Direct iron ore smelting process development

IntroductionThe smelting decrease ( SR ) of Fe ore is an alternate natural stuffs treating method similar to the blast furnace. It begins with solid natural stuffs such as coal and Fe ore. The concluding merchandise of this procedure is a liquid Fe based stuff known as hot metal, or hog Fe when it is solidified. This terminal merchandise is the same as that generated by blast furnaces. Typical hot metal composings are about 4-4.5 % C, .3-1.5 % Si, .25-2.2 % manganese, .03-.08 % S, and.04-.2 % phosphoric. SR is the new age alternate to pig Fe production with the capableness of uninterrupted operation. The engineerings used in this procedure are similar to those used in both modern blast furnaces and conventional non-ferrous smelting operations. As developments in blast furnaces and non-ferrous smelters were made, such as the innovation of the Cu flash smelting engineering, developments were made in SR of Fe.Smelting Reduction Chemical reactionsThe natural stuffs used in SR are: pulver ized Fe ore which consist of Fe2O3 and Fe3O4 with remainders, powdered coal, limestone ( CaCO3 ) , and dolomitic limestone ( CaMg ( CO3 ) 2 ) . The transition of Fe ore into a liquid hot metal begins with the combustion of coal into C monoxide ( CO ) and H gas ( H2 ) which are the cardinal compounds for Fe decrease, equation 1. The C monoxide and H gas produced from the burning is used to get down the decrease of Fe ore by equation 2. The chemical reaction for regenerating the CO and H2 with coal from equation 2 merchandises is given by equation 3. Full decrease of the Fe ore is so shown by equations 4 and 5. Coal + ?O2 > CO + H2 ( 1 ) 6Fe2O3 + CO +H2 > 4Fe3O4 + H2O + CO2 ( 2 ) 2C + CO2 + H2O > 3CO +H2 ( 3 ) 2 Fe3O4 + CO + H2 > 6FeO + H2O + CO2 ( 4 ) 2FeO + CO + H2 > Fe + H2O + CO2 ( 5 ) These reactions begin in the solid province ; nevertheless, as decrease series begins the reactions become liquid province. The limestone and dolomitic limestone are added as fluxes/slag agents. The adaptability of many of these procedures to utilize a assortment of coal chemical sciences without the coking measure is the most alone belongings of SR fuel over blast furnace fuel. This usage of coal alternatively of coke eliminates the demand for a coking furnace every bit good as the usage of lower class coal.Smelting Decrease FirstsArchaeological finds in Africa show a crude smelting decrease signifier dating back every bit early as 2500BC. These ancient craftsmen would cut down Fe ore utilizing coke by blowing air into a shaft furnace. Martin Wiberg of Sweden every bit good as W. and E. Engell of Denmark began look intoing the smelting decrease procedure in 1938. However, much of the impulse in smelting decrease was lost between the 1950 ‘s and 70 ‘s due to progresss in the solid province decrease procedure known as DRI ( direct reduced Fe ) and in blast furnace engineering. It is of import to observe that without the air separation engineering conceived during the Second World War SR would non be executable. By 1981 the first SR pilot works was constructed in Germany based off the COREX design construct. In 1988 the first all-out SR installation was constructed based off the same pilot works at the site of a old blast furnace.Smelting Reduction Reactor TypesThree chief SR convertor types exist: the shaft convertor procedure, a two phase chemical procedure, and the intercrossed procedure. Both the shaft convertor procedure and the two phase procedure usage chemical energy for the decrease. However, the two phase procedure differs from the shaft procedure by implementing two transition Chamberss, a solid province chamber followed by a liquid province chamber. The intercrossed procedure is the most alone because it gets energy parts from chemical rea ctions and electrical current. Of these three types merely two procedures have been put into operation in all-out installations, the COREX procedure and the HIsmelt procedure. The COREX procedure was the first all-out SR installation as antecedently mentioned. This procedure is a two phase procedure. The first phase in decrease is the solid province reaction and natural stuffs preheating subdivision. Off gas from the 2nd phase is used to cut down and preheat in the first phase. As the ore transforms into a liquid it moves to the 2nd convertor phase where the liquid province decrease is completed. The COREX procedure has three theoretical accounts, the C-1000, 2000, and 3000. Primary differences between the theoretical accounts are the production capablenesss. The C-1000 installed in 1988 has a day-to-day production capableness of 1000 dozenss of hot metal. The C-2000 will bring forth 2000 tons/day ; it presently has 4 operating workss with the first installed in S. Korea, 1995. [ 2 ] The C-3000 is the newest installation with one works located in China. The SR furnace was installed in 2007 and has a day-to-day production capableness of 4000 dozenss of hot metal [ 7 ] . Figure 2 is an image of the C-3000 works. The HIsmelt was the 2nd SR procedure to go full production. Pilot proving of this procedure began in 1982. The procedure is a uninterrupted shaft transition furnace. [ 2 ] HIsmelt implements many engineerings presently used in non-ferrous smelting like uninterrupted stuffs feed by spears into the liquefied bath and H2O cooled furnace panels. [ 5 ] The full graduated table works which was built in 2003 was a 400 million dollar undertaking between RioTinto, Nucor, Mitsubishi, and Shougang coprorations. The works is located in Western Australia. [ 9 ] This procedure can utilize the off gas for multiple applications such as fuel for electrical power coevals or preheating the provender stuff. A elaborate position of the reactor vas. Additional SR procedure which are non presently commercialized include: direct Fe ore smelting ( DIOS, two phase reactor ) , AISI ( two phase reactor ) , and IDI ( intercrossed SR ) . Although SR procedures do non implement coke furnaces the coal demands remain similar holding small consequence on environmental emanations.DecisionSR is an progressing engineering capable of continuously bring forthing hot metal similar to a blast furnace with a wider scope of coal type. This natural stuffs flexibleness is a great advantage to SR. The riddance of the coking furnace lessenings project capital ; although, it has small impact on environmental emanations. SR has many great properties which makes it a competitory option to blare furnaces.Mentions[ 1 ] LIFE. ( n.d. ) . Chinese Premier Wen Jiabao Visits Australia. Retrieved December 06, 2009, from hypertext transfer protocol: //www.life.com/image/57232194 [ 2 ] Chatterjee, A. ( 1994 ) . Beyond the Blast Furnace. Boca Raton, FL: CRC Press. [ 3 ] Miller, T. W. , Jimenez, J. , Sharan, A. , & A ; Goldstein, D. A. ( 1998 ) . Steelmaking and Refining, Oxygen Steelmaking Processes. In R. J. Fruehan, & A ; 11 ( Ed. ) , The Making, Shaping and Treating of Steel ( pp. 489-490 ) . Pittsburgh: The AISI Steel Foundation. [ 4 ] Davis, M. P. , Dry, R. J. , & A ; Schwarz, M. P. ( 2003 ) . Flow Simulation of the HISMELT Process. Third International Conferance on CFD in the Minerals and Process Industries ( pp. 305-311 ) . Melbourn, Australia: CSIRO. [ 5 ] HIsmelt. ( n.d. ) . HIsmelt- The Technology. Retrieved December 06, 2009, from hypertext transfer protocol: //www.hismelt.com/EN/HT_PageView.aspx? pageID=8 # [ 6 ] Shalimov, A. G. ( 200 ) . The COREX Process for Making High-Quality Steels at Mini-Mills. Metallurgist, 44, 35-39. [ 7 ] Environment Engineering Solution. ( n.d. ) . Environment-friendly Corex procedure of Fe and steel devising. Retrieved December 06, 2009, from hypertext transfer protocol: //environmentengineering.blogspot.com /2008/02/environment-friendly-corex-process-of.html [ 8 ] Siemens. ( n.d. ) . Siemens AG – Pictures. Retrieved December 06, 2009, from hypertext transfer protocol: //w1.siemens.com/press/en/presspicture/ ? press=/en/presspicture/2008/corporate_communication/media_summit_2008/soaxx200803-08.htm [ 9 ] Outotec. ( n.d. ) . HIsmelt undertaking in Western Australia. Retrieved December 06, 2009, from hypertext transfer protocol: //www.outotec.com/pages/Page____7775.aspx? epslanguage=EN [ 10 ] Changqing, H. , Xiaowei, H. , Zhihong, L. , & A ; Chunxia, Z. ( 2009 ) . Comparison of CO2 Emission Between COREX and Blast Furnace Iron-Making System. Journal of Environmental Sciences, Supplement, 116-120.

