Poets childhood Essay Example for Free

Poets childhood Essay In Mrs. Tilschers Class by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poets childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her minds eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960s classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: The classroom glowed like a sweet shop. The classroom is made into a place of riches with this visual simile, used to radiate wonders of the childs mind. The word glowed in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teachers blackboard, as she informs the reader of how the chalky Pyramids rubbed into dust. In a literal sense the chalky lines on the board became chalk dust. The poet imagines this to be great pyramids and monuments being eroded inevitably by time. The bell signifying the end of playtime is remembered as: The laugh of a bell, swung by a running child. This auditory image incorporates the personification of the bell, to compare its sound to an incessant laugh of a child. The bells laugh is a transferred epithet from the child, as the children too were laughing, overwhelmed with joy as they returned to their classroom for another dose of Mrs. Tilscher. The poets joy is so intense and infectious, that it reaches out and transforms the whole scene. Such is the magnitude of the poets emotion. The laugh is also a visual image, as the reader can see a smile as the arc of the bell, and the clapper hitting the sides of it is almost comparable to a tongue. However other images such as a skittle of milk are more informative and suggest the time setting of the poem. The poet also remembers a music room next door to her classroom, though only by means of a xylophones nonsense heard. This auditory image describes the noise of the xylophone next door and this is further expanded by the use of the single metaphoric word nonsense which implies the vague unclear noise heard and the fact that the primary school children are producing uncoordinated music. The enthralling books were not to be forgotten to the poet, as they had made her a slave to them continually, due to their alluring influence. All the images used to recall aspects of the poets primary school principally focus on an emotional and sensual level. The primary school classroom may have been a place memorable to the poet through various images, but the definitive piece of the poets 1960s school life was Mrs. Tilscher. Mrs. Tilschers voice is not even forgotten, as the poet reminisces her voice as she chanted the scenery. Mrs. Tilschers chanting brings about connotations of music in her voice and melodic speech. It also brings about a sense of religion, as she is made comparable to a pastor in a church chanting a sermon, enlightening and entrancing us all. Mrs. Tilscher is portrayed as a compassionate teacher: Mrs. Tilscher loved you and shows kindness and care. The terms around the lines focused on Mrs. Tilscher also have an implication on how she is illustrated to the reader. Words with intense connotations such as glowed, sweet, sugar and coloured have associations with moods of joy, brilliance, love and bliss which all elaborate on Mrs. Tilschers image. The teacher is also illustrated to be appreciative: Some mornings you found shed left a good gold star by your name. Although it seems that the poet finds aspects of the classroom just as unforgettable as Mrs. Tilscher, the poet essentially portrays the classrooms essence to be the work of Mrs. Tilscher, through her tone of voice. Choices of words or diction such as could have connotations of possibility. When put into context and further developed on, the implications go as far as unconstrained and limitless possibility. The teacher opens up a whole world of possibility, and it is because of this the poet remembers so much about her classroom, a boundless environment. It is because of Mrs. Tilscher that the poets classroom surroundings were made to be so memorable. The poets tone of voice and language varies throughout the poem, and strong distinction is made between the first two stanzas and the last two stanzas. The language in the first two stanzas is exceptionally exuberant, more child-like in an emotional sense and the imagery is much more pleasant to envisage, filled with colour, vibrancy and liveliness: Sugar paper. Coloured shapes. Each individual phrase builds up an atmosphere full of warmth. However the last two stanzas are less joyous in their atmosphere, as the poet makes her transition to a state of being overwhelmed by hormones. The word connotations also vary greatly in these two stanzas, bringing suggestions of anger, accusation and dismay: You kicked him, but stared at your parents, appalled. The stanzas are also bleaker in description and imagery is uninviting: The air tasted of electricity. The poets feelings in stanza four are troubled, after being introduced to topic of how she was born: A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. Such sentences furthermore use more mature and sophisticated language, which coincide with her growth as the language also develops. Therefore the poets outlook and tone of voice changes as she becomes much more interested in growing up than going to primary and learning in a high-spirited vibrant classroom. The reader of the poem is invited to personally explore the main ideas within the poem. This personal involvement of the reader seems appropriate, as the main theme conveyed, the journey of growing up, is your own personal exclusive journey. This personal involvement is due to the narration of the poem from the second-person viewpoint. This is shown through the excessive use of the second-person pronoun You. By using this narration style, the experience of the young poet is made universal and common. We can all be subjected to her experiences of growing up from the second-person narrative perspective. Although the reader finds it easy enough to face the poets experiences, Mrs. Tilscher feels that she should have no influence in the young childs journey of growing up, and that such a journey should proceed at the persons own pace. When the child asks the teacher about how she was born, Mrs. Tilscher smiled, then turned away. Mrs. Tilscher may have believed that the poet would learn in