Photoelectric Effect and Einsteins 1921 Nobel Prize

Photoelectric Effect and Einsteins 1921 Nobel Prize The photoelectric effect posed a significant challenge to the study of optics in the latter portion of the 1800s. It challenged the classical wave theory of light, which was the prevailing theory of the time. It was the solution to this physics dilemma that catapulted Einstein into prominence in the physics community, ultimately earning him the 1921 Nobel Prize. What Is the Photoelectric Effect? Annalen der Physik When a light source (or, more generally, electromagnetic radiation) is incident upon a metallic surface, the surface can emit electrons. Electrons emitted in this fashion are called photoelectrons (although they are still just electrons). This is depicted in the image to the right. Setting Up the Photoelectric Effect By administering a negative voltage potential (the black box in the picture) to the collector, it takes more energy for the electrons to complete the journey and initiate the current. The point at which no electrons make it to the collector is called the stopping potential Vs, and can be used to determine the maximum kinetic energy Kmax of the electrons (which have electronic charge e) by using the following equation: Kmax eVs The Classical Wave Explanation Iwork function phiPhi Three main predictions come from this classical explanation: The intensity of the radiation should have a proportional relationship with the resulting maximum kinetic energy.The photoelectric effect should occur for any light, regardless of frequency or wavelength.There should be a delay on the order of seconds between the radiation’s contact with the metal and the initial release of photoelectrons. The Experimental Result The intensity of the light source had no effect on the maximum kinetic energy of the photoelectrons.Below a certain frequency, the photoelectric effect does not occur at all.There is no significant delay (less than 10-9 s) between the light source activation and the emission of the first photoelectrons. As you can tell, these three results are the exact opposite of the wave theory predictions. Not only that, but they are all three completely counter-intuitive. Why would low-frequency light not trigger the photoelectric effect, since it still carries energy? How do the photoelectrons release so quickly? And, perhaps most curiously, why does adding more intensity not result in more energetic electron releases? Why does the wave theory fail so utterly in this case when it works so well in so many other situation Einstein's Wonderful Year Albert Einstein Annalen der Physik Building on Max Plancks blackbody radiation theory, Einstein proposed that radiation energy is not continuously distributed over the wavefront, but is instead localized in small bundles (later called photons). The photons energy would be associated with its frequency (ÃŽ ½), through a proportionality constant known as Plancks constant (h), or alternately, using the wavelength (ÃŽ ») and the speed of light (c): E hÃŽ ½ hc / ÃŽ » or the momentum equation: p h / ÃŽ » ÃŽ ½Ãâ€  If, however, there is excess energy, beyond φ, in the photon, the excess energy is converted into the kinetic energy of the electron: Kmax hÃŽ ½ - φ The maximum kinetic energy results when the least-tightly-bound electrons break free, but what about the most-tightly-bound ones; The ones in which there is just enough energy in the photon to knock it loose, but the kinetic energy that results in zero? Setting Kmax equal to zero for this cutoff frequency (ÃŽ ½c), we get: ÃŽ ½c φ / h or the cutoff wavelength: ÃŽ »c hc / φ After Einstein Most significantly, the photoelectric effect, and the photon theory it inspired, crushed the classical wave theory of light. Though no one could deny that light behaved as a wave, after Einsteins first paper, it was undeniable that it was also a particle.

Writing Tips How to Use Commas and Semicolons

Writing Tips How to Use Commas and Semicolons â€Å"Comma v.  Semicolon? Aaargh!! I’ll just pick one†¦ I figure I have a 50% chance of getting it right.† Does this sound like you? If so, you’ve come to the right place. Let’s raise your average with these writing tips. Did you know you can HEAR the difference? The first thing I like to talk about with commas vs. semicolons is the sound of them. Commas are a pause with an invitation to continue, whereas semicolons are a full stop. You will be able to hear the difference. Read the following sentences aloud, paying attention to the *sound* of the punctuation: [CORRECT] In high school I was certain of my academic strengths; the daughter and younger sister of doctors, I excelled in math and science and dreaded every English course I was ever forced to take. [CORRECT] I took a wide variety of classes, from psychology and sociology to business and criminal justice, hoping to find something, whether it were a class or a specific topic, that captivated my interest. [CORRECT] Addison’s Disease is a chronic adrenal insufficiency that leads to liver failure, kidney failure, effusions, and in some cases, death; I was determined that it would not kill my brother. Can you hear how your inflection goes up with each comma, and down with each semicolon? The upward inflection of the comma makes us think there is something more coming. The sound of a semicolon, on the other hand, is often the same sound that comes along with a period. It is more final. If you didn’t get that the first time around, go ahead and read the sentences above again, until you hear it. Why is it useful to know how a punctuation mark sounds? It allows you to read your sentence aloud and to determine whether you’ve chosen correctly. If you have a semicolon in your sentence but the inflection sounds right going up, you know to switch it to a comma. And vice versa. Also, on a more basic level, if you find yourself pausing and inflecting upward and yet you have no comma there at all, add one! Here’s