Exploring the Meaning of Blood, Nature, and Rationality in Shakespeare’s Macbeth

Through the course of William Shakespeare’s Macbeth, the play’s protagonists plague themselves over the fight between blood and nature among many other things. Blood, be it the kind shed upon ones death or the kind that carries entitlement and stature, parallels and collides with the most basic ideas of nature, and what is natural for a human being. Throughout the play, blood, nature, and rationality are equivocated to highlight Macbeth’s underlying irrationality, justifications, 1 and deeply seeded desires.The issue presented by nature is one that is vital to this play. Macbeth goes against the nature of a human when he slays Duncan, and doesn’t allow him to die in the way that nature intended. Macbeth further defies nature, when he hired the murderers to kill Banquo, because fears of â€Å"[Banquo’s] royalty of nature† (3. 1. 51) have Macbeth convinced that if he doesn’t murder Banquo, it is â€Å"for Banquo’s issue have [he] filed [his] mind† (3. 1. 66). Shakespeare uses very specific language here when he uses â€Å"filed† instead of a word with less, almost intrusive intensity.A word like â€Å"filed,† which is a shorter version of defiled, creates the idea that Macbeth has truly done something horrible to the nature of his being (his brain)2. By corrupting nature and its course, Macbeth changes his own nature, and we see this change often coupled with blood, and the spilling of blood. Blood, another common theme throughout the play, has a double meaning, or is equivocated. One of Macbeth’s primary issues in his soliloquy is that Banquo is going to pass on royal blood to his sons that will become kings.Furthermore, if Macbeth allows Banquo to live, it is for Banquo that Macbeth has â€Å"put rancours in the vessel of [his] peace. † Again, Shakespeare combines blood and nature to highlight the severity of Macbeth’s condition3. In order to justify Duncan’ s murder, Macbeth has to resort to more bloodshed, (the literal interpretation of blood)4, go against nature by killing another being, all in the pursuit of the royal blood that brings power when in courses through ones veins. Nature and blood parallel each other throughout this scene, and they shed light on the consequences of going against them via Macbeth.Additionally, Macbeth uses blood as well as nature to justify the killings of those around him, perpetuating the circle of guilt and remorse that he has already started. First, Macbeth comments on how Banquo â€Å"chid the sisters† and â€Å"bade them to speak to him† (3. 1. 58-60). His tone is very childish in the sense that he sees Banquo’s curiosity in the weird sisters as a threat, and almost instantly assumes that Banquo is trying to steal whatever prophecy the sisters bestowed unto him, similarly5 to how a child would suspect a playmate of stealing his crayons.Also, the sounds made by the words Macbeth uses are very strong and curt, â€Å"chid,† â€Å"bade,† â€Å"speak. † These sounds demonstrate the shortness and irrationality of Macbeth’s thoughts, which follow a similar pattern to those of a child, starting with a slow and long sound and then stopping abruptly with a hard sound. These words help show how Macbeth truly is being taken over by his insatiable quest for power, and is driven to the point where he can’t stop what he has started.Macbeth realizes, 6 too little too late, that he is trapped in this cycle; he interrupts nature and the natural balance of things by killing everyone to obtain power, spills innocent blood, and then later feels the emotional and psychological affects of his actions. If Macbeth were to see this pattern before he had Banquo killed, maybe he and Lady Macbeth would have been spared the hysteria and paranoia. However, despite Macbeth’s undeniable acts of evil and bloodshed, there is this sense of guilt and sorrow in this soliloquy.Although he did kill Duncan, he understands that if he doesn’t fulfill his task of killing Banquo that Duncan’s murder would have meant nothing, and that would add to his inner turmoil. Macbeth captures this idea when he refers to Duncan as â€Å"gracious† (3. 1. 67), which implies that he did feel some sort of affection towards Duncan, which would then lead to the idea that Macbeth was thirsty enough to kill someone as gracious as Duncan in order to be king, and that it was justifiable in some way7

Talk about traffic jam Essay Example | Topics and Well Written Essays - 500 words

Talk about traffic jam - Essay Example It is therefore not surprising that one encounters overcrowding on the highways with frequent traffic snarls and impatient, honking drivers. Traffic jams have even resulted in the emergence of a totally new phenomenon called road rage. The burgeoning population and economic prosperity in the last century made possession of a personal car desirable as well as mandatory in the developed countries. Combined with the traffic load of public transport vehicles, bikes, heavy trucks of all shapes and sizes, a typical road now is a veritable zoo of metallic monsters. Traffic jams not only result in public inconvenience, but cause psychological distress as well. Such jams often result in great economic loss to the organizations’ whose deliveries are delayed, loss of reputation for professionals who are unable to attend fixed appointments, and sometimes critical delay in getting a grievously injured patient to the hospital. Finding a solution to the problem is not a new phenomenon, as administrators’ and engineers’ have tried multiple tricks up their sleeves to organize traffic conditions on city roads as well as trans-state/trans-national highways. Availability of new technology like computer controlled traffic signals, closed-circuit camera observation, regulation of traffic by traffic-marshals and channeling traffic according to shape, kind and size of vehicles have all been tried. Building new roads, multi-lane highways and flyovers are some of the time tested strategies but they have failed to ebb the flow of the ever-increasing traffic. The limiting factor is the burgeoning population and the thrust on pushing up sales of newer models of vehicles by the automobile manufacturers. Despite the looming fear of extinction of fossil fuels and their increasing prices, automobile manufacturers are coming up with vehicles which run on alternate sources of fuel to feed the consumer demand. It seems that

How Effective Repositioning is in the Prevention and Treatment of Essay

How Effective Repositioning is in the Prevention and Treatment of Pressure Sores in ITU - Essay Example This study is meant to throw light on the effectiveness of repositioning as a premier curative component in the case of pressure sores. It will help widening the existing knowledge in this area to a new qualitative dimension. Repositioning has been considered as one among the components which is manual, while the other methods are either technical or equipment based. Focusing on repositioning, given its easy availability and less complication in practice, the study will supplement the existing knowledge in this area. This essay makes a conclusion that the most important advantage of the study will be its high reliability, because the data is collected directly from patients who are the real beneficiaries of the proposed study; and Medical professionals who are the care givers, and who over a long period of time, have been practicing in this area. Therefore they have vast practical experience and a very realistic understanding as to the effectiveness of each method on different types of patients. They have a clear idea about which method suits which patients, which is the ideal method for a larger segment of the population. Moreover, they have dealt with numerous cases and through practices over a long period of time, they have gained sufficient insight into the effectiveness of each method and also which method suits which individual. Another advantage is that, the hospitals one located in the local area and therefore data collection will be easier, and can be done within a limited period of time and resources.

Critical Journalism Studies Textual Analysis Assignment

Critical Journalism Studies Textual Analysis - Assignment Example Various journalism films often investigate specific features of the profession such as the ethical conduct of journalists, modern trends of the media and the history of the media. In doing this, either the films often portray journalists as heroes or villain depending on the angle of criticism a film adopts as portrayed in the discussion below. Media is one of the most powerful arms of the society. Also referred to as the fourth estate, the media informs, influences opinion and protects the vulnerable in the society. Such vital functions require the journalist to undertake their functions with fidelity both to the profession and to the society. Journalists have often behaved in ways that justify their portrayal either as heroes or as ant-heroes in the various journalism films. The role of the radio in the Rwandan genocide for example are some of the occurrences that validates the portrayal of journalists as anti-heroes thereby validating the themes some of the journalism films. The case of Rwanda is an example of the situations in which journalists act unethically and without objectivity. Additionally, journalists engage in various under dealings in their attempt to scoop new stories. Among the common types of unethical conduct, include bribing news sources and offering sexual favors especially by female journalists. In ot her cases, journalists are proactive and inquisitive individual who unearth numerous scandals in the society thus protecting the interest of the weak and vulnerable in the society. Journalism films often capture both sides depending on the plot of a story in a film (McNair, 2010). Films are cultural products that just as any other type of art always represent the prevailing social features. Developers of films observe the prevailing cultural and social features, which they represent artistically in films. On doing this, the developers enjoy the freedom and ability to criticize the society using fictional characters.

Project Management Essay Example | Topics and Well Written Essays - 2500 words - 13

Project Management - Essay Example Despite a few known cases of successful project development and implementation, it is widely accepted in the industry that a number of unacceptable projects fail, especially in the IT/IS sector. According to Lyytinen and Hirschheim (1987), the estimated number of project failures is half of all the systems implemented. Galloway and Whyte (1989) concurred with the survey of project failures. Whyte and Bytheway (1996) further argued that more projects fail than succeed. Bozman (1994) claims that project failures are common in every parts of the world – it is an international phenomenon. Industries view project failures as either a pathological state to be avoided or a logical problem of goal definition (Lindahl & Rehn, 2007).This paper will focus on the different key factors that influence the failure of projects especially on the field of information technology (IT). It will discuss the different stages in the project lifecycle and the possible areas of failures in each stage. Furthermore, the paper will tackle the concept of risk management and its benefits in a successful project development as well as in preventing failures. A successful risk management system incorporated in a project will create a programme for handling probable causes of project failures.IT projects fail when it does not meet one or more of its criteria for success. The criteria for successful IT projects are delivery on time, completion on or under budget, and satisfaction of user requirements.

The Development of the Paris Haute Couture Essay

The Development of the Paris Haute Couture - Essay Example The essay "The Development of the Paris Haute Couture" analyzes the Paris Haute Couture. The upper class citizens of the country came up with the haute couture in 1860, a fashion which would differentiate them from the lower class in the society . The fashion became popular in France, but it disappeared during the Second World War. The Second World War led to the fall of the haute couture because Germans occupied Paris, the city that bore the fashion. The upper class in the French society struggled to recover the status of the fashion in Paris after the war. The fashion has since grown to the extent of being exported and earning the country foreign exchange. The haute couture was developed in 1858 by Charles Fredrick Worth who was born in Lincolnshire. Fredrick travelled to Paris in 1858 with the intention of introducing new techniques of sewing clothes in the city. The founder who targeted women in the upper class in the society built the first houte culture shop in Rue de la paix i n the city. Charles sewed dresses for women using the most expensive fabric in the country at that time. Women came to the shop to order for dresses according to the design that they preferred. Fredrick then measured the bodies of the women so that he could determine the size and shape of the dresses. In the course of the business, Worth became a designer. The designer formulated dress designs, and labeled them with the worlds, â€Å"Worth 7 Rue de la paix .† The label contributed to the spread of the fashion not only in France., but the whole of Europe. In 1868, Fredrick developed the Chamber Syndicale De La Couture, an association that was in charge of registering and satisfying new haute couture houses. The Spread of Haute Culture in Europe The slave trade that took place along the Atlantic contributed to the spread of haute couture to the whole of Europe. Women who earned high income at that time travelled along the roads that were built by slaves to Paris where they boug ht the expensive designs made by Fredrick. The travelers who came from far regions spent their nights at the Hotel De La Paix where they were served with haute cuisine. This means that even the hotel and the haute food contributed to the development of the fashion. The women who bought the haute fashion dresses mainly used the clothing for special occasions such as horse racing and beauty pageants (Dejean 2005). Researcher found out that the number of models in France increased drastically when the haute couture was developed in Paris. The spread of haute couture led to the upcoming of new designers before the Second World War. The designers include Coco, Vionnet, Banciaga, Fortuny, and Poiret among others. These designers developed the haute couture further, and this led to the increased popularity of the fashion in Europe, Italy, and America (Ruppery, & Jana 2009). Fortuny developed a technique of pleating silk in a column-like silhouette. Banciaga who worked in a fabric firm deve loped silk gazar, which he used to make voluminous coats and dresses. Poiret, on the other hand, developed new designs, and he expanded the fashion to perfume and beauty products apart from dresses3. The increase in the number of silhouette sewers in the couture industry verifies the spread of the culture. In 1910, for example, the number

