Tsunami and Love Canal Free Essays

A  tsunami  (‘harbor wave’) or  tidal wave  is a series of water waves (called a  tsunami wave train) caused by the displacement of a large volume of a body of water, usually an ocean, but can occur in  large lakes. Tsunamis are a frequent occurrence in Japan; approximately 195 events have been recorded. Due to the immense volumes of water and energy involved, tsunamis can devastate coastal regions. We will write a custom essay sample on Tsunami and Love Canal or any similar topic only for you Order Now Earthquakes,  volcanic eruptions  and other  underwater explosions  (including detonations of underwater  nuclear devices), landslides  and other  mass movements,  meteorite ocean impacts or similar impact events, and other disturbances above or below water all have the potential to generate a tsunami. The  Greek  historian  Thucydides  was the first to relate tsunami to  submarine earthquakes,  but understanding of tsunami’s nature remained slim until the 20th century and is the subject of ongoing research. Many early  geological,  geographical, and oceanographic  texts refer to tsunamis as â€Å"seismic sea waves. CHARACTERISTICS: While everyday  wind waves  have a  wavelength  (from crest to crest) of about 100  meters (330 ft) and a height of roughly 2  meters (6. 6 ft), a tsunami in the deep ocean has a wavelength of about 200  kilometers (120 mi). Such a wave travels at well over 800  kilometers per hour (500 mph), but d ue to the enormous wavelength the wave oscillation at any given point takes 20 or 30 minutes to complete a cycle and has amplitude of only about 1  meter (3. 3 ft). This makes tsunamis difficult to detect over deep water. Ships rarely notice their passage. As the tsunami approaches the coast and the waters become shallow,  wave shoaling  compresses the wave and its velocity slows below 80  kilometers per hour (50 mph). Its wavelength diminishes to less than 20  kilometers (12 mi) and its amplitude grows enormously, producing a distinctly visible wave. Since the wave still has such a long wavelength, the tsunami may take minutes to reach full height. Except for the very largest tsunamis, the approaching wave does not break (like a  surf break), but rather appears like a fast moving  tidal bore. Open bays and coastlines adjacent to very deep water may shape the tsunami further into a step-like wave with a steep-breaking front. When the tsunami’s wave peak reaches the shore, the resulting temporary rise in sea level is termed ‘run up’. Run up is measured in meters above a reference sea level. A large tsunami may feature multiple waves arriving over a period of hours, with significant time between the wave crests. The first wave to reach the shore may not have the highest run up. About 80% of tsunamis occur in the Pacific Ocean, but are possible wherever there are large bodies of water, including lakes. They are caused by earthquakes, landslides, volcanic explosions, and  bolides. GENERATION MECHANISMS: The principal generation mechanism (or cause) of a tsunami is the displacement of a substantial volume of water or perturbation of the sea. This displacement of water is usually attributed to earthquakes, landslides, volcanic eruptions, or more rarely by meteorites and nuclear tests. The waves formed in this way are then sustained by gravity. It is important to note that  tides  do not play any part in the generation of tsunamis; hence referring to tsunamis as ‘tidal waves’ is inaccurate. Seismicity generated tsunamis Tsunamis can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the earth’s crustal deformation; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. More specifically, a tsunami can be generated when  thrust faults  associated with  convergent  or destructive  plate boundaries  move abruptly, resulting in water displacement, due to the vertical component of movement involved. Movement on normal faults will also cause displacement of the seabed, but the size of the largest of such events is normally too small to give rise to a significant tsunami. |[pic] |[pic] |[pic] |[pic] | |Drawing of  tectonic plate |Overriding plate bulges under |Plate slips, causing |The energy released produces | |boundary  before earthquake. |strain, causing tectonic uplift. |subsidence  and releasing energy |tsunami waves. | | | |into water. | Tsunamis have a small  amplitude  (wave height) offshore, and a very long  wavelength  (often hundreds of kilometers long), which is why they generally pass unnoticed at sea, forming only a slight swell usually about 300  millimeters (12 in) above the normal sea surface. They grow in height when they reach shallower water, in a  wave shoaling  process described below. A tsunami can occur in any tidal state and even at low tide can still inundate coastal areas. On April 1, 1946, a magnitude-7. 8 (Richter scale)  earthqu ake  occurred near the  Aleutian Islands,  Alaska. It generated a tsunami which inundated  Hilo  on the island of Hawaii’s with a 14  meters (46 ft) high surge. The area where the  earthquake  occurred is where the  Pacific Ocean  floor is  subducting  (or being pushed downwards) under  Alaska. Examples of tsunami at locations away from  convergent boundaries  include  Storegga  about 8,000 years ago,  Grand Banks  1929,  Papua New Guinea  1998 (Tappin, 2001). The Grand Banks and Papua New Guinea tsunamis came from earthquakes which destabilized sediments, causing them to flow into the ocean and generate a tsunami. They dissipated before traveling transoceanic distances. The cause of the Storegga sediment failure is unknown. Possibilities include an overloading of the sediments, an earthquake or a release of gas hydrates (methane etc. ) The  1960 Valdivia earthquake  (Mw  9. 5) (19:11 hrs UTC),  1964 Alaska earthquake  (Mw  9. 2), and  2004 Indian Ocean earthquake  (Mw  9. 2) (00:58:53 UTC) are recent examples of powerful mega thrust  earthquakes that generated tsunamis (known as  teletsunamis) that can cross entire oceans. Smaller (Mw  4. 2) earthquakes in Japan can trigger tsunamis (called  local  and regional tsunamis) that can only devastate nearby coasts, but can do so in only a few minutes. In the 1950s, it was discovered that larger tsunamis than had previously been believed possible could be caused by giant  landslides. These phenomena rapidly displace large water volumes, as energy from falling debris or expansion transfers to the water at a rate faster than the water can absorb. Their existence was confirmed in 1958, when a giant landslide in Lituya Bay,  Alaska, caused the highest wave ever recorded, which had a height of 524 meters (over 1700 feet). The wave didn’t travel far, as it struck land almost immediately. Two people fishing in the bay were killed, but another boat amazingly managed to ride the wave. Scientists named these waves  mega tsunami. Scientists discovered that extremely large landslides from volcanic island collapses can generate  mega tsunami that can travel trans-oceanic distances. SCALES OF INTENSITY AND MAGNITUDE: As with earthquakes, several attempts have been made to set up scales of tsunami intensity or magnitude to allow comparison between different events. Intensity scales The first scales used routinely to measure the intensity of tsunami were the  Sieberg-Ambraseys scale, used in the  Mediterranean Sea  and the  Imamura-Iida intensity scale, used in the Pacific Ocean. The latter scale was modified by Soloviev, who calculated the Tsunami intensity  I  according to the formula [pic] Where  Hav  is the average wave height along the nearest coast. This scale, known as the  Soloviev-Imamura tsunami intensity scale, is used in the global tsunami catalogues compiled by the  NGDC/NOAA  and the Novosibirsk Tsunami Laboratory as the main parameter for the size of the tsunami. Magnitude scales The first scale that genuinely calculated a magnitude for a tsunami, rather than an intensity at a particular location was the ML scale proposed by Murty Loomis based on the potential energy. Difficulties in calculating the potential energy of the tsunami mean that this scale is rarely used. Abe introduced the  tsunami magnitude scale  Mt, calculated from, [pic] where  h  is the maximum tsunami-wave amplitude (in m) measured by a tide gauge at a distance  R  from the epicenter,  a,  b  Ã‚  D  are constants used to make the Mt  scale match as closely as possible with the moment magnitude scale. WARNINGS AND PREDICTIONS: Drawbacks can serve as a brief warning. People who observe drawback (many survivors report an accompanying sucking sound), can survive only if they immediately run for high ground or seek the upper floors of nearby buildings. In 2004, ten-year old  Tilly Smith  of  Surrey,  England, was on  Maikhao beach  in  Phuket,  Thailand  with her parents and sister, and having learned about tsunamis recently in school, told her family that a tsunami might be imminent. Her parents warned others minutes before the wave arrived, saving dozens of lives. She credited her geography teacher, Andrew Kearney. In the  2004 Indian Ocean tsunami  drawback was not reported on the African coast or any other eastern coasts it reached. This was because the wave moved downwards on the eastern side of the fault line and upwards on the western side. The western pulse hit coastal Africa and other western areas. A tsunami cannot be precisely predicted, even if the magnitude and location of an earthquake is known. Geologists,  oceanographers, and seismologists  analyze each earthquake and based on many factors may or may not issue a tsunami warning. However, there are some warning signs of an impending tsunami, and automated systems can provide warnings immediately after an earthquake in time to save lives. One of the most successful systems uses bottom pressure sensors that are attached to buoys. The sensors constantly monitor the pressure of the overlying water column. This is deduced through the calculation: [pic] Where, P  = the overlying  pressure  in Newton per meter square, ? = the  density  of the  seawater = 1. 1 x 103  kg/m3, g  = the  acceleration due to gravity = 9. 