her own time, but the poet nevertheless encourages the reader to enter her journey. The poem illustrates two worlds in which the poet resided during her childhood days. The reader is able to capture not only the essence of the classroom, but also the limitless realm of the childs imagination. Both these worlds exist alongside each other agreeably as the classroom is made into a creative place itself due to the influence of Mrs.Tilscher. The foremost apparent world presented by Carol Ann Duffy is the classroom. The classroom conveys images of riches, sweets, colour and joy. However beyond this, the classroom is seen to be a sanctuary. The classroom was a safe house against the world of murder and crime outside, as suggested by the mention of Brady and Hindley of the 1960s. The real world begins to force an entry into the childs reverie as she slowly begins to become conscious of the world outside. This is the first occasion in which the poet shows signs of growing up, which enforces the main theme of the poem. The girl learns that the real world isnt to be trusted. The classroom however is portrayed as a world of its own, not troubled by the likes of such horrific murderers. The fear fades away in the classroom, and along with this so does the little hint of adulthood. She postpones her transition into adulthood for the meantime, as the poet shows us by using a child-like image after the allusion: Brady and Hindley faded, like the faint uneasy smudge of a mistake. This second component to the sentence indirectly illustrates the use of a pencil, and the occurrence of silly mistakes. It is because of this implication that the poet moves back into the state of childhood. The growth of the poet is exemplified in this classroom world, and therefore this world is very significant to the theme. Conversely, on a more abstract plane, the poem portrays another world within the childs mind. A whole world of imagination and vision. The poet expresses that she could travel up the Blue Nile with your finger tracing the route. The poet is tracing her finger down the Nile, and is in her imaginative world of Egypt. On the other hand, in reality the teacher is demonstrating sketch maps on the board. The word within the poem, which establishes both worlds within and without, is a metaphor on its own. The word travel is the single metaphor, which suggests that the poet is on a journey within her mind, when actually she is stationary within her school seat. The poet also conveys the main theme in this imaginative world, as the child not only travels with her finger and during her daydream, but she furthermore travels through her journey of growing up. The child is beginning to grow into a great poet, and this is shown through various lines within the poem. A very strong contributor to this idea of the girl growing into a great poet is an example of synaesthesia: The scent of a pencil, slowly carefully shaven. This image appeals to all of the senses at once, and incorporates kinetic, olfactory, visual and tactile aspects. This line shows how the poet carefully shaved her pencil, just in the same way she carefully crafts sentences. This is extended even further by the link made between the writing tool and the writing process. The child poet is even able to link this image full of senses to the main theme of growing up. The act of the girl carefully shaving the pencil, symbolises how she is shaving or peeling off her childhood as she makes the transition into adulthood. The poet gradually conveys to the reader that there are two states of growth within the poem, and that the girl is maturing both into adolescence and into a mind of an exceptional poet. The last stanza of the poem focuses the atmosphere and the attitude of the poet into an uninviting overcast, but also centers in on the theme. It illustrates the feverish month of July, oppressed by the summer and heat. Alongside this are the hormones of the child, felt almost within the air. These hormones amplify the effect of the afflicting heat. The air also tasted of electricity, which conveys the anticipation of summer thunderstorms due to the heavy air. However electricity also relates with the hormones to suggest that the child will spark at random times and also that the growth of the child is full of charge, energy and excitement. Further along, the use of the phrase a tangible alarm portrays an almost touchable fear within the air. This fear made the girl fractious under the sexy sky. This expresses to the reader that the girl had many sudden outbursts of anger due to her hormones. These hormones influence her thoughts and are the causes behind the poet using the term sexy to describe the sky. The last line of the poem communicates how this adolescent phase is like a thunderstorm. The thunderstorm represents her feelings of puberty, as she feels as though the whole world is coming down on her, just as in a thunderstorm. The lightning of a thunderstorm also links to the connotations of the electricity. The lightning of the thunderstorm could symbolize the mood swings awaiting the child. The lightning also illustrates the fact that there is an unsettlement within the child, as if an electric current was continually running through her. The rain of a thunderstorm conveys the downpour of gloom upon the child throughout the hard times to come. On an overall view the experience of puberty and growing up is just a phase and in time will pass. Soon the child will be entirely in adulthood. Likewise the thunderstorm is just an unpleasant phase in the sequence of weather and in time shall pass. Before long the sun will overpower such a ghastly occurrence of weather. Overall, In Mrs.Tilschers Class by Carol Ann Duffy is a poem which allows the reader to personally identify themselves with the poet. The poem is contrastive between the stanzas and thus the poet is able to isolate the main idea. Two worlds are created expressing the wonders of the classroom, but also illustrating the unconstrained world of the girls imagination. Through these two worlds we see signs of the girl growing into a great poet. However the most essential idea of the poem is the theme of growing up and maturing. It is a journey through adolescence: You ran through the gates, impatient to be grown.