Incentives and disincentives to invest in research and development Essay

Incentives and disincentives to invest in research and development - Essay Example A critical input for a firm’s success might be a derivative of its investments in R&D projects. For this reason, competition is one of the primary incentives that would influence a business to invest in R&D, which is also an essential element that can lead to the growth and profitability of a business (Atkinson & Ezell, 2014, p. 27). In this case, intellectual property rights accorded to innovative entrepreneurship provide an incentive to for the investment in innovative developments. These rights contribute to the protection of a firm’s intellectual assets, which enhances profitability and heightens the entity’s competitiveness. For instance, Gilead Sciences Inc., a pharmaceutical organisation in the United States, invested in an R&D project to develop Sovaldi (Sofosbuvir), a drug used in the treatment of Hepatitis C. This drug was introduced in the market in December 2013 (Palmer, 2015, np). The invention not only improved the profitability of the firm, but it also led to the sustainability of the firm’s competitiveness in the industry. There is a possibility of addressing market failures for R&D by influencing the incentives for a private firm. In this case, addressing issues of the appropriateness of an invention’s research results is possible by granting the inventor the monopoly over the intellectual property (Curci, 2010, p. 45). However, the disincentive of the appropriation relates to the risks and ambiguity of R&D investments. In this case, a firm can invest in an R&D project.

Grind Jackfruit Seeds as Substitute For Flour Essay Example for Free

Grind Jackfruit Seeds as Substitute For Flour Essay Abstract Jackfruit is quiet abundant in our country as a result, its seeds are just scattered and not use for other matters aside from that it can be planted again for another Jackfruit tree. Flour is a very important ingredient for every pastries we eat. But because of its high price, people dont buy or refuse to buy food that contains flour as one of itsingredient. The researcher discovered that Jacfruit seeds isrich in vitamins like complex, carbohydrates, dietary fibers, vitamins A,B and C. It contains minerals like Calcium, Zinc and Potassium which can help our body fight aging, diseases and to maintain its good posture. The researcher is aiming to produce a cheap but has a good quality flour or just an alternative for expensive flour. The researcher is focusing on its color, odor and taste. The researcher decided to make a flour out of the Jackfruit seeds. The methods involved are: preparations, washing of the seeds, drying under the sun which takes days because you have to assure that it is dry in the innermost part of the seed so that it will not stick into the grinder, roasting, getting the peelings, crushing and finally grinding. To test the product, the researcher made it into a hotcake. The hotcake was tasted by several people and they have good compliment about it. The researcher recommends it to bakery owners or people who uses flour as their source of income because its affordable, has a good quality and it can help to save a lot of money. Chapter I Introduction Background OF The Study Flour is a very important ingredient in making bread and the like. Many Filipinos of today likes to eat bread but becauseof increasing prices of flour, bread prices are also increasing. Commercial flour sometimes easily spoil or sometimes have worms on it. Instead of scattering jackfruit seeds, we may use it as source of flour. With this study, the researcher tries to produce a new product out of grind jackfruit seeds as flour for another substitution foe expensive commercial flour. Helping businessman, flour factory owners and bakery owners to save more money, less effort, time and have a good quality product. Statement Of The Problem This study is all about The Feasibility Of Grind JackfruitSeeds As Substitution For Flour. Flour is very useful because it has many uses specially in making food. Bakery owners have problems in their budget for flour because she realized that aside from planting seeds, we can use it as flour which is cheaper but with good qualities like the commercial ones and it is easily produces or gathered. This study tries to answer the following questions: 1.Does the jackfruit flour qualities is the same with commercial ones in terms of color, odor, and taste? 2. Does the jackfruit flour last longer (expiration date) than the commercial ones? 3. Does it still produces worms? Hypothesis There is difference between jackfruit flour and commercial flour in terms of color, odor and taste. Significance Of The Study The significance of the study is that it can help bakery owners or other people which uses flour as their business. They can save more money out of it and have enough budget for it. It also help the environment and it alsointroduces new product in food industry. Some people scatter the seeds everywhere which may develop pollution to our environment, we can use and sell as our business. Scope and Limitation In this study the researcher is focusing on the qualities of grind jackfruit seeds as flour. It tries to help improve commercial flour in terms in time of spoilage. There are no other chemicals or additive mixed with the grind jackfruit seeds as flour. The researcher used very ripejackfruit seeds so that it will have a very good taste. In this study, the researcher use the grind jackfruit seeds as flour in baking cake in proving the study. Definition of Terms Flour- is a powder made up of cereal grains. Main ingredient of bread. Grind- to crush to powder or tiny pieces by friction Jackfruit- is a species of mulberrry family native to parts of South and Southeast Asia. A huge spined, oval fruit that is believed to have been first cultivated in Indian rainforests. CHAPTER II Review of Related Literature This study is an unfinished study of the brother of the researcher. The researcher realized that it is very interesting and it answers the economic price of flour in the market. Jackfruit is abundant in some regions of the Philippines but still we can see it anywhere and we can plant it anywhere as long as there is soil. We can also buy it from the market bit its quite high in cost so better to have a tree of your own. Jackfruit seeds are very rich source of complex, carbohydrates, dietary fibers, vitamins A,B and C. It also contains minerals like calcium, zinc,and potassium. It also contains lignans, isoflavones, saponins that fights cancer. It also serves as anti-aging, anti-oxidant and anti-ulcer. So it proves that it is very nutritious and affordable rather than commercial flour. The researcher had read an article about a Brazilian Researcher Jose AmadoAlves who created a process for dehydrating and transforming fruits, vegetables and tubernacles into flour. Alves tested bananas,guavas,apples, pineapples, paw-paw and passion fruit. The process consists of dehydrating and grinding the fruit peel, pulp or both together. CHAPTER III Materials: jackfruit seeds basin frying pan stove A. The Making of the Jackfruit Flour In making the jackfruit flour, first the researcher will gather all the materials.The researcher will let the jackfruit seeds dry under the heat of the sun. The researcher will roast the jackfruit seeds usibg the frying pan. Afterwards, she will get the thin peelings of the seeds then crushed into small pieces and finally, grind it into the grinder. PROCEDURES: 1. She will let the Jackfruit seeds dry under the heat of the sun for several days. 2. The researcher will roast the jackfruit seeds using the frying pan. 3. She will get the thin peelings of the jackfruit seeds. 4. The researcher will crush the seeds. 5. Finally, she will put the crushed seeds into the grinder. B. Observation In the researchers observation. She observed that the product is not the same with the product of commercial flour. The taste, color and odoris not the same. CHAPTER IV Results and Discussion In this chapter, you can read the results of the experimentation conducted by the researcher. Together in this chapter is the discussion of the results The data below are the results observed by the researcher. TRIAL 1 According to the data, the commercial flour and jackfruit flour have different characteristics in terms of smell, color and taste The names listed below are the people who were able to taste the product of the researcher. Including their comment about it. According to the comments of the people, the product of the researcher has a good characteristics in terms of its taste, color and odor. CHAPTER V Recommendation and Conclusion Recommendation: The researcher recommends it to all people especially to bakery owners or people uses flour as their source of income.Aside from that its affordable, its very nutritious and very rich sourch of vitamins. Conclusion: I therefore conclude that grind jackfruit seeds is capable of producing high quality flour which has very different characteristics compared to the commercial ones. BIBLIOGRAPHY http://www.wisegeek.com/what-is=jackfruit.htm http://en.wikipedia.org/wiki/Flour http://thaifood.about.com/od/intotothaicooking/f/aboutjackfruit.htm http://thaifood.about.com/od/glossary/g/jackfruit.htm http://hungryzone.com/index.php/detailed_health-tip-article/33/benefits_of_jackfruit http://wwww.banglapedia.org/HT/J_0004.HTM ACKNOWLEDGEMENT The researcher is offering this study to her family. For the support,effort and financial assistance.Also to her research teacher, MS. BALVE GRANIDO who encourges us to have more research and effort. Her classmates and friends who gave their full support. And of course, with out the guidance and love of our Almighty God, the researcher cant accomplised this study.