an example: [INCORRECT] I have learned a lot about myself, and my capabilities throughout my career. See how you want to pause and inflect upward after â€Å"capabilities† because of the comma after â€Å"myself†? Add a comma! [CORRECT] I have learned a lot about myself, and my capabilities, throughout my career. Or just delete the comma after â€Å"myself† and the inflection changes: [CORRECT] I have learned a lot about myself and my capabilities throughout my career. One more example: [INCORRECT] Although, I had many successful closings, there were always a few that were unsuccessful. Why put a comma after â€Å"Although† when you would not pause here when speaking? [CORRECT] Although I had many successful closings, there were always a few that were unsuccessful. I hope this lesson listening for commas v. semicolons was helpful. Category:Grammar Writing TipsBy Brenda BernsteinOctober 24, 2010 8 Comments The Essay Expert says: October 26, 2010 at 8:59 am Thanks for the comment Jackie. Now listen for whether you want a full stop or a pause between Good Stuff and I often struggle. Could these be two sentences standing on their own? If so look at using a semi-colon! Log in to Reply The Essay Expert says: October 26, 2010 at 11:42 am Ill work on that Beth! Log in to Reply Eric Nilsson says: June 27, 2012 at 11:40 am Dear Essay Expert, I dont quite agree with the comment that a semi-colon represents a full stop; I see it rather as a long pause. A full stop is a period and, when you think about it, a semi-colon is a combination of a pause and a stop (period on top and comma on bottom). Perhaps, because I love commas, I could be considered a Comma-adore (pronounce the a sound only once). Log in to Reply The Essay Expert says: June 27, 2012 at 11:47 am Thanks for your comment Eric. In my mind, the semi-colon, when used to separate what could be two full sentences, is closer to a full stop than to a pause; in a list of long items, the semi-colon inserts a long pause. My opinion: When used to separate two potentially distinct sentences, the semi-colon serves to connect two thoughts so related to each other that a period would serve as too wide of a separation. Log in to Reply Xelor says: March 20, 2019 at 6:05 am Dear Ms. Bernstein, Kudos and thanks for sharing your inflection-based pedagogy for comma and semicolon use. I found myself tutoring a teen for whom the sentence-structure approach learning rules about and how to recognize independent and subordinate clauses, appositives, parenthetical remarks, and coordinating conjunctions was as recondite as quantum mechanics. Moreover, I know well enough how to punctuate and had helped my own kids (all grown now) master a smattering of grammars nuances, I was anxious over the prospect of having to help a child who hadnt fully grasped the basics; thus I Googled for guidance. Using the search term inflective comma, I noticed your site among Googles first few results. It is just what the doctor ordered. I delivered an overview of what commas and semicolons do, telling my charge that if what precedes and follows the punctuation mark he inserted can stand alone as a complete sentence, use a semicolon; otherwise, use a comma. Imperfect guidance, yes, but given where the boy was, it seemed as fitting as any place to start. Next, I had him read this webpage, whereafter I clarified bits about which he inquired. Lastly, after telling him its called punctuation because its the written indicator of changes in a speakers voice, I suggested he simply speak his sentences in his head and listen for the pauses, variances in tone and emphasis, and so on, and simply toss in a comma where his inflection changes. What a difference! The young man, in mere minutes, went from period-only punctuation to near perfect. He was a little comma happy, but, hey, he used them, and, in turn, his voice came through, which, most importantly, means readers can unequivocally discern his meaning. The boys bright, his thoughts coherent, and on the strength of that, hes been a B-student; however, his poor punctuation has kept him from being an A-student. Hes got a graded writing assignment due Friday, so well see what happens and go from there. With any luck, hell soon be ready for em dashes, hyphens and ellipses. Whoo hoo! So, on his behalf and mine, thank you for maintaining this website. It was an inspirational godsend for me and a palpable aid for the young man Im tutoring. As didactic Internet content goes, one cant ask for more. Cheers, Xelor P.S. I dont know how the boy, whos a tenth grader, became a poor punctuator; maybe he skipped class on those days. Who knows? Its obvious, however, that between about the seventh and tenth grades, none of his teachers have acted to correct what is clearly but a mechanical issue, one that, given the boys manifested acumen and critical thinking skill, could long ago have been corrected. Perhaps they felt his earning Bs was good enough to obviate their bothering to intervene? In any case, their omission thus has unquestionably resulted in the boys grades and GPA being lower than he deserves. Who knows what impact that may have on his college prospects? Whatever affect it has, it likely wont be positive, and thats a doggone shame. Log in to Reply Brenda Bernstein says: March 20, 2019 at 6:21 am Thanks so much for sharing this story, Xelor! As a blogger, I never know what impact my writing will have, and I’m so thrilled I helped in this way. Your message was very well punctuated btw! Watch out for affect/effect 😉. Log in to Reply Xelor says: March 20, 2019 at 7:28 am Youre welcome. Im glad, then, that I bothered to share a little anecdote affirming for you that your contribution to the Internet has positively affected at least two people. The affect error is my bad; I didnt carefully proofread my remarks, behavior, or lack thereof, really, thats typical of my postings on the Internet. Failing to proofread results occasionally in my publicly making errors I know better than to make. The affect/effect error is an unusual one for me insofar as Im an old school dude who thinks impact is only a noun and effect is both a noun and verb. FWIW, affect/effect sentence began as I dont know how thatll affect his college acceptance outcomes, but in revising it, I left affect, but I cant say why. Worse, in my mind is the omission of a coordinating conjunction yet would have done nicely in the sentence that begins with moreover. Oh, wellwe all make mistakes, but hopefully not too many. LOL God bless and all the best, Xelor Log in to Reply Brenda Bernstein says: March 20, 2019 at 8:25 am Hi Xelor, I figured there was an explainable oversight here. I am all-too-familiar with errors that come from editing. And I definitely observed that your grammar is meticulous! By the way, I try to keep impact as a noun as well. Log in to Reply

