Environmental Economics Essay -- Environment, Renewable Energy

Introduction With the rampant deterioration of the environment taking place, panic striking and scandalizing environmental issues like global warming and greenhouse effect making banner headlines in our news papers and bulletins. Entire world is busy in devising energy reforms that can save the planet from plunging deep into the pit of destruction and catastrophe. In order to counter the looming energy crisis that is engulfing the world, research scientists all over the world are busy brainstorming their ageing heads in order to devise reliable energy systems, which can prove effective in resolving environmental disasters. (Costanza, 1991) In order to achieve this objective, substantial progress has been made in the form of accentuating greater usage for energy production and consumption by making use of renewable energy resources which do not undergo exhaustion unlike conventional resources of energy such as coal, oil and natural gas. Another reason due to which the significance of renewable resources has reached unprecedented levels is the economic feasibility involved and it is due to this importance a new discipline of environmental economics has invaded the ecological mainstream this century. According to the National Bureau of Economic Research the environmental economics is the science of empirical and theoretical studies which studies the effect of ‘national or local environmental policies around the world’ it further deals with the economic aspects of environmental policies through cost benefit analysis and ways to counter the rising threat of air pollution, global warming and water quality. As said earlier, progress on the development and the subsequent extraction of energy benefits from such resources is in pro... ...ncy than gasoline. (Sorenson 2005) References Kosltad D. Charles ‘Environmental Economics’ Second Edition, 2010 Vegiroglu T. Nejat, Schur, Dmitry ‘Hydrogen Material Science and Carbon Nanomaterials’ Kluwer Academic 2004 Freudenberger, Richard ‘Alcohol: A guide to making Ethanol a Renewable Fuel’ Aztext Press 2009 Sorenson, Bent ‘Hydroegn and Fuel Cells: Emerging Technologies and Applications’ Academic Press 2005 Costanza, Robert ‘Ecological Economies: the Science and Management of Sustainability’ Columbia University Press 1991 Olah A. George, Goeppert Alain, Surya.G.K ‘Beyond Oil and Gas: the Methanol Economy’ Wiley-VCH 2009 Mathew, Sathyajit ‘Wind Energy: Fundamentals, resource analysis and economics’ Birkhauser 2006 Beene, John ‘Nickel Beta decay as driver for LENR’ 8 June 2010 http://www.mail-archive.com/vortex-l@eskimo.com/msg39328.html

A Good Business Essay -- GCSE Business Marketing Coursework

A Good Business What the characteristics of a good business looks like? The basic element of a good business is derived from good management. It is true since business is run by individuals known as managers that perform specific business functions, such as manufacturing and production, finance and accounting, sales and marketing, and human resource departments. Identifying a good business is not an easy job; an understanding of Managerial Economics is needed because it provides some tools, techniques of analysis and Economic concepts to make good managerial decisions. The purpose of this paper is to identify some characteristics of a good business and list names of the companies having these certain characteristics. Most of good businesses have characteristics such as promising prospect, high rates of return on equity, steady growth of sales, and also strong brands equity. When we talk about a good business, we are not only talking about past and present condition of a firm, but a good business should also have a good prospect. It is true that past successes do not ensure future successes; however the most common way to predict the future is based on the companies’ historical data because those all data are available for us. Those data must depict consistent sales growth and high rates of return on equity. Moreover, since many changes can happened, it is also important for a business to anticipate and adapt continuously to the changing conditions. Since the commo...

