Piet Mondrian an Example by

Piet Mondrian Piet Mondrian was born into Dutch Aristocracy in Amersfoort, Netherlands in March 7, 1872. He studied at the Rijksakademie van Beeldende Kunsten. He was a teacher in Primary Education and a painter on the side. Need essay sample on "Piet Mondrian" topic? We will write a custom essay sample specifically for you Proceed Mondrian's early works were landscapes in subdued colors depicting Holland, its windmills, fields and rivers. His style was impressionistic, but vertical and horizontal lines were already evident which would later be a prominent characteristic of his works. Around 1908 his colors became brighter. Dutch painter Toorop was a great influence as he began to shift to expressionism. He called his paintings as compositions and his style continued to evolve for his next 30 active years. He experimented with different styles and techniques apparently in search of a style all his own. Similarly art movements like pointillism and favism had influences on works. His early abstracts from 1905-1908 were mostly of trees and houses reflected in water that appeared like blots of ink. From 1872-1944 his art had touches of the spiritual and the philosophical. At this time the influence came from Helen Petrovna Blavatsky who began the theosophical movement that believed that there is more to nature than what can be ordinarily seen. He moved to Paris towards the end of 1911, where he added an "a" to his name "Mondriaan". He started to work on cubism, influenced mainly by the works of Picasso and Braque. His cubist works had interlocking planes and geometrics where picture spaces were narrow and seen from the front. He veered towards analytical cubism and seminaturalism, further leading him to abstraction. This can be seen on his series of paintings of trees and scaffoldings. In 1914 he moved back to the Netherlands and stayed for a while because of the outbreak of WWI. By this time his art was a fusion with his philosophical studies. He moved in the art circle where he met Bart van der Leck and Theo van Doesbug. The period was a great turning point for his art. Van der Leck's influence on him as the use of primary colors. With Theo van Doesbug, he co-founded De Stijl, which was an art magazine. Mondrian published essays explaining his theories, foremost of them is neoplasticism, which believed that art should not be a mere reproduction but an artist's expression. Mondrian was as good with his paintings as he was with his prose. He published Die Nieuwe Beelding in de Schilderkunst or the The New Plastic in Painting to explain his art theories. An example was how he painted nature. Like any other artist, he got so inspired and emotional with the subject that put the great desire to create. Then he placed everything and all else aside to see and paint truthfully. In 1919 he returned to Paris and stayed until 1938. He enjoyed the art scene and developed his full potential as an artist. His abstracts came into fore, the style that he would be most known for. Grids would always be present, thinner rectangles, gray, lines fading towards edge, and leaving little space for whites. His paintings reached their mature and defining level. Forms are heavier, bolder, fewer and whites were more dominant.. His works continue to evolve. In the mid-1920s his works were extremely minimalistic. His Schilderij No. 1: Lozenge with Two Lines and Blue was simply two black perpendicular lines with a small blue triangle. The lines extend to the end of the canvass so they appear to be a part of a much larger work. He left Paris in September 1938 and went to London. From London he went to New York City. Some of his works were started on either Paris or London and completed in New York. His Lozenge Composition with Four Yellow Lines had thick colored lines. His other works had long lines of red mixing with black lines , or interlacing red, blue and yellow lines or overlapping lines. His Broadway Boogie-Woogie had bright-colored squares that shimmered and leaped from the canvass. Victory Boogie Woogie had multi-colored adjoining rectangles. His paintings were bright and alive reflective of the upbeat mood of the city and a revolutionary deviation in style. His grids continue to be adopted by graphic design artists today, his legacy to the advertising world. Up to the time of his death in 1944, his works continue to excite because of their different styles and movements, products of his art's continuous evolution. References: "Piet Mondrian." Wikipedia: The Free Encyclopedia. 18 January 2007. 19 January 2007. http://en.wikipedia.org/wiki/Piet_Mondrian "Piet Mondrian and Theo van Doesbug." 19 January 2007. "Piet Mondrian (1872-1944)." 2003. 19 January 2007. http://www.pietmondrian.com "Piet Mondrian" 19 January 2007. http://www.mystudios.com/bios/Piet_Mondrian.html "Early Graphic Designers like Piet Mondrian." 19 January 2007.