Intelligence with Educational Teaching Research Paper

Intelligence with Educational Teaching - Research Paper Example Verbal-linguistic intelligence is ability to use language as a way to express oneself and appreciate as well as apply complex meanings. The visual-spatial intelligence has to do with mental imagery, artistic skills, spatial reasoning as well as having an active imagination and manipulation skills. Next is interpersonal intelligence which has to do which ability to understand and effectively communicate with others being mindful of their moods and temperaments. This is close to intrapersonal intelligence which is a deep understanding of oneself and the ability to be self-reflective on emotions and strengths and weaknesses. Lastly is existential intelligence which is ability to tackle issues of human existence such as life and death issues as well as spiritual existence (Chen, Moran and Howard 10). Recognition of these intelligences can enable the teachers build on the strengths of each student’s abilities and make them excel in them (Wadhwa 51). The recognition also allows better interaction and grouping of students in class in order to ensure they exploit, explore and benefit from each other’s skills and abilities based on the types of intelligence each student possesses. Recognition of these intelligences in students and building on them is the best way to eliminate the learning frustrations students have as they can focus completely on what they are good at and the rest can be assisted by other students. Neglect of the type of intelligence a student possesses is the gateway to not only frustrated students with education but to leaving school as well and encouraging criminal behaviour in the society. When a student does not know that they have skills or ability in one form of the mentioned intelligence or the other, they consider themselves of no value and think they cannot benefit through education and hence find no need to not only study but become a respectable individual in society (Tough 36). This can

Credit Assessment and Consulting in Rating Agencies Research Paper

Credit Assessment and Consulting in Rating Agencies - Research Paper Example nsulting services whereby debt issuers request rating agencies to direct them on the manner to structure their debt issues with the aim of securing a favorable rating (Crockett, Harris, Mishkin & White, 2004). In such circumstances, the credit-rating agencies are in effect auditing their own work. Moreover, credit-rating agencies may deliver favorable ratings so as acquire extra clients for the ancillary consulting business. Much of the challenges associated with Credit Assessment and Consulting in Rating Agencies relate to the reliability and integrity of ratings. Investors utilize credit ratings that mirror the probability of default to ascertain the creditworthiness of certain debt securities (Langohr & Langohr, 2008). Conflict of interest can yield a decrease in the flow of reliable information centering on either concealment of the information, or dissemination of misleading information (Brooks & Dunn, 2010). This has dire consequences on the value of stakeholder’s benefits. The markets can in some instances ameliorate the impacts of conflicts of interest within financial services firms and cannot always contain the incentives to exploit conflicts of interest. Some of the approaches to remedying conflict of interest encompass: â€Å"leaving it to the market† or letting market forces resolve the conflict by penalizing financial firms that exploit conflict of interest and instituting new institutional means to contain conflict of interest (Brooks & Dunn, 2010). The other approaches encompass regulating for transparency through mandatory disclosure and supervisory oversight. Additional approaches towards remedying conflicts of interest within credit rating agencies encompass separation of functions and socialization of information production. In conclusion, there is a need to enhance accountability of Credit Rating Agencies so as to negate the pitfalls associated with conflict of interest (Werther & Chandler, 2006). Reputation remains one of the key

Importance of Chemical Bonding | Essay