Impacts of Student Retention Essay

1. 0 Introduction This report will explore the concepts of existing education policies in a developed country – Singapore. The Minister of Education of Singapore commissioned this report to account for the impacts of student retention to its advantages, disadvantages and impacts. This report is constructed with at least 6 credible scholarly articles and the MOE’s official website. Although the idea of retention in Singapore is not unfamiliar, this report will distinguish the ramifications of retention and describes the implications of retention in a developed country like Singapore. 2. 0Purpose of Grade Retention 2. 1Goals of Retention. The practice of holding back ostensibly weaker students for one more year on the grounds of failed academic prowess is common in Singapore. Retention policy calls for requiring students who have failed to achieve satisfactorily to repeat their current grade the following year. â€Å"Promotional Gates in certain grades found that 20 to 40 percent of the students did not qualify for promotion† (Brophy 2006, 13). This is motivated by a conservative belief that retaining students provides another opportunity to master content which students failed to master and consequently leave students better equipped to succeed in the following year. â€Å"Most grade repetition in developed countries is imposed by schools on low-achieving students who have made poor progress despite regular attendance† (Brophy 2006, 12). 2. 2Does Retention Satisfy Original Goals â€Å"Sixth grade students rated grade retention as the single most stressful life event† (Riggert et al 2006, 71). Repetition is principally made up of two forms, voluntary and involuntary. Voluntary happens when students whom are considered â€Å"at risk† drop out of school before attempting the final exams â€Å"Repetition is associated with low achievement and early dropout† (Brophy 2006, 9). Voluntarily means forfeiting the chance of progress. Familial background, financial conditions or past stigmas all play a major part in the decision but grade retention policy makers believe that it is for schools to maintain high standards therefore retention does satisfy the goals of the school but not the goals of the student. 3. 0Factors & Conditions Leading to Failing a Student 3. 1Academic Achievement Grade repetition is decided on the academic achievement of the student, decision is made by the authoritative body, normally a minimal grade of 50 percentage achieved in all subjects will suffice in passing. â€Å"At risk† students make up the notable percentage in this category, commands a higher probability despite regular attendance and class performances. This supports Diederich’s statement of schools superfluously weighs subjects through the final examinations as a criterion to pass students. â€Å"These patterns indicate that prior academic achievement and expectations were related to retention† (Diederich 1978, 10). 3. 2Disciplinary Problems Social influences play a huge part in the development of the student’s mentality towards education. Attributing to the student’s behavior, students from lower income families work while attending  school and evidently the student is unable to give their full-time attention to their academic endeavors. â€Å"Staff typically see student failure or success as essentially the results the students achieved, obviously student effort, ability and motivation are powerful factors in the equation†(Wimshurst, Bates and Wortley 2002, 12). Students are often misunderstood because enthusiasm in a student is often miscomprehended. This attributes to the student’s interest towards education and forms the outline of his or hers behavior. â€Å"School-imposed grade repetition has negative effects on achievement and is associated with social adjustment problems  and increased likelihood of dropping out† (Brophy 2006, 4) 4. 0Advantages & Disadvantages of Student Repetition and Failure 4. 1 Effects on Academic Achievement Retention does not assist with the student’s academic achievements. â€Å"Grade retention was not found to be a beneficial intervention, overall, in the studies examined† (Sterns et al 2007, 220). Developing a lack of interest in education, this contradicts to the fantasy that repeating is beneficial. Students have a greater probability to drop out when forced to repeat. â€Å"Grade retention has been identified as the single most powerful predictor of dropping  out† (Swail 2004, 9). On the other hand, a very small minority showed the tenacity to hold on to their education careers and displayed a slight improvement in their academic achievements. 4. 