Conduct Disorder Essay -- Psychology Children Psychological Essays

Conduct Disorder   Ã‚  Ã‚  Ã‚  Ã‚  As immediately as infancy, children express individual characteristics that can be considered aggressive. The child can be aggressive in the way it cries, the way it plays and the way it attains attention. Parents of children that have a hard time sleeping through the night, trouble accepting affection and/or difficulties with hyperactivity are often so stressed and bothered by these behaviors that they resort to negative reinforcement techniques in their parenting. Examples of this can be seen in spanking, harsh reprimanding or even ignoring the child’s behaviors. By using negative reinforcement, the parents are unknowingly strengthening the prevalence of these behaviors, and therefore, the risk of these types of activities to continue through adolescence is also heightened (Patterson, 1982).   Ã‚  Ã‚  Ã‚  Ã‚  Children who tend to not comply with authority in infancy have a greater chance of having an aggressive temperament in adolescence (Kolvin, Nicol, Garside, Day & Tweedle, 1982; Olweus, 1980; Webster-Stratton & Eyberg, 1982). Therefore, as â€Å"difficult† children become adolescents, they present an even greater challenge for their parents, school officials, law enforcement and the community. Often ignored is the biggest challenge, which is the child dealing with this instability of his or her mental well-being. We will see in the research provided that conduct disorder is multifaceted, consisting of some components which are hard to conceptualize and of others that are common knowledge. However, each aspect is crucial in understanding the scope of this mental disorder, starting with its history of violence and ending with its lacking intervention.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Conduct Disorder is the most common psychiatric disorder in childhood, affecting approximately 7% of boys and 3 % of girls in the general population (Meltzer, Gatward, Goodman, Ford, 2000). Unlike most mental disorders, which afflict solely the diagnosed party, conduct disorder has serious implications for both the subject and the rest of society. Violence, over aggressiveness, and inappropriate behavior, such as stealing and drug and/or alcohol abuse, are all frequently expressed characteristics of the disorder, however, it is not, by far, limited to these three alone (Campbell, 1990). With an immense array of characteristics, from antisocial behaviors having to do with the viola... ... Epidemiological approaches to natural history research: Antisocial disorders in children. Journal of the American Academy of Child Psychiatry, 20, 566-680.   Ã‚  Ã‚  Ã‚  Ã‚  Rosenblatt, J. A., Rosenblatt, A., & Biggs, E. E. (2000). Criminal behavior and emotional disorder: Comparing youth served by the mental health and juvenile systems. The Journal of Behavioral Health Services and Research, 27, 227-237.   Ã‚  Ã‚  Ã‚  Ã‚  Sampson, R. J., & Laub, J. H. (1997). A life-course theory of cumulative disadvantage and the stability of delinquency. In T. P. Thornberry (Ed.), Developmental theories of crime and delinquency. New Jersey: Transaction. (pp. 133-161).   Ã‚  Ã‚  Ã‚  Ã‚  Steiner, H., Garcia, I., & Matthews, Z. (1997). Posttraumatic stress disorder in incarcerated juvenile delinquents. Journal of American Academy for Child Adolescent Psychiatry, 36, 357-365.   Ã‚  Ã‚  Ã‚  Ã‚  Tolan, P. H. (1987). Implications of age of onset delinquency risk. Journal of Abnormal Child Psychology, 15, 47-65.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Webster-Stratton, C., & Eyeberg, S.M. (1982). Child temperament:Relationship with child behavior problems and parent-child interactions. Journal of Clinical Child Psychology, 11, 123-129.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Environmental Pollution, Problems and Control Measures Essay

A. Introduction and definition of environmental pollution – We know that, a living organism cannot live by itself. Organisms interact among themselves. Hence, all organisms, such as plants, animals and human beings, as well as the physical surroundings with whom we interact, form a part of our environment. All these constituents of the environment are dependent upon each other. Thus, they maintain a balance in nature. As we are the only organisms try to modify the environment to fulfill our needs; it is our responsibility to take necessary steps to control the environmental imbalances. The environmental imbalance gives rise to various environmental problems. Some of the environmental problems are pollution, soil erosion leading to floods, salt deserts and sea recedes, desertification, landslides, change of river directions, extinction of species, and vulnerable ecosystem in place of more complex and stable ecosystems, depletion of natural resources, waste accumulation, defores tation, thinning of ozone layer and global warming. The environmental problems are visualized in terms of pollution, growth in population, development, industrialization, unplanned urbanization etc. Rapid migration and increase in population in the urban areas has also lead to traffic congestion, water shortages, solid waste, and air, water and noise pollution are common noticeable problems in almost all the urban areas since last few years. Environmental pollution is defined as the undesirable change in physical, chemical and biological characteristics of our air, land and water. As a result of over-population, rapid industrializations, and other human activities like agriculture and deforestation etc., earth became loaded with diverse pollutants that were released as by-products. Pollutants are generally grouped under two classes: (a) Biodegradable pollutants – Biodegradable pollutants are broken down by the activity of micro-organisms and enter into the biogeochemical cycles. Examples of such pollutants are domestic waste pr oducts, urine and faucal matter, sewage, agricultural residue, paper, wood and cloth etc. (b) Non- Biodegradable pollutants – Non-biodegradable pollutants are stronger chemical bondage, do not break down into simpler and harmless products. These include various insecticides and other pesticides, mercury, lead, arsenic, aluminum, plastics, radioactive waste etc. B. Classification of Environmental Pollution – Pollution can be broadly classified according to  the components of environment