The Slowdown Of Global Warming - 795 Words

The Slowdown of Global Warming The recent decrease in the heating percentage of the Northern Hemisphere could be a consequence of internal variability of the Atlantic Multidecadal Oscillation -- a natural phenomenon associated with ocean surface temperatures, according to Penn State investigators. Some researchers have in the past attributed a portion of Northern Hemispheric warming to a warm phase of the AMO, said Michael E. Mann, Distinguished Professor of Meteorology. The true AMO signal, instead, appears likely to have been in a cooling phase in recent decades, offsetting some of the anthropogenic warming temporarily. (Michael E. Mann, April 7, 2014) The conflict of the previous measurements stems from having characterized†¦show more content†¦Because the scientists know the actual AMO signal for their artificial statistics from the start, they could show that the differenced-AMO accession allowed the right signal. They also approved the detrended-AMO accession and saw that it didn’t come up with the known internal differentiality. Michael and his partners also took a separate path in concluding the AMO, which they report online in a special Frontier paper in Geophysical Research Letters. They contrast analyzation temperature diversity with a number of historic model reproductions to make a copy for internal variability of the AMO that depletes the impact of outer forcing, involving greenhouse gases and aerosols. They call this the differenced-AMO due to the internal variability comes from the difference between analysis and the models estimates of the forced component of North Atlantic temperature variation. They saw that their conclusions for the latest decade fall within expected multidecadal variability. The detrended approach manufactured an AMO signal with a higher amplitude, both high and low crests were greater than in the differenced-AMO signal and in the artificial data. They also found that the crests and troughs of the oscillation were misrepresented using the detrending accession, making the maximums and minimums to form at separate times than in the differenced-AMO reactions. While the detrended-AMO accessing makes a spurious temperature increase

Analysis Of The Documentary The Square - 939 Words

To begin, the documentary â€Å"The Square† provided in depth insight on the protestors’ lives and their journeys through Egypt presidents’ problematic rise of power. During the beginning of the documentary, Ahmed Hassan, Magdy Ashour, Khalid Abdalla and Ramy Essam as well as various protestors are followed throughout the demonstrations to show viewers the atrocities that Egypt underwent in 2011 and the years following. As well, the documentary provides different points of views by interviewing military officials and people in higher political power. Not only did the documentary provide insight in the revolution but, it provided an insight on Egypt’s culture and society through the views of Christian and Muslim followers. In the beginning of the documentary, viewers are introduced to Ahmed and Magdy who come from different political ideologies although with the same purpose. Throughout the documentary, Magdy shows his religious affiliation to the Muslim Brotherhood of Egypt and the significance that it is for him to be Muslim. Yet, for Ahmed and other participants in the revolution, religion is not considered an important factor for their interests to remove then president Mubarak is their primary goal. During the first revolution against Mubarak’s regime, the documentary provided an amazing view of the Egyptian community uniting as one country to benefit all of society. 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Analysis of Health and Safety

Question 1: (a) Provide an analysis of a companys health and safety policy with particular emphasis on how effective it is in ensuring that visitors, members of the public and employees are safe in and around the working environment. (b) Determine the training needs that will be required for the development from risk assessments. These will include on-site induction training and relevant sector certification for construction personnel. Question 2: (a) Identify the hazards that are associated with construction processes using current data derived from Health and safety statistics. (b)Explain how risk assessments and method statements are used to record and identify construction hazards. Answer 1: (a) Health and Safety Policy The significance of the health and safety policy emphasized by its aim of proactively implementing effective measures in preventing health hazards, traumatic conditions and clinical morbidities in context to the organizational perspective. The health and safety policy also advocates the acquisition of protective measures in prevention, prophylaxis and treatment of diseases and injuries happening within the confinements of the corporate environment. The intent of practicing an efficient health and safety policy related to safeguarding the physical and psychological well-being of employees and workers resulting in enhancement of productive competency and sustainability of the employed personnel. The health and safety policy emphasizes maintaining hygiene and healthy work environment, and implementing safe storage conditions to minimize the risk of diseases and trauma inside the corporate premises. The health and safety policy of a construction company engaged in developing affordable housing project for Notting Hill Trust Housing Association defines parameters regarding measures warranted in context to general health and awareness of employees. These predefined parameters related to companys health and safety plan of the site development project, responsibilities