The Lord of the Flies: How The Conch Is Used To Highlight Ideas In the

Generally speaking, the conch has represented democracy and collectiveness throughout the novel. Golding uses the conch to highlight many different ideas in the book by setting the story on an island, which is a microcosm of the entire world and the world that the boys lived in before encountering the fateful crash of the plane. The group of boys encounter problems which, even on this island, they are unable to escape from. It is important to remember that at the same time, there is a nuclear war taking place. The ‘long scar’ that ‘smashed into the jungle’ implies that the island has already been ruined permanently. It seems as though the attempt to remove the boys from a war-filled world has failed because the island is already contaminated by the crash of the plane, which was shot down by an enemy plane, this is somewhat related to warfare. The boys now need to survive on the island and this causes problems revolving around social order, as t here are no adults present. In that case, some of the problems are attempted to be resolved by using the conch. Soon after Ralph discovers the conch, it becomes a symbol of unity and collectivity, because it is used to gather any survivors for an assembly. The assembly itself at the beginning of the novel shows that the children still have the civil codes and rules of society engraved within them. This means that the boys were at that time, behaving within the acceptable boundaries of society. However, the fact that they are still boys imply that the civil codes have not yet been fully engraved and developed inside them. During the first assembly, ‘it seems to [Ralph] that [they] ought to have a chief to decide things.’ Even though this is a sensible idea, there is st... ...We begin to notice this when Ralph himself, begins realizing that Jack is using more power than he should by arranging a hunting party and abandoning the fire which could have gained the attention of a passing ship to rescue them. Consequently, Ralph decides to hold a ‘meeting’ that ‘must not be fun, but business.’ Another important message is that sometimes one loses the ability to control the evil within them. This is evident during the time when the group of boys ‘were all jabbing at Robert’ who was imitating the sow. At first, this is taken light-heartedly, but as the ‘game’ proceeds, Ralph feels that ‘the desire to squeeze and hurt is over-mastering’ and Robert starts to squeal in ‘real pain,’ ‘’Ow! Stop it! You’re hurting.’’ In a way, this illustrates great corruption in society as Ralph, who is the chief, has the craving of hurting people.

HIV and Its Coreceptors Outline Essay -- Biology AIDS

What is HIV? The Human Immune System * In order to understand HIV, one must understand the human immune system. The first line of defense is a person’s skin, mucous membranes, and other secretions which prevent pathogens from ever entering your body. Pathogens are considered things your body does not want, for example bacteria and viruses. * The second line of defense includes nonspecific mechanisms which attempt to contain the spread of pathogens throughout one’s body. The second line of defense relies heavily on the use of white blood cells, which ingest invading organisms. About 5% of white blood cells are made of monocytes, which develop into macrophages. The role of these macrophages is vital to the human immune system, as they are able to engulf pathogens without having to self destruct. * The body’s third line of defense is a highly specific means of distinguishing â€Å"self† from â€Å"non-self† and destroying all â€Å"non-self†. All of one person’s cells are marked with a unique set of proteins which label them as â€Å"self†. Certain cells in the body are capable of recognizing every antigen (molecules belonging to viruses/bacteria) that may enter one’s body over a lifetime. These cells include macrophages, T-Cells, B Cells, and interior thymus cells. These cells rely on Helper T-Cells to alert them of antigens in the body, thus creating an immune response. Once recognized, Killer T-Cells actively destroy pathogens and even the body’s own cells if that have been invaded by a pathogen. How HIV attacks the Body * As commonly known, HIV cannot penetrate your immune systems first line of defense. You cannot contract HIV by breathing bad air or by holding the hand of somebody who is HIV positive. You have to wo... ... lymphocytes. Phipps and Branch observed Fyn Kinase activity in patients with and without HIV. Those with HIV contained high Fyn Kinase activity and low levels of Fyn protein. They also found that Fyn Kinase activity increases within 30 minutes of infection of the CD4+ T cells. This new-found information revolutionized the way testing for HIV occurs. References: Alkhatib, G. et al, "CC CKR5: A RANTES, MIP-alpha, MIP-1 beta Receptor as a Fusion Cofactor for macrophage-tropic HIV-1." Science 272, 1955 (1996). Grimes, W., R. Hallick, M. Hewlett, J. Aronson, and B. Fishel. Biology 181 Laboratory Manual 2002. Hayden-McNeil Publishing, Inc. Moore, J.P. "Co-receptors: Implications for HIV Pathogenesis and Therapy." Science 276, 51, 1997. Purves, W., D. Sadava, G. Orians, and H. Heller. Life: The Science of Biology , Sixth Edition 2001. Sinauer Associates, Inc.

A Comparison of Special Education Philosophy, Policies an Dpractice Essay

The focus of this study is to compare the educational philosophies, policies,and practices between Malaysia and Japan, with regard to the education of children with special needs. Malaysia and Japan have some common historical experiences in that both countries were involved in the Second World War, both were colonised and given independence by Anglo-American powers. Geographically they are both in Asia. A significant difference between the two countries is the homogenous nature of Japan’s population and the pluralistic multicultural, multi lingual, multi ethnicity and religions of Malaysia. Japan is a developed and industrialised country whereas Malaysia is developing and targeting to be an industrialised one. Japan’s population of 127 million dwarfs Malaysia’s 29 million. It is needful to examine the set up of other countries, discover the root of the problems and analyse their solutions so as to better understand one’s own education system, avoid mistakes made and adopt suitable models accordingly. Hence, in this comparative study, an Asian country was chosen over an Anglo-American one, because Japan and Malaysia are both culturally group-oriented, power concentrated, inclined to be replicative and relationally holistic. As such it is probably easier to relate to contextually in matters relating to adapting globalised best practices in a culturally sensitive way. This paper seeks to look at the special educational policies and philosophies of both countries, study their practises, identify key issues and challenges faced, and to discover possibilities for mutual exchange, growth and development. There has always been a personal interest in Special education probably from parental influence and also from exposure to special people at a very young age. The increasing awareness of Special Education in Malaysia can undoubtedly be attributed to regular reporting by the media and the escalating pervasiveness of information technology available to the masses. In recent years, Special Education has given more attention to a wide range of learning difficulties, including dyslexia, autism, attention deficit hyperactivity disorder [ADHD], Asperger’s syndrome and so on, with focus somewhat moving away from visual, hearing impairment and physical, mental impairments. This is probably because in most developing and developing countries, visual and hearing impairments have already well-established special educational practices. For example, Special schools where various learning aids, such as sign language, Braille and magnified letters are used to accommodate the students’ teaching and learning needs. Some countries such as Japan and the United States of America (USA), have advanced to providing not only basic education but also pioneering tertiary education for the visually and hearing impaired. Different forms of learning difficulties have emerged over the past 25 years and are probably still emerging. In the past, these special needs (learning difficulties) were all classified under mental retardation, but as discoveries continue to be made and learning difficulties are classified differently, statistics show that mental retardation worldwide has dropped considerably. As these conditions are discovered and researched, some theories about these conditions change and some evolve due to these theories being challenged or disproved and new theories being proposed. For example there is a wide range of autism, from highly-functioning to deeply autistic. Some children who were diagnosed as autistic ten years ago, are now discovered to have Asperger’s disorder. Disorders along the Autism Spectrum Disorder (ASD) continuum include autism, pervasive developmental disorder, Rett Syndrome (American Psychiatric Assocciation, 1995) and Asperger’s disorder. Since ASD exists along a spectrum, intervention especially communication intervention must be highly individualized ( Schreibman, koegel, Charlop, & Egel, 1990), thus intervention-wise, a child with Asperger’s Disorder is to be regarded quite differently from an autistic child. The field of special education has seen growth that has been unprecedented and it is likely to continue with more contemporary curricula, programmes, materials and resources evolving at a rapid rate, driven by a developmental theoretical perspective. In response to the increasing number of children diagnosed with special needs and especially that of learning difficulty, it is imperative that policies, philosophies and practice of special education need to be redefined, reviewed and refined to cater for the development and nurture of these children. