedback must be tailored. Brown and Knight (1994 cited in Gray et al., 2004, p.108) outline how students with different learning styles have different expectations of feedback. â€Å"Deep† learners will require detailed feedback to enable understanding; â€Å"surface† learners will expect general comments and will not appreciate the relevance of detailed feedback; â€Å"strategic† learners will not welcome detailed comments but need mark-related comments that indicate what they need to do to achieve a better mark; and â€Å"apathetic† learners need comments that encourage them to improve and build their confidence. This points to the need to make feedback diverse and customised to learners’ personalities and needs (Avis, Fisher and Thompson, 2010) at any given point in the teaching cycle, just as teaching methods must be diverse. This is crucial if feedback is to be understood by students and to maintain their self esteem.

French Revolution

At the end of Frances revolution in 1799, the French citizens got what they wanted. Starting with the storming of the Bastille, the French revolution lasted three years. With the revolution finally coming to an end, the French people got a new leader that they long awaited, a new government and constitution, and all together a whole different country. While at the time, people were arguing whether or not the revolution was a necessary event. A little bit more than two hundred years later, we now know that it was a necessary event.The French revolution was a necessary event, because there was widespread hunger that needed to be changed, they got rid of a king and queen that was disloyal to their country, and the Declaration of the Rights of Man and of the Citizen was written. During and before the French Revolution, hunger was everywhere. In Charles Dickens’ A Tale of Two Cities, Dickens shows how bad the situation in France was by saying â€Å"†¦ was the sigh, Hunger. IT was prevalent everywhere.Hunger was pushed out of the tall houses, in the wretched clothing that hung upon poles and lines; Hunger was patched into them with straw and rag and wood and paper; Hunger was repeated in every fragment of the small modicum of firewood that the man sawed off; Hunger stared to eat. Hunger was the inscription on the baker’s shelves, written in every small loaf of his scanty stock of bad bread; at the sausage-shop, in every dead-dog preparation that was offered for sale.Hunger rattled its dry bones among the roasting chestnuts in the turned cylinder; Hunger was shred into atomics in every farthing porringer of husky chips of potato, fried with some reluctant drops of oil (Dickens 34, source D). † Also, with the prices of bread rising, most people relied on what they can grow; they sometimes even ate grass, to keep them alive. With a King and Queen that only cared about themselves, there is no doubt that hunger is the first reason why the French Revolution was a necessary event.Along with the hunger that made the French Revolution necessary, The Declaration of The Rights of Man and of The Citizen also made it a necessary event. It was a necessary event, because it was saying that they wanted a new government and wanted to get rid of the current government. It also gave citizens many new rights, including: â€Å"1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible rights of man.These rights are liberty, security, and resistance to oppression. (source A). † Those are only two of the total seventeen rights. This is a good thing that came out of the revolution, and the second reason why it was a necessary event. With all of the hunger and the Declaration of the Rights of Man and of the Citizen making the French revolution a necessary event, the overthrow of the King and Queen also made it necessary. With the young King and Queen barely 20 years old, it was almost guaranteed that they didn’t know how to run a country.This excerpt from a handout about Louis XVI and Marie Antoinette, called â€Å"The Ancien Regime,† shows how little the King was prepared to run the country. â€Å"Louis XVI, a member of the Bourbon family, was neither intelligent, hardworking, nor firm of purpose (Lacey, source G). It was only an amount of time when they finally executed King Louis XVI and Marie Antoinette. The killing of the King and Queen is the last reason why the French Revolution was a necessary event.Starting with the storming of the Bastille, the French Revolution lasted about ten years. During this period, France got a new leader, government, and a whole new country. While many people would argue that was not a necessary event, we now know that is was, because there was a widespread hunger that needed to be put to an end, the Declaration of the Rights of the Man and of the Citizen was written, and they got rid a King and Queen that cared only about themselves.The pros of the French revolution outweigh the cons, making the French Revolution a necessary event. Works Cited â€Å"Declaration of the Rights of Man-1789. † The Avalon Project. 2008 Lillian Goldman Law Library. 22 July 2009. Web. Dickens, Charles. A Tale of Two Cities New York: Signet Classic, 2007. Print. Lacey, Robert, ed. â€Å"The Ancien Regime† The French Revolution Jackdaw Portfolio No. 147 Amawalk, NY: Jackdaw Publication, 1976. Print.