that are polluted. Major of these are: Air pollution, Water pollution, Soil pollution (land degradation) and Noise pollution. Details of these types of pollutions are discussed below with their prevention measures. (1) Air Pollution: Air is mainly a mixture of various gases such as oxygen, carbon dioxide, nitrogen. These are present in a particular ratio. Whenever there is any imbalance in the ratio of these gases, air pollution is caused. The sources of air pollution can be grouped as under (i) Natural; such as, forest fires, ash from smoking volcanoes, dust storm and decay of organic matters. (ii) Man-made due to population explosion, deforestation, urbanization and industrializations. Certain activities of human beings release several pollutants in air, such as carbon monoxide (CO), sulfur dioxide (SO2), hydrocarbons (HC), oxides of nitrogen (NOx), lead, arsenic, asbestos, radioactive matter, and dust. The major threat comes from burning of fossil fuels, such as coal and petroleum products. Thermal power plants, automobiles and industries are major sources of air pollution as well. Due to progress in atomic energy sector, there has been an increase in radioactivity in the atmosphere. Mining activity adds to air pollution in the form of particulate matter. Progress in agriculture due to use of fertilizers and pesticides has also contributed towards air pollution. Indiscriminate cutting of trees and clearing of forests has led to increase in the amount of carbon dioxide in atmosphere. Global warming is a consequence of green house effect caused by increased level of carbon dioxide (CO2). Ozone (O3) depletion has resulted in UV radiation striking our earth. Harmful Effects of air pollution – (a) It affects respiratory system of living organisms and causes bronchitis, asthma, lung cancer, pneumonia etc. Carbon monoxide (CO) emitted from motor vehicles and cigarette smoke affects the central nervous system. (b) Due to depletion of ozone layer, UV radiation reaches the earth. UV radiation causes skin cancer, damage to eyes and immune system. (c) Acid rain is also a result of air pollution. This is caused by presence of oxides of nitrogen and sulfur in the air. These oxides dissolve in rain water to form nitric acid and sulfuric acid respectively. Various monuments, buildings, and statues are damaged due to corrosion by acid present in the rain. The soil also becomes acidic. The cumulative effect is the gradual degradation of soil and a decline in forest and agricultural productivity. (d) The green house gases, such as carbon dioxide (CO2) and methane (CH4) trap the heat radiated from earth. This leads to an increase in earth’s temperature. (e) Some toxic metals and pesticides also cause air pollution. [For more refer Industrial Dust, Air Pollution and Related Occupational Diseases ] (2) Water Pollution: Water is one of the prime necessities of life. With increasing number of people depend on this resource; water has become a scarce commodity. Pollution makes even the limited available water unfit for use. Water is said to be polluted when there is any physical, biological or chemical change in water quality that adversely affects living organisms or makes water unsuitable for use. Sources of water pollution are mainly factories, power plants, coal mines and oil wells situated either close to water source or away from sources. They discharge pollutants directly or indirectly into the water sources like river, lakes, water streams etc. The harmful effects of water pollution are: (a) Human beings become victims of various water borne diseases, such as typhoid, cholera, dysentery, hepatitis, jaundice, etc. (b) The presence of acids/alkalies in water destroys the microorganisms, thereby hindering the self-purification process in the rivers or water bodies. Agriculture is affected badly due to polluted  water. Marine eco-systems are affected adversely. (c) The sewage waste promotes growth of phytoplankton in water bodies; causing reduction of dissolved oxygen. (d) Poisonous industrial wastes present in water bodies affect the fish population and deprives us of one of our sources of food. It also kills other animals living in fresh water. (e) The quality of underground water is also affected due to toxicity and pollutant content of surface water. (2.1) Water pollution by industries and its effects – A change in the chemical, physical, biological, and radiological quality of water that is injurious to its uses. The term â€Å"water pollution† generally refers to human-induced changes to water quality. Thus, the discharge of toxic chemicals from industries or the release of human or livestock waste into a nearby water body is considered pollution. The contamination of ground water of water bodies like rivers, lakes, wetlands, estuaries, and oceans can threaten the health of humans and aquatic life. Sources of water pollution may be divided into two categories. (i) Point-source pollution, in which contaminants are discharged from a discrete location. Sewage outfalls and oil spills are examples of point-source pollution. (ii) Non-point-source or diffuse pollution, referring to all of the other discharges that deliver contaminants to water bodies. Acid rain and unconfined runoff from agricultural or urban areas falls under this category. The principal contaminants of water include toxic chemicals, nutrients, biodegradable organics, and bacterial & viral pathogens. Water pollution can affect human health when pollutants enter the body either via skin exposure or through the direct consumption of contaminated drinking water and contaminated food. Prime pollutants, including DDT and polychlorinated biphenyls (PCBs), persist in the natural environment and bioaccumulation occurs in the tissues of aquatic organisms. These prolonged and persistent organic pollutants are transferred up the food chain and they can reach levels of concern in fish species that are eaten by humans. Moreover, bacteria and viral pathogens can pose a public health risk for those who drink contaminated water or eat raw shellfish from polluted water bodies. Contaminants have a significant impact on aquatic ecosystems. Enrichment of water bodies with nutrients (principally nitrogen and phosphorus) can result in the growth of algae and other aquatic plants that shade or clog streams. If wastewater containing biodegradable organic matter is