of the staff regarding health and safety, and disaster management policy. However, other important necessities include the requirements related to healthcare training and induction, awareness of staff regarding hazards, regulatory requirements for maintaining health and safety, and minimizing risks related to hazards during the working hours. The essential requirement of the safety policy related to effective management of occupational safety and health of the associated employees and workers. Chaturvedi (2006:p. 168) describes the standardization of work related safety measures in terms of obtaining credentials by OH SAS 18001:99. The policy warrants the utilization of personal protective equipment (PPE) for ensuring safety from potential hazards and accidents at work place. Reese and Eidson (2006:p.238) illustrate the utility of protective tools including head and neck shields and defensive devices, breathing equipments and specialized clothes in challenging fatalities related to chemical exposure, radiation hazards, construction material and pollutants during the working hours. The other components of the health and safety policy advocate the contention of ensuring availability of purified water, sanitation and transport for all workers and employees at the construction location. Rom and Markowitz (2007:p.726) discuss about the spread of contagious diseases due to sustained impurities in the drinking water. Ingestion of infected water indeed predisposes the population to diseases like hepatitis and typhoid. Similarly, Jensen (2012) emphasizes the importance of improved sanitation and housekeep ing facilities in preventing the infectious conditions including, influenza and other respiratory manifestations. Hislop (1999:p.3) describes the annual mortality rates (of the construction workers) resulting from serious fatalities during working hours. The major causes of these documented fatalities attribute to improper physical conditions, consistent variations in the work sites, lack of adequate planning and unsafe construction material adding to the risk of injury to the workers. The administrative safeguards and emergency management procedures highly warranted to create awareness among the workers in strategically tackling the traumatic emergencies during accidents and trauma. Bartley Olmsted (2007:pp.328- 330) describe about the importance of practicing life safety code in preventing the spread of infectious conditions during construction procedures at the development location. These procedures correspond to establishing effective barriers in terms of enhanced ventilation t o antagonize the negative pressures induced during the construction procedures. Hughes Ferret (2011:p.22) illustrate regarding the administrative safety policies warranted for construction workers employed during the night shifts. These policies advocate conducting periodic health care campaigns at the construction site, reducing the number of working hours and maintaining the clinical database for all employees enrolled for the night shift. Additionally, development of potential barriers in terms of effective fire protection systems and regulation of standardized codes in defining remedial actions following construction explosions required to safeguard the workers from potential life threatening fatalities expected at the construction location (Diamantes, 2011:p.125). (b) Construction Risk Assessment and Training Requirement The training needs for the workers employed in the construction company defined by the statistical assessment of risk factors associated with the construction process. The construction risk assessment includes practicing proactive measures in precisely identifying the predisposing factors for infection dissemination, traumatic fatalities and other serious risks in accordance with the epidemiology, geographical location, ventilation and design of the construction premises (Miler 2004:p.115). The risk assessment procedures required for a housing project include identifying workers in terms of low, medium, high, and greatest risk groups, and proportionately devising antagonistic strategies for the concerned population in the construction environment. The fire risk assessment in the construction matrix focuses in identifying the sources of high energy and the proximity of inflammable materials from these ignition leads (Perry, 2003:p.195). The heat sources attribute to the welding device s, electric wires, cooking appliances, fire lamps, boilers and hot grills utilized during the construction process. The next step in evaluating the risks of an expected explosion from these ignition sources include tracking of the storage location of these fire materials and exploring their access routes in context to the inflammable items at the construction location. The statistical evaluation of these risk factors warrant conducting onsite training program for workers in challenging the potential risks pertaining to the incidences of explosion at the construction location. Holt (2005:p.202) describes the training requirement for the construction workers predisposed to the events of fire or explosion during their job hours. These training protocols include conducting onsite training program for workers in context to utilizing emergency exit routes, raising fire alarms and efficiently using first aid tools in events of onsite explosion or fire. The precise risk assessment regarding fire events in the construction matrix followed by onsite training of workers to develop the skills including effective handling of fire extinguishers, ladders, water supply and ventilators during fire emergencies (Iafc, 2012). The onsite induction training to the construction workers further ensures imparting skills and