Ethnic adoption Essay Example for Free

Ethnic adoption Essay Transracial adoption also known as TRA, is defined as the adoption of children of a different race or culture from their adoptive parents, has been a controversial issue in the United States. Social workers are usually the one that match the child with the â€Å"parents† when it comes to adoption. The number of adoptive parents does not relate with the number of adoptive minority children. Therefore, more parents of a different race are able to adopt them. Many social workers see transracial adoption as an ideal solution to the lack of adoptive homes for children of color. However, that is not the case with all social workers. There are some social workers that do not agree with TRA regardless of laws that have been set. They can prevent the placement of children of color with families of a different race by deciding they are not fit for different reasons. They are overlooking the reality of the situation. The reality is that there are children in America that need homes, and homes that need children. These social workers would rather have these children raised by the system than belong to a loving family all due to their argument that children should remain with their race to sustain their cultural background. Children need more than their cultural background. They need love, stability, and a good home. In America, a social worker’s mission is protecting children. When a child is neglected and needs to be removed from the home or situation their job is to find them an appropriate home. In most cases social workers view the situation as a whole and see that the child is taken care of regardless of the race of either the child or the adoptive home. In the process of finding a suitable home it’s important for the state, the child, and the adoptive home for the adoption to be successful. In any situation when making a match that will be successful it’s ideal to have as many common factors as possible. Race would be a factor in adoption to considerate when finding common ground. However, when the common factor is not available the option of looking outside of the common factor can prove to be successful. However, there are some people out there that disagree with this. The family members of the child or even some social workers will overlook the disposal of a home outside the race of the child in hopes to find a home of common race. Their argument is to place the child in an environment and culture in which they come from. In the meantime these children will remain within the system costing the system and  taxpayers money. The money used from the child being in the system is wasted as there is an available home for them to be placed in. The system the child is placed in is the foster care system. Although foster homes and foster families are adequately trained and certified by the state in which they live in to take children in their homes they are not the best place for a child. A child needs stability and a loving home, a permanent home.

Practitioner roles in supporting learning through play

Practitioner roles in supporting learning through play This essay will identify how adults can support learning through play and will analyse the value of this approach. It will consider historical and current perspectives of child development. The key areas of discussion will be learning through role play and supporting children with additional needs. It will recognise the importance of symbolic play, contingent response and the use of sustained shared thinking. Historically children were perceived in different ways, from evil and wicked to innocent and easily corrupted. Childhood has been constructed and reconstructed. (James Prout 1997:7) The behaviourist approach, views the child as a blank slate conditioned through external factors and places an emphasis on step by step learning. Psychologists such as Watson and Skinner considered children to learn by experiences given by adults to shape or mould them. Practitioners need to explain the boundaries for behaviour to children for them to encourage self control and enable them to think about their behaviour. Giving time out has been seen to discourage this. (Bruce 2005:47) The Nativist approach believes that children are pre programmed and will unfold in their development. (Bruce 2005:3) This approach sees the adult role as a facilitator offering help but not controlling learning. Rousseaus approach can be seen in todays view of adults observing and monitoring the early learning goals. He suggested that play was instinctive. The interactionist approach views children as partly pre programmed and partly blank slates. Kant originated this approach, and believed the adults role in supporting learning was to provide a suitable learning environment to explore. He also states that adults should supervise and assist when required. This view can be seen through the curriculum today which offers both adult led and child led activities. The importance of interactions between children and adults, through sustained shared thinking, is highlighted in projects like EPPE (2003) as discussed in child and childhoods. The different approaches discussed can be seen to have had an impact in practice throughout todays education, it is important that practitioners have a good knowledge of these approaches in order to understand how best to support learning. Historically all children play unless there are factors that prevent them from doing so, such as childrens health or living conditions. During the 18th Century children were sent to work, so would have had little time to play, however, this does not mean they did not. Play in the 1920s was a form of relaxation which was considered to be practice for life. (Bruce 2005). More recent thinking understands play as problem solving and creativity. Play underpins the delivery of the statutory framework for the Early Years Foundation Stage, which aims to help children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic well being. (Dfes 2007:7) It suggests the role of the practitioner is one of observing and using the information gained to plan for childrens next steps in learning. Children need a challenging and interesting environment with a balance of adult led and child initiated activities, in order to problem solve and investigate through their play. It is the practitioners role to create and maintain this environment so that children develop their communication and creative skills. Childrens achievements are collected over time and learning diaries are produced, unlike the EYFS profiles (2003) these diaries have no emphasis put on testing children. Montessoris approach values the child, the environment and the teacher. She believed children were spontaneous learners needing adult support during periods of development. She stated the adults role was to ensure that the environment provides for the developmental needs of each individual child; observation serves as the key tool for establishing these developmental needs (Isaacs 2007:13) She believed in scaffolding childrens learning. In her opinion the role of the adult was to consider health and safety in the provision and to provide defined spaces for learning experiences and problem solving activities. She considered the child could lose their freedom if adults were too communicative with them. She stated that practitioners needed to have a sound understanding of child development and an ability to understand the need for real life experiences. Although her approach gives time for children to explore with little adult intervention she considered play to be unnecessary, believing toys were tools to enable learning. Her approach however, contrasts with the views of the EYFS, which states the importance of learning through play and the significance of social interactions between adults and children. Bruner suggests that good practitioners tune into the incipient intention of the child and act accordingly. (Bruce 2001:53) suggesting the childs developing plan or aim should be observed and then supported and encouraged. He values play and considers that when children play with other children this emphasises the importance of social and emotional well being and interactions. He stresses the importance of turn taking and social rules. He states that in a role play situation children are able to use problem solving and increase in language acquisition. He experimented using two groups; one being taught, the other playing and concluded that the group allowed to play outperformed the taught group as they were able to explore and problem solve. He views the adult role as scaffolding the child through their development by starting where the child is and supporting them to move on. A more recent view by Moyles (2001) considers there are emotional, physical and intellectual values in supporting learning through play. She describes four principles of play, as being functional, constructive, rule governed and socio-dramatic. In a recent study she found that effective practitioners are able to use their knowledge to support childrens learning by building on what children can do and by evaluating the process of observations and planning for next steps. She states that children should be supported in their play and practitioners should value the input by parents. It is important to be clear that play is not in place of planning, or indeed an easy option. Teachers TV discusses how practitioners should inform parents about the importance of play and how childrens learning can be supported. Practitioners need to communicate with children in ways they understand, if children feel secure and relaxed they will become active learners who develop independence. Adult support in Early Years education is important in that it may be the first time a child has played alongside others, Key people offer support to children and their families during their time at pre schools and work in partnership to inform planning and extend a childs interests and learning. The 1967 Plowden report considers the individual child and building on what they already know and understand. It states practitioners should have a flexible approach to the curriculum and monitor the environment. It states that play is central to childrens growth and development. The report is critical of testing and figures, stating not assume that only what is measurable is valuable. However, in 1976 the curriculum was shaped by political forces which discarded the child centred opinion of the Plowden report. The Thatcher years produced good test results in schools and with it the added pressures from OFSTED to use league tables and highlight results. New labour continued with this by introducing the literacy and numeracy hour. It was not until 20 years later that child centred education was highlighted again. The Rumbold report (Des 1990) states play as being an important part in childrens learning, and states that practitioners need to be sensitive and know when to intervene and become involved in childrens play. It states that children should be given time to play. Practitioners should watch children and use these observations to inform planning for assessment and extend learning. (Macleod-Brudenell 2004:227) In order to achieve this, the adult needs to plan the environment so children can explore, practice ideas, interact, take risks, think imaginatively, express anxieties or fears and communicate with others. Steiner considers the whole child, and believes that an important factor in childrens development is the social interactions children have with others. Through play he believes children can develop their feelings and ideas and make good relationships with others. He believes the adult should be supportive and not to use play as a tool to get a pre determined outcome as it will de prive children of freedom to choose open ended creative play. He states the adults role is to teach by example not instruction. Froebel considered the natural, spiritual, emotional and intellectual aspects of child development and states the important factor is to begin where the learner is (Bruce 2005 :26) He believed that through play the adult can observe what is needed to support and extend learning. However, Froebels work could be criticised because he limited his research to boys. He states that play is central to pedagogy. Froebel made a distinction between play and work and considers play is what children are involved in when they initiate the task and work is what they do when they fulfil a task required by an adult (Bruce 2005:19) Which shows that when a child is asked to do complete something by an adult, it means the child loses possession of their original idea. Role play can happen anywhere and is unrestrictive and impulsive. It is important for children to be able to imitate and explore the world around them. Children can be imaginative and creative in their play and escape into fantasy worlds. Children interact with each other and often play above their actual age, as suggested by Vygotsky. (MacLeod-Brudenell 2004:213) Practitioners should offer props to promote role play and through observing and supporting will have an understanding of when to become involved in their play. Inclusive practice involves practitioners offering ideas and asking open ended questions to extend childrens learning, communication and language skills. Research shows that sustained shared thinking is important in extending childrens learning and by practitioners having a special partnership with children in their settings. (EYFS 4.3) Therefore in order for the children to learn through role play adults need to respect and value the childrens play and consider the childs ideas and interests. As Inclusion is paramount to practice practitioners should be aware of discriminatory play and intervene sensitively if encountered. Sustained shared thinking is the process of working together to develop ideas and enable children to make connections in their learning. By using sustained shared thinking in play the adult can support the childs thought process. Through an awareness of the childs interests the practitioner can offer encouragement and ask open ended questions to support and extend learning. Piaget, a constructivist, considered how children played for enjoyment, and believed children assimilate or incorporate new knowledge with what they already know. This absorbing of experiences is described as schema, where patterns of repeated behaviour help the child learn. He believed children had to work through stages to learn, where they could experiment and explore. He suggested older children no longer need play as have developed abstract thinking. This view can be seen in todays education associated with key stages, where more emphasis has been given to play in the Early Years Foundation Stage. The National curriculum and EYFS reflect the Governments strategies to enable all children to access a relevant and balanced curriculum. (Moyles 2007:4) Since 1995 the law states children have to be assessed at age 7 and aged 11 and throughout the Early Years practitioners complete assessment files based on the early learning goals. Learning matters criticises Piagets approach by stating he may have lacked knowledge of the social impact, as children who are from different cultures, gender, race or social classes may need help to learn. Recent research into perspectives used in Early Years education has shown that there is a significant lack of information concerning learning through a childs viewpoint. Lindon, (2001) states practitioners should value the opinions of children and be more receptive to their views. More recent thinking by Chris Athey (1990) a constructivist, considers that schemas help children think for themselves and can be used to support and extend learning through play. She states practitioners should work in partnership with parents in sharing experiences and childrens interests. She believes children are active learners. http://www.nurseryworld.co.uk/news/719740/Train-thought (15/1/10) Vygotskys zone of proximal development considered that in play children behave beyond their age. He believed children learn more from child initiated play as he believed children set their own levels in control of learning (Bruce 2005: 64). He understood the need for an environment that had clear boundaries for children, with adults who respond effectively and help children to think for themselves. He suggests play to have the skills children need to reach their potential. He believes children acquire language and learn through role play and through social and cultural interactions, stating the role of the adult is through guidance. Learning matters is critical of Vygotsky s views of zones as they consider them to be vague in their definitions. It is understood that the zones describe the adults role in supporting and extending what the child can do. Research has shown that children develop through adults interacting with them. Adults can support learning through contingent response where adults react sensitively to childrens behaviour. Children are seen to benefit from the social and emotional contacts with adults. Practitioners should actively respond to childrens positive behaviour and play giving praise and approval. Through the use of books, media and use appropriate language and communication practitioners support play and extend learning. It has been suggested by Postman that Childhood is disappearing, children have less freedom and less places to play. TV and computer technology has advanced and children are encouraged by their parents to stay in because of parental fear for their childrens safety. However, the Governments play strategy intends to improve and develop play facilities throughout the country. Practitioners should observe and use their knowledge to plan and provide for all individual children. Children who have any additional need which may include disability or a condition that affects their learning or development may need extra help within the provision. The Childrens Act of 1989 discusses that practitioners need to identify in need children, support their development and enable all children to participate in all areas within the provision. (Bruce 2005:40). The Act states that, children in need be categorised according to their specific needs. Early years Action is based on existing knowledge within the provision. If external support is needed the child is considered to be Early Years Action Plus. Therefore, practitioners need to be able to identify and support children. Individual play plans are useful in considering intended learning objectives and desired outcomes over a short period. Through play, practitioners can identify a childs interests, adapt the environment and modify activities to support the child. With support from parents the childs development can be monitored and reviewed. It is important to monitor and evaluate the curriculum linking this with childrens individual progress. Practitioners support children by formative assessment, whereby they collect information about individual children over a period of time, and summative assessment where they bring everything learnt about each child and decide on their next steps in learning. It is important that practitioners working with other professionals communicate and share information regarding children with additional needs. Children with Autism need more adult support within a provision to enable them to learn through play. The practitioner can use symbolic play to help the child develop skills needed to extend learning, as children with autism do not tend to use pretend play they use functional or repetitive play. The adults role is very important in helping the child to focus and become motivated. The practitioner can teach social skills by involving other children in play. It is important that practitioners offer resources that promote symbolic play throughout the provision. Play therapists use symbolic play to help children cope with fears or problems, as they are able to express feelings. Research evidence shows that childrens level of involvement in an activity is an indicator of their current levels of learning and development. (Moyles 2006) However, it is important that information is collected by multiple professionals before any judgements are made. The reflective practitioner considered how an over stimulating environment as stated by Elizabeth Jarman has an adverse effect on childrens learning. Therefore practitioners need to provide an environment that is accessible for all children and is interesting and enjoyable. Through quality improvement the provision is monitored and checked to see if the Every Child Matters outcomes are covered in planning. Practitioners who regularly reflect on practice and keep up to date with research can make improvements to how observations and planning is done and therefore extend childrens learning and development through play. Recent studies have shown how observations are useful in interpreting behaviours and understanding interests. (Maynard 2009:207) It considered what children like to explore and time spent at activities, as well as the social interactions and attachments made. Although target setting and literacy and numeracy strategies have meant there are more pressures put on teaching staff and children, it has been researched that less emphasis should be put on measurable results, tick charts and making children complete activities to get results. Practitioners now observe and use these observations to inform individual planning to extend a childs learning through play. Good quality teaching occurs when there is a good knowledge of how to observe play, knowing when to intervene and how to interact to extend learning. Through quality improvement the provision is monitored to make sure the Every Child Matters Outcomes are covered in planning. In conclusion play and the adults role in supporting learning through play has extremely important benefits for childrens happiness, physical, cognitive and social development. Childcare settings should be welcoming, have sufficient resources, practitioners should be good role models and allow children time for uninterrupted play. (Bruce 2001) Research has shown that interrupting childrens play affects cooperation and social interactions. (Broadhead 2004:3) Play can happen anywhere and is unrestrictive and impulsive. Children concentrate for long periods in their play, if given time to do so. Through play children can relax and let their imaginations create anything they choose. It is known children are active learners, who learn best when allowed to become deeply involved in their chosen activities. To become independent learners practitioners should let children investigate and problem solve for themselves. (Whitebread 2003:17) With highly qualified and experienced practitioners guiding and supporting them they can experiment and develop skills needed to help them move on in their learning. Practitioners should be good role models as suggested by Owen, who nurture children and provide a stimulating environment which is free flow. Trained practitioners are aware of the individual needs of the children in their care and understand the importance of play based learning. It is therefore, the role of the practitioner to plan, support, intervene when necessary and extend childrens learning. (Macleod-Brudenell 2004:50) Practitioners who regularly monitor the provision reflect upon theories and choose which seem fit for purpose as they extend learning as learning matters describes, practitioners should consider sometimes pointing out new horizons, sometimes setting a challenge, sometimes gently guiding and sometimes leaving well alone Therefore, the practitioner has multiple roles in supporting learning through play. They are described as being facilitators enabling learning to happen. They scaffold and support learning and development. They provide an encouraging environment for learning to occur and are able to adapt responsively to the needs of individual children. However, they should have regard for maintaining a balance of adult and child led activities. It is important for practitioners to understand how children learn and the significance of theoretical approaches. They should also realise the importance of emphasising play.