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. There are many famous personalities who have special needs and disabilities but have excelled in sport, fine arts, physics and in the music and movie arena. Olympic swimmer Michael Phelps made history by breaking records and winning eight gold medals. He also inspired thousands by speaking candidly about having ADHD. His mother has also been very public about telling their story. Professor Stephen Hawking, a renowned Physicist, is a well-known example of a person with multiple neurone disease who has against all odds, succeeded in life. Hawking cannot walk, talk, breathe easy, swallow and has difficulty in holding up his head. He could have well been classified as mentally retarded and severely physically handicapped and discharged to a home of the Spastics, yet he defied his doctor’s prognosis of not surviving more than 21 years. Stevie Wonder was born prematurely and as a result, he was never able to see. Wonder stands out as one of the most celebrated American musicians of all time. To his credit, he has won 26 Grammys and an Academy Award. This has earned him rightful standing in the Rock and Roll and Songwriter’s Halls of Fame. Phelps was told that he could never focus on anything, Hawking, that he wasn’t an exceptional student and Wonder, that he could never make it in life. They are an inspiration to one and all, both stakeholders and non-stakeholders alike. On this note let us look at Japan. JAPAN [pic] Figure1. 1 Map of Japan For many, the word Japan conjures up mystical Samurais, beautiful, graceful and demure kimono-clad geisha girls, sashimi (Japanese raw fish), beautiful spring apple-blossoms, ancient temples, lightning–fast bullet trains, Toyotas and Hondas, even the Iron Chef competitions and the list goes on; but education is certainly not an image that fills your mind when you hear the word Japan! Japan is an island country located in the Pacific ocean. It’s an archipelago of over six thousand islands, the largest being Honshu, Hokkaido, Kyushu and Shikoku accounting for 97% of Japan’s land area. Japan is often referred to as the ‘Land of the Rising Sun’ because the Japanese characters that make up Japan’s name, Nippon-koku or Nihon-koku means ‘sun origin’. Most of Japan’ s islands are mountainous and many are volcanic which is not surprising as Japan sits on the Pacific Ring of Fire. Mount Fuji is the highest mountain in Japan and an active volcano that last erupted in 1707–08. Japan has a population of 127 million people, ranks the tenth-largest populated country in the world. Tokyo is the capital of Japan with a population of 12 million. It is the Japan’s centre for culture and education and also the nation’s economic and industrial hub. The main language spoken is Japanese and most Japanese are of the Shinto-Buddhism faith. Since 1947, Japan has maintained a unitary constitutional monarchy with an emperor and an elected Prime Minister as head of government, with an elected parliament called the Diet. It is a highly industrialized, developed country and a major world economic power. Japan has the world’s second-largest economy and the third largest in purchasing power parity. It is also the world’s fourth largest exporter and fifth largest importer. It is the only Asian country in the G8 and a current non-permanent member of the United Nations (UN) security council. According to both the UN and World Health Organization (WHO) estimates, Japan has the highest life expectancy of any country in the world, and the third lowest infant mortality rate. History of Education Japan’s education maybe conveniently divided into pre-World War II(WW),post WW II, and modern Japan. On the whole, pre-WWII education was controlled centrally by the government, the education philosophy was guided by the Imperial Rescript Education (1890), Japanese values and Confucian principles were taught and stressed by society. Primary education was available to all but secondary and tertiary studies were elitist and discriminatory. This old system collapsed at the end of WWII and the United States Education Mission (1946) introduced new ideas and structures into the Japanese system such as extending free but compulsory education from six to nine years, higher education became more non-elitist, social studies was emphasized above moral studies, school boards were locally elected as opposed to being appointed under the old system, and teachers unions were formed. In 1952, Japanese sovereignty was restored and many reforms reverted back to the old system; school boards were by appointment, Japanese ideals moral studies were put back into the curricula but the 6-3-3 structure intended at democratizing education remain until today The University Control Law (1969) and other reforms emerged in the 70’s. Education in Contemporary Japan is under the jurisdiction of the Ministry of Education, Culture, Sports, Science and Technology (known also as the Monbukagakusho or MEXT). Three tiers of administration attend to the financial and supervisory educational services; namely the national (MEXT0, Prefectural (upper tier) and municipal (lower tier). There are five levels of schooling in Japan: Preschool which is free to all but not compulsory, Primary and Lower Secondary levels which are free and compulsory, and Upper Secondary and Higher Education which are neither free nor compulsory. The Fundamental Law of Education, the School Education Law and the Social Education Law provide the philosophies, policies and practices throughout the nation. The Japanese value educational excellence at all levels and their education system is thought to be extremely prestigious. Japan is consistently ranked at the top internationally in both Maths and science by the TIMSS (Trends in Interntional Maths and Science Study). Japanese education helps build student motivation. Their philosophy emphasizes effort over ability hence in the Japanese classroom, everyone is taught the same concepts and students are engaged in higher-order thinking skills. Correct answers are withheld and students are presented with material such as puzzles and encouraged to think of as many ways as possible to solve the problem. Fast and slow learners are not separated and advanced students help the less able, cooperation, a sense of belonging and oneness are fostered. This attitude is particularly important when it comes to special children. Special Education in Japan A brief history In 1878, the first special school for children with visual and hearing impairment was established in Kyoto. The first special class for children with intellectual disabilities was set up in 1890 in Matsumoto City, in Nagano Prefecture. To date Japan has 222 and 210 years of history respectively in the area of Special education, a figure to be proud of indeed. The number of special schools and special classes for children with various kinds of disabilities increased favorably until around 1930, but thereafter the WWII devastated special education. At the end of the WWII, the external number of special schools for children with blindness and deafness was still more than 100, but most schools were burned by air raids. In the case of special classes, all were closed except one in Tokyo, at which the children were also moved to rural areas without schools, let alone special classes. Special education had to be reconstructed after the WWII based on the philosophy of democratic education, which was introduced by the educational policy the United States who was then the occupation army. In 1947 compulsory education for primary school and lower secondary schools was introduced. Special education was rapidly rebuilt beginning with visual and hearing impairments schools and classes, followed closely by schools for intellectual disability, physical and health impairment. The development of special education since the end of WWII maybe seen as (1) Development of special schools and special classes. 1947- 1979 (2) Movement of integrated education – 2000 (3) Development of special needs education. – Present day The motto of the Special Needs Education System of Japan (SNES) – Where children with disabilities learn – is bold and apt. Looking at Figure 1.2, it is clear that special-needs children are given due consideration at all levels from pre-school right up to upper secondary school. Figure 1. 3 show that as the degree of disability goes from mild to severe, the children are correspondingly moved from regular classes with team-teaching, achievement-based teaching ,small-group classes, Special Support Service in resource rooms, to special classes and then on to Special Needs Schools. The four categories of special needs, the blind, the deaf, the intellectually disabled, the physically disabled and the health impaired in figure 1. 4, show the ratio of children with multiple disabilities in Special Schools in elementary and lower secondary levels. Due to increasing number of students with multiple disabilities, there is a move away from of schools catering only for single disabilities for example the blind or deaf. Japan has a national curriculum standards for children with disabilities called ‘the Course of Study or Gakushyu-shido-yoryo for schools serving the blind ,the deaf, children with physical and mental disabilities and health impairments. It can be amended when necessary to tailor to specific needs for these children. Parents, school board members and or medical and social personel are consulted in order to determine which curriculum suits the child best, be it one to one teaching, small group teaching, individual teaching plans or inclusive integration onto regular classes. Even when there is profound disability, the child is eligible for education according to their needs. In some cases teachers visit homes or institutitions to provide home tutoring. In major hospitals classes are available for children necessitating hospital treatment. Only 0. 