knowledge regarding tackling combustible materials, using protective gloves, trousers, helmets and goggles against fire and dealing with the portable fire extinguishers in accordance with the intensity and nature of onsite explosion. The workers training in context to the risk assessment must comply with the standards established by Construction Skills Certification Scheme (CSCS), and all workers essentially required to acquire CSCS cards for ensuring compliance and competence, while practicing escape measures during events of spontaneous fire or explosions (Fewings, 2013). (a) The Construction Hazards The fatalities among workers experienced during the construction process vary proportionately with the pre-established hazards predisposing the employees (of the construction company) toward diseases and life threatening outcomes. Bunni (2003:pp.26-29) statistically evaluates the risk of potential fatalities in context to the hazards and consequences associated with the construction process. The potential for occupational adverse events or hazards measured in relation to their expected outcomes resulting in marginal, negligible or catastrophic emergencies during the construction process. Reese Eidson (2006a:p.17) illustrate the statistics of construction related diseases in context to the pre-existing morbidity hazard in the construction matrix. The data reveals dermatitis as the most prevalent outcome, with 14.1% reported cases among the employees deputed in various construction companies. However, other illnesses related to the environmental influences, mental conditions, respirat ory disorders and toxicities correspond to a weightage of 37.8% among the target population. Leigh (1995:p.35) provides the statistical ranking of various construction hazards in context to the reported fatalities of the workers employed in multiple construction companies located across USA. The statistics reveal the annual death toll of 297 workers associated with stone cutting and carving jobs, as evidenced by the US census code 546. This death toll attributes to the silica exposure to these workers, thereby resulting in maximum fatalities from silicosis. Therefore, potential of silica exposure ranked as the principal hazard responsible for major fatalities among construction workers according to the statistical findings. Similarly, painters, lumberjacks, motormen, pilots, blasters and other workers acquire the second until seventh ranks in context to their occupational hazards including injuries from falls, traumatic conditions by plants, logs, vehicles, planes, explosions and ot her unknown causes. (b) The standard formats prescribed in terms of method statement for precise identification and recoding of hazards in context to the construction matrix. The method statement indeed includes all activities requiring execution by the workers during the construction process. It also covers entire safety protocols, including manuals and equipments devised to prevent and tackle the traumatic and accidental facilities encountered onsite at the construction location (European Construction Institute, 1995:p.62). The method statement indeed warranted prior to the commencement of construction development associated with considerable risk of fatalities. The mandatory fields in the method statement for recording construction hazards include the elements of the entire construction processes in context to the use of potential materials, gases and chemicals predisposing the workers to life threatening fatalities. Additionally, the protocols for reducing the risks of trauma and accidents in the constr uction environment require thorough description in the method statement. The details of the associated hazards in terms of the inventory of injurious chemicals, material and other causative factors require thorough documentation in the method statement. The necessities related to accurate labelling of fire sources, gases and their safe handling in appropriate containers, description of their storage location and methods of safe disposal, fixation of appropriate signboards as caution-indicators, and the expected outcomes from the listed construction hazards constitute the essential ingredients of the method statement warranted to precisely ascertain, record and identify potential construction hazards. References Bartley Olmsted 2007, Construction and Renovation, APIC, USA. Bunni, N 2003, Risk and Insurance in Construction (2nd ed.), Spon, USA. Chaturvedi, P 2006, Challenges of Occupational Safety and Health, IEI, India. Diamantes, D 2011, Priniciples of Fire Prevention, Delmar, USA. European Construction Institute 1995, Total Project Management of Construction Safety, Health, and Environment (2nd ed.), Telford, UK. Fewings, P 2013, Construction Project Management: An Integrated Approach (2nd ed.), Routledge, USA. Hislopt, R 1999, Construction Site Safety: A Guide for Managing Contractors, CRC, Florida. Holt, A 2005, Principles of Construction Safety, Blackwell, UK. Hughes Ferret 2011, Introduction to Health and Safety in Construction, Routledge, USA. Iafc 2012, Live Fire Training: Principles and Practice, Jones Bartlett, USA. Jensen, R 2012, Risk Reduction Methods for Occupational Safety and Health, Wiley, New Jersey. Leigh, P 1995, Causes of Death in the Workplace, Praeger, USA. Miller, K 2004, Environment of Care Handbook (2nd ed.), JCR, USA. Perry, P 2003, Construction Safety Questions and Answers: A Practical Approach, Telford, Lodon. Reese, C Eidson, J 2006, Handbook of OSHA Construction Safety and Health (2nd ed.), Taylor, Florida. Reese, C Eidson, J 2006a, Handbook of OSHA Construction Safety and Health (2nd ed.), CRC, Florida. Rom, W Markowitz, S 2007, Environmental and Occupational Medicine, Lippincott, Philadelphia.