Importance of Chemical Bonding | Essay George Brown Chemical bonds are either ionic or covalent. When a metal is present the bond is ionic as an electron is given from the metal to the non-metal, so the two ions are attracted to each other. When a bond is between two non-metal’s then it is covalent meaning that in the outer electron shells of the two atoms bonded electrons share electron to complete their outer electron shell. When two atoms bonded together are not the same, the electrons will not be shared equally as each atom will be positively or negatively charged in relation to each other. This value is measured as the difference of the electronegativity of each atom present. The electronegativity of an atom is the potential for the atom to attract shared electrons towards itself. The difference in electronegativity between ionic bonds is greater than that of polar covalent bonds and greater still of non-polar covalent bond. An example of a non-polar covalent bond is H-I as the difference in electronegativity isn’t very high. An example of a polar covalent bond is H-Cl as the difference in electronegativity is higher than 0.5 and lower than 1.7 and an example of an ionic bond would be Na-Cl as the difference in electronegativity is above 1.7. In figure 1 it can be observed how the electrons are shared in ionic and covalent bonds. This explains the high difference in the resultant electronegativity between ionic and covalent bonds. Metal, as an ion, donates an electron making it positively charged and a non-metal, as an ion, gains an electron making it more negatively charged meaning the attraction between ionic bonds is greater than that of covalent bonds. Ionic bonded substances are more polar than covalent bonded substances thus a better solvent. NaCl has a much high boiling point (around 1413 °c) than for example HCl (around -85c) Sodium Chloride, better known as table salt, is an example of an Ionic bonded substance due to the high difference in electronegativity. Sodium and chlorine as elements are very reactive and thus poisonous to the human body in large quantities if uncontrolled. So the fact that sodium and chloride are ionically bonded helps to control the concentration of sodium and chlorine in the body as it can only be broken down when it needs to be in the liver. Sodium and chlorine is needed In low concentrations for key cell functions in nerve cells for maintaining the â€Å"resting potential of nerve axon cells which is -70 mV† (Hall et al., 2009) maintained by the â€Å"sodium potassium pump†. It is required for the nerve cells in the human body to function. It’s the reason for why you can feel or can react to stimuli. A molecule is always non polar, where the bonds between atoms in the molecule are non-polar an example of this would be H-I. Water is an example of a polar covalent bond as it consists of polar covalent bonds H-O and the molecule is asymmetrical. This means that water is a good solvent allowing it to transport sugars and salts around the body, in blood, as they can be easily dissolved in an aqueous solvent such as water. In figure 2 you can see the relative charge of the molecule in water. CCl4 is example of a molecule of which its atoms are polar bonded together but due to the symmetry of the molecule observed in figure 2 the polarity of the molecules cancels itself out, and it acts as if it’s non-polar in intermolecular interactions The strength between intermolecular bonds is a lot weaker than the strength of intramolecular bonds and the weakest form of intermolecular bond is a bond that uses Van der Waals forces or an instantaneous induced-dipole bond. These are observed when a nearby non-polar molecules experiencing an instantaneous dipole, due to the random nature of electron clouds oscillating on molecules, which induces a dipole of another molecule, it may cause a ripple effect inducing dipoles on nearby non-polar molecules. Larger molecules have a larger electron cloud which means the induced and potential electronegativity of instantaneous dipoles would be stronger. Van der Waals forces is the attraction that occurs between all molecules polar or non-polar, but is the only source of intermolecular attraction between non-polar molecules. Lower boiling points will be observed of substances of similar elements that are polar, dipole-dipole bonds or even stronger hydrogen(dipole-dipole) bonds, than that of n on-polar Van der Waals force bonds, as they are much stronger so it requires more energy(heat) to break them. Figure 3 is an example of an induced dipole bond from an instantaneous dipole. Hydrogen bonding (an example of a strong dipole-dipole bond) is another example of an intermolecular. Standard hydrogen bonding is an intermolecular bond where a hydrogen from one molecule is attached to one of the most electronegative elements; oxygen, nitrogen or fluorine of another molecule. Figure 4 shows a diagram of a hydrogen bond between two water molecules. These bonds help to keep the water molecules together so it requires more energy for the substance to change state from liquid into a gas. It also means when water is a solid (ice) it is less dense than when it is a liquid, which is unusual as usually substances tend to expand when they heat up. Heat is a measure of kinetic energy of a substance, so when substances, molecules or atoms, has more kinetic energy it is more fluid, less packed together (less dense). You can see in figure 4 that each oxygen atom is bonded from a combination of hydrogen (intermolecular) and covalent (intramolecular) bonds to 4 oxygen atoms. Ther e is a lot of free space around these atoms when they are structurally bonded this way, so this is why ice is less dense than water. The structural function of ice is important for all seasonal marine life and some land organisms as it allows ice to float. An example of a more complex intermolecular bond is ionic hydrogen bonding. Potential uses is discussed in the article BIOPHYISCAL (Kaledhonkar et al., 2013). The article states â€Å"Standard hydrogen bonds are of great importance for protein structure and function† but â€Å"Ionic hydrogen bonds often are significantly stronger than standard hydrogen bonds and exhibit unique properties† which allows them to be used in protein folding (polypeptides), modification in the golgi apparatus, enzyme active transport centres and the formation of membranes, processes that are all critical for life. Ionic hydrogen bonding is explained further in an article in chem. rev. (Meot-Ner (Mautner), 2005). The article states that â€Å"ionic hydrogen bonds (IHBs) that form between ions and molecules with bonds strengths of 5-35 kcal/mol, up to a third of the strength of covalent bonds†. Ionic hydrogen bonds are believed to be the strongest intermolecular bond but still only up to a third the