001% of children in Japan are allowed postponement or exemption from school education. Teachers in Special education are required to have a license for special education in addition to their basic teaching license. The NISE provides highly specialized training courses. Local Special Education Centers in prefectures offer programmes to upgrade or learn new skills. Case conferences and Teacher’s study-meetings are conducted at school level. The NISE conducts research such as nationwide surveys to assist in making future national policies with regard to special education. At prefecture level, research and development schools and model schools are present throughout the country. Local Special Education Centers, Colleges and Universities conduct ongoing research on teaching methods to enhance Special Support Education. As part of the 2007 reform, the SNES aims to have schools for Special Needs Education where staff are competent in knowledge and understanding on more than one disability, so that students with multiple disabilties are be accepted and integrated into each local community. By mid 2010, Japan plans to launch their first graduate school for students with visual or aural impairments at the state-run Tsukuba University of Technology, their only University for the deaf. According to the university, it will be the world’s first graduate school for visually- impaired students and the third for hearing-impaired ones, following the footsteps of such schools as Gallaudet University in the United States, Master’s degrees will be offered: Industrial technology for visually challenged students and health science courses for hearing-impaired students. Academia is possible to all, those with special needs and those without, unless there is brain injury and the cognitive abilities are damaged. As the adage goes â€Å"There is no learning disability only teacher inability†. MALAYSIA [pic] Map of peninsular Malaysia and East Malaysia (Malaysian Borneo)Fig 1. 2 Malaysia, is made up of West Malaysia (peninsular Malaya) and East Malaysia (Sabah and Sarawak states) in nothern Bourneo. It is a land of beauty in its diversity, located in the heart of South East Asia, see figure 1. 2 which had for centuries attracted merchants and traders plying the ancient, lucrative spice and silk route between India and China. It is therefore no surprise that Chinese, Indian and Malays are the major contributors to Malaysia’s rich and vibrant cultural heritage, together with the indigenous people. Malaysia is a multi-ethnic, multi-cultural, multi lingual and multi-religious society, known for their warm hospitality, interesting and delicious variety of food and a delightful fusion of cultures making Malaysians attractive and unique. Bahasa Malaysia is the official language, but English is taught as a second language and many Malaysians are tri lingual: proficient in their mother tongue, in Malay and in English. Malaysia is well endowed in natural resources such as minerals,[ mainly tin and petroleum] agriculture and forestry. It is one of the world’s top exporters of natural rubber, palm oil, sawn timber, coca and pepper. Malaysia boasts of rich biodiversity and a wide habitat range, in the Gunung Mulu National Park, and in the Mount Kinabalu district of Sabah. Both have been marked as World Heritage Sites. In 2009 two interesting and historical townships, Malacca and Penang were also given World Heritage status. Today Malaysia is an independent nation state with a parliamentary constitutional monarchy. Kuala Lumpur is the largest city and the capital of Malaysia. It is also the main financial and commercial centre of the country. Malaysia is recognized as an emerging industrialized country with a GDP per capita PPP ranking at 48th in the world and second in South East Asia. For the past 20 years, Malaysia has been on a fast track development drive with measurable physical and economic success. Unfortunately, services and facilities enabling tangible inclusion of People with Disabilities (PWDs) into their communities were not developed in tandem, resulting in Malaysians with Disabilities excluded from enjoying a barrier-free environment and normal enriching independent lifestyle. There is a pressing need to firstly look at the education commitments of Malaysia to the children with disabilities so that indeed the mission of the Ministry of Education ‘To develop a world-class quality education system which will realise the full potential of the individual and fulfil the aspiration of the Malaysian nation† can achieved, and to reach their objectives stated below: – To produce loyal and united Malaysians. – To produce happy, well mannered individuals who have faith, knowledge and vision. – To prepare the nation? s human resource for its developmental needs. – To provide educational opportunities for all Malaysians. HISTORY OF EDUCATION Pre WWII, secular schools were mainly an innovation of the British colonial government, and English-Language schools were considered prestigious at that time. Post WWII, education was mainly aimed to feed the needs of the colonial government though the Malay, Chinese and Indian communities fought hard for their mother tongue to be used as a medium of instruction. Post independence (1957) in accordance to the national language policy, the government began to change English-medium primary and secondary national-type schools into Malay-medium national schools. In 1970, the language change was made gradually starting from the first year in primary school, was completed by the end of 1982. Malaysia’s belief that (NEP),New Economic Policy 1960-1970, the National Development Policy,1071-1990, The first to ninth Malaysia Plan, 1991-2010, ensure adequate funds to the Education sector for the development of the nation’s human resource and capital. It is through this course of action that the Malaysian Education system succeeds in responding to the issues of access, equity, quality and effectiveness of education for all Malaysians in a 6-3-2 structure. Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education. Each state has an Education Department to help coordinate educational matters in their respective states, although education is the responsibility of the federal government. The Education Act of 1996 is the main legislation governing education which designates six years of primary education as compulsory. Pre-school is optional and most pre-schools are for profit and privately run. Five years of secondary schooling is not compulsory. For their pre-university studies, students have an option of doing two years of Form six or the Matriculation. Free education is provided from Primary one right up to Form six. A Brief History of Special Education Jabatan Pendidikan Khas (JPK) or the Department of Special Education, from being just a unit in the Education Department was established as a Department in its own right in 1995. It plays a major role in curricula planning and implementing the quality of special education programmes in both the primary and secondary schools in Malaysia. However the programmes for the deaf have a much longer history, the first residential school for the deaf was established in 1954. Interest towards Special Education in Malaysia began in 1920s among volunteers who were involved in the opening of schools for the hearing and visual impaired. The Cabinet Committee Report that studied the Implementation of Education Policy through the Recommendatory 169 was the beginning of a clearer focus and emphasis on the development of Special Education in Malaysia. The recommendatory says that: â€Å"With the awareness that the government should be responsible towards the  education of disabled children, it should then take over all the responsibilities from the organizations handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged. † SPECIAL EDUCATION PHILOSOPHY. The MoE Philosophy for Special Education states that ‘Education is given to develop the students physically, emotionally, spiritually and intellectually so that students can be educated to the highest possible level to enable them to obtain employment and live independently’. Programmes are based on the following policies: †¢ Education Act 1996, Chapter 8. †¢ Education Act (Amendment) Act 2002. †¢ Education Regulations (Special Education) in 1997. †¢ Policy Committee decision, the Ministry of Education [Education Planning Committee (SRC), Meeting Management Ministry of Education, Centre for Curriculum Committee (DFA) and Department of Management Meeting Special Education]. International Declarations: †¢ United Nations’ World Programme of Action concerning Disabled Persons (1983). †¢ The World’s Declaration on Education for All (1990). †¢ The United Nations’ Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). †¢ The Framework for Action on Special Needs Education (Salamanca Statement) in 1994. †¢ Biwako Millennium Framework for Action Towards an Inclusive Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia and the Pacific (2002). Three ministries service children with disabilities. They are, the Ministry of Health, the Ministry of Women, Family and Community Development (WFCD) and the Ministry of Education, but education for these children are only under the auspices of the Ministry of Education and the Ministry of WFCD. The Ministry of Education provides educational services for students with special needs who have visual and hearing impairment, learning difficulties, and those needing special remedial help. Learning disorders are categorized as follows: – Downs Syndrome – Mild autism – Attention Deficit Hyperactivity Disorder – Mild Mental Impairment and – Specific learning disabilities (eg. Dyslexia). The Ministry of WFCD provides services for children with the following problems: – severe physical disability – moderate and severe mental retardation – various other defects such as and – defects that do not allow the children to learn in schools provided by the Ministry of Education. Special Education Department’s Vision and Mission JPK’s vision statement is ‘Quality Education Generates Excellence Among Students with Special Educational Needs in line with the National Education System’, with the mission to develop excellent special needs human capital based on a holistic, relevant and quality education system so that there is – Optimum development the individual’s potential – Ability to compete and be marketable. – Moral values as a responsible citizen – Smart partnerships with various parties The Special Education services provided by the Department of Education are: †¢ Special schools for pupils with visual and hearing impaired and learning (secondary). †¢ Special Education Integration Programs for students with special needs and learning disabilities, impaired hearing and sight impaired. The program is available in non-residential, normal primary and secondary schools as well as in Technical/Vocational training (secondary) schools which adopt withdrawal or semi-inclusive approach. Programmes such as the Special Education Integration Programme and the Special Rehabilitation Programmes are fully administered at state levels by the State Education Department, whereas the Integration of Special Education Programs in Technical and Vocational Education is administered by the Department of Technical Education. The Malaysian Education for All Mid-Decade Assessment Report 2000-2007 states that one of the strategies is to expand preschool places for children with special needs from 32 integration classes to 100 classrooms in order to integrate children aged 5-6 with single disability, usually the learning disabled. Expansion necessitates therefore training the necessary preschool teachers and teacher assistants and also the proviso to amend the Special Education Regulations Act 1997 to accept students with two disabilities. UNICEF, working together with the Ministry of Health’s Development Division (MHDD) devised a standardised screening tool in 2006 to improve the early detection of autism amongst toddlers so that early intervention can be instituted. Issues with Sexual and reproductive health for children with special needs are also looked into, in response and recognition of their high risk of sexual abuse and exploitation, because it directly impacts their learning and overall development. ANALYSIS Japan as a leading economic power and highly industrialised country and Malaysia as a developing and emerging industrialised one, have commonalities in that were both affected deeply by WWII, and both were dominated by a foreign power, so it is interesting to see each country recovered, rebuilt and developed post-war and how Special education has evolved since then. Looking at the philosophy with regard to Special Education mentioned earlier on, both Japan and Malaysia are very similar in that both are highly commendable, comprehensive and impressive, subscribing also to many international special-education charters such as The United Nations’ Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). |Mission and Vision of JPK Malaysia |Mission and Vision of the NISEJapan | | |The mission of our institute as the National Institute of | |JPK’s vision statement is ‘Quality Education Generates Excellence |Special Needs Education is to contribute to:Improving the | |Among Students with Special Educational Needs in line with |quality of education for children with disabilities and to | |the National Education System’, with the mission to develop excellent|make educational provision to meet individual educational | |special needs human capital based on a holistic, relevant and quality|needs. We aim to do this by working with the national and | |education system so that there is |government organizations. Our vision is | |- Optimum development the individual’s potential |Research Activities that contribute to National | |- Ability to compete and be marketable |Administrative Needs | |- Moral values as a responsible citizen |-To undertake research that contributes to the formulation | |- Smart partnerships with various parties |of National Policy for Children. | |- Providing education opportunities and facilities for students |Practical Research that contributes to Education | |with special educational needs. |- To undertake advanced and practical research that | |- Providing relevant education to every student with special |contributes to education | |educational needs. |Specialized Programs for Teacher Training | |- Providing opportunity for students with special educational needs |- Provide systematic and special training for the school | |to develop their talent and potential. |staff who plays the role of leadership in special needs | |- Providing sufficient and up-to-date teaching and learning |education from local public organization and support them. | |material. |Training Programs that Respond to New Challenges | |- Ensuring sufficient trained teachers in special education. |- To implement training program for the major issue of | | |National Policy and/or urgent issue at educational site | |- Planning and managing all primary and secondary special schools. |flexibly and promptly. | |- Planning and coordinating all special schools integration program. |Counseling and Consultation that Provide Activities that | |- Planning, coordinating and evaluating policies and regulations, to|Supports Local Public Organizations | |ensure education is well-balanced, to help, service and support |- To conduct consultation and provide the information for | |students with special educational needs and implement the special |counseling and consultation to the organizations. | |education vocational policy. |Provide Information for Special Needs Education | |- Planning curriculum, activities and special education affairs. |-To collect, analyze, arrange and make database of the | |- Providing special education planning, research and evaluation. |information on special needs education from domestic and | |- Providing training plan and staff development; and |overseas and provide comprehensive information to teaching | |- Coordinating Special Remedial Education Program. |site. | | |Cooperation and Partnership with Universities and | | |Organizations in Domestic and Overseas. | | |- to collaborate and cooperate with universities and | | |organizations locally and abroad through seminars, to | | |research, analyze and evaluate the issues, and to share our| | |practical research results in special needs education. | One difference in their philosophy is that when it comes to learning, the Japanese put value and emphasis in effort over that of natural ability, resulting in primary school students being taught in classes that have not been streamlined into good, average or poor students, whereas stream lining students according to their academic performance is practiced by Malaysia and many other countries. It follows then that, if effort is put into the education of a special-needs child, the child can reach its full potential given all the necessary support. This attitude has given Japan an advantage of having an over 200 year history in educating people with special needs, which began with addressing the visual and hearing impaired. The Japanese School Education Law places special education firmly within the framework of the total education system by emphasizing that it is not separate from ordinary education. Japanese special education now officially recognizes seven categories of disability: the blind and partially sighted, deaf and har.

Hazard of Coal and Coal Mining to Human Health Essay

Coal is a solid but brittle sedimentary rock with a natural brown to black color and is made up of carbon, hydrogen, oxygen, nitrogen, and lesser amounts o f sulphur and trace elements. Coal is classified into four types depending on the carbo n, oxygen and hydrogen content on which the higher the carbon content, the more energy the coal contains (Coal at a Glance, 2009). The amount of energy in coal is define d by the heat value measured by British thermal units (Btu). One Btu is equivalent to the amount of energy in a single match (RockTalk, 2005). The four types of coal include lignite, sub bituminous, bituminous, and anthracite. The lowest rank of the coal i s lignite and has a heating value of 4,000 to 8,300 British thermal units (Btu) per pound. This type is the softest with high moisture content, least amount of carbon a nd is mainly used to produce electricity. The second least of the four types is sub-bituminous coal with a heating value of 8,300 to 13,000 Btu per pound and contains 35 to 45 percent carbon. After addition of more heat and pressure on lignite, bituminous coal is formed which is made of many tiny layers. It contains 11,000 to 15,500 Btu per pound heating value and is an important fuel for the steel and iron industries. Of the commonly minable coals, anthracite is the hardest and has a heating value of 15,000 Btu per p ound containing 86 to 97 percent carbon (Coal at a Glance, 2009). Coal is a non-renewable source of energy because it takes million of years to form. It has become a powerhouse by the 1800’s in America in which the people used coal to manufacture goods and to power steamships and railroad engines . It was noted that after the American Civil war, coal was used to make iron and steel and by the end of 1800’s, people used coal to make electricity. In the 1900’s, coal is the mainstay for the nation’s business and industries. Coal stayed America’s number one energy source until petroleum was used for petroleum products that became a demand. In 2009, 93.6 percent of all the coal in the United States was used for electricity production. Coal generates almost half of the electricity used in the U.S (Coal at a Glance, 2009). Based from Gree n World Investor (2011), coal has numerous uses primarily as a source of fuel and as a rich carbon source. It also plays an important role in cement and steel industries and coal is the largest source of electricity production. Coal is mainly used as fuel to generate electricity t hrough combustion. In steel production, coal together with iron, are the two raw materials used to produce steel in which the former is used as a fuel to smelt the iron in furnace until the cast iron is further refined. Similar with electricity and cement production, coal is also being used as a fuel in cement industry. Furthermore, paper a nd aluminum industry also uses coal as a fuel since coal is cheap and very available for these types of industries that are huge consumers of energy fuel. According to World Coal Association (2012), â€Å"the biggest market for coal is Asia, which currently accounts for over 65% of global coal consumption; although China is responsible for a significant proportion of this. Many