discharged into a stream with inadequate  dissolved oxygen, the water downstream of the point of discharge will become anaerobic and will be turbid and dark. Settleable solids will be deposited on the streambed, and anaerobic decomposition will occur. Over the reach of stream where the dissolved-oxygen concentration is zero, a zone of putrefaction will occur with the production of hydrogen sulfide (H2S), ammonia (NH3), and other odorous gases. Because many fish species require a minimum of 4–5 mg of dissolved oxygen per liter of water, they will be unable to survive in this portion of the stream. Direct exposures to toxic chemicals are also a health concern for individual aquatic plants and animals. Chemicals such as pesticides are frequently transported to lakes and rivers via runoff, and they can have harmful effects on aquatic life. Toxic chemicals have been shown to reduce the growth, survival, reproductive output, and disease resistance of exposed organisms. These effects can have important consequences for the viability of aquatic populations and communities. Wastewater discharges are most commonly controlled through effluent standards and discharge permits. Under this system, discharge permits are issued with limits on the quantity and quality of effluents. Water-quality standards are sets of qualitative and quantitative criteria designed to maintain or enhance the quality of receiving waters. Criteria can be developed and implemented to protect aquatic life against acute and chronic effects and to safeguard humans against deleterious health effects, including cancer. [ For more refer ‘Water Conservation – Need-of-the-day for our very survival’ ] (3) Soil pollution (Land degradation): Land pollution is due to (i) Deforestation and (ii) Dumping of solid wastes. Deforestation increases soil erosion; thus valuable agricultural land is lost. Solid wastes from household and industries also pollute land and enhance land degradation. Solid wastes include things from household waste and of industrial wastes. They include ash, glass, peelings of fruit and vegetables, paper, clothes, plastics, rubber, leather, brick, sand, metal, waste from cattle shed, night soil and cow dung. Chemicals discharged into air, such as compounds of sulfur and lead, eventually come to soil and pollute it. The heaps of solid waste destroy the natural beauty and surroundings become dirty. Pigs, dogs, rats, flies, mosquitoes visit the  dumped waste and foul smell comes from the waste. The waste may block the flow of water in the drain, which then becomes the breeding place for mosquitoes. Mosquitoes are carriers of parasites of malaria and dengue. Consumption of polluted water causes many diseases, such as cholera, diarrhea and dysentery. [ For more refer Solid Waste Disposal -A Burning Problem To Be Resolved To Save Environment ] (4) Noise pollution : High level noise is a disturbance to the human environment. Because of urbanization, noise in all areas in a city has increased considerably. One of the most pervasive sources of noise in our environment today is those associated with transportation. People reside adjacent to highways, are subjected to high level of noise produced by trucks and vehicles pass on the highways. Prolonged exposure to high level of noise is very much harmful to the health of mankind. In industry and in mines the main sources of noise pollution are blasting, movement of heavy earth moving machines, drilling, crusher and coal handling plants etc. The critical value for the development of hearing problems is at 80 decibels. Chronic exposure to noise may cause noise-induced hearing loss. High noise levels can contribute to cardiovascular effects. Moreover, noise can be a causal factor in workplace accidents. C. Fundamentals of prevention and control of air pollution: As mentioned above, air pollutants can be gaseous or particulate matters. Different techniques for controlling these pollutants are discussed below: a. Methods of controlling gaseous pollutants – 1. Combustion – This technique is used when the pollutants are in the form of organic gases or vapors. During flame combustion or catalytic process, these organic pollutants are converted into water vapor and relatively less harmful products, such as CO2. 2. Absorption – In this technique, the gaseous effluents are passed through scrubbers or absorbers. These contain a suitable liquid absorbent, which removes or modifies one or more of the pollutants present in the gaseous effluents. 3. Adsorption – The gaseous effluents are passed through porous solid adsorbents kept in suitable containers. The organic and inorganic constituents of the effluent gases are trapped at the interface of the solid adsorbent by physical adsorbent. b. Methods to control particulate emissions – 1. Mechanical devices generally work on the basis of the following: (i) Gravity: In this process, the particles settle down by gravitational force. (ii) Sudden change in direction of the gas flow. This causes the particles to separate out due to greater momentum. 2. Fabric Filters: The gases containing dust are passed through a porous medium. These porous media may be woven or filled fabrics. The particles present in the gas are trapped and collected in the filters. The gases freed from the particles are discharged. 3. Wet Scrubbers: Wet scrubbers are used in chemical, mining and metallurgical industries to trap SO2, NH3, metal fumes, etc. 4. Electrostatic Precipitators: When a gas or an air stream containing aerosols in the form of dust, fumes or mist, is passed between two electrodes, then, the aerosol particles get precipitated on the electrode. c. Other practices in controlling air pollution -Apart from the above, following practices also help in controlling air pollution. (i) Use of better designed equipment and smokeless fuels, hearths in industries and at home. (ii) Automobiles should be properly maintained and adhere to recent emission-control standards. (iii) More trees should be planted along road side and houses. (iv) Renewable energy sources, such as wind, solar energy, ocean currents, should fulfill energy needs. (v) Tall chimneys should be installed for vertical dispersion of pollutants. d. General air pollution control devices / equipments for industries – The commonly used equipments / process for control of dust in various industries are (a) Mechanical dust