2Social Effects & Psychological on Students â€Å"Involuntary grade repetition has negative effects on social, emotional and behavioral aspects† (Brophy 2006, 16). Grade repetition does not improve academic achievement but the contrary; it carries harmful effects on social, emotional and behavioral characteristics. Displaying poorer social adjustments and negative attitudes, Students have difficulty in adjusting, self-esteem is reduced drastically. â€Å"Drug use, teenage pregnancy, gangs, school dropouts, suicide, violence, political apathy, casual sex and more recently depression†(McInerney 2006, 12) the synthesis of these factors will optimize the likelihood of these students dropping out. Grade repetition is affiliated with long-term effects such as – the probability of a poorer education, limiting their employment opportunities. 5. 0Conclusion Cumulative evidence from research clearly demonstrates that there are no distinct advantages to repetition, and negative impacts outweigh the positive. â€Å"They (teachers) see the temporary  advantages appear during retention year† (Brophy 2006, 28). It is imperative for policy makers to analyze the societal and psychological consequences. Current policies must be revised at an arms length with schools that are beneficial to students and schools. â€Å"It appears that many, if not most politicians, administrators and teachers remain unaware of the evidence against school-imposed retention or they are misled by false claims that support it† (Brophy 2006, 27) 6. 0Recommendations Retention is mandated in a developed country such as – Singapore. A conservative education system with policies that  requires students to repeat without achieving minimal requirements, Singapore’s education system can benefit by administering or implementing a change in her existing educational policies. â€Å"Denmark, Japan, Korea, Norway and Sweden’s emphasizes on automatic promotion and this should put to rest any concerns that automatic promotion policies will lead to mediocre schooling† (Brophy 2006, 23). They are as follows: – Adopt smaller classes in primary and secondary schools ranging from ten to twenty students per teacher ratio. – Prioritize and provide at-risk students with additional learning opportunities and methods. Teachers and parents must be collaborating to prevent the lack of interest in students. – Suspend the streaming of students. Students whom are subjected to streaming undergo intense stress to exhibit good grades. Not possessing the maturity to handle the pressure and carrying the stigma of this unnecessary rite of passage, the probability of dropping out will increase significantly. – Evaluate Students not only through a single high stakes test but track continuous progress through participation and performance. – Develop a progressive learning system as an assessment, either for teachers to act upon rather than just report failure  and move on. Number of Words: 1095 Reference list – Swail, Scott Watson. 2004. The Art of Student Retention. Texas Higher Education Coordinating Board. – Roderick, Melissa and Jenny Nagaoka. Retention under Chicago’s High-Stakes Testing Program: Helpful, Harmful or Harmless? Source: Educational Evaluation and Policy Analysis, Vol. 27, No. 4 (Winter, 2005), pp. 309-340. American Educational Research Association. – McInerney, Peter. 2006. ‘Blame the student, blame the school or blame thesystem? ’: Educational policy and the dilemmas of student engagementand school retention—a Freirean perspective. University of Ballarat. – Stearns, Elizabeth, Stephanie Moller, Judith Blau and Stephanie Potochnick. 2007. Staying Back and Dropping out: The Relationship betweenGradeRetention and School Dropout. Source: Sociology of Education,Vol. 80, No. 3 (Jul. ,2007), pp. 210-240. American SociologicalAssociation. – Riggert, Steven C, Mike Boyle, Joseph M. Petrosko, Daniel Ash and CarolynRudeParkins. 2006. Student Employment and Higher Education:Empiricism andContradiction. Source: Review of EducationalResearch, Vol. 76, No. 1(Spring, 2006), pp. 63-92. AmericanEducational Research Association. – Diederich Ott, Mary. 1978. Retention of Men and Women EngineeringStudents. Source: Research in Higher Education, Vol. 9, No. 2 (1978),pp. 137-150. Springer. – Bosshardt, William. 2004. Student Drops and Failure in Principles Courses. Source: The Journal of Economic Education, Vol. 35, No. 2 (Spring,2004), pp. 111- 128. Taylor and Francis Ltd. – Tinto, Vincent. 2001. Taking Student Retention Seriously. SyracuseUniversity. – A. Bali, Valentina, Dorothea Anagnostopoulos, Reginald Roberts. 2005. Source: Educational Evaluation and Policy Analysis, Vol. 27, No. 2(Summer, 2005), pp. 133-155. American Educational ResearchAssociation.