countries do not have n atural energy resources sufficient to cover their energy needs, and therefore need to import energy to help meet their requirements. Japan, Chinese Taipei and Korea, for example, import significant quantities of steam coal for electricity generation and co king coal for steel production†. They also added that coal users further include alumina refineries and chemical and pharmaceutical industries. Chemical products can be produced from the by-products of coal. Refined coal tar is used in the manufacture of c hemicals, such as creosote oil, naphthalene, phenol, and benzene. Despite the myriad benefits coal has to offer, t here is always a disadvantage of using it. According to Fossil Fuel Resources (2012), coal burning causes the emission of harmful waste such as carbon dioxide, sulphur dioxide, nitrogen oxides, sulphuric acids, arsenic and ash. Furthermore, coal emits twice as much carbon dioxide compared to natural gas in producing the same level of heat which increases the level of emission of greenhouses ga ses into the earth’s atmosphere. As well as large factories and power industry that burn coal causes acid rain in some areas. Moreover, coal mining damages t he landscape a nd the environment as a whole plus t he large and noisy equipment used for mining may a ffect local wildlife. Transportation of coal can also be a problem since it requires extensive transportation system and causes additional pollution from vehicle emissions. Another huge disadvantage is that the coal is a non-renewable energy source and thi s millennium, coal can be depleted if burning of coal is continued in the future. Likewise, in coal mining industry, health difficulties of miners occur and fatalities due to dangerous nature of work increase. This paper would be tackling about the Health Hazard that is imposed otherwise could be caused by coal and coal mi ning. However, it is important to understand the impact of this activity to economy and environment, which could help in knowing the impact to health t hus socioeconomic and environmental effects of coal mining are at the same time discussed. Developing co untries seek to exploit mineral resources to provide needed revenue thus, mineral wealth is a part of some nation’s natural capital (Davis and Tilton, 2003). However, Sideri and Johns (1990) stated that mineral development does not always boost a country’s economic growth and in some cases contribute to increased poverty. Some of the contributing factors for this misfortune were low level of employment, institutional corruption and mismanagement (Sideri and Johns, 1990). Coal industry development may result in national economic growth however, the benefits are not equally shared, causing local communities nearest to the mining site suffer the most. Miranda et. al (1998) added that mining as a general triggers negative impacts such as alcoholism, prostitution a nd sexually transmitted disease. According to Dr. Michael Hendryx (2009), â€Å"Areas with especially heavy mining have the highest unemployment rates in the region contrary to the common perception that mining contributes to overall employment†. S ynapse Energy Economics (2009) added, referring to Appalachia where mountaintop removal for coal mining is being done, â€Å"History shows that the transition from deep to surface mining devastated the region economically, and that the prosperity of mining companies has not gone hand in hand with the economi c welfare of coal mine workers. Appalachia has suffered from current and persistent economic di stress, and that this distress has been associated with employment in the mining industry, particularly coal mining.† Mountaintop removal coal mining remove the miner from the process, replacing manpower with machinery, and lowering the coal companies’ overhead cost (Appalachian Voices, 2012). From the article â€Å"Mortality in Appalachian Coal Mining Regions: The Value of Statistical Life Lost† authored by Michael Hendryx and Melissa M. Ahern (2009), it was stated that the Appalachian region of the United States has long been associated with severe socioeconomic disadvantages. These results to a poor public health comprising elevated morbidity and mortality rates for a variety of serious, chronic conditions, such as diabetes, heart disease, and some forms of cancer. Furthermore, recent studies have confirmed that health discrepancies exist in coal mining regions of Appalachia compared with other areas of the region or the nation . These discrepancies include elevated mortality rates for total causes, lung cancer, and some chronic illnesses. It was noted that t hese studies showed that mortality is related to higher poverty, lower educati on levels, and smoking behavior, and further s uggested that environmental pollution from the mining industry is a contributing factor. In the study of Paul Younger (2004) , â€Å"Environmental impacts of coal mining and associated wastes: a geochemical perspec tive†, it was stated that in the early years of coal mining, impact on the environment adversely affect long -established agricultural interests. The negative impacts of coal mining came to be accepted as a by-product of the generation of coal-based wealth d uring the time when coal trade dominate regional economies in mining districts. These negative impacts became unacceptable when large-scale mining began and took place in major coal-mining economies. It was further stated in the study that t he environmental impacts of coal mining are results of the exposure of reduced earth materials that involves coal and others, to the oxidizing power of the Earth’s atmosphere. The study recognize subcategories of impacts under five major headings consisting of air pollu tion, fire hazards, ground deformation, water pollution and water resource depletion. Production of large quantities of waste is one major environmental issue that can be caused by coal mining. The impacts are more widespread in open-casts compared to underground mining, which produces less waste. Severe impacts could cause degradation of aquatic and marine resources and causes water quality reduction. According to Johnson (1997), erosion after heavy rainfall pushes waste rock piles and runoffs to nearby waste bodies and sometimes, this lead to disruption, diversion, and changing of slope and bank stability of stream channel and t hese disturbances significantly reduces the water quality. Ripley (1996) added that higher sediment concentrations increase the t urbidity of natural waters which lowers the available light to aquatic plant for photosynthesis. Elimination of important food source and decreased available habitat for fish to migrate and spawn usually happens if there is increased sediment loads that s uffocate organisms in marine organisms (Johnson, 1997). Fur thermore, higher sediments decrease the depth of water bodies which could contribute to flood (Mason, 1997). Deforestation is also a major indirect environmental impact of coal mining especially i n opencast or surface mining. Biodiversity is greatly affected , more importantly the removal of vegetation that alters the shelter and the availability of food for the wildlife. Coal mining also poses an environmental alarm in wetlands such as estuaries, mangroves and floodplains that actually served as natural filters of pollution as well as provide habitat for aquatic organisms. These areas are destroyed through direct habitat elimination or pollution from washable coals that were washed to produc e a clean pure coal (H.A. Mooney et al, 1995). Mining activities in general has many environmental impacts but at the same time, poses a significant risk to human health. The health cost of mining operations most of the time outweighs the advantages gaine d ( Yeboah, J.Y, 2008). Possible hazard including diseases or illnesses acquired from coal mining is discussed below as summary of various studies and articles about health risks caused by exposure to coal and coal mining. The association of pneumoconiosi s and other respiratory health risks with exposure to respirable mixed dust was identified in the study of Love R.G, Miller B.G., 6 The Hazards of Coal and Coal Mining to Human Health et. al. (1997), entitled â€Å"Respiratory health effects of opencast coalmining: a cross sectional study of current workers† conducted in United Kingdom opencast coal mines. The study carried out 1,224 men and 25 women at nine large and medium sized opencast sites in England, Scotland and Wales. Full sized chest radiographs, respiratory symptoms, occupational history questionnaires, and simple spirometry were used in the study to characterize the respiratory health of the workforce. In addition, logistic or multiple regression techniques were utilized to examine relations between indices of exposure and respiratory health. The study c oncluded that the frequency of (mostly mild) chest radiographic abnormalities is associated with working in the dustier, preproduction jobs in the coal mining industry. Although some of these mild abnormalities may be non -occupational (due to aging or smok ing), the association with exposure indicates a small risk of pneumoconiosis in these men, and the need to monitor and control exposures, particularly in the high-risk occupations. This study of respiratory health effects of opencast coal mining seems unalarming and maybe controlled since it was indicated that there is a small risk of pneumoconiosis among miners, however, coal mining effects to humans are not just limited to respiratory health. Furthermore, there are various studies that could prove that co al mining or coal combustion is a great contributing factor of respiratory illnesses most especially black lung disease. The negative impact of coal mining pollution to public health is analyzed in a study in West Virginia. Michael Hendryx and Melissa Ahern (2008) used the data from a 2001 research survey correlated with data from West Virginia Geological and economic survey showing volume of coal production from mining. Hendryx and Ahern study was â€Å"Relations between Health Indicators and Residential Proximity to Coal Mining in West Virginia† which have examined the coal mining in West Virginia if it is related to poorer health status and incidence of chronic illness. The study used data from a survey of 16, 493 West Virginians merged with county- level coal production and other covariates in investigating the relations between health indicators and residential proximity to coal mining. The research sought to find whether the effects of coal mining may result only from socioeconomic factors such as inco me and education problems together with environmental exposure problems or it a lso a ffects the health aspect of the people. It was emphasized that quantitative research on health consequences of residential proximity to coal mining is limited to a few stud ies of respiratory illness, which was conducted in Great Britain. With t hese few studies, one showed no effect of coal mining but there are studies t hat found increased risks. These were the main reason why this study was conducted. The result of the study showed that â€Å"As coal production increased, health status worsened, and rates of cardiopulmonary disease, lung disease, cardiovascular disease, diabetes, and kidney disease increased. Within larger disease categories, specific types of disease associated with coal production included chronic obstructive pulmonary disease (COPD), black lung disease, and h ypertension.