8 m/s2  and h  = the height of the water column in meters. Hence for a water column of 5,000 m depth the overlying pressure is equal to [pic] Or about 5500  tonnes-force  per square meter. Regions with a high tsunami risk typically use  tsunami warning systems  to warn the population before the wave reaches land. On the west coast of the United States, which is prone to Pacific Ocean tsunami, warning signs indicate evacuation routes. In Japan, the community is well-educated about earthquakes and tsunamis, and along the Japanese shorelines the tsunami warning signs are reminders of the natural hazards together with a network of warning sirens, typically at the top of the cliff of surroundings hills. The  Pacific Tsunami Warning System  is based in  Honolulu,  Hawaii. It monitors Pacific Ocean seismic activity. A sufficiently large earthquake magnitude and other information trigger a tsunami warning. While the seduction zones around the Pacific are seismically active, not all earthquakes generate tsunami. Computers assist in analyzing the tsunami risk of every earthquake that occurs in the Pacific Ocean and the adjoining land masses. |[pic] |[pic] |[pic] |[pic] | |Tsunami hazard sign |A tsunami warning sign on |The monument to the victims of |Tsunami memorial | |atBamfield,  British Columbia |a  seawall  in  Kamakura, Japan, |tsunami at Laupahoehoe,  Hawaii |inKanyakumari  beach | | |2004. | | | As a direct result of the Indian Ocean tsunami, a re-appraisal of the tsunami threat for all coastal areas is being undertaken by national governments and the United Nations Disaster Mitigation Committee. A tsunami warning system is being installed in the Indian Ocean. Computer models can predict tsunami arrival, usually within minutes of the arrival time. Bottom pressure sensors relay information in real time. Based on these pressure readings and other seismic information and the seafloor’s shape and coastal  topography, the models estimate the amplitude and surge height of the approaching tsunami. All Pacific Rim countries collaborate in the Tsunami Warning System and most regularly practice evacuation and other procedures. In Japan, such preparation is mandatory for government, local authorities, emergency services and the population. Some zoologists hypothesize that some animal species have an ability to sense subsonic  Rayleigh waves  from an earthquake or a tsunami. If correct, monitoring their behavior could provide advance warning of earthquakes, tsunami etc. However, the evidence is controversial and is not widely accepted. There are unsubstantiated claims about the Lisbon quake that some animals escaped to higher ground, while many other animals in the same areas drowned. The phenomenon was also noted by media sources in  Sri Lanka  in the  2004 Indian Ocean earthquake. [21][22]  It is possible that certain animals (e. g. ,  elephants) may have heard the sounds of the tsunami as it approached the coast. The elephants’ reaction was to move away from the approaching noise. By contrast, some humans went to the shore to investigate and many drowned as a result. It is not possible to prevent a tsunami. However, in some tsunami-prone countries some  earthquake engineering  measures have been taken to reduce the damage caused on shore. Japan  built many tsunami walls of up to 4. 5  metres (15 ft) to protect populated coastal areas. Other localities have built  floodgates  and channels to redirect the water from incoming tsunami. However, their effectiveness has been questioned, as tsunami often overtop the barriers. For instance, the  Okushiri, Hokkaido tsunami  which struck  Okushiri Island  of  Hokkaido  within two to five minutes of the  earthquake on July 12, 1993  created waves as much as 30  metres (100 ft) tall—as high as a 10-story building. The port town of Aonae was completely surrounded by a tsunami wall, but the waves washed right over the wall and destroyed all the wood-framed structures in the area. The wall may have succeeded in slowing down and moderating the height of the tsunami, but it did not prevent major destruction and loss of life. [23] Natural factors such as shoreline tree cover can mitigate tsunami effects. Some locations in the path of the 2004 Indian Ocean tsunami escaped almost unscathed because trees such as  coconut palms  and  mangroves  absorbed the tsunami’s energy. In one striking example, the village of  Naluvedapathy  in India’s  Tamil Nadu  region suffered only minimal damage and few deaths because the wave broke against a forest of 80,244 trees planted along the shoreline in 2002 in a bid to enter the  Guinness Book of Records. [24]  Environmentalists have suggested tree planting along tsunami-prone seacoasts. Trees require years to grow to a useful size, but such plantations could offer a much cheaper and longer-lasting means of tsunami mitigation than artificial barriers. The Love Canal chemical waste dump In 1920 Hooker Chemical had turned an area in Niagara Falls into a municipal and chemical disposal site. In 1953 the site was filled and relatively modern methods were applied to cover it. A thick layer of impermeable red clay sealed the dump, preventing chemicals from leaking out of the landfill. A city near the dumpsite wanted to buy it for urban expansion. Despite the warnings of Hooker the city eventually bought the site for the meager amount of 1 dollar. Hooker could not sell for more, because they did not want to earn money off a project so clearly unwise. The city began to dig to develop a sewer, damaging the red clay cap that covered the dumpsite below. Blocks of homes and a school were built and the neighborhood was named Love Canal. Love Canal seemed like a regular neighborhood. The only thing that distinguished this neighborhood from other was the strange odors that often hung in the air and an unusual seepage noticed by inhabitants in their basements and yards. Children in the neighborhood often fell ill. Love Canal families regularly experienced miscarriages and birth defects. Lois Gibbs, an activist, noticed the high occurrence of illness and birth defects in the area and started documenting it. In 1978 newspapers revealed the existence of the chemical waste dump in the Love Canal area and Lois Gibbs started petitioning for closing the school. In August 1978, the claim succeeded and the NYS Health Department ordered closing of the school when a child suffered from chemical poisoning. When Love Canal was researched over 130 pounds of the highly toxic carcinogenic TCDD, a form of dioxin, was discovered. The total of 20. 00 tons of waste present in the landfill appeared to contain more than 248 different species of chemicals. The waste mainly consisted of pesticide residues and chemical weapons research refuse. The chemicals had entered homes, sewers, yards and creeks and Gibbs decided it was time for the more than 900 families to be moved away from the location. Eventually President Carter provided funds to move all the families to a safer area. Hooker†™s parent company was sued and settled for 20 million dollars. Despite protests by Gibbs’s organization some of the houses in Love Canal went up for sale some 20 years later. The majority of the houses are on the market now and the neighborhood may become inhabited again after 20 years of abandonment. The houses in Love Canal are hard to sell, despite a renaming of the neighborhood. It suffered such a bad reputation after the incident that banks refused mortgages on the houses. None of the chemicals have been removed from the dumpsite. It has been resealed and the surrounding area was cleaned and declared safe. Hooker’s mother company paid an additional 230 million dollars to finance this cleanup. They are now responsible for the management of the dumpsite. Today, the Love Canal dumpsite is known as one of the major environmental disasters of the century. **** Love Canal is an abandoned canal in Niagara County, New York, where a huge amount of toxic waste was buried. The waste was composed of at least 300 different chemicals, totaling an estimated 20,000 metric tons. The existence of the waste was discovered in the 1970s when families living in homes subsequently built next to the site found chemical wastes seeping up through the ground into their basements, forcing them to eventually abandon their homes. Love Canal was used from the 1940s through the 1950s by the Hooker Chemical Company and the city of Niagara Falls, among others, to dispose of their hazardous and municipal wastes and other refuse. The canal was surrounded by clay and was thought at the time to be a safe place for disposal—and, in fact, burying chemicals in the canal was probably safer than many other methods and sites used for chemical disposal at the time. In 1953, the Niagara Falls Board of Education bought the land-fill for $1 and constructed an elementary school with playing fields on the site. Roads and sewer lines were added and, in the early 1970s, single-family homes were built adjacent to the site. Following a couple of heavy rains in the mid-1970s, the canal flooded and chemicals were observed on the surface of the site and in the basements of houses abutting the site. Newspaper coverage, investigations by the State of New York and by the U. S. Environmental Protection Agency, combined with pressure from the district’s U. S. congressional representative and outrage on the part of local residents, led to the declaration of a health emergency involving â€Å"great and imminent peril to the health of the general public. Ultimately, in August, 1978, a decision was made by Governor Hugh Carey, supported by the White House, to evacuate the residents and purchase 240 homes surrounding the site. Shortly thereafter, the residents of nearby homes that did not immediately abut the site also became concerned about their health and conducted a health survey that purported to show an increase in the occurrence of various diseases and problems such as birth defects and miscarriages, which were attributed to chemical exposures. A great controversy ensued over whether the observations were real or reflected normal rates of such problems, and whether chemical exposures had, in fact, occurred. Eventually, political pressure resulted in families being given an opportunity to leave and have their homes purchased by the State. About 70 homes remained occupied in 1989 by families who chose not to move. The controversy at Love Canal followed on the heels of the heightened awareness that occurred in the 1960s about environmental contamination, and it contributed to public and regulatory concern about hazardous wastes, waste disposal, and disclosure of such practices. Such concerns led Congress to pass the Resource Conservation and Recovery Act (RCRA) and the Toxic Substances Control Act (TSCA) in 1976, and the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), also known as the Superfund bill, in 1980. When CERCLA was passed, few were aware of the extent of the problem potentially created by years of inappropriate or inadequate hazardous waste disposal practices. Since implementing CERCLA, the U. S. Environmental Protection Agency has identified more than 40,000 potentially contaminated â€Å"Superfund† sites. The Gulf War In August 1990 Iraqi forces invaded Kuwait, starting the Gulf War in which an allegiance of 34 nations worldwide was involved. In January  1991  of the Gulf War, Iraqi forces committed two environmental disasters. The first was a major oil spill 16 kilometers off the shore of Kuwait by dumping oil from several tankers and opening the valves of an offshore terminal. The second was the setting fire to 650 oil wells in Kuwait. The apparent strategic goal of the action was to prevent a potential landing by US Marines. American air strikes on January 26 destroyed pipelines to prevent further spillage into the Gulf. This however seemed to make little difference. Approximately one million tons of crude oil was already lost to the environment, making this the largest oil spill of human history. In the spring of 1991, as many as 500 oil wells were still burning and the last oil well was not extinguished until a few months later, in November. The oil spills did considerable damage to life in the Persian Gulf (see picture). Several months after the spill, the poisoned waters killed 20. 