My Views on Patrick OMalleys “More Testing, More Learning” free essay sample

In his essay paper â€Å"More Testing. More Learning,† Patrick O’Malley proposes that frequently testing during class would help the students learn and study more. This would not only help to increase student’s performances, but it would also benefit students who are dealing with anxiety. Besides procrastinating students wouldn’t be able to put their work aside. O’Malley thinks he came up with the perfect solution: a test after every unit or chapter, once a week or at least twice monthly, two or three questions that don’t contain multiple choice or short – answers and the test should be only 15 – 20 minutes long. O’Malley’s arguments and studies do not always contain the necessary information to support his position. Some of the arguments and solutions O’Malley suggest throughout his paper even undermine his proposal. O’Malley believes â€Å"the main reason that professors should give frequent exams is that †¦ they [would] provide feedback†¦Ã¢â‚¬  I agree that feedback is really important to know how well you are doing in class, but there are other ways to provide feedback to students. We will write a custom essay sample on My Views on Patrick OMalleys â€Å"More Testing, More Learning† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page O’Malley supports his argument with a Harvard Study. â€Å"[Harvard Students] believe they learn most in courses with ‘many opportunities to see how they are doing’. Students believe it is important that teachers provide feedback, but in the Harvard study O’Malley is using, the students don’t talk about feedback they get through testing. â€Å"A recent Harvard study notes†¦ students feel they learn least in courses that have ‘only a midterm and a final exam, with no other personal evaluation. ’† (Light. Qtd in O’Malley) The Harvard study’s main focus is about providing feedback to the students, because â€Å"[a] recent Harvard study notes students’ ‘strong preference for frequent evaluation in a course. ’† (O’Malley). While O’Malley’s main focus in his proposal paper is on more testing, what makes this study irrelevant for O’Malley’s paper. I do believe feedback is really important, because like I earlier said, it shows how well you are doing in class. And by following up on your feedback you can improve your skills. Think about feedback from essays, feedback from assignments, feedback from projects, etc. The second study O’Malley mentions is a review of several studies based on student learning. â€Å"[Students] who take weekly quizzes achieve higher scores on final exams†¦Ã¢â‚¬  (Frederikson) This study looks relevant, because this is what O’Malley’s paper is about, more testing will bring better results. But if we take a closer look, than O’Malley does not provide us enough information. First of all the study dates from the year 1984 what makes this study inaccurate. A second flaw is the fact O’Malley does not give us more information about the quizzes. There is a possibility that the quizzes are classical where, at the beginning of the class, the teacher asks questions and then randomly chooses someone to answer. The quiz can also be open book, where students get questions on paper to answer and can use their books and notes. There are different ways how professors can give a quiz. Also the content of the quiz is important. When you ask open questions, you can test the students on their knowledge, because with multiple-choice, students can guess if they don’t know the answer and still have the answer correct. A third flaw is the fact that O’Malley is talking about professors, that they should give frequent exams so they would provide feedback to the students. In this study Frederikson is not talking about feedback students get from weekly quizzes. He is talking about the fact students knowledge increases when they take weekly quizzes. If O’Malley had provide us more detailed information than this study would maybe have been relevant. Another argument that O’Malley point out is that â€Å" [greater] frequency in test taking means greater frequency in studying for tests’, but that means that students would have to make time to study for every class they take every week on top of the hours of homework they need to do. I believe he is making a good point, but he claims [if] students had frequent exams in all their courses, they would have to schedule study time †¦ [and] develop a habit of frequent study time. † For a full time student that would maybe be reasonable, but there would be a big chance that some students won’t be able to have free time between their classes, homework and studying. O’Malley does not think about students that are combining their studies with work, or people that combine their studies and have a family. In addition to the frequent studying, O’Malley thinks that it would decrease anxiety and students would not be able to procrastinate, to prove his point he is using results of a study that is only based on one university. â€Å"Researchers at the University of Vermont found a strong relationship among procrastination,  anxiety and achievements. † (O’Malley) O’Malley does not indicate that the