Compare Education System Between the United Kingdom and Kurdistan Essay

One of the most important points for the development of society is education. Nowadays many countries try to develop the Education by there own rules, but this development process is intended for the System. This system varies from one country to the other. This essay demonstrates the educational system in Kurdistan and the United Kingdom, also marking aspects of differences and similarities between both of system. Main Body: Kurdistan, also known as the Kurdistan Region or Southern Kurdistan, is an autonomous region of northeastern Iraq (1). It’s still part of Iraq but they have many differences in Languages, clothes, culture and education system. So comparing the Kurdistan’s educational system with British educational showed some similarity and differences in some side. Both English and Kurdish schools are similar in having state and private schools. Also, students in both countries have to take exams to enter University. Then, Britain and Kurdistan are similar in that their school start in September and finish in July. Although, in advance primary school finishes earlier than secondary and high school in Kurdistan British children have to attend school from the age of 5 to 15. On the other hand, Kurdish children attend school from the age 6 to 18. The school time in Kurdistan and England are different in that student in Kurdistan school day start from Saturday to Thursday. Whereas, the English school start from Monday to Friday. Kurdish schools have two terms in year; in contrast the English school has a three terms a year. There are 2 time shift in Kurdish schools Morning start 08:00 to 11:40am, and evening start 12:30 to 04:15pm. However, in English schools there is one shift starts 09:00 to 03:30pm. There is no high school level in Britain; in contrast the Kurdish student goes to high school after passing in primary school. Conclusion: Finally, there are many differences between British educational and Kurdish educational system in school times, school ages, school days and school levels. Then some similarities have private and state school in both countries, and take exams to enter University. So both systems are created to be coordinated with the culture of each country.