strength of a covalent bond. So even the strongest intermolecular bonds are weaker than intramolecular bonds. [Word Count: 1058] References bbc.co.uk, (2014).BBC Higher Bitesize Chemistry Bonding, structures and properties : Revision, Page2. [online] Available at: http://www.bbc.co.uk/bitesize/higher/chemistry/energy/bsp/revision/2/ [Accessed 2 Dec. 2014]. Chemprofessor.com, (2014).Intermolecular Attractions or van der Waals Forces. [online] Available at: http://www.chemprofessor.com/imf.htm [Accessed 2 Dec. 2014]. Hall, A., Hickman, G., Howarth, S., Middlewick, S., Owens, N., Reiss, M., Scott, A. and Wilberforce, N. (2009).Salter-Nuffield Advanced Biology A2 Student Book. London: Edexcel Pearson, p.201. Kaledhonkar, S., Hara, M., Stalcup, T., Xie, A. and Hoff, W. (2013). Strong Ionic Hydrogen Bonding Causes a Spectral Isotope Effect in Photoactive Yellow Protein.Biophysical Journal, 105(11), pp.2577-2585. Meot-Ner (Mautner), M. (2005). The Ionic Hydrogen Bond.Chem. Rev., 105(1), pp.213-284. Physicsofmatter.com, (1998).Hydrogen Bond Disorder in Ice Structures. [online] Available at: http://www.physicsofmatter.com/NotTheBook/Talks/Ice/Ice.html [Accessed 2 Dec. 2014]. Page 1 of 7 Soil Water Contamination: Wheal Jane Incident Soil Water Contamination: Wheal Jane Incident The Wheal Jane incident was a significant mine water discharge event. The incident occurred in 1992, shortly after the mine closure. This report provides a brief description of the mine, the incident itself and the resulting aftermath. Wheal Jane Mine is located near the village of Chacewater, in Cornwall. The mine itself was formed in 1861, after the merging of five smaller mines. The oldest mine workings from the area were thought to date back as far as the 1740s (Cornwall Calling, 2017). The mine had worked many mineral lodes over its lifetime, producing tin, copper, and silver-lead (Cornwall in Focus, 2017). In the years leading up to its closure, the mine was primarily extracting cassiterite, the main source ore of tin, but older workings also produced pyrite and arsenopyrite, with the modern development drives taking the mine to 450 meters below surface level (University of Exeter, 2002). The mines of the Gwennap parish were all interconnected, with Wheal Jane connected to the neighbouring, working mine Mount Wellington, and to the abandoned workings of United Mines. Wheal Jane was an extremely wet mine, requiring dewatering measures in the region of 60,000 m ³ day-1 in the winter months. The pumped water was highly acidic, owing to the dissolved metals from the sulphide mineral deposits. Approximately half of pumped water was treated before being discharged into the Carnon river (Bowen, Dussek, Hamilton, 1998). Wheal Jane Mine had been working, on and off, from this time until its eventual closure in 1991 due to financial difficulties, primarily relating to the low price of tin, following the International Tin Agreement in 1985. Much of the mines infrastructure and equipment was sold off at the time of its closure, with the mines operational dewatering systems being turned off after a government grant subsidising the pumping costs was withdrawn (University of Exeter, 2002). After the mine closure, and the cessation of the government grant, the operational dewatering pumps were switched off, leaving only the tailings dam pumps remaining. With the dewatering measures stopped, the water level rose and filled the expansive voids underground, with the sulphide mineral bearing rock now being leached by the rising ground water. The NRA (National Rivers Authority, now part of the Environment Agency) was concerned of the potential of Acid Mine Drainage (AMD) into the Carnon river and commissioned a survey to determine the potential impact of a mine water discharge, and its likely discharge points and timing. The investigation proved difficult to predict due to the unknown volume of connected, un-surveyed mine workings which would also need to fill before release (Bowen, Dussek, Hamilton, 1998). The NRA continued to monitor the water levels and water quality throughout the year. On November 17th 1991 the mine water levels reached 14.5 m AOD, and a mine water discharge event occurred through Janes adit. The water treatment lagoon onsite was quickly overwhelmed by a flow of approximately 5,000 m ³ per day of AMD at a pH of 2.8 (Bowen, Dussek, Hamilton, 1998). The NRA had contingency plans in place and immediately reacted by adding lime at the head of the adit to raise the pH and precipitate the metals from the mine water. A plug was constructed near the portal of Janes adit and the water pumped out into the tailings dam (University of Exeter, 2002). On January 4th 1992 a technical issue meant that the pumps to the tailings dam were stopped. The mine water levels quickly rose by an estimated 4 meters. The mine water built up and, on January 13th 1992, discharged through the Nangiles adit, which was the second lowest known discharge location after Janes adit. This released an estimated 50,000 m ³ of AMD (pH of 3.1) into the Carnon river over a period of 24 hours, flowing through the Restonguet Creek, Carrick Roads and into the Fal estuary (Bowen, Dussek, Hamilton, 1998). The contaminated water created a highly visual pollution event, as oxidation caused the iron rich water to turn a yellow-brown ochre colour, drawing worldwide media attention and causing much alarm to the community ( CL:AIRE, 2004). The mine water also contained considerable concentrations of heavy metals, most significantly being the presence of over 600 parts per billion Cadmium (University of Exeter, 2002). Following the discharge, new pumps were installed by the owners to pump water from the adit directly into the tailings dam as a short-term solution. Monitoring after the incident proved that the effects of the mine water discharge proved to be short-term only, with the NRA stating that There appears to have been no major adverse effects from the