research was done on students that are attending this university, neither how many students participated and if the students were attending on a full-time or part-time base. He does not tell us if the test is accurate or not and besides that, there are no other studies’ O’Malley uses to compare with. O’Malley doesn’t have a big support with this study, because it has a lack of information. So this research does not prove if it would help students with anxiety and procrastination among other universities. In my view, coming from a family from teachers including myself, I believe that frequent studying would benefit students in certain areas like anxiety, procrastination, etc. But there is no guarantee that it would, because we cannot classify students according to their personality or abilities. Every student is different and there are a lot of factors that determine that, think about stress, study habits, personal priorities, their background, etc. You have students that take their studies seriously and would do anything to achieve their goal, some of them have to work really hard and for others it can be very easy. While other students are happy if they pass with the minimum requirements. And then you have the students that are just attending college so they would not have to enter the work field yet. I strongly believe it is not the responsibility of the teachers, in college, to help the students how to study by giving more in-class testing. It is the student’s decisions if he or she believes frequent studying would help, and if so, to actually do it. When O’Malley describes the opposing arguments in his paper he responds on them with an alternative, but that interferes with his ideal solution. One of those opposing arguments contains the limited time there is available in class. O’Malley’s solution would be in -class testing â€Å"†¦ could be reduced to every other week or their length to 5 or 10 minutes. † â€Å"In courses where multiple-choice exams are appropriate, several questions could be designed to take only a few minutes to answer. † (O’Malley) The solution he gives here is different than the ideal he proposes. Every week testing, changes into every other week while the ideal length is 15 to 20 minutes, he reduces it to 5 till 10 minutes. Also the multiple – choice answers and the short answer on question is the opposite of what he wants in his ideal solution. The same thing happens when O’Malley talks about â€Å"†¦frequent exams†¦take too much time to read and grade. † He gives solutions as skimming through the text; no letter grade but a plus, minus or check; exams every third or fourth week; etc. These solutions totally undermine his own proposal, because here O’Malley proposes in class test not every other week anymore, but goes now to every third or fourth week. In his proposal O’Malley makes it clear that weekly testing is important, because it would provide students feedback on how they are doing and to create a frequent study habit. If the in – class testing would be every third or fourth week than you can’t create a frequent study habit. Also if the course is semester based or trimester based, than that would mean that you get 3 or 4 test per course. You can’t categorize that under frequently testing. Skimming through an essay would not provide the students of the feedback they need. When you skim through a text, you can get a general idea of what the text is about. If professors have to give you feedback on something they go fast through than the chance is big the feedback is going to be general too. What does not benefit students, because if they get a general feedback like â€Å"your essay was bad, you should change it. † or â€Å"you are doing a good job. † Than the student doesn’t get enough information what would help him to improve or do it better next time. In his conclusion O’Malley sees â€Å"†¦brief – in class exams†¦Ã¢â‚¬  as the only solution, because â€Å"†¦ [it’s] the only way to improve students’ study habits and learning, reduce [students] anxiety and procrastination, and increase their satisfaction with college. Campus administrators should get together behind this effort, and professors should get together to consider giving exams more frequently. † (O’Malley) I do believe that O’Malley has made a strong position in this paper what he wants, and I do believe it is important to find the best solution for both sides. But I know what kind of pressure teachers are in, and it wouldn’t be fair to some professors to change the whole teaching system. Every professor and teacher has his own way of teaching, what makes him/her good in his/her own way. What we can do is for the teachers to choose if they like this kind of teaching method or not. If they do want to try this teaching style out, then they should mention that in their class description. Teachers that think this is impossible can just stay with their own habits and the students can choose whether they take the class or not. This system would not only help teachers, but also students. Some students don’t need in-class exams and are perfectly fine with the system of midterms and finals. There should be room for everybody with their own choice.