Mnc Staffing Practices Essay Example

Mnc Staffing Practices Essay Example Mnc Staffing Practices Essay Mnc Staffing Practices Essay The three issues I will discuss is the pay differences between Asians and whites, and other minorities, how they exclude others from attending meetings by conducting them In Japanese and how they are using stereotypes to refrain from holing Americans. Compensation is one of the most complex areas of international human resource management. Pay systems must conform to local laws and customs for employee compensation while also fitting into global NC policies (Hailed, 2002, Para. ). It would only be fair to pay those with similar position the same pay rate. In addition to the compensation problems how they conduct their meetings were wrong. It states In this case that weekly meetings were conducted In Japanese, effectively excluding non-Japanese-speaking employees (Vance, 2006, peg 170). This clearly means that their intent was to exclude them from being a part of important matters and making them feel as if they didnt belong even though they were executives who supposed to be included in those meetings. Marianne America also used stereotypes as a reason to not staff certain individuals. For Instance, In an email the vice president stated, l want a person who has aggressiveness, high I. Q, 23 to 30 yr old, Asian, Like Chinese, Japanese, of course American or others Is fine. In this one sentence they discriminated in two ways. The first is discrimination based on age and the second is discrimination against ethnic group and national origin. Basically he wanted a specific type of person. Macs needs to follow the employment laws of the united States because if they are allowed to operate here they should be subjected to the same polices other corporations have to follow. Discriminating against people from different ethnic backgrounds and national origins is wrong in all cultures and it shouldnt be tolerated. In addition, there should be penalties for violating U. S. Employment laws.

Apush Midterm Review Essay Example for Free

Apush Midterm Review Essay A. All classes will have the Causes and Effects of the Mexican War, which has been discussed in class. B. All classes will have 2 choices for their second essay. 1. One possibility for Essay #2 is Causes and Effects of the French and Indian War. This essay should be structured in 4 paragraphs. The first paragraph includes background info leading up to the conflict and your thesis statement. Paragraphs 2 and 3 discuss the causes and effects and paragraph 4 is your conclusion- what happens next (Revolutionary War). It is a good idea to reiterate your thesis statement as well. 2. Another possibility is the Causes and Effects of the Revolutionary War. This essay should be structured in four paragraphs as well. The first paragraph should include background info (such as French and Indian War, end of Salutary Neglect) and your thesis statement. One paragraph should discuss causes and one effects. Your fourth paragraph is your conclusion – what happens next. 3. Another possibility is the Strengths and Weaknesses of the Articles of Confederation. Paragraph one should discuss what happened briefly before the A of C and your thesis statement. Paragraph two, the strengths (3 that we discussed: brought the country together for the first time, negotiated the end of the Revolutionary War, and the Land Ordinances) and Paragraph 3 the weaknesses (among many- the lack of power to tax, only one branch etc.). Paragraph 4, your conclusion and what happens next (Constitutional Convention). 4. Another possibility is Causes and Effects of the War of 1812. First paragraph is background info and thesis statement. Paragraph 2 is the Causes (impressment, arming Native Americans in the Old Northwest etc.) and Paragraph 3, the Effects (huge surge of nationalism, National anthem written etc.). Paragraph 4 is your conclusion and what happens next. 5. Another possibility is to discuss the reforms that came out of the Second Great Awakening. This essay can be 4 or 5 paragraphs depending upon how you discuss the reforms. Your first paragraph will discuss background info and thesis statement. The next 2 or 3 paragraphs should discuss the 5 major reforms: abolition of slavery, educational reforms, mental health reform, temperance, and woman’s rights. These paragraphs should include reforms made and the people involved (for instance- Dorothea Dix with mental health). Also discuss whether the reforms actually were realized or just set up change for the future. Last paragraph should be your conclusion and what happens next. 6. The last possibility is to discuss the Marshall Court and the Taney Court. The first paragraph should have background information; such as John Jay was first Chief Justice, and your thesis statement. Paragraphs 2 and 3 should discuss the Marshall Court and the Taney Court: how they ruled (strong central government for Marshall, state’s rights for Taney etc.), examples of court cases (Marbury v. Madison, Dred Scott decision- give a minimum of 3 cases for Marshall and 2 for Taney). Paragraph 4 should be your conclusion and what happens next. Your essays need to give specific factual information and be well structured to get full credit. Stay on topic- show your knowledge of the time period right before the question at hand and what happens as a result of the events discussed. You will not be penalized for spelling errors since this is an in -class writing, but essays should make sense and flow. Apush Midterm Review. (2017, Jan 01).

College Edcuation vs. Life Experience Essay Example | Topics and Well Written Essays - 1250 words