† The research found t hat the result of black lung disease is higher in men compared to women since this condition affects miner’s which are men. The risks for coal -associated illnesses increase with exposure to coal by-products. Toxins and impurities in coal cause kidney disease, hypertension and other cardiovascular disease. The effects also resulted from the general inflammatory or systemic consequences of inhaled particles and these effects may be multi -factorial, a result of slurry holdings that leach toxins into drinking water and air pollution effects of coal mining and washing. This study served as a screening test to examine whether co al mining poses a health risk for adults living near the mining site. The researcher recommended that confirmatory tests should be undertaken to establish mechanism of action, magnitude, and health consequences of an exposure effect. Another study of health hazard brought by coal mining is â€Å"The association between mountaintop mining and birth defects among live births in ce ntral Appalachia, 1996–2003†, a research study authored by Melissa Ahern et. al.(2011). This study examined birth defects in mountaintop coal mining areas compared to other coal mining areas and in non-mining areas of central A ppalachia. The researchers aimed to know if higher birth-defect rates are present in mountaintop mining areas . Moreover, this study analyzed 1996-2003 live births i n four Central Appalachian states using natality files from National Center for Health Statistics. It was stated from the study that â€Å"The prevalence rate ratio (PRR) for any birth defect was significantly higher in mountaintop m ining areas compared to n on-mining areas, but was not higher in the non m ountaintop mining areas, after controlling for covariates. Rates were significantly higher in m ountain top m ining areas for six of seventy types of defects: circulatory/ respiratory, central nervous system, m usculoskeletal, gastrointestinal, urogenital, and ‘other’.† It was found out that mountaintop- mining effects became more pronounced in the latter years (2000–2003) versus earlier years (1996–1999.). Furthermore, it was mentioned that the elevated birth defect rates are partly a function of socioeconomic disadvantage, but remain elevated after controlling for those risks. They also added that both socioeconomic and e nvironmenta l inf luences in mountaintop mining areas maybe contributing factors. In a researc h article authored by Hans L. Falk and William Jurgelski, Jr., â€Å"Health Effects of Coal Mining and Combustion: Carcinogens and Cofactors†, carcinogens and cofactors that may be present in coal is being tackled. As an epidemiologic evidence of carcinogenic risks in coal mining and combustion, it was mentioned that several epidemiological studies imply that the incidence of gastric carcinoma in coal miners is elevated above that of comparable segments of the general population not engaged in mining of coal. On t he other hand, the article noted that death rate of coal miners from lung cancer is appreciably lower than the rate for non-miners of comparable age. It was explained that the data obtained from various studies about lower rate of lung cancer among coal miners strongly suggest that an unknown factor probably coal dust, exerts a protective effect from acquiring cancer. It was further noted that even though the coal dust is beneficial with regard to lung cancer, it is the causative factor of black lung disease. Therefore, while lung cancer rates might not increase as a result of an expansion of coal production, black lung and other respiratory diseases would probably become more prevalent. Health effect of exposure to respirable coal mine dust according to Center for Disease and Control Prevention includes Black Lung Disease or Coal Worker’s Pneumocosis (CWP), silicosis, mixed -dust pneumoconiosis and Chronic Obstructive Pulmonary Disease (COPD). CWP was defined as a chronic dust disease of the lung and its sequelae, including respiratory and pulmonary impairments, arising out of coal mine employment. It was moreover defined as parenchymal lung disease produced by deposits of coal dust in the lung and the response of the host to the retained dust. The primary lesion of CWP is like that of silicosis however, the amount and nature of dust and quantity and disposition of fibrous tissue and the presence of emphysema differs. Coal macules are rounded, irregular and ranges from 1 to 5 millimeters, lesions are distributed symmetrically found in both lungs with a greater concentration in the upper lobes (Attfield and Wagner, 1992). The proportion of dust, cellular material, or collagen varies depending on the rank of coal dust inhaled (Cotes and Steel, 1987). Silicosis develops when respirable silica inhaled is deposited in the lungs and varies from chronic, complicated, accelerated, or acute. Third is mixed -dust pneumoconiosis, which describes pulmonary lesions where crystalline silica is deposited combined with less fibrogenic dusts as iron oxides, kaolin, mica and coal (Silicosis and Silicate Disease Comittee, 1988). Chronic Obstructive Pulmonary Disease (COPD) refers to three disease processes which involve chronic bronchitis, emphysema, and asthma which are all characterized by airway dysfunction (Barnhart, 1994). COPD is mainly caused by cigarette smoking nevertheless, it could also be caused by air pollution and exposure to dust. Chronic bronchitis is associated with airflow obstruction and abnormalities in gas exchange (Barnhart, 1994). Coal dust and its sequelae are not the only health hazards of coal mining. Common occupational hazards brought by mining are also applied in mining coal. According to Institute for Occupational and Safety Development (2006), â€Å"M ining poses tremendous risks to life and limb, not only to miners but to community as well †. Hazardous mining operations caused both directly and indirectly countless accident. Hazards presented by mining to workers include intense exposure to heat, poor ventilation, fumes, repetitive stress injury, intense noise, manual handling of heavy machinery aside from biological and chemical hazard. Miner’s tend to have fluid and salt deficiency due to constant sweating since hydration is very limited combined with inte nse heat especially in underground mining sites. Furthermore, miners could have increased heart stress, heat stroke, and fertility reduction due to high temperature. Poor ventilation on the other hand, steals the oxygen from the body which results to brain malfunction and this can lead to death. Vibration from handling or operating large machines could result to permanent bone damage and vibration syndrome or dead finger syndrome that could proceed to hand and finger gangrene. The constant shaking could als o progressed to digestive problems because of constant moving of internal organs. Hearing impairment or disruption of body functions such as blood circulation and hormone imbalance could be a result of noise and hazardous sound that comes from drilling, blasting among others. Manual lifting of materials can cause back troubles leading to acute pain. Based from the government statistics, a ccidents in the industry of mining was used to be 0.1% in the year 2000 of the total occupational accidents however in 2 002 it increased to 1.7% of the total accidents which is in fact only 0.3% of the total labor force was into mining and this poses a very dangerous trend for mining ( IODC, 2006). Hazards mentioned above are, of course, i nevitable due to the nature of the activity itself. Yet, there are still other ways for them, in a way, to minimize the occurrence of these while working. In line with this is the importance of risk management. To be aware of the Risk Management is very important most espe cially when involving to activities that could pose risk not only to one ’s heal th but also to emotional, psychosocial, economical and e nvironmental aspect of an individual. Risk management is mainly the identification, assessment and prioritizations of threats brought about the actions going through or have gone through already. Through this method, t he pros and cons o f the action to be considered could be weighed. In t his discussion paper, certain risks that should have been given much attention b y the implementers of coal mining are tackled. From the hazards mentioned above, risk management that could minimize the impact includes the following assessment. There should have been even just an exhaust fan or some opening that some air could enter for them to be able to breathe as normally as possible. Also, to be able to minimize cases of deafness, miners are advised to wear ear plugs when heavy equipment is be i ng operated. Through this, noise could be minimized. It will also be advisable for the miners to have a sufficient supply of water with them as they progress with their work. Proper hydration is very much essential for them because there is poor ventilation inside the mine. The beverage they have with them should contain electrolytes for them to minimize incidence of fluid and salt deficiencies. An excerpt taken from t he article of Institute of Occupational Health and Safety Development s tates that, â€Å"Mines exposes workers to different types of airborne particulates, making them vulnerable to systemic toxic effects due to the absorption of coal dus t. Coupled with poor ventilation, this can trigger accidents and cause death to workers. RSI being a soft -issue disorder is caused by overloading of particular muscle group from repetitive use or maintenance of constrained postures. Miners who suffer from RSI complain of weakness of the affected muscles, heaviness, â€Å"pins and needles† sensation and numbness.