000 seabirds and had caused severe damage to local marine flora and fauna. The fires in the oil wells caused immense amounts of soot and toxic fumes to enter the atmosphere. This had great effects on the health of the local population and biota for several years. The pollution also had a possible impact on local weather patterns. How to cite Tsunami and Love Canal, Papers Tsunami and Love Canal Free Essays A  tsunami  (‘harbor wave’) or  tidal wave  is a series of water waves (called a  tsunami wave train) caused by the displacement of a large volume of a body of water, usually an ocean, but can occur in  large lakes. Tsunamis are a frequent occurrence in Japan; approximately 195 events have been recorded. Due to the immense volumes of water and energy involved, tsunamis can devastate coastal regions. We will write a custom essay sample on Tsunami and Love Canal or any similar topic only for you Order Now Earthquakes,  volcanic eruptions  and other  underwater explosions  (including detonations of underwater  nuclear devices), landslides  and other  mass movements,  meteorite ocean impacts or similar impact events, and other disturbances above or below water all have the potential to generate a tsunami. The  Greek  historian  Thucydides  was the first to relate tsunami to  submarine earthquakes,  but understanding of tsunami’s nature remained slim until the 20th century and is the subject of ongoing research. Many early  geological,  geographical, and oceanographic  texts refer to tsunamis as â€Å"seismic sea waves. CHARACTERISTICS: While everyday  wind waves  have a  wavelength  (from crest to crest) of about 100  meters (330 ft) and a height of roughly 2  meters (6. 6 ft), a tsunami in the deep ocean has a wavelength of about 200  kilometers (120 mi). Such a wave travels at well over 800  kilometers per hour (500 mph), but d ue to the enormous wavelength the wave oscillation at any given point takes 20 or 30 minutes to complete a cycle and has amplitude of only about 1  meter (3. 3 ft). This makes tsunamis difficult to detect over deep water. Ships rarely notice their passage. As the tsunami approaches the coast and the waters become shallow,  wave shoaling  compresses the wave and its velocity slows below 80  kilometers per hour (50 mph). Its wavelength diminishes to less than 20  kilometers (12 mi) and its amplitude grows enormously, producing a distinctly visible wave. Since the wave still has such a long wavelength, the tsunami may take minutes to reach full height. Except for the very largest tsunamis, the approaching wave does not break (like a  surf break), but rather appears like a fast moving  tidal bore. Open bays and coastlines adjacent to very deep water may shape the tsunami further into a step-like wave with a steep-breaking front. When the tsunami’s wave peak reaches the shore, the resulting temporary rise in sea level is termed ‘run up’. Run up is measured in meters above a reference sea level. A large tsunami may feature multiple waves arriving over a period of hours, with significant time between the wave crests. The first wave to reach the shore may not have the highest run up. About 80% of tsunamis occur in the Pacific Ocean, but are possible wherever there are large bodies of water, including lakes. They are caused by earthquakes, landslides, volcanic explosions, and  bolides. GENERATION MECHANISMS: The principal generation mechanism (or cause) of a tsunami is the displacement of a substantial volume of water or perturbation of the sea. This displacement of water is usually attributed to earthquakes, landslides, volcanic eruptions, or more rarely by meteorites and nuclear tests. The waves formed in this way are then sustained by gravity. It is important to note that  tides  do not play any part in the generation of tsunamis; hence referring to tsunamis as ‘tidal waves’ is inaccurate. Seismicity generated tsunamis Tsunamis can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the earth’s crustal deformation; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. More specifically, a tsunami can be generated when  thrust faults  associated with  convergent  or destructive  plate boundaries  move abruptly, resulting in water displacement, due to the vertical component of movement involved. Movement on normal faults will also cause displacement of the seabed, but the size of the largest of such events is normally too small to give rise to a significant tsunami. |[pic] |[pic] |[pic] |[pic] | |Drawing of  tectonic plate |Overriding plate bulges under |Plate slips, causing |The energy released produces | |boundary  before earthquake. |strain, causing tectonic uplift. |subsidence  and releasing energy |tsunami waves. | | | |into water. | Tsunamis have a small  amplitude  (wave height) offshore, and a very long  wavelength  (often hundreds of kilometers long), which is why they generally pass unnoticed at sea, forming only a slight swell usually about 300  millimeters (12 in) above the normal sea surface. They grow in height when they reach shallower water, in a  wave shoaling  process described below. A tsunami can occur in any tidal state and even at low tide can still inundate coastal areas. On April 1, 1946, a magnitude-7. 8 (Richter scale)  earthqu ake  occurred near the  Aleutian Islands,  Alaska. It generated a tsunami which inundated  Hilo  on the island of Hawaii’s with a 14  meters (46 ft) high surge. The area where the  earthquake  occurred is where the  Pacific Ocean  floor is  subducting  (or being pushed downwards) under  Alaska. Examples of tsunami at locations away from  convergent boundaries  include  Storegga  about 8,000 years ago,  Grand Banks  1929,  Papua New Guinea  1998 (Tappin, 2001). The Grand Banks and Papua New Guinea tsunamis came from earthquakes which destabilized sediments, causing them to flow into the ocean and generate a tsunami. They dissipated before traveling transoceanic distances. The cause of the Storegga sediment failure is unknown. Possibilities include an overloading of the sediments, an earthquake or a release of gas hydrates (methane etc. ) The  1960 Valdivia earthquake  (Mw  9. 5) (19:11 hrs UTC),  1964 Alaska earthquake  (Mw  9. 2), and  2004 Indian Ocean earthquake  (Mw  9. 2) (00:58:53 UTC) are recent examples of powerful mega thrust  earthquakes that generated tsunamis (known as  teletsunamis) that can cross entire oceans. Smaller (Mw  4. 2) earthquakes in Japan can trigger tsunamis (called  local  and regional tsunamis) that can only devastate nearby coasts, but can do so in only a few minutes. In the 1950s, it was discovered that larger tsunamis than had previously been believed possible could be caused by giant  landslides. These phenomena rapidly displace large water volumes, as energy from falling debris or expansion transfers to the water at a rate faster than the water can absorb. Their existence was confirmed in 1958, when a giant landslide in Lituya Bay,  Alaska, caused the highest wave ever recorded, which had a height of 524 meters (over 1700 feet). The wave didn’t travel far, as it struck land almost immediately. Two people fishing in the bay were killed, but another boat amazingly managed to ride the wave. Scientists named these waves  mega tsunami. Scientists discovered that extremely large landslides from volcanic island collapses can generate  mega tsunami that can travel trans-oceanic distances. SCALES OF INTENSITY AND MAGNITUDE: As with earthquakes, several attempts have been made to set up scales of tsunami intensity or magnitude to allow comparison between different events. Intensity scales The first scales used routinely to measure the intensity of tsunami were the  Sieberg-Ambraseys scale, used in the  Mediterranean Sea  and the  Imamura-Iida intensity scale, used in the Pacific Ocean. The latter scale was modified by Soloviev, who calculated the Tsunami intensity  I  according to the formula [pic] Where  Hav  is the average wave height along the nearest coast. This scale, known as the  Soloviev-Imamura tsunami intensity scale, is used in the global tsunami catalogues compiled by the  NGDC/NOAA  and the Novosibirsk Tsunami Laboratory as the main parameter for the size of the tsunami. Magnitude scales The first scale that genuinely calculated a magnitude for a tsunami, rather than an intensity at a particular location was the ML scale proposed by Murty Loomis based on the potential energy. Difficulties in calculating the potential energy of the tsunami mean that this scale is rarely used. Abe introduced the  tsunami magnitude scale  Mt, calculated from, [pic] where  h  is the maximum tsunami-wave amplitude (in m) measured by a tide gauge at a distance  R  from the epicenter,  a,  b  Ã‚  D  are constants used to make the Mt  scale match as closely as possible with the moment magnitude scale. WARNINGS AND PREDICTIONS: Drawbacks can serve as a brief warning. People who observe drawback (many survivors report an accompanying sucking sound), can survive only if they immediately run for high ground or seek the upper floors of nearby buildings. In 2004, ten-year old  Tilly Smith  of  Surrey,  England, was on  Maikhao beach  in  Phuket,  Thailand  with her parents and sister, and having learned about tsunamis recently in school, told her family that a tsunami might be imminent. Her parents warned others minutes before the wave arrived, saving dozens of lives. She credited her geography teacher, Andrew Kearney. In the  2004 Indian Ocean tsunami  drawback was not reported on the African coast or any other eastern coasts it reached. This was because the wave moved downwards on the eastern side of the fault line and upwards on the western side. The western pulse hit coastal Africa and other western areas. A tsunami cannot be precisely predicted, even if the magnitude and location of an earthquake is known. Geologists,  oceanographers, and seismologists  analyze each earthquake and based on many factors may or may not issue a tsunami warning. However, there are some warning signs of an impending tsunami, and automated systems can provide warnings immediately after an earthquake in time to save lives. One of the most successful systems uses bottom pressure sensors that are attached to buoys. The sensors constantly monitor the pressure of the overlying water column. This is deduced through the calculation: [pic] Where, P  = the overlying  pressure  in Newton per meter square, ? = the  density  of the  seawater = 1. 