National Income Essay -- Income Economy Economics Essays

National Income National income is a measure of the value of the output of the good and services produced by an economy over a period of time. It is defined as a flow of output. Economic essay National income is a measure of the value of the output of the good and services produced by an economy over a period of time. It is defined as a flow of output. A reason why we need to collect national income figures is to provide an accurate estimate of changes in the volume of output produced during one year, which can then be compared with other years. In order to see what has happened to the real national income when two years are compared, we must remove the effects of inflation on the prices of data, so that we don't obtain misleading data. National income can be measured by GDP, GNP and NNP. GDP is the Gross Domestic Product; it is the value of output produced by factors of production located within a certain country. GNP is Gross National Product; this measures the total value of output produced, and incomes received by a country's residents from the ownership of resources, wherever these happen to be located. GNP therefore takes account of the fact that some of that country's residents earn incomes such as rent and profit from owning resources located abroad. Therefore GNP includes the full value of plant and equipment produced during the course of a year. Net national product is Gross National Product minus Depreciation. Depreciation is the decline of existing plant and equipment over a period of time, that id declined due to wear and tear and obsolescence. NNP is the aggregate that is most usually taken to mean national income. GNP is more of the official measure for national income, however ... ...wever not because it has a outstanding economy but because of all the oil it exports. In reality Oman doesn't offer a wide variety of goods or services and therefore its standard of living is perhaps worse than countries with lower GNP's. Â · Also a country's GNP may be high, however most of the output it might produce may be exported, meaning that locals don't have all these outputs to choose from and so there standard of living isn't that great. Therefore using national income to make international comparisons of living standards has its benefits and limitations, however the limitations that arise are far greater than the advantages. However currently it the most efficient method to use for making international comparisons for standard living and until a new more reliable procedure is created, it is the one that we are obliged to use.

Hacking Essay -- Technology, White Hat, Back and Grey Hat

Determine if hacking into a Web site is ever justifiable, applying your theory to a real-world case in which someone hacked into a system, including the name of the company and details. In general, hacking or more specifically cracking is not justifiable due to the negative connotations associated with the term. Hackers are generally categorized into three categories, white hat, black or grey hat (Arnone, 2005). White hats are personnel that are often employed to find holes, penetrate or exploit a security system so the company can take corrective actions. Black hats are typically associated will malicious activity (cracking) such as developing and deploying viruses, worms, theft or damaging a system. The gray hats are somewhere in between the white and the gray hats. Arnone discusses how the federal government is utilizing hackers to test their own security measures and learn how to secure their systems by understanding how hackers operate and gain entry into network systems (Arnone, 2005). The white hat hacker has proven value by showing a company where their security vulnerabilities lie. White hackers are also in demand. They are hired by consultants for many Fortune 500 companies to find external and internal weaknesses and report them in order for those holes to be closed (Wiles, 2008). There are some instances in which hacking can be justified. Hacking for National Security can be justified although controversial. The military has been using hacking techniques for decades. While not specifically tied to a computer, they have deceived the enemy using fake radio broadcasts, such as the preparations for the invasion of Normandy in World War II. The military has monitored radio conversations by eavesdro... ... constantly evolving threats and increasingly sophisticated cyber criminals, AT&T works to stay one step ahead. The company's sophisticated network monitors, probes, and algorithms to identify known or suspected viruses, worms, and other Internet attacks – often destroying them before they reach an enterprise† (AT&T, 2011). AT&T stresses individual vigilance regarding their personal account information. AT&T will never ask for any account information via e-mail or over the phone. Should you receive such inquiries, treat it as fraudulent. AT&T has alerted the cyber task force of the Federal Bureau of Investigation to provide assistance and examine our security systems to prevent a future breach. We treat this breach very serious and maintaining your trust is our highest priority and we apologize for the incontinence this security breach caused. Sincerely,