College Edcuation vs. Life Experience - Essay Example Young people often feel pressure to get on with their adult lives; they've just finished high school and can't imagine spending one more day in school than what was already required. They feel there is no time for more schooling; they must begin to explore life. Their anxiety to overcome the fear of the unknown makes them edgy to take on anything requiring their time and energy the way academics do. When in doubt, go to college; it is the key that opens the door to a life of extreme potential in many areas. An individual learns many things in life; every area of learning must be explored. There are some levels of learning that can only be done academically; especially at the higher level. College opens the door to a lifelong process of learning not only professionally, but also on the personal level. A college student is exposed to many different philosophies on a wide variety of topics; gaining a very broad view of the surrounding world. In essence, they begin a journey that, by its very nature, ensures a civilized approach to life. As children we grow and develop physically, spiritually, mentally, emotionally, and begin to gain experience in controlling our environments and destinies. We never lose the need for learning, as life constantly presents us with many lessons aimed at our growth and development in every area. The reason for formalized education isn't just about academics, it involves so much more. Research indicates that college graduates come out ahead in nearly every area of life. They make better health, financial, social, and longevity choices; taking less unnecessary risks. They have a higher quality of life and experience more personal satisfaction and self-actualization than people who never go beyond high school. College graduates are much more successful in separating from their families of origin in the developmental quest for independence too. They are associated less with crime and incarceration, do more volunteer work, and have more sel f-confidence in meeting with life's challenges. In short, they adapt better to the challenges of the world around them. College graduates tend to be lifelong learners, preferring to obtain facts when making decisions. They learn how to do research to find what is needed to make informed decisions. Many of them seek out positions in government where they can use their critical thinking and social networking skills to advocate for the underprivileged; making an impact in their surrounding environment. They stand up against moral corruption, injustice, and support practices for liberty. Knowledge is power. Every civilized nation in the world espouses the education of its people. Where you see abject poverty, it is usually poverty across all levels, not just financial poverty. The most serious poverty anywhere is the poverty of the spirit, where people give up the hope that life can one day get better. Often corrupt governments frustrate the education of their people in order to keep th em in ignorance and prevent the overthrow of the regime. Where there is hopelessness, there is also slavery. Many Third World nation governments keep their countries controlled through controlling the educational level and quality. Educated people are powerful people; they are the movers and shakers of society. They operate from a position of self-confidence and stand up for what's right; quickly putting down what is harmful to the society at large, making college

Merit & Public Goods Essay Example | Topics and Well Written Essays - 500 words

Merit & Public Goods - Essay Example The services provided by the government to some extent are related to the public goods, the merit goods, and the private goods. However, the relationship varies most when it comes to the public and the private goods as they involve the government. The public goods mostly revolve around, justice public order and defense; the merit goods revolve around education, health, and the other services that the private sector can provide. The relationship between the private and the merit goods differs totally from the relationship between the private and the public goods; hence, finally the government and the private consumption complement each other (Savas, 2005). The public goods are often under provided by a free market, as its characteristics are usually non-excludability and non-rivalry. Non rivalry means that the consumption of goods does not reduce the amount available for the other residents in the public, For example, the people benefiting from lights in the street cannot reduce the amount of light for the others. Non-excludability is only possible when the provision of a certain good also results in the enjoyment of others, for example, the provision of law and orders. Non excludability means that one cannot prevent the ‘free riders from enjoying the good or services, in many cases the provider of the good or the service cannot charge for the consumption of the good. In non-rivalrous consumption, the issue of the free rider effect comes in (free ride problem comes in as one is unable to prevent other from enjoying the good). The private cases are more complex than public and the merit goods, even with the problem of the free rider effect private goods and services pose more problems than the public and merit goods. In most cases the private good and services need to be bought for consumption, the goal of the producer or the service in the case of private goods is to make profits. Without the incentive to create revenue than the private good