1 x 103  kg/m3, g  = the  acceleration due to gravity = 9. 8 m/s2  and h  = the height of the water column in meters. Hence for a water column of 5,000 m depth the overlying pressure is equal to [pic] Or about 5500  tonnes-force  per square meter. Regions with a high tsunami risk typically use  tsunami warning systems  to warn the population before the wave reaches land. On the west coast of the United States, which is prone to Pacific Ocean tsunami, warning signs indicate evacuation routes. In Japan, the community is well-educated about earthquakes and tsunamis, and along the Japanese shorelines the tsunami warning signs are reminders of the natural hazards together with a network of warning sirens, typically at the top of the cliff of surroundings hills. The  Pacific Tsunami Warning System  is based in  Honolulu,  Hawaii. It monitors Pacific Ocean seismic activity. A sufficiently large earthquake magnitude and other information trigger a tsunami warning. While the seduction zones around the Pacific are seismically active, not all earthquakes generate tsunami. Computers assist in analyzing the tsunami risk of every earthquake that occurs in the Pacific Ocean and the adjoining land masses. |[pic] |[pic] |[pic] |[pic] | |Tsunami hazard sign |A tsunami warning sign on |The monument to the victims of |Tsunami memorial | |atBamfield,  British Columbia |a  seawall  in  Kamakura, Japan, |tsunami at Laupahoehoe,  Hawaii |inKanyakumari  beach | | |2004. | | | As a direct result of the Indian Ocean tsunami, a re-appraisal of the tsunami threat for all coastal areas is being undertaken by national governments and the United Nations Disaster Mitigation Committee. A tsunami warning system is being installed in the Indian Ocean. Computer models can predict tsunami arrival, usually within minutes of the arrival time. Bottom pressure sensors relay information in real time. Based on these pressure readings and other seismic information and the seafloor’s shape and coastal  topography, the models estimate the amplitude and surge height of the approaching tsunami. All Pacific Rim countries collaborate in the Tsunami Warning System and most regularly practice evacuation and other procedures. In Japan, such preparation is mandatory for government, local authorities, emergency services and the population. Some zoologists hypothesize that some animal species have an ability to sense subsonic  Rayleigh waves  from an earthquake or a tsunami. If correct, monitoring their behavior could provide advance warning of earthquakes, tsunami etc. However, the evidence is controversial and is not widely accepted. There are unsubstantiated claims about the Lisbon quake that some animals escaped to higher ground, while many other animals in the same areas drowned. The phenomenon was also noted by media sources in  Sri Lanka  in the  2004 Indian Ocean earthquake. [21][22]  It is possible that certain animals (e. g. ,  elephants) may have heard the sounds of the tsunami as it approached the coast. The elephants’ reaction was to move away from the approaching noise. By contrast, some humans went to the shore to investigate and many drowned as a result. It is not possible to prevent a tsunami. However, in some tsunami-prone countries some  earthquake engineering  measures have been taken to reduce the damage caused on shore. Japan  built many tsunami walls of up to 4. 5  metres (15 ft) to protect populated coastal areas. Other localities have built  floodgates  and channels to redirect the water from incoming tsunami. However, their effectiveness has been questioned, as tsunami often overtop the barriers. For instance, the  Okushiri, Hokkaido tsunami  which struck  Okushiri Island  of  Hokkaido  within two to five minutes of the  earthquake on July 12, 1993  created waves as much as 30  metres (100 ft) tall—as high as a 10-story building. The port town of Aonae was completely surrounded by a tsunami wall, but the waves washed right over the wall and destroyed all the wood-framed structures in the area. The wall may have succeeded in slowing down and moderating the height of the tsunami, but it did not prevent major destruction and loss of life. [23] Natural factors such as shoreline tree cover can mitigate tsunami effects. Some locations in the path of the 2004 Indian Ocean tsunami escaped almost unscathed because trees such as  coconut palms  and  mangroves  absorbed the tsunami’s energy. In one striking example, the village of  Naluvedapathy  in India’s  Tamil Nadu  region suffered only minimal damage and few deaths because the wave broke against a forest of 80,244 trees planted along the shoreline in 2002 in a bid to enter the  Guinness Book of Records. [24]  Environmentalists have suggested tree planting along tsunami-prone seacoasts. Trees require years to grow to a useful size, but such plantations could offer a much cheaper and longer-lasting means of tsunami mitigation than artificial barriers. The Love Canal chemical waste dump In 1920 Hooker Chemical had turned an area in Niagara Falls into a municipal and chemical disposal site. In 1953 the site was filled and relatively modern methods were applied to cover it. A thick layer of impermeable red clay sealed the dump, preventing chemicals from leaking out of the landfill. A city near the dumpsite wanted to buy it for urban expansion. Despite the warnings of Hooker the city eventually bought the site for the meager amount of 1 dollar. Hooker could not sell for more, because they did not want to earn money off a project so clearly unwise. The city began to dig to develop a sewer, damaging the red clay cap that covered the dumpsite below. Blocks of homes and a school were built and the neighborhood was named Love Canal. Love Canal seemed like a regular neighborhood. The only thing that distinguished this neighborhood from other was the strange odors that often hung in the air and an unusual seepage noticed by inhabitants in their basements and yards. Children in the neighborhood often fell ill. Love Canal families regularly experienced miscarriages and birth defects. Lois Gibbs, an activist, noticed the high occurrence of illness and birth defects in the area and started documenting it. In 1978 newspapers revealed the existence of the chemical waste dump in the Love Canal area and Lois Gibbs started petitioning for closing the school. In August 1978, the claim succeeded and the NYS Health Department ordered closing of the school when a child suffered from chemical poisoning. When Love Canal was researched over 130 pounds of the highly toxic carcinogenic TCDD, a form of dioxin, was discovered. The total of 20. 00 tons of waste present in the landfill appeared to contain more than 248 different species of chemicals. The waste mainly consisted of pesticide residues and chemical weapons research refuse. The chemicals had entered homes, sewers, yards and creeks and Gibbs decided it was time for the more than 900 families to be moved away from the location. Eventually President Carter provided funds to move all the families to a safer area. Hooker†™s parent company was sued and settled for 20 million dollars. Despite protests by Gibbs’s organization some of the houses in Love Canal went up for sale some 20 years later. The majority of the houses are on the market now and the neighborhood may become inhabited again after 20 years of abandonment. The houses in Love Canal are hard to sell, despite a renaming of the neighborhood. It suffered such a bad reputation after the incident that banks refused mortgages on the houses. None of the chemicals have been removed from the dumpsite. It has been resealed and the surrounding area was cleaned and declared safe. Hooker’s mother company paid an additional 230 million dollars to finance this cleanup. They are now responsible for the management of the dumpsite. Today, the Love Canal dumpsite is known as one of the major environmental disasters of the century. **** Love Canal is an abandoned canal in Niagara County, New York, where a huge amount of toxic waste was buried. The waste was composed of at least 300 different chemicals, totaling an estimated 20,000 metric tons. The existence of the waste was discovered in the 1970s when families living in homes subsequently built next to the site found chemical wastes seeping up through the ground into their basements, forcing them to eventually abandon their homes. Love Canal was used from the 1940s through the 1950s by the Hooker Chemical Company and the city of Niagara Falls, among others, to dispose of their hazardous and municipal wastes and other refuse. The canal was surrounded by clay and was thought at the time to be a safe place for disposal—and, in fact, burying chemicals in the canal was probably safer than many other methods and sites used for chemical disposal at the time. In 1953, the Niagara Falls Board of Education bought the land-fill for $1 and constructed an elementary school with playing fields on the site. Roads and sewer lines were added and, in the early 1970s, single-family homes were built adjacent to the site. Following a couple of heavy rains in the mid-1970s, the canal flooded and chemicals were observed on the surface of the site and in the basements of houses abutting the site. Newspaper coverage, investigations by the State of New York and by the U. S. Environmental Protection Agency, combined with pressure from the district’s U. S. congressional representative and outrage on the part of local residents, led to the declaration of a health emergency involving â€Å"great and imminent peril to the health of the general public. Ultimately, in August, 1978, a decision was made by Governor Hugh Carey, supported by the White House, to evacuate the residents and purchase 240 homes surrounding the site. Shortly thereafter, the residents of nearby homes that did not immediately abut the site also became concerned about their health and conducted a health survey that purported to show an increase in the occurrence of various diseases and problems such as birth defects and miscarriages, which were attributed to chemical exposures. A great controversy ensued over whether the observations were real or reflected normal rates of such problems, and whether chemical exposures had, in fact, occurred. Eventually, political