Analysis of Country School

Country School – Allen Curnow By Abdulla Al-Muhannadi In this poem ‘Country School’, Curnow basks in reminiscence of his old school where he drifts away in recalling his childhood. As this poem re? ects childhood reminiscence, the narrator seems to realise that things aren’t as dull and bad as they seemed before, along with the portrayal of the overall issue of ageing. However, the tone of the narrator seems to sway between enthusiastic and apathetic as there are many times when the tones seem to differ between two extremes. The persona is describing a country school that seems to be somewhat dilapidated in condition. The vivid image drawn by the alliterative phrase ‘paint all peeled’ supports the fact that the school is indeed deteriorating. ‘Tufts topping’ enables the reader to visualise a country school architecture, with ‘pinus tufts’ on its ‘roof ridge’, establishing an image of a typical country school. Through the usage of colloquial language, these vivid images hold more detail then one might think they do at ? rst. For instance, the word ‘dunny’ evolves a picture of local Australian toilets enlightening the audience to the smallest of details. Furthermore, ‘girls squeal skipping’ conjures up an auditory image as the little children are playing around him (supported by the sibilance). Several kinds of onomatopoeia help to describe what the persona is experiencing. THe ? uid ‘r’ sounds in ‘rank’ and ‘roof-ridge’ help to integrate the ideas, linking them and helping form a wider image of the country school. Also, the ‘b’ sounds in ‘bargeboard, weatherboard’ and ‘gibbet belfry’ calls attention to the detailed observation, helping build up a solid image. Curnow employs parallelism as well as repetition in order to create links in this poem. The parallel comparison, or contrast, of ‘how small; how sad’, draws a link with how he seems to be recalling his days back in school. The passing of time and his ageing is revelaed as the very doors that seemed huge from a child’s point of view, are now described as being rather ‘small’. The persona refers to himself as a third person and this is deduced through the repetition of the word ‘you’. Perhaps the persona had a rough time reconnecting with his old school that he felt more comfortable referring to himself as a third person rather than ? rst. The rhyme scheme is irregular; perhaps something that re? cts his irregular pattern of this recollection of memories. It also reveals the lack of assurance, and the hard time he seems to have re-adjusting to his past. ALthough is does follow an imperfect rhyme scheme (e. g. topping-skipping; waves-eaves; than-began; small-wall), the ? uctuating rhymes and discordant sounds allows the audienc e to notice his discomfort while revisiting his school. Curnow has made use of an unstable structure (so to speak), for the poem doesn’t hold a constant number of stanzas, rather it begins with 3 and 5-lined stanzas and ends with two 4-lined stanzas. This growth of stability, signi? ed by the proper structure of the last two stanzas, re? ects the growth or the increase in the poet’s clarity of understanding. It’s as though he ? nally realised that the very things that were unsettling or intimidating to him as a child (e. g. ‘terrible doors’) are not as bad as they looked. This minor epiphany seems to be mimicked by the structure of the poem itself. Similarly, the narrator seems to get distracted momentarily and this can be shown in the second stanza after ‘Pinus betrays’. While observing the pinus he drifts away into talking about how they function. However, he does get back on track in the third stanza (‘for scantling pinus’) as his focus shifts back to the tall trees that seem to be guarding the school. There is the use of enjambment as well: ‘‘paint all peeled on bargeboard’, ‘scattering bravely Nor’ West gale’, etc. This suggests the pace at which the narrator seems to be remembering his past and the sense of excitement is established with this upbeat pace. The poet employs colloquial language, chie? y to perhaps connect with his audience and communicate on an informal level by talking about something as casual as ‘school’. Gibbet belfry’ would be an example of his simplistic yet local language helping the reader further visualise the school and its locality in detail. The idea that the school started along with the persona himself brings into notice that it might not be as old as one would think. ‘you call it old’ further suggests that he i s merely just referring to the school as being ‘old’ when it’s not in actuality. The idea of ageing has been linked to the pinus trees that grow mature ‘in less than the life of a man’. This line suggests that the time period for a tree to gain maturity is lesser than the time taken for humans. The word ‘scantling’ further backs this idea for as it describes the measurement of the maturity of the tree and to deduce its time of harvest. Similarly, the word ‘terrible’ implies that the poet wasn’t actually fond of the tiny doors when he was a child, and its reference as being ‘sad’ suggests its dilapidated state. It’s through words like these that the audience is able to sense a hint of unpleasantness in the poet’s past as he fails to hold an optimistic approach to this walk down memory lane. Rather the tone seems to be somber and melancholic. Furthermore, it insinuates that the narrator pities the state of his school. This poem holds a variety of ? gures of speech used and this perhaps re? ects the variety of emotions he himself goes through in this nostalgic visit to his old school. Alliterative phrases such as ‘paint peeled’, ‘roof-ridge’ and ‘tufts topping’ all help the audience in building up a vivid image of the school. A similar imagery effect is achieved through the series: ‘bargeboard, weatherboard and gibbet belfry’. Using neologism (made-up word), the phrase ‘snub-worn’ points out that the school isn’t in the best of its condition as the ? oors have worn out. The pinus trees that portray the same pace of ageing have been personi? d as they’ve been accused of betraying the school and not guarding the roof rom the rattling ‘Nor’ West gale’. However, the trees have also been described as ‘scattering bravely’, perhaps an attempt to denote the nobility of what the tree is doing for the school (by scattering the strong winds and defending the meek school structure). This task of the trees has been compared to the ‘reef’ through the analogy ‘as a reef its waves’ for the wind is scattered just as the tidal waves are scattered by the reef, drawing an interesting comparison with the two elements wind and water. In addition, the comparison of the ages between the narrator himself and the trees establishes through the usage of polyptoton (where words/phrases derived from the same root are repeated) ‘less than a life of a man’ and ‘together your lives began’ further stating the common point in time as they simultaneously began this process of ageing. The poet holds a humorous, as well as a sarcastic, tone when saying ‘O sweet antiquity’ as it’s been made clear that they’re not so old, let alone antique. Curnow has successfully, in my opinion, demonstrated through this persona, someone who seems to be in denial of growing old. It’s obvious that the narrator is just as old as the school, but we ? nd him calling the school antique, suggesting that he doesn’t feel like he’s getting older but ? nds it okay to exaggerate other’s age (sort of comedically hypocritical I would say! ). Through the poem, I’ve realised that it’s still possible to savour the past without having to hold the same perspective. In that sense, times change and so does one’s perspective, however, it doesn’t mean that things remain the same throughout and the very things that seemed unpleasant once upon a time might seem laughable now (as Curnow clearly demonstrated in the poem).