collectors in the form of dust cyclones; (b) Electrostatic precipitators – both dry and wet system; (c) particulate scrubbers; (d) Water sprayer at dust generation points; (e) proper ventilation system and (f) various monitoring devices to know the concentration of dust in general body of air. The common equipments / process used for control of toxic / flue gases are the (a) process of desulphurisation; (b) process of denitrification; (c) Gas conditioning etc. and (d) various monitoring devices to know the efficacy of the systems used. e. Steps, in general, to be taken for reduction of air pollution – To change our behavior in order to reduce AIR POLLUTION at home as well as on the road, few following small steps taken by us would lead to clean our Environment. At Home: 1. Avoid using chemical pesticides or fertilizers in your yard and garden. Many fertilizers are a source of nitrous oxide, a greenhouse gas that contributes to global warming. Try organic products instead. 2. Compost your yard waste instead of burning it. Outdoor burning is not advisable, as it pollutes air. Breathing this smoke is bad for you, your family and your neighbors. Plus, you can use the compost in your garden. 3. If you use a wood stove or fireplace to heat your home, it would be better to consider switching to another form of heat which does not generate smoke. It is always better to use sweater or warm clothing than using fireplace. 4. Be energy efficient. Most traditional sources of energy burn fossil fuels, causing air pollution. Keep your home well-maintained with weather-stripping, storm windows, and insulation. Lowering your thermostat can also help – and for every two degrees Fahrenheit you lower it, you save about two percent on your heating bill. 5. Plant trees and encourage other to plant trees as well. Trees absorb and store carbon dioxide from the atmosphere, and filter out air pollution. During warmer days, trees provide cool air, unnecessary use of energy on air conditioning is avoided, hence the air pollution. 6. Try to stop smoking; at home, at office or at outside. Tobacco smoking not only deteriorates self’s health, it affects others health too. On the Road: 7. Keep your vehicle well maintained. A poorly maintained engine both creates more air pollution and uses more fuel. Replace oil and air filters regularly, and keep your tires properly inflated. 8. Drive less. Walking, bicycling, riding the bus, or working from home can save you money as well as reducing air pollution. 9. Don’t idle your vehicle. If you stop for more than 30 seconds, except in traffic, turn off your engine. 10. Don’t buy more car than you need. Four-wheel drive, all-wheel drive, engine size, vehicle weight, and tire size all affect the amount of fuel your vehicle uses. The more fuel it uses the more air pollution it causes. D. Water pollution prevention and control: Water is a key resource for our quality of life. It also provides natural habitats and eco-systems for plant and animal species. Access to clean water for drinking and sanitary purposes is a precondition for human health and well-being. Clean unpolluted water is essential for our ecosystems. Plants  and animals in lakes, rivers and seas react to changes in their environment caused by changes in chemical water quality and physical disturbance of their habitat. Water pollution is a human-induced change in the chemical, physical, biological, and radiological quality of water that is injurious to its existing, intended, or potential uses such as boating, waterskiing, swimming, the consumption of fish, and the health of aquatic organisms and ecosystems. Thus, the discharge of toxic chemicals from a pipe or the release of livestock waste into a nearby water body is considered pollution. The contamination of ground water, rivers, lakes, wetlands, estuaries, and oceans can threaten the hea lth of humans and aquatic life. Contaminants have a significant impact on aquatic ecosystems. for example, enrichment of water bodies with nutrients (principally nitrogen and phosphorus) can result in the growth of algae and other aquatic plants that shade or clog streams. Direct exposures to toxic chemicals such as pesticides, is also a health concern for individual aquatic plants and animals. Without healthy water for drinking, cooking, fishing, and farming, the human race would perish. Clean water is also necessary for recreational interests such as swimming, boating, and water skiing. a. Sources of Water Pollution – Sources of water pollution are generally divided into two categories. The first is point-source pollution, in which contaminants are discharged from a discrete location. Sewage outfalls and oil spills are examples of point-source pollution. The second category is non-point-source or diffuses pollution, referring to all of the other discharges that deliver contaminants to water bodies. Numerous manufacturing plants pour off undiluted corrosives, poisons, and other noxious byproducts to water streams. The construction industry discharges slurries of gypsum, cement, abrasives, metals, and poisonous solvents. The mining industry also presents persistent water pollution problems. In yet another instance of pollution, hot water discharged by factories and power plants causes so-called ‘thermal pollution’ by increasing water temperatures. Such increases change the level of oxygen dissolved in a body of water, thereby disrupting the water’s ecological balance, killing off some plant and animal species while encouraging the overgrowth of oth ers. Towns and municipalities are also major sources of water pollution. In many public water systems, pollution exceeds safe levels. One reason for this is that much groundwater has been  contaminated by wastes pumped underground for disposal or by seepage from surface water. When contamination reaches underground water tables, it is difficult to correct and spreads over wide areas. Discharge of untreated or only partially treated sewage into the waterways threatens the health of their own and neighboring populations as well. Along with domestic wastes, sewage carries industrial contaminants and a growing tonnage of paper and plastic refuse. Although thorough sewage treatment would destroy most disease-causing bacteria, the problem of the spread of viruses and viral illness remains. Additionally, most sewage treatment does not remove phosphorus