incident on the biota of the estuary. (National Rivers Authority, 1995). However, it was clear after the event that the mine water could not be left unchecked, and thus a water treatment solution was proposed. The NRA proposed both an active and passive treatment system. In 1994 a pilot passive treatment plant (PPTP) was constructed, as a research method for potential long-term treatment options. An active treatment plant was constructed in 2000. The PPTP contains three different treatment streams, all containing aerobic reed beds for removal of Iron and Arsenic, an anaerobic cell for removal of zinc, copper, cadmium and iron by bacterial reduction, and an aerobic rock filter which removes manganese through growth of algae (University of Exeter, 2002). The three streams differ however in the pre-treatment. One stream is first treated with lime to raise the pH, the second is first passed through an anoxic limestone drain, and the third stream involves no pre-treatment at all ( CL:AIRE, 2004). A report into the performance of the PPTP found that it offered inconsistent performance, and water discharge commonly exceeded the permitted water quality guidelines. The PPTP was also only processing 0.6 l/s of contaminated water, The active treatment plant took over from the PPTP in 2000. The process involves the addition of lime to increase the pH, and flocculant to precipitate out the metals in solution. The metal precipitates form a sludge, which is sent to a hold tank, and onto the tailings dam. The treated mine water is discharged out into the Carnon river. This system treats an average of 200 l/s, at a metal removal efficiency of 99.2% ( CL:AIRE, 2004). Whilst there have not been any significant long-term environmental impacts from the incident, it serves as a stark reminder of the potential environmental disaster that can come from mining activities, particularly from historical mines which were not subject to the same environmental regulations that are in place today. References CL:AIRE. (2004). Mine Water Treatment at Wheal Jane Tin Mine, Cornwall. CL:AIRE (Contaminated Land: Applications in Real Environments), 1-4. BBC. (2014, June 3). Pumping the polluted water from mines. Retrieved from BBC News: http://www.bbc.co.uk/news/uk-england-26573994 Bowen, G. G., Dussek, C., Hamilton, R. (1998). Pollution resulting from the abandonment and subsequent flooding of Wheal Jane Mine in Cornwall, UK. London: Geological Society. Cornwall Calling. (2017). Retrieved from Cornwall Calling: http://www.cornwall-calling.co.uk/mines/carnon-valley/wheal-jane.htm Cornwall in Focus. (2017). Cornwall in Focus. Retrieved from http://www.cornwallinfocus.co.uk/mining/whealjane.php National Rivers Authority. (1995). Wheal Jane Mine Water Study. Ashford: Knight Pià ©sold. Retrieved from Environment Data: http://www.environmentdata.org/fedora/repository/ealit:2627/OBJ/20000033.pdf University of Exeter. (2002). The Wheal Jane Incident and water quality. Retrieved from Projects University of Exeter: https://projects.exeter.ac.uk/geomincentre/estuary/Main/jane.htm

Essay on “Anti-smacking bill” Essay

In this essay, I am going to discuss, identify and outline my selected social policy; I will also explain why I selected this social policy and why it is a social policy; I will Identify and describe the interest groups who helped define this problem and have set the agenda; the objectives of this social policy will be outlined and explained, arguments of the interest groups will be linked to their political ideology or ideologies. I have chosen the â€Å"Anti-smacking Bill† because I believe that physical punishment can be ineffective and can have harmful long-term effects on children, especially if it’s severe. It is appears clear to me that there are many other ways of disciplining children that are less harmful. Also, I believe that prosecuting parents will not necessarily lead to a decrease in child abuse. Like many other New Zealanders however, I have been a little confused by much of the argument around which is the best way to protect the interests of the children of our country. I am also interested in how this policy affected so many groups of people that defined the policy in different ways. This bill was very controversial from the start. Politicians and focus groups have been up and arms about this bill. In 2001, The Labour-led government began considering amending the smacking law at the request of United Nations, but decided not to repeal Section 59 of the Crimes Act, which says parents can use disciplinary force against their children if it’s reasonable. In 2001, the National party called for the law to give parents the right to use reasonable force to discipline their children. In 2003, Prime Minister Helen Clark called for smacking of children to be outlawed after UN Committee on the Rights for the Child said that New Zealand was the only country that had legislation that allowed parents to use reasonable force when it came to disciplining children. In July 2005, the Anti-smacking Bill, sponsored by Sue Bradford, passed its first hurdle in parliament with MPs voting to send it to select committee. The bill was processed by other MPs and NZ Law society. There were concerns that this bill would turn good parents into criminals. There were also apprehensions on the lack of clear guidance about what is acceptable when disciplining a child. There were lots of groups that were lobbying against this bill but in February 2007, the Anti-smacking bill got through its second reading. MPs voted 70 to 51 in  favour of the bill. Aside from all the controversy the bill was passed on May 16, 2007. This bill repeals section 59 of the Crimes Act. (One news, 2009) The Anti-smacking bill was implemented by the government on May 16, 2007 after the bill got through its second reading in February 2007. (One news, 2009) The Anti-Smacking law provides a safe and secure environment for both children and adults and ensures