Iom Report Impact on Nursing

Difference Between Nurses at the Associate vs. Baccalaureate Degree Level To this day there are three types of programs that exist to allow an individual to practice as an RN: the diploma, the Associate degree, and the Baccalaureate degree. The diploma route is a hospital based program that prepares an individual to sit for the NCLEX-RN. It is usually a two to three year program. It prepares the student for nursing jobs for delivering direct patient care in the hospital or other inpatient setting.The associate route RN is typically a two-year program that focuses on teaching the student technical nursing skills with basic education requirements in math, science, and English. It prepares the student for entry-level nursing jobs in hospitals and inpatient facilities. The baccalaureate route RN holds the higher level of education in nursing. It is achieved through a more rigorous educational study through research and evidence-based practices that prepares them for leadership and manage ment positions. In comparing the associate degree nurse vs. he baccalaureate degree nurse, in order to increase patient safety, the associate degree nurse should attain their baccalaureate degree for standardization in with our continually changing health care systems. In looking back in history, the associate degree of nursing (ADN) was designed by Mildred Montag in 1952 to help the nursing shortage as a collegiate alternative (Creasia and Friberg, 2011, p. 27). It started as a pilot project at seven sites that has now grown to be very successful and desirable when compared to the 4-year baccalaureate route.The 2-year associate degree route is sought out more for its cost effectiveness while achieving the same goal of being able to take the NCLEX-RN for licensure. Especially as studies from the Committee of the American Society of Nursing Service Administration noted that they saw no difference among beginning practitioners from BSN, ADN, or diploma programs (Schank and Stollenwerk , 1988, p. 254). The key word here is beginning practitioner, there is no difference between the performances of the two.However, if an individual desires to advance in their nursing career, the associate degree separates the baccalaureate degree holding RN from a higher position and pay for example in a managerial or supervisory role. The baccalaureate degree was intended by the ANA to be the entry point into professional nursing practice (ANA, 1965). Those who choose the BSN route are prepared to practice nursing in beginning leadership positions. In order to take on a leadership role, the baccalaureate holding nurse needs to have a more in depth education with skills in communication, leadership, and critical thinking.The inclusion of public health in the BSN program requires a nurse to be adequately knowledgeable to educate beyond the individual onto the communities and population. Not only is the BSN nurse able to communicate beyond the individual but also better able to collab orate with those holding higher educational degrees as well. Being able to communicate clearly the knowledge learned, through critical thinking based on evidence-based practices is what differentiates an associate degree from a baccalaureate degree nurse. Because of these qualities, it also affords them the ability to take on leadership roles.Higher education enables BSN nurses to go outside the small circle of practice. Studies have shown that patient outcomes can be attributed to higher levels of nursing education. More knowledge enhances the nurses’ concept of nursing as a profession to better adapt to a continually changing health care environment. More knowledge enhances the nurses’ concept of nursing as a profession to better adapt to a continually changing health care environment and by having experience in research of evidence-based practices gives the nurse a firm foundation. Their knowledge is broader to help promote positive patient outcomes (Spencer, 2008, p. 08). In one study they found a â€Å"10% increase in proportion of BSN nurses was associated with a 5% decrease in likelihood of death† (Ridley, 2008, p. 152). One aspect of the BSN student that the ADN student does not acquire is delving into evidence based practices. The BSN nurse, therefore, is transitioned from the basic clinical aspects of nursing from the individual patient onto a broader spectrum. Research enables the RN to become more reflective by evaluating past clinical experiences, honing in on critical thinking skills to help better understand our changing healthcare environment.In evaluating the table from the studies of the Examples of Activities included in the 1999 RN Practice Analysis with Average Frequencies of Performance (Smith, 2002, p. 493), I found that the tasks that required more critical thinking and collaboration with higher disciplinary teams, were slightly higher amongst the BSN group. The average of 3. 73(BSN) vs. 3. 40 (ADN) would consult wi th other health care providers about client care, average 3. 15 (BSN) vs. 2. 92 (ADN) would act as the clients advocate, and 0. 85 (BSN) vs. 0. 5 (ADN) would plan and develop a health promotion program based on a community assessment (Smith, 2002, p. 493). Many of the activities shown on the table reflect that there were not many differences among the ADN and BSN nurse. The BSN nurse has better communication skills would collaborate with other disciplinary teams and act more often as a patient advocate. Because the BSN nurse also has a more rich understanding of evidence based practices and research, he/she would be more likely assist in developing a health promotion program.In conclusion, even though it is more cost efficient in obtaining an associates degree or even diploma to qualify for RN licensure, the baccalaureate degree should be the standard goal. Our health care system is continually changing, it is the responsibility of the nurse to also strive to grow with our environme ntal changes by achieving higher education. Not only does the BSN nurse qualify for higher positions in the health care system, but it also produces better patient outcomes. References American Nurses Association. (1965). A position paper. New York, NY: American Nurses Association; 1965. Creasia, J.L. , & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice, 5th Edition. , 2011. Pageburst Online. Web. 21 February 2013 . Ridley, R. T. (2008). The Relationship Between Nurse Education Level and Patient Safety: An Integrative Review. Journal of Nursing Education, 47, 149-156. Retrieved from http://ehis. ebscohost. com. library. gcu. edu:2048/eds/pdfviewer/pdfviewer? sid=e2ae0a10-62a7-418b-ab46-32ad87faa068%40sessionmgr113&vid=4&hid=3 Schank, M. J. , & Stollenwerk, R. (1988, June 1, 1988). The Leadership/Management Role: A Differentiating Factor for ADN/BSN Programs?Journal of Nursing Education, 27, 253-257. Retrieved from http://ehis. ebscohost. com. l ibrary. gcu. edu:2048/eds/detail? sid=f2a65c9b-fb18-4dd4-ba84-717a1f32bb14%40sessionmgr4&vid=5&hid=102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=rzh&AN=1988078948 Smith, J. E. (2002). Analysis of Differences in Entry-Level RN Practice by Educational Preparation. Journal of Nursing Education, 41, 491-494. Retrieved from http://ehis. ebscohost. com. library. gcu. edu:2048/eds/pdfviewer/pdfviewer? sid=a9aecc8d-204c-4c13-b26c-12ce8475eea0%40sessionmgr111&vid=4&hid=4