pressure resulted in families being given an opportunity to leave and have their homes purchased by the State. About 70 homes remained occupied in 1989 by families who chose not to move. The controversy at Love Canal followed on the heels of the heightened awareness that occurred in the 1960s about environmental contamination, and it contributed to public and regulatory concern about hazardous wastes, waste disposal, and disclosure of such practices. Such concerns led Congress to pass the Resource Conservation and Recovery Act (RCRA) and the Toxic Substances Control Act (TSCA) in 1976, and the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), also known as the Superfund bill, in 1980. When CERCLA was passed, few were aware of the extent of the problem potentially created by years of inappropriate or inadequate hazardous waste disposal practices. Since implementing CERCLA, the U. S. Environmental Protection Agency has identified more than 40,000 potentially contaminated â€Å"Superfund† sites. The Gulf War In August 1990 Iraqi forces invaded Kuwait, starting the Gulf War in which an allegiance of 34 nations worldwide was involved. In January  1991  of the Gulf War, Iraqi forces committed two environmental disasters. The first was a major oil spill 16 kilometers off the shore of Kuwait by dumping oil from several tankers and opening the valves of an offshore terminal. The second was the setting fire to 650 oil wells in Kuwait. The apparent strategic goal of the action was to prevent a potential landing by US Marines. American air strikes on January 26 destroyed pipelines to prevent further spillage into the Gulf. This however seemed to make little difference. Approximately one million tons of crude oil was already lost to the environment, making this the largest oil spill of human history. In the spring of 1991, as many as 500 oil wells were still burning and the last oil well was not extinguished until a few months later, in November. The oil spills did considerable damage to life in the Persian Gulf (see picture). Several months after the spill, the poisoned waters killed 20. 000 seabirds and had caused severe damage to local marine flora and fauna. The fires in the oil wells caused immense amounts of soot and toxic fumes to enter the atmosphere. This had great effects on the health of the local population and biota for several years. The pollution also had a possible impact on local weather patterns. How to cite Tsunami and Love Canal, Papers

Public Relations for Social Media - Culture- myassignmenthelp.com

Question: Discuss about thePublic Relations for Social Media, Culture and Society. Answer: Summary The main aim of this article named BUBBLE WRAP: Social media, public relations, culture and society by Kristin Demetrious is the identification and understanding of different ways in which public relation works in internet, mainly social media (deakin.edu.au, 2018). In this regard, another aim of this article is to explore association and cultural development related with the aspect of public relation. In order to achieve this objective of this article, the author applied broad-based socio-logical and cultural approach. Apart from this, while achieving the main objective, another major focus area of this paper was the emerging internet culture within the organization and the communication strategies used by the companies (deakin.edu.au, 2018). Public relation refers to the instruments of specialized commercial interest used in order to create self-serving public consents. Most of the people and companies feel uncomfortable in using the service of public relation as it has the capability to exploit the media and news (deakin.edu.au, 2018). It can be seen that public relation has an unusual form of system rationality and for this reason; it is still hard for the societies to accept various forms of public relation. As per this article, different suicidal networking cites sites have many benefits for the individuals and business organizations as they get the chance to work online in a primary non-business manner (deakin.edu.au, 2018). It needs to be mentioned that the massive techno-economic development like the emergence of digital networks and mobile technologies contributes towards the positive development of public relations in the business organizations. In this context, Facebook can be presented as an example as they ha ve used various aspects of public relation for their business success (deakin.edu.au, 2018). From the provided article, it can be seen that influencing the public opinion and the setting of agenda are two central objectives of public relation (deakin.edu.au, 2018). The direct relation of public relation, truth and news can be seen with the democratic framework of the countries as different means of public relation lead to the casual structural change in the public sphere. Business organizations do not face any kind of difficulties in listening on the social media due to its connection with different aspects of public relation. Most impotently, these developments in social media as well as public relation are also related with the political aspects of the countries. For this reason, there is a need for focused surveillance as core function in the process of public relations (deakin.edu.au, 2018). Thus, it can be seen that internet has a positive connection with different aspects of public relation. Apart from this, with the assistance of public relation with internet, the companies have become able to promote an artificial sense of empowerment (deakin.edu.au, 2018). Apart from this, it needs to be mentioned that culture has effects on various aspects of public relation along with consequences on the society. Hence, in order to be comfortable with the concept of public relation in this rapidly changing world, public relation needs to have three major aspects; they are community, place, friendship, and all of these needs to be connected with the internet cultures (deakin.edu.au, 2018). Reference BUBBLE WRAP: Social media, public relations, culture and society. (2018).Dro.deakin.edu.au. Retrieved 20 March 2018, from https://dro.deakin.edu.au/eserv/DU:30034435/demetrious-bubblewrap-2011.pdf

Family

What is family-centered practice? Family-centered practice refers to the educational perspective whereby teachers work with families of various students to ensure that high academic standards are achieved. In other words, it refers to the scenario where the school administration honors the principles of students regarding their culture, values, and beliefs.Advertising We will write a custom essay sample on Family-Centered Practice in Australian Education specifically for you for only $16.05 $11/page Learn More Family-centered practice is a common educational approach in the Australian society because it strengthens ties between parents and children (Foreman, 2009). For instance, the school administration would honor the wishes of the family by incorporating religious values into the main curriculum. Educational scholars observe that family-centered practice entails three major components. One of the components is focusing on the strengths of the school c urriculum. The second component talks about promoting the wishes and desires of families using the available resources. The third component pertains to establishing a working formula between educational professionals and parents. Why engage in family-centered Practice? Recently, scholars have noted through research that professionals should work with parents in order to achieve high academic results and discipline among children. As Rosenbaum, King, Law, King, and Evans (1998), the family-centered practice should be viewed as both a philosopher and as a technique of delivering educational services. Dunst (2002) was of the view that both the family and the school have the role to play as far as socialization of the child is concerned. The family needs to suggest some of the ways that could help in controlling the behavior of children. The school has the responsibility to ensure that the wishes of the family are met. To label or not to label Labeling is an issue that affected the admi nistering of core services in schools. Children with disabilities face the problem labeling. However, school administrations should come up with measures that would ensure labeling does not take place. Labeling affects the performance of disabled children. This is because it lowers their morale. However, the school administration should provide important learning materials to the disabled (Pogorzelski, Wheldall, 2005).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More What is an Individual Family Service Plan? The two plans play an important role in the life of a child. Individual family service plans supplements family-centered programs in schools. In fact, IFSP is critical when it comes to early childhood education. In each institution of learning, IFSP plans are encouraged because they enhance quality (Cook, Klein, Tessier, 2008). In most regions, the plans are implemented through provision of fun ding to various educational programs. Individual family service plans have a number of aims and objectives intended to improve cooperation between parents and teachers. Through the plans, professionals and parents are able to come together and make critical decisions regarding formal and informal utilization of resources to achieve high academic standards for students. Through the plans, Trelor (1997) suggested that parents would be in a better position to provide critical information to teachers to be used in guiding students through the curriculum. The role of the teacher would be to assess the educational needs of children. Through the plans, teachers would ensure that the priorities of parents regarding their children are implemented. Each family would wish its member to excel academically. In this regard, the family would take an initiative of consulting various professionals in order to solve the problems facing children. This implies that the professional should consider the fact that the parent would have consulted other experts before reporting the matter to the school authorities. From perspective therefore, the professional should try to understand the parent from his or her perspective. This implies that the professional should empathize with the parent and try as much as possible to address his or her children’s problems. A number of stages are to be followed when addressing the issue raised by the parent. The first step would be to inform the parent that an assessment would be undertaken to determine the academic ability of the child. The professional should then go ahead to evaluate the educational capability of the child. This would entail assessing the current skills