compounds, contributed principally by detergents. b. Dangers of Water Pollution – Virtually all water pollutants are hazardous to humans as well as lesser species; sodium is implicated in cardiovascular disease, nitrates in blood disorders. Mercury and lead can cause nervous disorders. Some contaminants are carcinogens. DDT is toxic to humans and can alter chromosomes. Along many shores, shellfish can no longer be taken because of contamination by DDT, sewage, or industrial wastes. c. Prevention and Control of Water Pollution – Sewage should be treated before it is discharged into the river or ocean. This is possible through modern techniques. Sewage is first passed through a grinding mechanism. This is then passed through several settling chambers and neutralized with lime. Up to this stage, the process is called primary treatment. The sewage still contains a large number of pathogenic and non-pathogenic or ganisms, and also sufficient quantity of organic matter. The neutralized effluents are sent to UASB (up-flow anaerobic sludge blanket). It is a reactor. In this, the anaerobic bacteria degrade the biodegradable material present in the waste water. This removes foul odor and releases methane, which can be used elsewhere. In this system, the pollution load is reduced upto 85 percent. After this, water is sent to aeration tanks where it is mixed with air and bacteria. Bacteria digest the organic waste material. This is called biological or secondary treatment. Even after the treatment, water is not yet fit for drinking. The harmful microorganisms need to be killed. The final step (tertiary treatment) is, therefore, a disinfection process, to remove final traces of organics, bacteria, dissolved inorganic solids, etc. For tertiary treatment, methods, such as chlorination, evaporation, and exchange absorption may be employed. These depend upon the required quality  of the final treatment. Apart from the above, you should also adopt the following practices: (i) Waste food material, paper, decaying vegetables and plastics should not be thrown into open drains. (ii) Effluents from distilleries, and solid wastes containing organic matter should be sent to biogas plants for generation of energy. (iii) Oil slicks should be skimmed off from the surface with suction device. Sawdust may be spread over oil slicks to absorb the oil components. E. Soil erosion and its prevention: Soil erosion by water, wind and tillage affects both agriculture and the natural environment. Soil loss, and its associated impacts, is one of the most important (yet probably the least well-known) of today’s environmental problems. It is mostly due to poor land use practices, which include deforestation, overgrazing, unmanaged construction activity and road or trail building. Soil is a complex mixture of living and non-living mater ials. It provides anchorage and sustenance to plants. Natural agents like water and wind, constantly tend to remove the top soil and cause erosion. Rain falling upon the unprotected top soil, washes it down into the streams. Due to the absence of plant covering, eroded soil cannot hold water. Water rushes into the rivers and overflows as flood. Dust storm also causes soil erosion. The particles of top soil are picked up in such quantities that they form clouds of dust. Human beings also cause soil erosion. The growing human habitation and expansion of urban areas lead to removal of vegetation. Once vegetation is removed, the naked soil gets exposed to wind and water. Improper tillage is another cause of soil erosion. Farmers often loosen the top soil for removing weeds and preparing seed beds. They also leave agricultural fields lying fallow for long time. These practices expose the top soil to the wind and cause erosion. Soil erosion is always a result of mankind’s unwise actions, such as overgrazing or unsuitable cultivation practices. These leave the land unprotected and vulnerable. Accelerated soil erosion by water or wind may affect both agricultural areas and the natural environment, and is one of the most widespread of today’s environmental problems. Soil erosion is just one form of soil degradation. Other kinds of soil degradation include salinisation, nutrient loss, and compaction. Prevention of soil erosion – Plants provide protective cover on the land and prevent soil erosion for the reasons: (a) plants slow down water as it flows over the land (runoff) and this allows  much of the rain to soak into the ground; (b) plant roots hold the soil in position and prevent it from being washed away; (c) plants break the impact of a raindrop before it hits the soil, thus reducing its ability to erode; (d) plants in wetlands and on the banks of rivers are of particular importance as they slow down the flow of the water and their roots bind the soil, thus preventing erosion. Preventing soil erosion requires technical changes to adopt. Aspects of technical changes include: (i) use of contour ploughing and wind breaks; (ii) leaving unploughed grass strips between ploughed land;  (iii) making sure that there are always plants growing on the soil, and that the soil is rich in humus (decaying plant and animal remains). This organic matter is the â€Å"glue† that binds the soil particles together and plays an important part in preventing erosion; (iv) avoiding overgrazing and the over-use of crop lands; (v) allowing indigenous plants to grow along the river banks instead of ploughing and planting crops right up to the water’s edge; (vi) encouraging biological diversity by planting several different types of plants together; (vii) conservation of wetlands. We can check soil erosion by adopting the following additional practices: 1. Intensive cropping and use of proper drainage canals. 2. Terracing on the sloping fields. This retards the speed of the flowing water. 3. Planting trees and sowing grasses. 