Commercial banks Essay Example for Free

Commercial banks Essay ABSTRACT This report is based on corporate social responsibility. This project report contains the meaning of CSR which includes the advantage of CSR towards bank, society, responsibility of corporate houses, objective of CSR, motive of CSR, responsibility towards customer. This document is all about multidimensional growth of customers for which the bank liable for their service selling. This process leads to upliftment of people life. The banks are not bind to do so but the do these kind of activities for creating a goodwill sense among their customer which leads to growth in lifestyle of the overall society. This gives better environment to the society in which the bank is working. Hence, the present study titled â€Å"A STUDY ON EFFECTIVENESS OF CORPORATE SOCIAL RESPONSIBILITY TOWARDS CUSTOMERS OF COMMERCIAL BANKS IN MADURAI†, has assumed greater significance. INTRODUCTION Corporate social responsibility ( CSR, also called corporate conscience, corporate citizenship, social performance, or sustainable responsible business/Responsible Business) is a form of corporate self-regulation integrated into a business model. CSR policy functions as a built-in, self-regulation mechanism whereby a business monitors and ensures its active compliance with the spirit of the law, ethical standards, and international norms. CSR is a process with aim to embrace responsibility for the banks actions and encourage a positive impact through its activities on the environment, consumers, employees, communities, stakeholders and all other members of the public sphere who may also be considered as stakeholders. STATEMENT OF THE PROBLEM Banks play an active role for the economic development of any country. In a present competitive environment bank needs to retain its customer for effective development in any sector. Hence there arises need for corporate social responsibility then only it will leads to development of society as well as growth in bank sector. The present study aims to know the effectiveness of CSR in commercial banks with special reference to Madurai. In this context following questions arises. To measure the level of social obligation To measure the level of effectiveness of corporate social responsibility towards customers of commercial banks. OBJECTIVES OF THE STUDY: To study the effectiveness of corporate social responsibility towards customers of commercial banks. METHODOLOGY The present study is an empirical one based on the survey method. First hand data was collected from the field through interview schedule. Data relating to various customers of commercial banks in Madurai was gathered through interview schedule. The schedule structured was extensively pretested. The survey envisaged the application of convenience sampling. Thus a sample of 300 respondents was decided upon nature of the commercial banks in Madurai. The survey was conducted during 2012-2013 in commercial banks from state Bank of India, Indian bank, Canara Bank, Karurvysya bank, HDFC bank, Axis bank, ICICI bank in Madurai. ANALYSIS INTERPRETATION GARRET RANKING Garret Ranking is used to find out the ranking for respondents opinion towards the enhancing customer value for public sector, private sector, and New generation banks. Step I:  Ranking given by respondents opinion on enhancing customer value TABLE 1 RANKING OF RESPONDENTS opinion towards enhancing customer value. S.No.AttributesRankTotal 12345 1.Sharing bank details1866231129300 2.Comfortable0120524880300 3.Time management00018282300 4.Man management1515765270300 5.Filling forms22120539213300 Source: Primary Data Step II : The assigned ranks by the respondents were converted into percent position value by the formula given below. For each percent position, Using Garrett’s table, corresponding Garrett’s table value is obtained. Formula Per cent Position = 100 (Rij – 0.5) / Nj Rij = Rank given for the ith variable by the jth respondent Nj = Number of variables ranked by the jth respondent. GARRETT’S TABLE VALUE RanksCalculationPercentageGarrett’s Table Value I Rank=100*(1-0.5)/5= 10= 75 II Rank=100*(2-0.5)/5= 30= 60 III Rank=100*(3-0.5)/5= 50= 50 IV Rank=100*(4-0.5)/5= 70= 40 V Rank=100*(5-0.5)/5= 90= 25 Source: Computed data. Step III: Scores are obtained with reference to Garrett’s Table value, and each percentage position value is converted into scores. Here each aggregated ranks are multiplied with corresponding the Garrett’s value obtained in the table. AGGREGATED RANKS Sl. No.AttributesRank 12345 1.Sharing bank details1395037201550840225 2.Comfortable07200260033602000 3.Time management00012607050 4.Man management113253420325018900 5.Filling forms1650720026506440325 Source: Computed data. Step IV: Summation of the scores is worked out for each rank column and means scores calculated by dividing the total score by the number of respondents. Finally, overall ranking is obtained by assigning ranks 1, 2, 3 †¦ in the descending order of mean score. OVERALL RANKING for respondents opinion on enhancing customer value S. No.ReasonTotal ScoreAverageRank 1.Sharing bank details2028567.6I 2.Comfortable1526050.53IV 3.Time management831027.7V 4.Man management1988566.28II 5.Filling forms1826560.89III INFERENCE It is observed from the table Sharing bank details† has been ranked as the first for the Man management has been ranked second, Filling forms third position, followed by Comfortable in fourth rank with Time management ranked as the fifth that influences the respondents opinion on enhancing customer value the in bank’s CONCLUSION Although creating customer satisfaction is not a prime motivation for instituting corporate social Responsibility programs , research linking CSR strategies with positive customer outcomes, such as loyalty, has led to the expectation that these strategies generally have positive flow-on effects for customers. Banking industry surveys have led to the identification of a mismatch between consumer satisfaction levels and massive spending on CSR programs. Further research is warranted. In view of research suggesting that retail banking customers prefer initiatives that create direct customer benefits compared to those that have broader social impacts. To conclude the CSR activities in all the three study banks are not effective. It is proper time on their to promote CSR related activities.

Hydroponics Growing Without Soil :: essays research papers fc

Hydroponics: Growing Without Soil   Ã‚  Ã‚  Ã‚  Ã‚  The science of growing plants without soil has been known and used for more than one-hundred years. The word “hydroponics';, however, is comparatively new. Dr. W.E. Gericke is usually given credit for coining the word, which translated from Greek, means “working water';. The famous hanging gardens of Babylon were probably on of the first attempts to grow plants hydroponically. The work of Dr. Greicke in the 1920’s and 1930’s in California, however, is generally considered the basis for nearly all forms of hydroponics. During the 1940’s at Purdue University, Robert B. and Alice P. Withrow developed another hydroponic method. Their process was called Nutriculture. Nutriculture varied from Dr. Gericke’s method in that gravel was used as a rooting medium.   Ã‚  Ã‚  Ã‚  Ã‚  After World War II a number of commercial installations were built in the United States. The majority of these were located in Florida. Most were out of doors and subject to the rigors of the weather. Poor construction techniques and operating practices caused many of them to be unsuccessful and production inconsistent.   Ã‚  Ã‚  Ã‚  Ã‚  How is the quality of the food today affected by the methods of Hydroponics of today? Body   Ã‚  Ã‚  Ã‚  Ã‚  The growing media that is used for gardening greatly effects the production of the plants. If sand is used as a medium it should be tested thoroughly for any residue that might cause infected growing medium. The sand should be cleaned at least every three of four weeks. Leaching is also a major step, it is to be done at the end of each crop cycle ( Jones 69-70). Sand that is used for the medium should have sawdust mixed with it to allow for better drainage. The sawdust also makes the sand lighter and not pact together as easy ( Bridwell 86).   Ã‚  Ã‚  Ã‚  Ã‚  Gravel is another medium, it is used more often because it is easier to clean. If gravel is used round, smooth, river-type is preferred. Granitic types are the best because of its hardness. Whatever type of gravel that is purchased must be thoroughly washed and cleaned to get rid of any calcareous on the gravel. The size is also a factor when selecting gravel. The pieces of gravel should be no smaller than a quarter inch in diameter and larger than a half inch. Crushed stone is not preferred because the sharp edges can injure the root system.   Ã‚  Ã‚  Ã‚  Ã‚  The sterilizing process is an easy, but a long and tedious job.