positive outcomes as children grow up. The law makes it clear that physical discipline is not a necessary or acceptable part of parenting because it undermines a child’s feelings of safety and security. In addition, the law helps to ensure that a child’s right to a fair deal in the courts is respected. (Robinson, 2010) The law is designed to teach children that physical discipline is not the answer. Violence leads to fear and distrust of adults and often does not help children understand what behavior is expected of them. (Robinson, 2010) Police have the discretion not to prosecute complaints made against a parent of a child or guardian where the offence is considered to be so minor that there is no public interest in proceeding with a prosecution. (Robinson, 2010) The Anti-Smacking Bill is a social policy because this bill has affected all New Zealanders in different ways. This policy affected our society and our welfare in so many ways. Not all New Zealander’s believed that parents would accept being controlled by the government in this way or would answer to the police when disciplining their children. The country was truly divided on whether or not this policy would prove to be advantageous and beneficial for the parents and the children at all. In the early 2000s Family First was one of a number of conservative groups that opposed proposed legislation restricting the use of corporal punishment on children – the so-called ‘anti-smacking’ bill. Family First declared the measure would undermine parental authority and campaigned to stop it being passed. This included a protest march along Wellington’s Lambton Quay in March 2007. The bill became law later that year. (Miller, 2007) In fact, the Family First NZ says that the latest review of the anti-smacking law shows that the law is a complete waste of time as it fails to catch actual child abuse, wastes police resources and time, and targets non-abusive parents. (McCroskie, 2009) Mr Bob McCroskie stated the following: â€Å"While the country struggles with the problem of the P-drug, violent crime including armed hold-ups, and boy racing which is killing our young people, the police are having to waste time running around investigating parents who use a smack,† says Bob McCoskrie, National Director of Family First NZ. (McCroskrie, 2009) He continued on saying that the prosecution rate for ‘smacking’ and ‘minor acts of physical discipline’ is as low as 5-8% and even ‘other child assaults’ have up to 20% of them only warranting a warning. This report, as with previous reports, continues to confirm that non-abusive parents are being investigated – which we always feared.† (McCroskie, 2009) He also added that the results of this bill will be trumpeted by the supporters of the law change for doing nothing. (McCroskie, 2009) He also pointed that If the politicians introduced a law targeting boy racers that involved a significant number of investigations but less than 10% was actually catching offenders, it would be quite obvious that the law was dysfunctional. The anti-smacking law is ideologically flawed and a complete and utter waste of time. (McCroskie, 2009) According to ‘Family First – Mr. McCroskie, â€Å"the horror of child abuse deaths has continued since the law change†. Mr McCroskie added that Sue Bradford’s comment was quite correct when she said ‘The epidemic of child abuse and child violence in this country continues – sadly. The bill was never intended to solve that problem.’ (McCroskie, 2009) â€Å"You know a law is completely ineffectual when the proponents applaud it because of its lack of impact and the problem and rate of child abuse remains,† says Mr McCoskrie. (McCroskie, 2009) There are reports that families are calling on the National government to amend the law so that non-abusive smacking is not a crime, and good parents are not victims of a law which should be targeted more effectively at child  abusers. The New Zealand people are crying out for laws that actually target abusers and protect abused. (McCroskie, 2009) A poll of New Zealanders has found that 3 out 4 voters want the anti-smacking law to be amended, and the support was strongest from National, NZ First and Maori party voters. (Anti-smacking pool, 2013) In the poll of 1,000 people undertaken by Curia Market Research, respondents were asked â€Å"Do you think the anti-smacking law should be changed to state explicitly that parents who give their children a smack that is reasonable and for the purpose of correction are not breaking the law? 77% of respondents back a law change to allow correctional smacking. 86% of National voters supported a change in the law. Only 12% of respondents thought the law change had had any effect on the rate of child abuse, with Green voters surprisingly being most skeptical. (Anti-smacking pools, 2013) According to Craig and Barbara Smith, â€Å"Polling in 2009 and 2010 showed that parents were confused by the effect of the law because they have been given conflicting messages by the promoters of the law, legal opinions have contradicted each other, and on top of that there is ‘police discretion’ but not CYF discretion to investigate. And police guidelines state that ‘a prosecution may be warranted if such actions are repetitive or frequent’.† (Smith, 2008) In 2009 the New Zealand public was asked to vote on a referendum regarding the question â€Å"Should a smack as a part of parental correction be a criminal offence in New Zealand?