† In this hazard, miners are expected to have protective masks that cou ld keep them from inhaling coal dust. Without the masks, this makes them very much vulnerable, primarily, to respiratory diseases and to other health -related illnesses. Presence of openings within the mines should also be considered for them to be able to breathe normally as possible. According to an article posted on www.greatmining.com, â€Å"Coal dust settles like pollen over the surrounding areas.† As what we ha ve discussed o n our Environmental Health class this s ummer, coal dust measures above 100 µm. Thus, it could only irritate the mucous membranes of the eyes, nose and throat but not going further . Yet, considering that there is an occurence of anthracosis, which is detect ed primarily in the lungs. There is a contradiction between this standard measurement and association and the chemical effect of the inhalation of coal dust. According to a study conducted by Sapko,M. J, et. al, â€Å"Particle size can vary both within and between mines, since size is dependent on several factors such as mine type (i.e., longwall or continuous miner, along with cutting speed and depth) and coal seam type. In addition to total incombustible content and methane concentration, the coal dust particle size should be considered as an essential part of the explosibility assessment strategy in underground coal mines.â€Å" Coal mining creates several billion gallons of coal slurry, which contains extremely high levels of mercury, cadmium, and nickel. Although lauded by mining companies that this is a safer, more efficient way to produce coal, this type of strip mining has evoked strong protests from environmentalists and people who reside near coal mining areas. Coal mining work can be extremely dangerous, a s the numerous occupational hazards can cause critical injuries or even death. Since coal is also a necessity in our day to day lives, there is no way to be able to totally terminate or stop the operations of coal mining. All we could do is to minimize the risks that could threaten us if we are to put up or be involved in coal mining. References: Ahern M . e t. al. (2011) . The association between mountaintop mining and birth defects among live births in ce ntral Appalachia, 1996–2003. E nvironmental Research ; Volume 111, Issue 6, Pp 838–846 Attfield MD, Wagner GR [1992]. A report on a workshop on the National Institute for Occupational Safety and Health B Reader certification program. J Occup Med 34:875Colina N P (2006). Briefing on Mining in the Philippines and the effects on Occupational Health and Safety of Mine Workers Conference on Coal Mining . IOHSAD ; Renmin University, Beijing, PROC Disadvantages of Coal Energy- Biggest Contributor to Global Warming is Co al’s Biggest Drawback (2011). G reen World Investor . Retrived from http://www.greenworldinvestor.com/2011/04/09/disadvantages-of -coal -energybiggest-contributor-to -global -warming-is-coals-biggest-drawback/ Economic Impacts of Mountaintop Removal (2012). Appalachian Voices. Retrieved from http://appvoices.org/end- mountaintop -removal/economy/ Falk H L& J urgelski W,Jr (1979) . Health effects of coal mining and combustion: carcinogens and cofactors.Environ Health Perspect; 33: 203–226. Hamburger T (2010). Pressure builds against mountaintop coal mining. Los Angeles Times. Retrieved from http://articles.latimes.com/2010/jan/08/nation/la – na-coal8 2010jan08 Hendryx M . & A hern M. (2008). Relations between Health Indicators and Residential Proximity to Coal Mining in West Vi rginia. Public Health 12 The Hazards of Coal and Coal Mining to Human Health Hendryx, M Ahern M. (2009) . Mortality in Appalachian Coal Mining Regions: The Value of Statistical Life Lost. Association of Schools of Public Health Public Health Reports Volume 124. Johnson, S.W. et al. (1997), â€Å"Effects of Submarine Mine Tailings Disposal on Juvenile Yellowfin Sole (Pleuronectes asper): A Laboratory Study,† Marine Pollution Bulletin Vol. 36 Love R.G, Miller B .G., et . al. (1997). Respiratory Health Effects Of Opencast Coalmining: A Cross Sectional Study Of Current Workers†. Occupational Environmental Medicine.:54(9): 696. Mason, R.P. (1997), â€Å"Mining Waste Impacts on Stream Ecology,† In C.D. Da Rosa (ed), Golden Dreams, Poisoned Streams, How Reckless Mining Pollutes America’s Waters and How We Can Stop It .Washington, DC: Mineral Policy Center. Miranda, M. A. Blanco-Uribe Q., L. Hernà ¡ndez, J. Ochoa G., E. Yerena (1998), All That Glitters is Not Gold: Balancing Conservation and Development in Venezuela’s Frontier Forests, World Resources Institute: Washington, DC. Ripley, E.A. et al. (1996), Environmental Effects of Mining. Delray Beach, Florida: S t. Lucie Press. Roenker J.M. (2001). The Economic Impact of Coal in Appalachian Kentucky. Center for Business and Economic Research. Sapire R. (2012).Engulfed in a Toxic Cloud: The Effects of Coal Mining On Human Health. Harvard College Global Health Review. Retrieved from http://www.hcs.harvard.edu/hghr/2012/02/01/engulfed -in-a- toxic-cloud- the -effectsof-coal- mining-on- human- health/ Sideri, S. and S. Johns (eds) (1990), Mining for Development in the Third World: Multinational Corporations, State Enterprises and the International Economy. New York: Pergamon Press. The Disadvantages of Coal (2012). Fossil Fuel Resources. Retrieved from http://fossilfuel.co.uk/coal/the-disadvantages-of -coal Uses of Coal (2012) . World Coal Association. Retrieved from http://www.worldcoal.org/coal/uses -of-coal/ Yeboah J.Y (2008). E nvironmental And Health Impact Of Mining On Surrounding Communities: A Case Study of Anglogold Ashanti In Obuasi. Kwame Nkrumah 13 The Hazards of Coal and Coal Mining to Human Health University Of Science And Technology : Department Of Geography And Rural Development . Younger P L (2004). Environmental impacts of coal mining and associated wastes: a geochemical perspective . The Geological Society of London

Articles Assessment Various Medical Care Health And Social Care Essay

Sum up an article discoursing techniques used in measuring the musculoskeletal system. How do the constituents of the wellness history guide the appraisal? Article: More ‘cries from the articulations ‘ : appraisal of the musculoskeletal system is ill documented in everyday paediatric bookkeeping A. Myers 1, J. E. McDonagh 3, K. Gupta 4, R. Hull 5 D. Barker 6, L. J. Kay 7and H. E. Foster Link: hypertext transfer protocol: //rheumatology.oxfordjournals.org/content/43/8/1045.full.pdf+html A brief sum-up of this article pertains to the appraisal of the musculoskeletal system in kids and how rarely this appraisal was being conducted & amp ; documented. The survey showed how less MSK system appraisal was practiced though many of the study trainee baby doctors ( respondents ) recalled being taught how to measure MSK symptoms. They addressed the importance of MSK appraisal and how its consequences help finding other serious unwellnesss in kids such as osteomyelitis & A ; leukaemia. Comprehensive history taking & A ; joint scrutiny was advised to be taken upon the admittance of a child patient to look into if present unwellness is due to MSK abnormalcies or to a more serious life endangering disease. Furthermore, they have discussed the possibility of overlooking joint & A ; locomotor diseases in kids when people measuring kid patients fail to measure MSK instantly ; and stressed that failure to make so may take to late diagnosing & A ; late oncoming intervention. How make the constituents of the wellness history guide the appraisal? From the referred article, the importance of wellness history pickings was highlighted in footings of bearing in head the age-dependent fluctuation of normal joint visual aspect. Identifying of import articulation abnormalcies could be aided by proper & A ; comprehensive history pickings. Chapter 6: Find a research article turn toing wellness instruction demands for the patient with a dramatis personae. Explain your findings in a one-page paper Article: â€Å" Cast Care † Link: hypertext transfer protocol: //www.enotes.com/nursing-encyclopedia/cast-care This article provides a brief drumhead about the definition, usage, & A ; importance of dramatis personae for patients. It has besides some guidelines on the proper attention for patients with cast both for the professionals and patients involved. As a sum-up ; for a patient with a dramatis personae, it is advised for the wellness professionals to guarantee that the injured limbs with the dramatis personae to be secured and kept elevated ( either by a pillow or sling ) . It is besides advised to hold a crutch for the first 24-48 hours for extra support of the dramatis personae and injured limb. For wet dramatis personaes, it is of import to observe that compaction of the dramatis personae should be avoided as it can ensue to unneeded force per unit area and annoyance of the skin underneath, which can furthermore consequence to complications such as ulcers & A ; sores. Handling of wet dramatis personaes can be administered by utilizing merely the thenar of the custodies. For patients that have a hip or organic structure dramatis personae, repositioning of the patient every two hours is advised for the first 24 hours ; that is to let the dramatis personae to dry and avoid force per unit area and annoyance every bit good. It is b esides prudent to rede patients that after the application of the dramatis personae he/she may experience that the dramatis personae will foremost experience warm and be cool and moist right after. This is a mark that the dramatis personae is drying. The after attention for patients with a dramatis personae goes with a list of things to retrieve. First of wholly, 1. ) we have to observe that the affected limb with dramatis personae should stay dry. Avoiding the dramatis personae to acquire wet bounds the opportunity of developing annoyance with the tegument. It is suggested that the dramatis personae must be covered with 2 beds of plastic when patients take their bath or showers. 