of the child and determining the deficiencies. After identifying weak areas, the professional should not proceed to equip the child with knowledge without consulting the parent. The professional should discuss the weaknesses of the child with the family. Through discussion, the professional would learn the priorities and the expectations of the family. The parent should be made to understand that resources play an important role in improving the performance of the child.Advertising We will write a custom essay sample on Family-Centered Practice in Australian Education specifically for you for only $16.05 $11/page Learn More Therefore, the parent should be willing to avail adequate resources. Another important stage would be developing goals that must be met at the end. The parent should be involved in setting the goals. The goals must be reasonable implying that they must be implemented. The final stage would entail evaluating the performance of the child to determine whether the goals were met (Allen, Cowdery, 2005). What is assessment in early childhood in respect to disability? Assessment is a variable that has been defined variously by different scholars. One group of scholars defines it as the act of judging the cha racter of a child. Others define assessment as the process of classifying events, actions, or individuals based on value (McDevitt, Ormrod, 2007). A different definition has emerged recently, which views the assessment process as the act of evaluating damages. The assessor would be in a position to calculate the cost of repairs after determining the damages. The same definition could be applied in a school setting to determine the performance of students. Teachers and other educational experts engage in constant research to identify the major causes of poor performance among students. From the findings of their studies, experts would then formulate policies aimed at solving the problems. Through assessment, educational experts would access critical information needed in resolving issues affecting children with disabilities. Assessment offers to decision makers as regards to disabilities in institutions of high learning. In the end, assessment would lead to improved service delivery among children with disabilities. Stroeve (1998) offered a clear definition of the term assessment. The above scholars noted that assessment entails a systematic compilation and evaluation of information, which would aide in making informed decisions. From the above definition, it is clear that assessment process is important as far as disabilities are concerned. Wheldhall (1994) postulated that assessment is meant to increase the competencies of the child through improved understanding of utilization of resources. When conducting an assessment, an expert should consider whether to involve other specialists. Furthermore, the expert must make a decision in advance on whether to consult the family. Some children would react when they realize that an assessment is being conducted on them. In this case, the expert must develop some strategies that would help him or her counter the negative reaction.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More What helped us through? The family is the primary socializing agent. Children tend to associate well with members of the family and they would be willing to share their problems with them (Ho, 2004). However, the child realizes that he or she must cope with the outside world when he or she starts attending school. The first experience is very difficult, as illustrated in the story of Tim. Tim went through many challenges, as expected of any child of his age. Children find it hard to cope with friends. Psychoanalytic scholars of psychology termed this stage as latency stage where children are expected to learn things without much guidance. Each child must have an initiative to learn things around him or her (Davis, Day, Bidmead, 2002). The main task that confronts each child is the development of industrious character. In fact, each child must keep off from excessive sense of inferiority. Each child receives specific skills that would help him or her master some concepts. Children a re made to believe that they are no longer babies. In this regard, they must learn to associate with others. If a child does not form relationships with members of his or her age group, a malignant tendency referred to as inferiority complex might develop. Children who relate too easily with others would as well suffer from a maladaptive tendency referred to as narrow virtuosity. Therefore, it is the role of each caregiver to ensure that children negotiate a balance between narrow virtuosity and inferiority complex (Haddon, 2003). If this were done in a proper way, a child would develop a psychosocial strength referred to as purpose, which refers to a sense of responsibility References Allen, K. E., Cowdery, G. E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). NY: Thomson Delmar Learning Cook, R.E., Klein, M.D., Tessier, A. (2008). Adapting Early Childhood Curricula for Children with Special needs (7th ed.) Upper Saddle River, New Jersey: Pearson/ Prentice Hall. Davis, H., Day, C., Bidmead, C. (2002). Working in partnership with parents: The parent adviser model. London: Harcourt Assessment. Dunst, C. J. (2002). Family-centered practices: Birth through high school. Journal of Special Education, 36(3), 139. Foreman, P. (2009). Education of students with an intellectual disability: research and practice. Charlotte NC, USA: Information Age Publishing. Haddon, M. (2003). The curious incident of the dog in the nighttime. New York: Random House. Ho, A. (2004). To be labeled, or not to be labeled: that is the question. British Journal of Learning Disabilities, 32(1), 86-92 McDevitt, T. M., Ormrod, J. E. (2007). Child development and education. New Jersey: Pearson Prentice Hall. Pogorzelski, S., Wheldall, K. (2005). The importance of phonological processing skills for older low-progress readers. Educational Psychology in Practice, 2(1), 1–2 Rosenbaum, P., King, S., Law, M., King, G., Evans, J. (1998). Family-centered servi ce: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18(1), 1-20. Stroeve, W. (1998). One of the kids. Sydney: Disability Council of NSW. Trelor, R. (1997). Recommended Practices In Family–Centered Early Childhood Intervention Sydney NSW: NSW Department of Aging Disability and Homecare/Early Childhood Intervention Coordination Program/Early Childhood Intervention Australia. Wheldhall, K. (1994). Why do contemporary special educators favor a non-categorical approach to teaching? Special Education Perspectives, 3(1), 45-47 This essay on Family-Centered Practice in Australian Education was written and submitted by user Ashlyn Douglas to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Art Nouveau

Art Nouveau (from French for â€Å"new art†), movement in Western art and design, which reached its peak during the 1890s. Hallmarks of the art nouveau style are flat, decorative patterns; intertwined organic forms such as stems or flowers; an emphasis on handcrafting as opposed to machine manufacturing; the use of new materials; and the rejection of earlier styles. In general, sinuous, curving lines also characterize art nouveau, although right-angled forms are also typical, especially as the style was practiced in Scotland and in Austria. Art nouveau embraced all forms of art and design: architecture, furniture, glassware, graphic design, jewelry, painting, pottery, metalwork, and textiles. This was a sharp contrast to the traditional separation of art into the distinct categories of fine art (painting and sculpture) and applied arts (ceramics, furniture, and other practical objects). The term art nouveau comes from an art gallery in Paris, France, called Maison de l'Art Nouveau (House of New Art), which was run by French dealer Siegfried Bing. In his gallery, Bing displayed not only paintings and sculpture but also ceramics, furniture, metalwork, and Japanese art. Sections of the gallery were devoted to model rooms that artists and architects designed in the art nouveau style. Art nouveau flourished in a number of European countries, many of which developed their own names for the style. Art nouveau was known in France as style Guimard, after French designer Hector Guimard; in Italy as the stile floreale (floral style) or stile Liberty, after British art nouveau designer Arthur Lasenby Liberty; in Spain as modernisme; in Austria as Sezessionstil (secession style); and in Germany as Jugendstil (youth style). These diverse names reflect the widespread adoption of the movement, which had centers in major cities all over Europe- Paris and Nancy in France; Darmstadt and Munich in Germany; Brussels, Belgium; Glasgow, Scotland; ... Free Essays on Art Nouveau Free Essays on Art Nouveau Art Nouveau (from French for â€Å"new art†), movement in Western art and design, which reached its peak during the 1890s. Hallmarks of the art nouveau style are flat, decorative patterns; intertwined organic forms such as stems or flowers; an emphasis on handcrafting as opposed to machine manufacturing; the use of new materials; and the rejection of earlier styles. In general, sinuous, curving lines also characterize art nouveau, although right-angled forms are also typical, especially as the style was practiced in Scotland and in Austria. Art nouveau embraced all forms of art and design: architecture, furniture, glassware, graphic design, jewelry, painting, pottery, metalwork, and textiles. This was a sharp contrast to the traditional separation of art into the distinct categories of fine art (painting and sculpture) and applied arts (ceramics, furniture, and other practical objects). The term art nouveau comes from an art gallery in Paris, France, called Maison de l'Art Nouveau (House of New Art), which was run by French dealer Siegfried Bing. In his gallery, Bing displayed not only paintings and sculpture but also ceramics, furniture, metalwork, and Japanese art. Sections of the gallery were devoted to model rooms that artists and architects designed in the art nouveau style. Art nouveau flourished in a number of European countries, many of which developed their own names for the style. Art nouveau was known in France as style Guimard, after French designer Hector Guimard; in Italy as the stile floreale (floral style) or stile Liberty, after British art nouveau designer Arthur Lasenby Liberty; in Spain as modernisme; in Austria as Sezessionstil (secession style); and in Germany as Jugendstil (youth style). These diverse names reflect the widespread adoption of the movement, which had centers in major cities all over Europe- Paris and Nancy in France; Darmstadt and Munich in Germany; Brussels, Belgium; Glasgow, Scotland; ...