4. Extensive aforestation practices to be carried out. [ For more refer Soil Erosion Combating is Essential ] F. Mitigation of Noise pollution: Reducing noise pollution by muffling the sounds at the source is one of the best methods in industry and for urban living. Protective equipment is generally mandatory when noise levels exceed 85 dB(A) in industry. Creation of green cover adjacent to municipal roads and in mines is the way to mitigate noise pollution. It has been observed that noise level reduces by 10 decibels per every 10m wide green belt development. Apart, redesigning industrial equipment, shock mounting assemblies and physical barriers in the workplace are also for reduction and  exposure of unwanted industrial noise. High way noise pollution can be mitigated by constructing noise barriers. Artificial noise barriers are solid obstructions built between the highway and the residential areas along a highway. They block major portion of noise produced by passing vehicles on a highway. Effective noise barriers typically reduce noise levels by as much as half or more. The construction of noise barrier may be built in the form of earth mounds, vertical wall along the highways for creation of blockage of sound generated by heavy vehicles. Creation of greenbelt in the space between the residences and highways also reduces the noise nuisance. G. Conservation and protection of environment: By now, all of us have realized how important it is to protect the environment for our own survival. The term ‘conservation’ of environment relates to activities which can provide individual or commercial benefits, but at the same time, prevent excessive use leading to environmental damage. Conservation may be distinguished from preservation, which is considered to be â€Å"maintaining of nature as it is, or might have been before the intervention of either human beings or natural forces.† We know that natural resources are getting depleted and environmental problems are increasing. It is, therefore, necessary to conserve and protect our environment. Following practices help in protecting our environment. 1. Rotation of crops. 2. Judicious use of fertilisers, intensive cropping, proper drainage and irrigation. 3. Treatment of sewage, so that it does not pollute the rivers and other water bodies. 4. Composting organic solid waste for use as manure. 5. Planting trees in place of those removed for various purposes. 6. National parks and conservation forests should be established by the government. 7. Harvesting of rain water. Some action points to protect or improve the environment – (i) Dispose the waste after separating them into biodegradable and non-biodegradable waste material. (ii) Start a compost heap or use a compost bin. This can be used to recycle waste food and other biodegradable materials. (iii) Avoid unnecessary or wasteful packaging of products. (iv) Reuse carry bags. (v) Plant trees. They will help to absorb excess carbon dioxide. (vi) Observe World Environment Day on 5th June. (vii) Never put any left over chemicals, used oils down the drain, toilet or dump them on the ground or in water or burn them in the garden. If you do so, it will cause pollution. (viii) Don’t burn any waste, especially plastics, for the smoke may contain polluting gases. (ix) Use unleaded petrol and alternate sources of energy, and keep the engine properly tuned and serviced and the tyres inflated to the right pressure, so that vehicle runs efficiently. (x) Avoid fast starts and sudden braking of automobiles. (xi) Walk or cycle where it is safe to do so – walking is free; cycling can help to keep you fit. (xii) Use public transport wherever you can, or form a car pool for everyday travel. (xiii) Send your waste oil, old batteries and used tyres to a garage for recycling or safe disposal; all these can cause serious pollution. References: 1. http://environmentengineering.blogspot.com/2008/03/fundamentals-of-our-environment-and.html 2. http://environmentengineering.blogspot.com/2008/03/soil-erosion-and-its-prevention.html 3. http://environmentengineering.blogspot.com/2008/03/water-pollution-its-prevention-and.html 4. http://environmentengineering.blogspot.com/2008/03/fundamentals-of-prevention-and-control.html 5. http://environmentengineering.blogspot.com/2008/03/conservation-and-protection-of.html 6. http://environmentengineering.blogspot.com/2008/02/noise-barriers-are-to-mitigate-highway.html 7. http://knol.google.com/k/partha-das-sharma/fundamentals-of-our-environment/oml631csgjs7/18# 8. http://www.eurofound.europa.eu/ewco/2006/07/NL0607029I.htm 9. http://environmentengineering.blogspot.com/2008/03/water-pollution-by-industries-and-its.html

Decision Making What Will I Eat - 1627 Words

People make decisions on a day-to-day basis: â€Å"What will I eat?† â€Å"What should I wear today?† â€Å"Is this a faster route to work?† Decision-making is a mentality action that haunts us daily, demanding answers around every corner. Decisions thus impact our lives drastically, whether or not we always are aware of the direct consequences of our choices. A wrong decision can lead to a bad meal, or, on the other side of the spectrum, a fatality. Clearly, the impact of our choices may be severe, so we should heed caution and strive constantly to make only the best and most well-informed decisions. To ensure such is the case, it is a good idea to factor creativity into our decisions. The more creative we can be with our choices, the more options we†¦show more content†¦It is a structured process, an act, that involves problem-solving and reasoning to reach a final conclusion. To be creative means to be capable of producing new and useful ideas, to brainstorm, and to innovate, to connect the dots of what is already known and to develop ideas and concepts never before seen or thought of. Creativity, at its foundation, in comprised of fluency, flexibility, and originality. It is fluent in that the ideas are cohesive, and, once they are finally brought to light, make sense. Fluency also directly correlates to just how many new ideas may be generated. Ideas that are thought to be creative must be original, not previously mentioned, and they also must be flexible, innovative, and ever-changing. â€Å"Flexibility refers to how different the ideas are from one another,† possibly producing â€Å"several distinct solutions† at a single time, (Carpenter, Bauer, Erdogan, 2010). These produced ideas must also be unique and original, which helps differentiate creative ideas from stolen or borrowed ones. Being a desired tool means that the idea of creativity offers quite a lot to bring to the table. Creative individuals have a better sense of self-awareness, and of expression, thus enabling themselves to gauge their sense of discovery, delving into the unknown and seeking to find new treasures. They use this freedom to their advantage, becoming artists of their own field, ready to