2. ) One method used every bit good in order to diminish hurting and puffiness is to put crushed iced on the dramatis personae every 15mins while the patient is awake during the first 24 hours. It is administered by seting crushed ice on a plastic bag and covers it with a towel or pillow instance. 3. ) It is besides of import that the dramatis personae is secured from dust, soil, sand, or any other atoms that may annoy the tegument of the injured limb. ( Cast boots can be purchased to supply screen for the dramatis personae ) . 4. ) It is besides stresse d that the cushioning for the dramatis personae should be kept integral and patients to forbear the usage of unneeded objects as agencies to rub itchy skin underneath. 5. ) Patients must besides forbear on modifying the dramatis personaes such as frilling or cutting its borders without any doctor ‘s advice. 6. ) Last, patients should ne'er try to take the dramatis personae on their ain. Casts should be inspected on a regular basis and the clip of the remotion of the dramatis personae is merely given & amp ; administered by a doctor ‘s advice. It is besides by regular review that we can look into if there are any complications that developed during the application of the dramatis personae. Chapter 7:A. Using the Internet, research literature turn toing direction of osteoporosis. Identify new medicines on the market to handle this disease.Article: â€Å" Management of Osteoporosis † Link: hypertext transfer protocol: //www.sign.ac.uk/guidelines/fulltext/71/section1.html As a basic regulation for direction & A ; bar of osteoporosis, it is good suggested that protection to come from proper diet & A ; proper Ca consumption. Awareness of our bone wellness is non merely observed through medicine but besides to regular & A ; appropriate exercising. In footings of medical direction, osteoporosis is managed depending on different scenarios. It depends on the patient ‘s current medical consequences and on his / her medical history of vertebral breaks. It is besides different between male & A ; female patients with osteoporosis. The basic end of osteoporosis intervention is to diminish the frequence of bone break ; with hazard factors including low BMD, age, history of break, and hazard of falling. This can be done through medical process, consumption ( bisphosphonates, raloxifene, calcitonin ) , or therapy ( hormone replacing therapy ) . Diagnosis & A ; intervention of patients differs in five state of affairss: Post menopausal adult females holding multiple vertebral breaks ( governing other serious diseases out ) ; Post menopausal adult females holding osteoporosis and history of vertebral break ; Post menopausal adult females holding osteoporosis but without any diagnosing of vertebral break ( presently or in the yesteryear ) ; Aged individuals with hapless wellness and diagnosing of osteoporosis ( holding no history of osteoporotic break ) ; And, work forces with a diagnosing of osteoporosis with or without history of osteoporotic break. Treatment & A ; doses of medicative consumption are different depending on these five scenarios. It is with the ordering doctor and the person or patient ‘s consent that determines on how far they can continue in any pharmacological intervention in order to pull off osteoporosis and queer its patterned advance. To minimise hurting, both acute & amp ; chronic, use of the WHO Analgesic ladder has been suggested in order to mensurate the degree of analgetic consumption. In footings of new developmental interventions for the said disease, new happening engineerings has come up that non merely can offer curative maps in acute vertebral break but can besides diminish considerable hurting. These interventions are known as vertebroplasty ( shooting bone cement to fractured vertebra ) & A ; kyphoplasty ( infixing and blow uping a balloon to fractured vertebra typically before bone cement ) . Both interventions are still undergoing clinical test but as antecedently mentioned, these types of intervention has the immediate aim of minimising hurting and farther end of pull offing osteoporosis.B. Find a research article comparing primary bone tumours to metastatic bone tumours. Sum up in footings of direction.Linkss:hypertext transfer protocol: //en.wikipedia.org/wiki/Bone_tumor hypertext transfer protocol: //www.nlm.nih.gov/medlineplus/ency/article/001230.htm To get down, primary and metastatic bone tumours are merely defined with as bone tumours that either have originated from the bone ( primary ) or have originated from someplace else i.e. chest, lungs, prostate, that has increasingly resulted to cram tumour ( metastatic or secondary ) . The difference chiefly in direction of these two sorts of bone tumours is that, since metastatic bone tumours have originated from a different sort or sorts of malignant neoplastic disease, intervention are with consideration to the patient ‘s original diagnosing of malignant neoplastic disease. Metastatic bone tumour in some manner has merely been an after consequence of the patient ‘s old unwellness. While in primary bone tumour where the original diagnosing has ever been foremost directed to the patient ‘s feeling of relieving hurting coming from the castanetss, the intervention is targeted straight on the said bone disease. Though, it has to be said that in handling primary and metastatic tumours, processs such as radiation therapy, surgery, kyphoplasty or vertebraplasty are all administered. Chapter 8: Research an article turn toing the patient who has undergone an amputation. Explain the patient ‘s rehabilitation and wellness instruction demands. Article: â€Å" Leg Amputation Rehabilitation † Link: hypertext transfer protocol: //www.merckmanuals.com/professional/sec22/ch336/ch336i.html Harmonizing to the article, rehabilitations for a patient that has been amputated starts from fixing the patient both physically and psychologically. Guidance may be required for patients who have undergone amputation in order to fix themselves on the alteration in his or her life. Physical wise, rehabilitation encourages amputees to larn ambulation accomplishments. This is encouraged to be administered shortly as the patient is stable. Ambulation accomplishments train patients who have undergone amputation to better their balance and condition their organic structure given their current state of affairs. It besides teaches them the appropriate usage and care of prosthetic device should they of all time be prescribed to utilize one. They are besides taught on how to decently care for the stump and on how to forestall on doing it hurting, infection, or annoyance by avoiding the stump to acquire badly dry and puting prosthetic device even before the lesion has healed. Last, patients who have undergone amputation are besides advised to take proper attention of their wellness and diet such as keeping good position, eating healthy & A ; imbibing tonss of H2O.

See attachment Coursework Example | Topics and Well Written Essays - 250 words - 5

See attachment - Coursework Example If a species dies faster than it reproduces, there will be a great decrease in population size. The fourth factor that affects population size is the availability of food and an appropriate habitat. Food provides the species with energy and ability to reproduce. In the video, there are some factors mentioned above that affect population size. Firstly, the birth rate of the nutria is quite high compared to other species. This is because the female can give birth to three litters in a year and each litter contains roughly six young ones. Another factor that affects population size is immigration. This evident in the fur farms in Canada and United States of America, where populations of nutria have drastically increased. Another factor is the availability of food and the appropriate environment. This allows for the growth of the species. It is my prediction that there will be a decrease and eventual depletion of the nutria population after the land is depleted of the nutrias’ food resource. This is because the nutria will migrate in search of food in other fertile regions. Secondly, the remaining nutria will eventually die of starvation due to a lack of nourishment. Thirdly, the nutria will become pests resorting to scavenging and stealing food from

MGM Journal Personal Statement Example | Topics and Well Written Essays - 250 words - 1

MGM Journal - Personal Statement Example In short, if we were to select two MGM tools as indispensible in the field, what would they be? With the ready help of information about a patient, the work of a physician gets much easier. And it does not only apply to a physician, but also to everyone working in the healthcare field. Access to important health information right on time will improve the efficiency and productivity, cutting down the average cost and nevertheless, make for a healthier world. Personal Health Record (PHR) guide is the just the tool for that purpose. The ultimate aim in medical profession is to achieve highest level of patient’s recovery, well being, and safety. Physician Practice Patient Safety Assessment (PPPSA) aims to increase the awareness and knowledge of the physician about the patient’s safety, thus creating a benchmark output for the physician. Better care and safety, lesser liability and better interaction is focused on to achieve higher level of performance and delivery on the part of the