† Despite an over whelming vote to the contrary the National Government chose not to make any adjustment to the Anti-smacking Law. The purpose of this law is essentially to make better provision for children so that they can live in a safe and secure environment that is free from violence. The Anti-smacking Law pursues to achieve this by removing the use of parental force for the purpose of correction. The law makes it clear that physical discipline is not necessary or acceptable part of parenting because it undermines a child’s feelings of safety and security. (McCroskie, 2009) The Anti-smacking rules are: Use of force correction is strictly forbidden; the law states that adults who hit children hard enough will be prosecuted. Adults caring for children can still use ‘force’ (by methods of holding or restraining) to keep children safe – for example adults can stop a child from running out onto the street, touching a hot stove, hurting themselves or other children and they can carry a protesting child out of a supermarket. (Robinson, 2009) The Anti-smacking Bill has brought up controversy from the time the bill was passed to the present. According to the latest (17 June 2013) â€Å"Media Release†. The Family First said that since the anti-smacking law was passed in a supposed effort to lower our child abuse rates, it has been confirmed as a spectacular failure based on flawed ideology. (Independent news media, 2013) The Family First NZ are also refuting and contesting a statement that was made by Prime Minister John Key that the increased numbers of child abuse simply reflect an increase in reporting. (McCroskie, 2009) Mr Bob McCroskie has stated that â€Å"The rates of child abuse deaths have stayed at the same rate as they were before the law was passed. That certainly has nothing to do with ‘increased reporting’. He further stated that the politicians who supported this bill should front up and admit that the anti-smacking law has been a huge flop which has targeted good parents, rather than the rotten parents who are abusing their children, and has wasted time of the police and CYF.† (Independent news media, 2013) According to a recent survey that was made Family First, out of 1,000 New Zealander’s, they found that only 12% of respondents think the law change has had any effect on the rate of child abuse. The survey also found that three out of four people back a law change to allow â€Å"correctional† smacking of children. (Independent news media, 2013) It is my conclusion that the Anti-smacking Bill has brought up issues that have created misunderstanding and confusion for the New Zealand people. Personally, I am comfortable that children are now afforded the protection of the law, as opposed to the discrepancies of the previous legislation. I do still however believe that parents should have the right to choose how they discipline their own children. I believe that such disciple can and should include the use of a light smack where appropriate. The discretionary role of the Police in enforcing the new legislation comes at no small cost in Police and Court  resources. However, in the absence of any better alternative this would appear a cost we should all bear. No child should be ruled by fear, or live in fear. Unfortunately, as much as the Anti-smacking Bill is serving a positive purpose it would appear that it has failed to address or reduce the more extreme cases of child abuse that continue to be as a blight on our society. This issue was the root of much the emotion in the debate around this policy. To my dismay the issue remains unresolved. VA:F [1.9.17_1161] References: Abrahams (2009) Anti-smacking thoughts. Retrieved from http://www.abrahams.co.nz/antismacking/ Family First Press release (2013). Smacking law as spectacular failure. Retrieved from http://www.scoop.co.nz/stories/PO1306/S00202/smacking-law-confirmed-as-spectacular-failure.htm Farrar, D. (2009) Anti-smacking proposed. Retrieved from http://www.kiwiblog.co.nz/2009/03/anti-smacking_amendment_proposed.html McCroskie, B. (2009) Sue Bradsford Anti Smacking. Smacking law complete and utter waste of time. Retrieved from https://www.familyfirst.org.nz/research/anti-smacking-polls/ . Manukau City Miller, R. (2012). ‘Interest groups – Cause interest group’,Te Ara – the encyclopedia of New Zealand, updated 15-Nov-12.Retrieved from URL: http://www.TeAra.govt.nz/en/photograph/34982/family-first-protest One news (August 21, 2009) (Copyright 2013) Timeline: Anti-smacking bill. Retrieved from http://tvnz.co.nz/politics-news/timeline-anti-smacking-legislation-2936192 Anti-Smacking Polls, (2013). National Voters Want Smacking Law Change – Poll. Retrieved from https://www.familyfirst.org.nz/research/anti-smacking-polls/ Robinson, K. (2009) How to understand the New Zealand Anti-smacking law. What is the law? Retrieved from http://howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealan d-anti-smacking-law/ Smith, C. & B. (2008). Family Integrity. Retrieved from http://familyintegrity.org.nz Robinson, K. (2009) How to understand the New Zealand Anti-smacking law. What is the law? Retrieved from http://howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealand-anti-smacking-law/ One news (August 21, 2009) (Copyright 2013) Timeline: Anti-smacking bill. Retrieved from http://tvnz.co.nz/politics-news/timeline-anti-smacking-legislation-2936192

Globalization- the Leadership Challenge - 2500 Words

GLOBALIZATION- THE LEADERSHIP CHALLENGE Globalization is not only inevitable, but also a blessing in disguise. It is something like, as Ronald Steel (1999) very aptly puts, You try to shut the door and it [the global economy] comes in through the window. You try to shut the window and it comes in on the cable. You cut the cable, it comes in on the internet. And its not only in the room with you. You eat it. It gets inside you. Globalization refers to a process of increasing economic integration and growing economic interdependence between countries in the world economy. In an article titled The globalization of markets, Levitt(1983) had predicted a new commercial reality- the emergence of markets on a previously unimagined scale of†¦show more content†¦The next challenge the global leaders will be facing in managing the company is to create the required energy. By energy we mean a culture of entrepreneurial energy that facilitates innovation, absorption and adoption. 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