The effectiveness of ( Career Development Plan) in an organization Essay

The effectiveness of ( Career Development Plan) in an organization - Essay Example Specifically, this research will explore whether the career development plan is an effective training method to use in an organization and whether it will affect the performance of the company. There are a variety of theories that involve career development and many have been applied to business and leadership. To understand these theories, it is important to understand some general issues about career. When an individual begins a position within a company, they have been recruited in some way. At first, they are doing the job they were hired to do and if they are ambitious, they may want to move to other positions within the company. Usually, there are new skills that the individual must acquire during the course of moving to other positions. In order to do this, many theorists have created an idea of what happens when people enter into career development. Maslows Hierarchy of Needs is one of the theories that people discuss when they are discussing career matters. According to Maslow, every individual has needs that must be met in order to eventually live a fully actualized life. The basic needs of food, shelter and safety (security) must be met before the individual can move onto needs of belonging and eventually self-actualization. It is important for leaders, according to this theory; to understand their needs in an organization and what motivates them (Maslow, 2009). Usually people working in organizations will be motivated internally and externally. Career planning can help understand which things are most motivating, which makes an individual more focused and productive in their job. Maslows hierarchy is very important in understanding how people are motivated to work. Behaviour theories are another area to study in career development because they discuss how people behave within their workplace. These theories place the importance of a career on the factors

See the instructions Research Paper Example | Topics and Well Written Essays - 500 words - 3

See the instructions - Research Paper Example Given these detrimental consequences of the attack, a revolution in the modern aviation was ineluctable. This discussion will establish the impact of the 9/11 attacks on the contemporary aviation with a keen interest in the changes that have been put in place in this respect. Prior to the 9/11 an attack, the â€Å"Common Strategy† tactic was employed in the case of aircraft hijacks but were no longer effective after the striking event. The â€Å"Common Strategy† involved complying with the hijackers because most of the hijacks entailed the plane being flown to a particular destination after which the hijackers made their demands, such as ransom. As such, compliance was the sure way of surviving hijackings. However, in the 9/11 attacks, the hijackers neither made any demands nor did they allow for negotiation and this meant that the mundane tactic was inapplicable. Given this, the modern aviation security system has been altered to accommodate suicide attacks, such as the 9/11 attacks. Passengers and crew members have been encouraged to consider the risk of cooperating and resisting the commands of the hijackers by not only considering their interests but the people on the ground as well. Pilots and flight attendants now undergo intensive tr aining in self-defense and anti-hijacking training aimed at baffling bombing and hijacking (Sheehy, 2004). Besides, Air Marshalls have been added to the crew in order to forestall hijacking. Cockpit doors have been fortified and made bullet prove to deter hijackers from taking control of planes (Woodruff, 2011). These novel improvements to the aviation security system stem from the lesson learned in the 9/11 attacks. Airports security checking systems were proved to be weak, and major changes were inevitable. Before the attacks, private companies conducted the screening of passengers under the supervision of the Federal Aviation Administration.

The Gospel Of Matthew In Depth Analysis Religion Essay

The Gospel Of Matthew In Depth Analysis Religion Essay In my analysis of the Gospel of Matthew, I found out that it was written with a focus on the King and His Kingdom. Significantly, the concept of the Kingdom that comes from the Greek word ÃŽÂ ²ÃƒÅ½Ã‚ ±Ãƒ Ã†â€™ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ »ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ± appears 55 times in the Gospel of Matthew, 55/126=43.65%. Jesus clearly said that All authority in heaven and on earth has been given to me. (28:18). Likewise, the term kingdom of heaven transcends in the Gospel of Matthew by appearing at least 33 times. Interestingly, this phrase is found only in Matthew. In this sense, I believe that Matthew introduces the Christ and His Kingdom as the fulfillment of the messianic prophecies of the Old Testament. His approach to the way of salvation is a call to repentance for entry into the Kingdom, to a commitment of a person to the King as His follower. Jesus stated many will come from the east and west, and sit down with Abraham, Isaac, and Jacob in the kingdom of heaven (Matt. 8:11). It becomes clear that Jesus not only moves the meaning of the Kingdom beyond the Jewish community, but He also moves the mission of the Kingdom beyond family ties. For instance, when Jesus emphasizes on whoever does the will of My Father lays the meaning of Kingdom membership open to other people than the Jewish community. Jesus took His disciples to Caesarea Philippi to ask the question, Who do men say that I am (16:13). In this context He stated that He would build His church in the world. Another idea is if we are to be participants in the kingdom of heaven, then we are to live by the rule of the King. a) The Lineage of the King Matthew uses language that relates the rule of Christ to peoples lives by mentioning the lineage of the King (1:1-17). The genealogy of Jesus is presented in three sections with fourteen periods for each. The summary marks off fourteen generations from Abraham to David, fourteen from David to the captivity, and fourteen from the captivity to the coming of Christ (1:17). Through this lineage God fulfills Hs promise to Abraham that in his seed, all the earth would be blessed and that the Messiah would come through the seed of Abraham. In addition, Matthew is showing Jesus as born of Mary and not begotten by Joseph (1:16). b) The Birth of the King The birth of the King is referred to in three ways. First, Matthew points out Jesus Christ as the Messiah (1:18). Second, Jesus is the Savior (1:21). Third, Jesus is Immanuel, meaning God with us (1:23). In verse 22 is a statement frequently used by Matthew: that is might be fulfilled which was spoken by the Lord through the prophet, sayingà ¢Ã¢â€š ¬Ã‚ ¦ Matthew selected a passage from Isaiah which states that the birth of the Messiah would come through a young woman, and that His name would be called Immanuel, God with us. Matthew quotes Isaiah as saying that the virgin will be with child, and will bring forth a Son (1:23). In Matthew, the word à Ã¢â€š ¬ÃƒÅ½Ã‚ ±Ãƒ Ã‚ ÃƒÅ½Ã‚ ¸ÃƒÅ½Ã‚ ­ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¿Ãƒ Ã¢â‚¬Å¡ is interpreted as virgin. The birth of the Jesus through a virgin is the biblical affirmation that God actually became man (1:25), and that God entered the world in the person of Jesus (1:21). Matthew affirms that Jesus Christ was born of the Virgin Mary. He also affirms that He was conceived by the Holy Spirit (1:18), which means that in some miraculous way the Holy Spirit ushered the life of the eternal Christ into the body of Mary and here a person was conceived and born who is the true expression of God and the one expression of true man, Jesus. Matthew affirms that the birth of Jesus was confirmed by the angel of the Lord (1:20-21), and contextualized by the Scriptures (1:22-23). c) Johns Announcement of the King John the Baptist was upon the Jewish scene like a flaming voice from God. He came preaching in the wilderness of Judea, acclaimed by the people as a prophet of God (3:1). He saw himself as only a slave for the coming Messiah and as the voice to prepare the way (3:11). His ministry was respected and understood because people came from Jerusalem and from the total region to Johns ministry (3:5-6). His baptism was understood as a baptism of repentance (3:11). Matthew notes the character of John the Baptist as the forerunner of the Messiah. John was indeed a voice of transition from the old covenant to the new (1:11-14). John announced that the baptism with the Spirit and the baptism with fire as superior to his baptism with water (3:11). d) The Inauguration of the King Matthew describes the transition made from John the Baptist to the proclamation of the Messiah Himself. John had been the announcer of the coming of the King and His Kingdom (4:12-17). In this passage, Matthew describes the context and content of His ministry. The context is Galilee with Jesus moving from Nazareth to Capernaum by the sea (4:12-13). Not only did Jesus begin His ministry in a setting where many people might hear Him, but His move to Capernaum from Nazareth was a breaking of the ties with His home and community. The content of the Jesus message is stated in verse 17. Jesus preached the same message which John the Baptist had been announcing: Repent, for the Kingdom of heaven is at hand (4:17). The word preach is translated from the Greek word ÃŽÂ ºÃƒÅ½Ã‚ ·Ãƒ Ã‚ Ãƒ Ã‚ Ãƒ Ã†â€™Ãƒ Ã†â€™ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ that means the heralds proclamation. I believe that preaching is an announcement with both certainty and authority. Jesus proclaimed the gospel of the kingd om (9:35). Church A significant emphasis in the Gospel of Matthew is the church. In all of the Synoptic Gospels, the concept of church as ekklesia is found only in Matthew. It is clear that Matthew introduced the church as the fellowship of disciples who evidence the rule of Christ, or the reality of the Kingdom. In this sense, Jesus introduced the church in response to Peters confession, as the ultimate redemptive purpose of the Christ. It was when He introduced it that Jesus also told His disciples of His coming death and resurrection. It seems appropriate to affirm that Matthew expressed the acts of God in salvation history. The church is not parenthesis in salvation history as we wait for the coming Kingdom of God, but it is rather the activity of the Kingdom of God in the world. It is this Kingdom that penetrates all nations, Jew and Gentile, to extend the grace of God to all people. a) The Disciple Community I believe that Jesus strategy to establish His church was to develop a disciple community. He called a group of associates who would be with Him and learn from Him (4:13-21). Jesus began by calling Peter and Andrew (4:18). Matthew states that Jesus said to them, Follow me, and I will make you fishers of men (4:19). He was moving these men from their occupation as fishermen to recognize the vocation to be disciples. Jesus next called the two brothers, James and John, sons of Zebedee, from their occupation of fishing, asking them likewise to follow Him (4:21). At least the reference in Matthew tells us that