Principles Of Positive Risk Essay

Principles of positive risk taking for individuals with disabilities Outcome 1 Know the importance of risk taking in everyday life for individuals with disabilities 1.1- identify aspects of everyday life in which risk plays a part Risk Taking: individual; social; organisational; environmental 1.2- identify aspects of everyday life in which, traditionally, individuals with disabilities were not encouraged to take risks Traditional lack of encouragement: risks in everyday life; traditional roles and activities; carer controls; health and safety, compensation culture. 1.3- outline the consequences for individuals with disabilities of being prevented or discouraged from taking risks Prevention of risk taking: consequences e.g. negative, timidity, reticence, dependence, skills development, exclusion. 1.4- explain how supporting individuals to take risks can enable them to have choice over their lives to: †¢ gain in self-confidence see more:identify aspects of everyday life in which risk plays a part †¢ develop skills †¢ take an active part in their community. Supporting risk taking: confidence building; skill developing; inclusivity; independence. Outcome 2 Understand the importance of positive, person-centred risk assessment 2.1- explain how a person-centred approach to risk assessment can have a more positive outcome than traditional approaches Approaches: traditional medical model of disability, the person as an object, restricting, inhibiting, negative; person-centred social model of disability, enabling, empowering, informing, positive. 2.2- identify the features of a person-centred approach to risk assessment Person-centred approach: decision making processes; risk minimisation and preparation; short-term risk, long-term gain; guidance, support and involvement; promoting opportunity 2.3- describe ways in which traditional risk assessments have tended to have a negative focus. Traditional risk assessments, a negative focus: situation avoidance; potential for harm; social and cultural barriers, discrimination, exclusion. Outcome 3 Know how legislation and policies are relevant to positive risk taking 3.1- identify legislation and policies which promote the human rights  of individuals with disabilities Legislation and policies: ‘Valuing People Now’ 2001; ‘Putting People First’ 2007; Human Rights Act 1998; Mental Health Act 2007; Mental Capacity Act 2005; the Disability Discrimination Act 1995 (Amendment) Regulations 2003; Disability Discrimination Act 2005; Safeguarding Children and Vulnerable Adults policies. 3.2- describe how to use a human rights based approach to risk management. Human rights based approach to risk management: responsibility balancing; advocacy; direct payments; personalised services; person centred planning, support planning Outcome 4 Understand how to support individuals with disabilities in decisions about risk-taking 4.1- explain the connection between an individual’s right to take risks and their responsibilities towards themselves and others Rights and responsibilities: maximising quality of life while maintaining safety; responsibilities to self and others, social, emotional, physical. 4.2- outline how the principle of ‘duty of care’ can be maintained whilst supporting individuals to take risks Duty of Care: best interest; defensible decision making; contextualising behaviour; identification of positive and negative risks 4.3- describe ways of enabling individuals with disabilities to make informed choices about taking risks Enabling informed choices: use of illustrated templates, flow charts, information sheets; technology; the right to make ‘bad’ decisions; planning alternatives 4.4- outline the particular challenges that may arise when supporting individuals to make decisi ons if they have had limited previous experience of making their own decisions Limited experience: perception and understanding of risk; task analysis; perception of the views of others. 4.5- explain the potential positive and negative consequences of the choices made about taking risks Consequences of choice: positive and negative; to the individual; to others; social, moral, legal 4.6-describe what action to take if an individual decides to take an unplanned risk that places him/herself or others in immediate or imminent danger Unplanned risks: progress checks; monitoring; intervention; explanations; evaluation; future planning 4.7 explain why it is important to record and report all incidents, discussions and decisions concerning risk taking. Reporting and recording:  importance and requirements; accountability; responsibility; individual, collective; confidentiality Outcome 5 Understand how to support individuals with disabilities to manage identified risks 5.1- explain the importance of including risks in the individual’s support plan Support plans: recognising valued life-style; identifying risk awareness; written consent 5.2- explain why it is important to review risks in the individual’s support plan Reviewing risks: importance and value, progression of individual 5.3- outline why it is important to communicate and work in a consistent way with all those supporting the individual Communicating and working with others: shared values; information sharing; goals and targets; multi-disciplinary working; problems with inconsistencies 5.4- describe ways of supporting individuals with disabilities to test out the risk they wish to take. Testing risks: contingency planning; experiencing with support; reducing support.