The Hunters: Moonsong Chapter Thirty

â€Å"Cappuccino and a croissant?† the waitress said, and, at Elena's nod, set them down on the table. Elena pushed her notebooks aside to make room. Midterms were coming up, on top of everything else that was happening. Elena had tried studying in her room but was too distracted by the sight of Bonnie's empty bed. She and Meredith were al wrong without Bonnie. She hadn't gotten much done here at the cafe, either, despite getting one of the prime big outdoor tables that she could spread her books out on. She'd tried, but her mind kept circling back to Samantha's death. Samantha was such a nice girl, Elena thought. Elena remembered how her eyes lit up when she laughed and the way she bounced on the bal s of her feet as if she was bursting to move, run, dance, too ful of energy to sit stil . Meredith didn't make new friends that easily, but the wary coolness she usual y wore with strangers had relaxed around Samantha. When Elena had left the dorm, Meredith was on the phone with Alaric. Maybe he would know what to say, how to comfort her. Unwil ing to break into their conversation, Elena left her a note indicating where she would be if Meredith needed her. Stirring her coffee, Elena looked up to see Meredith coming toward her. The tal er girl sat down across from Elena and fixed her with her serious gray eyes. â€Å"Alaric says Dalcrest is a hot spot for paranormal activity,† she said. â€Å"Black magic, vampires, werewolves, the whole package.† Elena nodded and added more sugar to her cup. â€Å"Just as Professor Campbel hinted,† she said thoughtful y. â€Å"I get the feeling he knows more than he's saying.† â€Å"You need to push him,† Meredith said tightly. â€Å"If he liked your parents so much, he'l feel like he has to tel you the truth. We don't have time to waste.† She reached out and broke off a piece of Elena's croissant. â€Å"Can I have this? I haven't had anything to eat today, and I'm starting to feel dizzy.† Looking at the strained lines on Meredith's face, the dark shadows under her eyes, Elena felt a sharp stab of sympathy. â€Å"Of course,† she said, pushing the plate toward her. â€Å"I just cal ed Damon to come meet me.† She watched as Meredith decimated the croissant, stirring stil more sugar into her coffee. Elena felt in need of comfort. It wasn't long before they saw Damon sauntering down the street toward them, his hair sleek and perfect, his al – black clothes casual y elegant, sunglasses on. Heads turned as he walked by, and Elena distinctly saw one girl miss her footing and fal off the curb. â€Å"That was fast,† Elena said, as Damon pul ed out a chair and sat down. â€Å"I'm fast,† Damon answered, â€Å"and you said it was important.† â€Å"It is,† Elena said. â€Å"Our friend Samantha is dead.† Damon jerked his head in acknowledgment. â€Å"I know. The police are al over campus. As if they'l be able to do anything.† â€Å"What do you mean?† asked Meredith, glaring at him. â€Å"Well, these killings don't exactly fal under the police's agency, do they?† Damon reached out and plucked Elena's coffee cup from her hand. He took a sip, then made a smal moue of distaste. â€Å"Darling, this is far too sweet.† Meredith's hands were bal ing into fists, and Elena thought she had better speed things up. â€Å"Damon, if you know something about this, please tel us.† Damon handed her back her cappuccino and signaled the waitress to bring him one of his own. â€Å"To tel you the truth, darling, I don't know much about Samantha's death, or that of Mutt's roommate, whatever his name was. I couldn't get close enough to the bodies to have any real information. But I've found definite evidence that there are other vampires on campus. Sloppy ones.† His face twisted into the same expression he'd made after tasting Elena's coffee. â€Å"Probably newly made, I'd guess. No technique at al .† â€Å"What kind of evidence?† Meredith asked. Damon looked surprised. â€Å"Bodies of course. Very poorly disposed of bodies. Shal ow graves, bonfires, that kind of thing.† Elena frowned. â€Å"So the people who have disappeared were kil ed by vampires?† Damon wagged a finger at her teasingly. â€Å"I didn't say that. The bodies I examined – and let me tel you, digging up a shal ow grave was real y a first for me – were not the same ones that vanished from campus. I don't know if your missing students were kil ed by vampires or not, but somebody else was. Several somebodies. I've been trying to find these vampires, but I haven't had any luck. Yet.† Meredith, who normal y would have jumped on Damon's comment about this being his first time digging up a grave, looked thoughtful. â€Å"I saw Samantha's body,† she said hesitantly. â€Å"It didn't look like a typical vampire attack to me. And from the way Matt described Christopher's body, I don't think his did, either. They were† – she took a deep breath – â€Å"mauled. Torn apart.† â€Å"It could be a pack of real y angry vampires, or messy ones,† Damon said. â€Å"Or werewolves might be vicious like that. It's more their style.† The waitress appeared with his cappuccino, and he thanked her graciously. She retreated, blushing. â€Å"There's another thing,† Elena said once the waitress was out of hearing range. She glanced inquiringly at Meredith, who nodded at her. â€Å"We're worried about Bonnie and her new boyfriend.† Quickly, she outlined the reasons they had for being suspicious of Zander and Bonnie's reaction to their concerns. Damon raised one eyebrow as he finished his drink. â€Å"So you think the little redbird's suitor might be dangerous?† He smiled. â€Å"I'l look into it, princess. Don't worry.† Dropping a few dol ars on the table, he rose and sauntered across the street, disappearing into a grove of maples. A few minutes later, a large black crow with shining iridescent feathers rose above the trees, flapping its wings powerful y. It gave a raucous caw and flew away. â€Å"That was surprisingly helpful of him,† Meredith said. Her face was stil tired and drawn, but her voice was interested. Elena didn't have to look up to know that her friend was watching her speculatively. Eyes demurely downward, feeling her cheeks flush pink, she took another sip of her cappuccino. Damon was right. It was much too sweet.

Impacting factors on human social service Essay

Socio cultural factors are norms, values, beliefs, material and non material objects that are passed on from one generation to another in any given society .Socio cultural factors are crucial in any developmental aspect of a community.(Noyo Ndangwe p230) There is considerable interest in analyzing these factors that are impacting on human social service delivery and these are economic, religion, political and socio-cultural factors which are of special significance because of their tendency to shape the context or foundation for the operation of any other set of factors that operate upon human social service delivery. In this regard, we will try to look at one factor, that is, Socio cultural factor how it is impacting on human social service delivery. First and foremost would like to define the key concepts this assignment. 1. Socio means interaction. 2. Culture means the beliefs, customs, practices, and social behaviour of a particular nation or people. 3. Factors mean something that contributes to or has an influence on the outcome of something. 4 Impacting means to have an immediate and strong effect on something or somebody. 5 Social Service These are welfare programs aimed at enriching human life 6 Delivery means taking something to somebody.  The first to way to discuss this will be to try to analyse how socio-cultural factors affect the performance of Primary Health Care. There is now a large body of literature on the social and cultural determinants of health which ‘refer to both the specific features and pathways by which societal conditions affect health. The WHO has, for example, identified a number of socio cultural factors and conditions. The list of factors includes (i) cultural beliefs and taboos, (ii) gender inequality, and (iii) the urban – rural divide. The socio-cultural factors impacting on health will differ  between societies and even within sub-cultures within the same society. Thus the factors in a developed society will tend to differ from those that are operative in a backward, underdeveloped society. Factors such as urban-rural migration, unemployment, education, gender inequality, lack of money, transportation, distance to health facility, cultural inhibition, fear of going alone to health facilities, inability to make informed choices and the need to obtain permission from some authority figure such as the husband in the case of some married women have been cited (Social Determinants of Health: Nigerian Perspective: 2005). Social cultural taboos and social meanings attached to certain diseases and their causes are other socio cultural factors that are impacting on service delivery. Cultural beliefs and taboos Cultural beliefs and taboos impact upon the performance of the Primary Health Care in several ways. First, they shape forms of behaviour that lead to certain health outcomes. As an example, consider beliefs about fertility and family planning. People living in rural areas tend to want to have more children and not to want to use the more modern methods of family control (PHC, WHO: 2004). This has implication for population growth, the incidence of child and maternal mortality and the number in the population seeking access to health care. As another example, we can also consider the case of beliefs about HIV/AIDS. Quoting a UNESCO Report, Kickbusch et al (2002:4-5) have observed that in some parts of Africa, ‘people believe that clean and well-dressed individuals cannot become infected or that having sexual intercourse with a virgin will cure AIDS’. Ladipo et al (2003) have also reported a study on the perceptions of Gate keepers, the custodians of cultural beliefs and moral norms, about sexuality and HIV/AIDS in Nigeria. Using in-depth interviews with teachers, media representatives, religious, political and traditional leaders and focus group discussions among parents the study reported that the culture downplayed the sexual mode of transmitting the disease; ‘condom promotion was not accepted on religious grounds by most participants. Cultural beliefs not only also shape how individuals respond to forms of disease and illness but also choices about which forms of care should be accessed. For example, cultural beliefs about certain forms of disease may lead to silence and denial thus creating  veritable grounds for the continuation of behaviours and actions that promote the disease (Human Rights Watch, 2002). Studies of the social meaning of infertility in Nigeria have shown that beliefs about infertility play a determinant role in interpretation and treatment of infertility. Following these beliefs, most people used three treatment outlets: ‘churches (spiritualists), traditional healers and hospitals (orthodox medical treatment)’ (Okonofua et al 1997:211). Gender inequality Gender inequality impacts the Primary Health Care system through its contribution to lower status, lack of empowerment, higher rates of illiteracy, and higher levels of poverty for women. As in the case of illiteracy, these factors translate into higher incidence of ill-health for women and paradoxically, their lower capacity to access health care. For example, women with less education have less control over their sexual activities and therefore also more affected by sexually transmitted diseases. For example, HIV/AIDS which is transmitted largely through sexual activities is more prevalent among women than among men. The relative lack of control over their sexual choices also means that many more women get pregnant than should be the case. This has implications for fertility and maternal mortality rates. Women therefore have a higher need to access health care especially at the PHC level. Only women generally tend to need the permission of men to access health facilities. Poverty is also higher among women in the population than men. These factors suggest that women will also have a lower capacity to meet their health needs even when facilities exist to provide for those needs. The urban – rural divide The urban – rural divide is implicated in the differences in living conditions between urban and rural areas, in the distribution of the population between the two areas and in several other factors. Differences in these factors impact upon the performance of PHC in a number of ways. First, it imposes different challenges on PHC in urban and rural areas. It has been observed for example, that living conditions, especially with respect to the availability of electricity, good roads, water, transportation, communication, poverty and quality of life tend to be much higher in urban than rural areas (Imoudu, 1995). The implication of this is  the tendency for PHC units to be better staffed and equipped in urban areas than rural areas. It is thus not surprising to find that storage facilities for drugs are better in urban areas than rural areas (Gupta et al, 2004). Professional health personnels are also more reluctant to accept postings to rural areas. Another implication is the pattern and distribution of the disease burden between urban and rural areas. Given the fact that urban areas have more PHC facilities and that other secondary and tertiary health care facilities tend to be located in them, the health needs of urban populations tend to be better served than those of rural areas. There will therefore tend to be more pressure on PHC facilities in rural areas. If we take into consideration the additional factor of higher poverty in the rural areas, the lower capacity of rural communities to access health care when they need it will translate into worse health indices in the rural areas than urban areas. However it should be noted that socio cultural factors also impact positively in human service delivery in the following ways. Traditional medicines have become part or alternatives were modern medicine has failed. That not all in certain areas use of socio cultural factors has enhanced social service delivery in the areas of ceremonies which bring in foreign exchange and general leading to an improved standard of life of the people.eg prior to the kuomboka ceremony of the lozi people of western province, roads are graded, buildings painted, the towns and villages cleaned hospitality industry also takes a new shape which is a plus in service delivery. CONCLUSION Socio cultural factors are norms, values, beliefs, material and non material objects that are passed on from one generation to another in any given society. As we looked at how socio-cultural factors affect the performance of Primary Health Care we have noted that socio cultural factors are crucial in any developmental aspect of a community The socio-cultural factors impacting on health will differ between societies and even within sub-cultures within the same society. The WHO has, for example, identified a number of socio cultural factors and conditions. The list of factors includes (i) cultural beliefs and taboos, (ii) gender inequality, and (iii)  the urban – rural divide. The socio-cultural factors impacting on health will differ between societies and even within sub-cultures within the same society. Cultural beliefs and taboos impact upon the performance of the Primary Health Care in several ways. First, they shape forms of behaviour that lead to certain health outcomes. Gender inequality impacts the Primary Health Care system through its contribution to lower status, lack of empowerment, higher rates of illiteracy, and higher levels of poverty for women. BIBLIOGRAPHY: 1. Dr. Festus Iyayi, (2009), Socio cultural factors impacting upon Primary Health Care in Nigeria, Department of Business Administration, Faculty of Social Sciences, University of Benin, Benin City, Edo State, Nigeria 2. Global Health Watch (2004) Global Health Action, edited by Whyte, A., McCoy, D and Rowson, M, Russell Press 3. Noyoo. N, (2000), Social Policies and Social Services in Zambia. UNZA Publishers, Lusaka, Zambia. 4. Oxford advanced learners dictionary (2002).