upon Jesus call, they immediately followed Him (4:22). Jesus called disciples who would in turn disciple others. He called them to be fishers of men (4:19). Jesus called disciples and asked them to put Him and His will above all else (8:18-22). Another clear example was the calling of Matthew, the tax collector (9:9). His calling to be a disciple places the authority of Jesus over o ccupation. Matthew gives the list of the twelve disciples called by Jesus and gave them power over unclean spirits, cast them out, and heal sicknesses and diseases (10:1-4). b) Discipline in the Church Women God has created man and woman under His image. The writer of the Gospel of Matthew highlights the events when Jesus ministered to women throughout the Gospel. The word ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · has two connotations. The first connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · with the meaning woman in the singular form appears 9/49 in the Gospels representing the 18.36%. The second connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · has to do with the term wife. This term appears 14/35 in the Gospels representing 40%. The last connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · found in Matthew means women. The times that Matthew uses the term women in his gospel are 5/15 representing 33.33%. a) Jesus view on women The question that I have always had is: How did Jesus view women during His ministry? In my analysis of the Gospel of Matthew, I found several references that serve as evidences that Jesus had a clear perspective on women. In fact, prominence is given to four women who are named in the Messiahs lineage such as Tamar of whom Judah begot Perez and Zerah (1:3); Rahab who is spoken of as the harlot of Jericho in Joshua 2:1-7 (1:5); Ruth who was a Moabite (1:5); and Bathsheba the mother of Solomon, the woman whom David seduced, and whose husband Uriah he afterwards killed in an attempt to cover his sin (1:6). Jesus elevates the status of women by stating that the marriage commitment is binding for life and that the only exception is immorality, which has already broken covenant (5:31-32; 19:1-12). Jesus made no distinction between women and men even though He often addressed men, holding them accountable for their responsibilities. Miracles Jesus not only preached and taught. Matthew records that He healed all kinds of sicknesses and diseases among the people (4:23-25). His ministry was one of restoring people to wholeness. The man who preached radical change, who announced the Kingdom, was performing deeds of mercy. He healed and restored common people to wholeness and elevated them to a sense of worth. He restored their spiritual well being as He preached and their physical well being as He administered healing (4:24). Matthew concludes this section to show how popular the ministry of Jesus actually was (4:25). This description is an affirmation of Jesus popularity as a teacher. He attracted people from all over the land of Palestine to both learn from Him and to be healed by Him (4:24). Furthermore, Jesus touched persons at their point of need and from that point of need led them to the experience of faith. The ten miracles reported in chapter 8 and 9 express Christs authority over disease, over demons, over destructive forces of nature and over death. They were performed out of compassion and confirmed the authority of the Christ. a) Healing Diseases Jesus expressed His authority in miracles over illnesses and diseases. After Jesus came down from the mountain where He had delivered His sermon, Matthew says that great crowds followed Him and became witnesses to His deeds (8:1). Matthew inserts the story of the leper coming through the crowd and worshipping Jesus (8:2), and Jesus reached out, touched, and healed him (8:3-4). Then, the writer inserts the story of the centurion approaching to Jesus in humility and asking to heal his servant from paralysis (8:5-6). Without going to the mans home, Jesus simply said, Go your way and healed him that very moment (8:13). Jesus also healed Peters wife mother that suffered from fever (8:14-17). There is another miracle over paralysis in Matthew 9:1-8 that is more brief than that of either Mark or Luke, emphasizing on the teaching and meaning of Jesus acts. Later, Matthew shares three consecutive stories of miracles including the ruler of the synagogue, the woman with a hemorrhage, and the bl ind men (9:18-31). b) Casting Out Demons Matthew records the story of the demon-possessed. The Greek word ÃŽÂ ´ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ¶Ãƒ Ã…’ÃŽÂ ¼ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ¹ indicates the presence of demons inside of a person. Matthew states that Jesus cast out demons with a word (8:16). In another account, the story involves two men who were living among the tombs that presented signs of violence (8:28). The men were so fierce that people were afraid to pass near them. There is an indication that the two demon-possessed knew who Jesus was (8:29). Matthew records that the demons came out and went into the pigs and the pigs perished (8:32). Matthew gives us another testimony of Jesus casting out a demon in a mute man (9:32-33). c) Miracles Over Nature While crossing the Lake of Galilee a great storm swept down upon them. The Greek word à Ã†â€™ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹Ãƒ Ã†â€™ÃƒÅ½Ã‚ ¼Ãƒ ¡Ã‚ ½Ã‚ ¸Ãƒ Ã¢â‚¬Å¡ means earthquake emphasizing the violence of the storm (8:24). The disciple had great fear and awaked Jesus to cry, Save us, Lord; we are perishing! (8:25). Jesus first tested their fear, emphasizing their little faith (8:26). He recognized the faith they had, and He rebuked the storm (8:27). Discipleship The Sermon on the Mount is recorded in Matthew 5:1-7:29. Matthew presents Jesus as the Messiah of word and deed. The sermon, as recorded by Matthew, includes numerous passages that Jesus gave, recalled by Matthew under the guidance of the Holy Spirit to give us a presentation of the teachings of Jesus. The message was given primarily to His disciples, although doubtless the crowd listened as he introduced the sermon (5:1-2). In presenting this sermon, I believe that Jesus called for a change in the thinking of the disciples about the Kingdom of God. Jesus calls His disciples to be humble (5:3), living with repentant spirit (5:4), showing meekness (5:5), longing for God (5:6), mercy (5:7), purity (5:8), peace (5:9), and gladness (5:11). The calling of disciples was a central aspect of Jesus ministry. a) The Influence of Being a Disciple Jesus followed the beatitudes with two designations of the disciple: salt and light. I believe both designate a service beyond itself, and both are important in human experience. Jesus addresses them as characteristics of the people that live in His Kingdom. In my understanding, when Jesus says, You are the salt of the earth (5:13), it has to do with purity, preservation, and flavor. The disciple as the salt of the earth makes the earth more authentically as it should be. On the other hand, I understand that when Jesus says, You are the light of the world (5:14), it has to do with radiance, openness, and joy. What an incredible calling from Jesus to His disciples to be salt and light in the world. They obtain the light from the One who is the light of the world, Jesus. For this light to be seen we live openly in the midst of the world as His disciples witnessing His ruling and presence of His Kingdom. Jesus gives a clear reminder about the harvest. Sowing and reaping go on together. Jesus speaks on reaping the harvest of Gods acts in salvation. The message to His disciples is clear: the harvest is great, the laborers are few (9:37). With this in mind, Jesus commissions His disciples to have influence over the world (10:5-15). b) The Spirit of a Disciple Jesus introduces us to some of the more important ethical teachings in the New Testament. The first is the prohibition against killing (5:21). He teaches that anything that leads to killing is sin, and He calls His disciples to be free from anger and take the initiative of reconciliation (5:23-26). The second issue that Jesus addresses is about adultery and the importance of keeping the covenant of marriage (5:27-30). The sacredness of marriage is emphasized in the prohibition against divorce (5:31-32). Another teaching is that Jesus calls for honesty without the oath. In other words, the disciple is to be honest and trustworthy making the swearing of an oath unnecessary (5:33-37). In addition, the disciple is to live by the higher law of love and respond to the treatment he receives from others in a way that reflects the freedom and love of Christ (5:38-42). Jesus also teaches us on loving our enemies as an expression of Christ love (5:43-48). Not only that but He also calls to love on the very nature and practice of the Father (5:45). There is a remarkable teaching from Jesus to His disciples in regards to the relationship between disciple and master. A disciple learns and identifies with His teacher, and the servant is not over His master. Jesus calls them to continue to learn from Him, to continue to follow Him, to continue to serve Him (10:24-25). c) The Lifestyle of a Disciple Having called the disciple to be mature in love, Jesus then turned to the matter of the lifestyle that a disciple should have (6:1-7:29). The beauty of this prayer, called the Lords Prayer, has been the model prayer (6:9-13). In this sense, I believe that prayer is opening our lives to God. It is inviting Him to acts in our lives. Prayer is relational (6:9). For His Kingdom to come is the experience we can have of His full reign now (6:10). He always sustains us with provision (6:11). He forgives us of all of our sins so we can forgive our debtors (6:12). It is a prayer to deliver us from the evil thoughts and actions we have committed and are not according to Gods purposes (6:13). Jesus also teaches that fasting is not to be a ritual, done by the calendar, but it is a voluntary time of meditation, or drawing near to God (6:16-18). In Matthew 7:7-11 there is a threefold command to ask, seek, and knock. These three words Αà ¡Ã‚ ¼Ã‚ °Ãƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µÃƒ ¡Ã‚ ¿-à Ã¢â‚¬Å¾Ãƒ ŽÂ µ, ÃŽÂ ¶ÃƒÅ½Ã‚ ·Ãƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µÃƒ ¡Ã‚ ¿-à Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µ, and ÃŽÂ ºÃƒ Ã‚ ÃƒÅ½Ã‚ ¿Ãƒ Ã‚ ÃƒÅ½Ã‚ µÃƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µ are present imperatives in the Greek, which means continuous action (7:7). Another important aspect that Jesus wants as our lifestyle is our attitude toward others (6:14-15). Also in chapter 18, Matthew shares some very searching words from Jesus on forgiveness (18:21-29). Jesus expects from his disciples to have clear goals in life. He said that where a mans treasure is, there his heart is. When ones goals are set on the eternal will of God, his values reflect the same (6:19-21). In fact, He states, no body can serve two masters (6:24). We should have clear that the disciple is to give undivided loyalty to the Master. On the other hand, I strongly believe that respect for others is an indication on our self-understanding. In this sense, Jesus asks His disciples to avoid prejudgment or prejudice from stereotyping people (7:1-6).