Phosphine gas general info

Health Cl Extremely flammable Cl Very toxic by inhalation: syrnptoms usually occur within a few hours of exposure D Phosphine is irritating to the mucous membranes of the nose, mouth, throat and espiratory tract 0 Inhalation may result in weakness, chest tightness and pain, dry mouth, cough, sickness, vomiting, diarrhoea, chills, muscle pain, headache, dizziness, ataxia, confusion and lung damage. These symptoms may develop 2-3 days after exposure 0 Severe poisoning may result in increased heart rate, low blood pressure, convulsions, coma, heart damage and death.These symptoms usually within 4 days but may be delayed up to 1-2 weeks C] Exposure to the eyes or skin may cause Irritation 0 Long-term exposure may cause anaemla, bronchltls, gastrointestinal disorders, peech and motor problems, toothache, weakness, weight loss, swelling and damage of the jaw bone and spontaneous fractures 0 Phosphine has not been associated with cancer 0 Phosphine is not likely to cause reproductive or dev elopmental effects Environment 0 Dangerous for the Environment 0 Inform Environment Agency of substantial release incidents Prepared by L Assem & M Takamiya Institute of Environment and Health Cranfield University 2007 Version 1 Background Phosphine is a colourless gas, which is slightly heavier than air.It usually smells of garlic or rotting fish due to the presence of ontaminants but pure phosphine is odourless. is extremely flammable and highly reactive with air, copper and copper-containing alloys. exposed to higher levels of phosphine, although occupational incidents involving exposure to phosphine are rare, and safety levels are in place to protect employees. Phosphine is rarely found in nature. Small amounts can be formed during the breakdown of organic matter, although it is rapidly degraded. Phosphine is released into the air via emissions from various manufacturing processes and from the use of metal (magnesium, aluminium and zinc) phosphide umigants and pesticides, which release phosphine on contact with water or acid.The major uses of phosphine are as a fumigant during the storage of agricultural products such as nuts, seeds, grains, coffee and tobacco, and in the manufacture of semi-conductors. Phosphine is also used in the production of some chemicals and metal alloys and is an unintentional by-product in the illegal manufacture of the drug methamphetamine. Inhalation is the most likely route of exposure to phosphine, although ingestion of metal phosphides may also occur. Symptoms are non-specific and include irritation of the espiratory tract, headaches, dizziness, abdominal pain, sickness, and vomiting. convulsions, damage to the lungs, heart, liver and kidney, and death. Long-lasting effects of single dose exposure are unlikely, most symptoms clearing within a month.Long-term exposure to phosphine, while unlikely to occur, can cause bronchitis, gastrointestinal, visual, speech and motor problems, toothache, swelling of the Jaw, anaemia and spo ntaneous fractures. Children exposed to phosphine will have the same symptoms of poisoning as adults. Phosphine is not likely to cause harm to the nborn child as acute effects are not known to cause developmental effects. Phosphine is rapidly broken down in the environment and it is very unlikely that the general population will be exposed to sufficient levels of phosphine to cause health effects. However, people may be exposed to very small amounts of phosphine present in air, food and water. Phosphine has not been associated with cancer and has not reviewed by the International Agency for Research on Cancer.Workers employed as fumigators, pestcontrol operators, transport workers and those involved in the production or use of hosphine and metal phosphides (welding, metallurgy, semi-conductors), may be General information: Page 2 of 5 PHOSPHINE – GENERAL INFORMATION Production and Uses Phosphine is present in emissions from some industrial processes such as the manufacture of some chemicals and metal alloys of metal phosphides) and as a catalyst and in the production of polymers The main uses of phosphine are as a chemical dopant in the manufacture of semiconductors for the electronics industry, and in the fumigation (in the form of metal phosphides) of stored agricultural products such as cereal grains and tobacco. Phosphine is also used as a condensation catalyst and in the manufacture of some polymers. Zinc phosphide is used as a rodenticide in the form of a pellet or as a paste mixed with food. Small amounts of phosphine are produced in the production of chemicals such as phosphonium halide and acetylene gas. General information: Page 3 of 5 Frequently Asked Questions What is phosphine? Phosphine is a colourless gas which is highly flammable and explosive in air.Pure phosphine is odourless, although most commercially available grades have the odour of garlic or decaying fish. Small amounts of phosphine can occur naturally, formed uring the anaerobic degradation of organic matter. Phosphine is corrosive towards metals, in particular copper and copper-containing alloys. What is phosphine used for? A major use of phosphine is as a semi-conductor doping agent by the electronics industry. Metal (aluminium, magnesium and zinc) phosphides, which release phosphine on contact with moisture and acid, are used as rodenticides and fumigates during storage of agricultural commodities such as grain e. g. cereals, and tobacco. Phosphine is also used as a catalyst and in the production of polymers.How does phosphine get into the environment? Small amounts of phosphine occur naturally during the decomposition of phosphorouscontaining organic matter e. g. in marsh gas. Emissions and effluents from the manufacture of some chemicals and metal alloys, as well the production or use of phosphine and metal phosphides (welding, metallurgy, semi-conductors, rodenticides and fumigants), release phosphine into the air. How will I be exposed to phosphine? It is unlikely that the general population will be exposed to significant amounts of phosphine, since it is degraded quickly in the environment; the half-life of phosphine in the air is about one day or less.However, people may be exposed to very small amounts by inhaling air, drinking water and eating food containing phosphine. Workers involved with industries and processes where phosphine is used, e. g. fumigation and pest control, may be exposed to higher levels of phosphine. People living nearby sites where phosphine is being used may also be exposed to small amounts of phosphine in the air. Phosphine gas does not present a risk of secondary contamination, although solid phosphides may pose some risk. Absorption though the skin is not considered a significant route of exposure. If there is phosphine in the nvironment does not always lead to exposure. Clearly, in order for phosphine to cause any adverse health effects you must come into contact with it.You may be exposed by brea thing, eating, or drinking the substance or by skin contact. Following exposure to any chemical, the adverse health effects you may encounter depend on several factors, including the amount to which you are exposed (dose), the way you are exposed, the duration of exposure, the form of the chemical and if you are exposed to any other chemicals. Exposure to phosphine or metal phosphides can be irritating to the respiratory tract nd can cause weakness, chest pain and tightness, dry mouth, cough, sickness, vomiting, diarrhoea, chills, muscle pain, headache, dizziness, ataxia and confusion. Severe cases may lead to lung damage, convulsions, damage to the heart, liver and kidney, and death.General information: Page 4 of 5 Long-term exposure to low levels of phosphine can cause anaemia, bronchitis, gastrointestinal problems, visual, speech and motor problems, toothache, swelling of the Jaw and spontaneous fractures. Can phosphine cause cancer? The Governmental Committee on Mutagenicity rec ently reviewed the available data n carcinogenicity of phosphine and concluded that it did not cause cancer in animal studies. Phosphine has not been reviewed by the International Agency for Research on Cancer (‘ARC), and the US Environmental Protection Agency (US EPA) considers phosphine as not classifiable as to human carcinogenicity, due to inadequate animal studies and a lack of human tumour data. Does phosphine affect children or damage the unborn child?Children who ingest metal phosphides or inhale phosphine gas are expected to have similar symptoms as adults, e. g. sickness, vomiting, headache, dizziness, in severe ases leading to damage to the lungs, heart, liver and kidney and death. There is no evidence to suggest that maternal exposure to phosphine affects the health of the unborn child. What should I do if I am exposed to phosphine? It is very unlikely that the general population will be exposed to a level of phosphine high enough to cause adverse health effects. T his document from the HPA Centre for Radiation, Chemical and Environmental Hazards reflects understanding and evaluation of the current scientific evidence as presented and referenced in this document.