African Americans Essay

In the beginning of 20-th century African Americans were already free from slavery, but their rights differed significantly with the rights of â€Å"white† people. Politics of segregation was still in place, and African Americans, especially in Southern states, were forced to live in separate parts of cities. Special institutions like schools, churches, cemeteries, even special transport units existed for the African American part of the population to separate â€Å"blacks† and â€Å"whites†. Needless to say, these special organizations and units for the African Americans were of low quality. African Americans lacked good education and though were forced to work as unqualified personnel. Political activity for the African American was a dream. But between the African American people some activists appeared that called upon peaceful improvement of their status and establishment of equality of the races. A number of public organizations appeared that were objected to attain the equal rights for the African Americans, among them were even educational organizations like the institute of Booker Washington. 2. USA entered the conflict in the Korean peninsula with the intention to lead the UN forces and to give support to the South Korea armies in confrontation with the Northern aggressors. United States could not let the communists in Korea win shortly after the communists’ victory in China, and tried to keep this sphere of influence on the events in the Far East. In the third phase of the war, general Douglas MacArthur strived for the complete destruction of North Korea troops and insisted on the â€Å"total war† with the communists of China and Korea even to the extents of nuclear bombing. These ideas weren’t welcomed by the President Truman and were the cause of MacArthur’s resignation. After the Korean War the â€Å"cold war† had spread from the Far East into the other regions. USA had expanded their military presence in Europe and in the Middle East; also the politics of neutrality in the Indo-China became obsolete. Military-industrial complex of the United States rapidly recovered from the recession that followed the World War II 3. Eighteenth century was the time of revolutionary changes in almost every aspect of life. Ideas of the Age of Enlightenment claimed the universal equality, and women started to understand that they may possess an active position in social life. This tendency reached the point of culmination at the end of the century, when the Declaration of the Rights of Women was created in 1791 by Olympe De Gouges during the times of the Great French Revolution. This declaration demanded for women equal rights in the family, the rights of active and passive voting, right of possession, right for education and right to take up any posts. Declaration was the embodiment of ideas of feminism that were born in the beginning of 18-th century, and appeared to be the starting point for the active movements for the equal rights of women in the future. 4. Philadelphia System was based on the idea that the prisoner, left alone with his thoughts, with God and the Holy Bible as the only book for reading, would aspire to his inner perfection and inevitably reaches remorse for his deeds. â€Å"Philadelphian† prisoners were kept in solitude and silence. They had to wear masks while leaving their cells, no entertainments and relations with other prisoners were allowed, and work was a reward for the good behavior of the prisoner. This type of keeping the prisoners was very expensive; moreover, silence, solitude and forced idleness often caused insanity, flatness of mind or suicidal tendencies among the imprisoned. So the Auburn System was developed to change the situation. According to this system, criminal should be reformed by regular obligatory work, accuracy and discipline. During the day prisoners work in general workrooms with the only short breaks for the rest and walk, and for the night they are separately locked in one-man cells. Several hours in a week are for education. In an early Auburn System prisoners were prohibited to speak on the penalty of corporal punishment, but later on they were allowed to socialize during the rest. This system is more psychologically comfortablew for the prisoners, and is not such a heavy financial load for the government, as the Philadelphia System is.

Challenges faced by Technology Business-Free-Samples for Students

Tech organizations are bigger and more varied as compared to the others. This rapidly growing and expansive field attracts the investors and venture capitalists. However, I found that the technology companies face various unique challenges that the start-ups of other companies may not have to face.   Major challenges faced by the tech companies are as follows – Continuous change – continuous changes in the technology as compared to other industries lead to the start-up issues. Lot of pressures are there for quick move and beating the competitor for finding a solution. Owing to these factors, investors think twice before investing in tech companies. Partnership decisions – as the new business partnership with any other company from the same field may sound great. However, as the stakes are comparatively higher for the start-up of tech companies the operations can be ruined easily if the mainstream technologies become obsolete. Therefore, as the chances of financial losses are higher, most of the investors do not find the tech companies as profitable investment option. I found that sometimes the tech start-ups find it difficult for using the start-up loan or bank loan as the funding option. It may take long time for a platform or app for becoming profitable. For instance, Twitter, one of the widely used social network still making loss in each year. Some funding options for tech companies are as follows – Bootstrapping – this is a funding option that will use my own resources for generating a product that is minimum viable and releasing that in the market as early as possible and thereafter, feedback from the audience will be taken for improving and refining the product (Jonsson and Lindbergh 2013). Instead of investing too much money and time for creation of a product that I feel is perfect, it will be a wise decision to create a product as per the requirement of the potential customer. The main advantage of this funding is I will be able to work more efficiently for the final product and gain customers those may assist in generating profit in initial stages (Albert et al. 2014). Crowd funding – this type of funding is divided into reward-based crowd funding and equity crowd funding. Under equity option, the investors will invest their money for my business and will get equity as return (Mollick 2014). On the other hand, under reward-based option, people invest their money in my business and will receive reward in return. The main advantage of this form of funding is that with the reward-based option, I will have full control and under the equity-based option I can offer the investor exactly the same that I will feel comfortable with. It will also assist me in showcasing the fact that there is an active market for my proposal (Sahm et al. 2014). However, the crowd funding is considerably time consuming and requires big commitment for success Albert, M., Bartlett, J., Johnston, R.N., Schacter, B. and Watson, P., 2014. Biobank bootstrapping: is biobank sustainability possible through cost recovery?.  Biopreservation and biobanking,  12(6), pp.374-380. Jonsson, S. and Lindbergh, J., 2013. The development of social capital and financing of entrepreneurial firms: From financial bootstrapping to bank funding.  Entrepreneurship Theory and Practice,  37(4), pp.661-686. Mollick, E., 2014. The dynamics of crowdfunding: An exploratory study.  Journal of business venturing,  29(1), pp.1-16. Sahm, M., Belleflamme, P., Lambert, T. and Schwienbacher, A., 2014. Corrigendum to â€Å"Crowdfunding: Tapping the right crowd†.  Journal of Business Venturing,  29(5), pp.610-611.

TThe Principle of Non-Rrefoulement at SEA and the Effectiveness of Essay

TThe Principle of Non-Rrefoulement at SEA and the Effectiveness of Asylum Protection - Essay Example Article 14 of the Universal Declaration of Human Rights grants the right of seeking and enjoying asylum from persecution in other countries (Thomas 2011, p. 71). The principle reflects the dedication of the international community to guarantee enjoyment of human rights to all persons, including the rights to life, inhuman punishment or treatment, freedom from torture, and security of person. These rights and other rights may be endangered upon returning a refugee to danger or persecution (Andreas 2011, p. 1109). The observance of the principle of non-refoulement relates to the determination of refugee status. Arrangements or procedures for refugee identification should offer a guarantee against refoulement by ensuring that individuals entitled to protection receive it. Such arrangements or procedures are vital when a country receives both migratory movements and asylum-seekers. Respect of this principle may be most effectively ensured if claims to asylum and to refugee status are det ermined expeditiously and substantively (Bimal 2003, p. 23). However, sea-borne migration is alleged as a problem or a hassle by destination countries despite the refugees in awful need of protection. In some cases, countries deny refugees through invoking security concerns to refuse protection and justify the removal or non-admittance of refugees. Arrivals through the sea of asylum-seekers challenge the interpretation and application of the principle of non-refoulment and the existing regulations related to liberty and the safety of navigation. During the Vietnam War, from 1950s to 1970s, there were arrivals of several Vietnamese irregular immigrants to the coasts of neighboring countries. While dealing with these arrivals, the international community noted there was a gap in the international law. The law had no effective and useful instruments to deal with immigrants at sea, particularly with the asylum-seekers (Agnes 2009, p. 204). The key problems that remain include the identi fication of the rights and duties of the concerned states in different marine zones. This is with exceptional regard to the organization and administration of search and rescue operations at sea (Agnes 2009, p. 206). Another essential issue has been the question of whether the resolutions of countries to refuse the entry permission into their territories are lawfully limited. This question occurred mainly in relation to the handling of refugees and asylum-seekers, especially among the immigrants, with regard to the principle of non-refoulment. The exercise of sovereign powers in the different marine zones, pursuant to the customary international law and law of the sea, present challenges in the application of the principle of non-refoulment and the protection of refugees and asylum-seekers at sea (Schmitt, McCormack & Louise 2011, p. 544). Article 21(1) of the UNCLOS (United Nations Convention on the Law of the Sea) provides that the sovereignty of a coastal country extends beyond i ts internal waters and land territory. The article also defines archipelagic waters of an archipelagic country as the territorial sea. This maritime zone cannot exceed 12 nautical miles. The only exception to the exclusive authorities of the coastal country in its territorial sea contains the right of innocent passage. The coastal state shall not hinder the innocent passage of foreign vessels through the territorial sea, but it may regulate the passage conditions in the fields listed in article 2(1). An example is inter alia,