Guns, Money and Politics Notes #1 Essays - Democracy, United States

Guns, Money and Politics Notes #1 Essays - Democracy, United States Federalist No. 10 written by James Madison was a series arguing for the ratification of the United States Constitution. Published on November 22, 1787 .it is titled, "The Same Subject Continued: The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection". No. 10 addresses the question of how to guard against "factions", or groups of citizens, with interests contrary to the rights of others or the interests of the whole community The question of faction Federalist No. 10 continues the discussion of the question broached in Hamilton's Federalist No. 9. Hamilton there addressed the destructive role of a faction in breaking apart the republic. The question Madison answers, then, is how to eliminate the negative effects of faction. He defines a faction as "a number of citizens, whether amounting to a minority or majority of the whole, who are united and actuated by some common impulse of passion, or of interest, adverse to the rights of other citizens, or to the permanent and aggregate interests of the community". He identifies the most serious source of faction to be the diversity of opinion in political life which leads to dispute over fundamental issues such as what regime or religion should be preferred. However, he thinks that "the most common and durable source of factions has been the various and unequal distribution of property. Those who hold and those who are without property have ever formed distinct interests in society". He saw direct democracy as a danger to individual rights and advocated a representative democracy in order to protect what he viewed as individual liberty from majority rule, or from the effects of such inequality within society. Madison's arguments Madison first assessed that there are two ways to limit the damage caused by faction: either remove the causes of faction or control its effects. He then describes the two methods to removing faction: first, destroying liberty, which would work because "liberty is to faction what air is to fire", but it is impossible to perform because liberty is essential to political life. The second option, creating a society homogeneous in opinions and interests, is impracticable. The diversity of the people's ability is what makes them succeed more or less, and inequality of property is a right that the government should protect. Madison particularly emphasizes that economic stratification prevents everyone from sharing the same opinion. Madison concludes that the damage caused by faction can be limited only by controlling its effects. He then argues that the only problem comes from majority factions because the principle of popular sovereignty should prevent minority factions from gaining power. Madison offers two ways to check majority factions: prevent the "existence of the same passion or interest in a majority at the same time" or render a majority faction unable to act. Madison concludes that a small democracy cannot avoid the dangers of majority faction because small size means that undesirable passions can very easily spread to a majority of the people, which can then enact its will through the democratic government without difficulty. With pure democracy, he means a system in which every citizen votes directly for laws, and, with republic, he intends a society in which citizens vote for an elite of representatives who then vote for laws. He indicates that the voice of the people pronounced by a body of representatives is more conformable to the interest of the community, since, again, common peoples decisions are affected by their self-interest. He then makes an argument in favor of a large republic against a small republic for the choice of "fit characters" to represent the public's voice. In a large republic, where the number of voters and candidates is greater, the probability to elect competent representatives is broader. The voters have a wider option. In a small republic, it would also be easier for the candidates to fool the voters but more difficult in a large one. The last argument Madison makes in favor of a large republic is that as, in a small republic, there will be a lower variety of interests and parties, a majority will more frequently be found. The number of participants of that majority will be lower, and, since they live in a more limited territory, it would

Debunking the myth of NGOs (non-government organizations) Essay

Debunking the myth of NGOs (non-government organizations) - Essay Example ?s global justice movement and colonial amnesia† the role of NGOs in Canada, even the Left-leaning ones, is in acknowledging and supporting the indigenous struggles. The NGOs have failed to acknowledge the link between colonialism and neoliberalism though they have acknowledged the latter as their enemy. According to Choudry, the Left-leaning NGOs in Canada do not acknowledge or support the struggles by indigenous people against neoliberalism. In order to substantiate this claim, Choudry points out that the issues of Indigenous people in Canada gained international attention as is evident from the fact that the 2008 UN Committee on the Elimination of Discrimination against Women urged Canada to conduct special inquiry into the atrocities against the indigenous women in Canada. Still, it is surprising to note that none of the so-called Left-leaning NGOs showed any interest or supported the struggles of the indigenous people. The reason for this is found by Choudry in the fact that even the Left NGOs are unable to acknowledge the existing element of colonialism in Canada, and hence, they adopt a ‘White progressive economic nationalist’ position. Thus, the NGOs fail to acknowledge the negative consequences of neoliberalism which surrounds them in various forms. While promoting baseless claims of nation-building, they fail to look into, or understand, the importance of the indigenous struggles. Choudry turns the eyes of the reader towards a factor that often goes unnoticed. That is nations like Canada, Australia, New Zealand, and the U.S are all colonies in nature, and in all these nations, the indigenous people are in the struggle to preserve their land and sovereignty. However, the NGOs, and the Left in general, think that the struggle by the indigenous peoples for the right to self-determination has nothing to do with the global justice movement. Thus, the NGOs in Canada tend to identify the transnational corporations, powerful governments and political

Three perspectives of transgenderism Essay Example | Topics and Well Written Essays - 1000 words

Three perspectives of transgenderism - Essay Example This essay "Human Sexuality" analyzes three perspectives of transgenderism on the basis of the William A Henkin's article. The biological perspective of sexuality brings to the fore, the physiology and anatomy. According to Denman Chess (2004), the above two disciplines decide the aspects of human sexual experience and they can be termed as sexual anatomy and physiology as well as evolutionary theory in the case of transgendered individuals. The sexual experiences in transgendered individuals are much more complex than normal gendered people as there is sex change in the person. Even the normal gender person’s categorization of sex is complex in biological perspective, it is more complex and conflicting in the case of transgendered individuals as chromosomal sex, hormonal status and internal sexual organs as well as external sexual organs change after the change of sex. According to biological perspective, the gender is determined by presence of chromosomes and presence only X chromosomes gives a female gender and presence of both X and Y chromosomes results in a male gender. Hence, in both male and female genders, the chromosome is present and Y is not present in female gender. In the above sense, the female gender dominates biologically and the effects of chromosomal make-up. However, the chromosomal sex has a social function that is a result of biological activities. The biological activities result in hormonal influences to determine the development of sexual activities and they are different in various males and females. That means, the sexual characteristics and the expression of male and female characteristics depend on the hormones released in the body of a person. For example, the genotypic males develop into externally phenotypic females due to constitutional insensitivity of the tissues. These developments can help in changing the gender of a person physically. The above aspect results in transgendered individuals. 1 The Psychological Perspective The transgendered individuals are result of transgendering, which is due to erasing, substituting, concealing and implying of gender and sexuality. Hence, transgendering can be termed as redefining and remake up of gender of a person. This results in psychological changes that is not a part of biological make up and needs counseling in some cases. Ekins Richard (2006) quotes that the gender change results in an atmosphere of new goals as the male and female thinking is different. Ekins Richard quotes Merton's theory of deviating from norms to serve his own interests can be observed in the transgendered individual. This results in a natural attitude that claims 'disinterested purpose' in case of transgendered ind