Case Report of the Alaska-Airline Disaster

This case report discusses about the Alaska-airline crash that has occurred on Jan, 31, 2000 at California. The causes, contributing factors, potential hazards and safe- guards that were ignored in accordance with air crash were discussed. This incident teaches a great lesson to the world to prevent future air- accidents and the inadequacies in policies to prevent loss of life and property.   Ã‚  Ã‚   The most miserable disaster of Alaska-Airline took place on 31 st January, 2000 at approximately 1621 Pacific- Standard time. The flight 261 that involves MD (McDonnell Douglas) - 83, N963AS was crashed at approximately 2.7 miles in the Pacific Ocean specifically at the north side of Anacapa- island of California. All the people in the flight that includes two pilots, three crew-members of cabin as well as 83 passengers were killed with destruction of the flight by impact forces (Carmody, 2002). There were dozen causes that have contributed to this disaster and have taught a great lesson about flight maintenance.    The main cause is that the in-flight failure of the acme- nut threads that is present on the jack-screw assembly (trim system) of the horizontal-stabilizer of flight has occurred. This has lead to the loss of pitch control of the flight. NTSB (2003) has stated that the jack-screw assembly is the most integral as well as crucial part of the trim- system of horizontal-stabilizer that acts as a critical airplane system and the destruction of this jack-screw assembly has caused the flight disaster. Moreover, the thread failure has occurred due to the insufficient lubrication that has lead to the excessive wear of the Alaska Airlines (Cockpit database, 2000). Basically, there was a fault in the fundamental MD- 83 flight design as it has no fail-safe design to counteract the thread loss of the total acme-nut that has lead to the catastrophic effects. In this disaster, improper adherence to the maintenance process as well as inspection of the jack-screw parts has exacerbated the design fault and has resulted in crash (Carmody, 2002). Another factor that has contributed was the extended interval for lubrication process. The Federal aviation-administration (FAA) has approved the extended lubrication interval that has contributed to the missing or improper lubrication. This has resulted in the complete wear of the threads of acme-nut. Further, increased interval for end- play check with approval from FAA for extension has allowed to the excessive wear that has progressed to failure without detecting the flaw. The horizontal-stabilizer has stopped working to the commands of the pilot and they were unable to rule out the cause. The acme- nut threads have worn inside the horizontal stabilizer and were sheared off completely. Then, the acme-screw and nut has jammed that has prevented the movement of horizontal-stabilizer. Later, the jam was overcome that has allowed the acme-screw to pull acme-nut causing the airplane to pitch downward (NTSB, 2003). It had lead to the (low- cycled fatigue) fracture of the torque tube again lowering the pitch from which regaining is impossible.   The use of auto-pilot at the time of horizontal stabilizer jam was inappropriate. Moreover, lack of checklist to land at these circumstances is an additional drawback. The pilots were not provided with clear guidelines to avoid experimenting with improper troubleshooting measures (Woltjer, 2007). The slats and flaps should have extended by the captain when the flight was controlled by the configuration after initial drive. The acme-nut threads were found to have worn extensively due to ineffective lubrication on the acme parts that have lead to the disaster. The recovered acme showed dried degraded grease that suggests that, it was not greased recently. The post-accident interviews of SPO-mechanic indicated that they had no knowledge to lubricate acme (NTSB, 2003). The safety board concluded that inadequate lubrication and lack of standard measures have lead to the accident. Fig: 1 shows acme-nut with plugged grease Increased pressure in the flight maintenance area in correcting, maintaining and delivering the flight in given time has contributed to this disaster. In this disaster, they have falsified the records that the flight has passed through the inspection process due to the increased pressure on them to make a scheduled return (Carmody, 2002). The measurements have showed that the jack-screw was in the brink to wear out and requires to be replaced by a newer jack-screw: but as it may delay the departure time, they have altered the record to be airworthy (ATEC, 2005).  The maintenance persons don’t have assertiveness to speak about the importance of lubrication and replacing the wear to the company.   The maintenance personnel have not helped the pilots when they were at horizontal-stabilizer problems. The safety issues in this accident include improper lubrication with inspection of the jack-screw, extended end-play check-intervals, over-haul procedures of jack-screw and design with certification of horizontal-stabilizer, maintenance program and FAA’s inadequacies has lead to disaster. Standards should be issued to pilots with the instructions to handle mal-functioning situations. NTSB (2002) ordered MD flights to replace dried greases with fresh grease. The size of the access-panel was increased to lubricate the jack-screw properly (FAA, 2002). The lubrication procedure for jack-screw was established as an inspection item to be signed by an inspector. The existing intervals were reviewed to identify the fault in the flight components. NTSB (2002) has conducted an evaluation and has issued a report with recommendations for maintenance. Improving fail- safe mechanism in MD design, promoting end-play check interval, issuing newer certification regulations and policies for horizontal stabilizers ensures safe air-travel. ATEC. (2005)  Incorporating Air Transport Association Codes into Maintenance Curriculum, ATEC Journal, 26 (2). Available from Aviation Technician Education Council [Accessed 28/02/17] Carmody, C.J. (2002)  Aircraft Accident Incident Report. Loss of Control and Impact with Pacific Ocean Alaska Airlines Flight 261 McDonnell Douglas MD-83, N963AS About 2.7 Miles North of Anacapa Island, California January 31, 2000, National Transportation Safety Board, Washington, DC:   National Transportation Safety Board. [Accessed 28/02/17] Cockpit database. (2000) Cockpit voice recorder database. Available from https://www.tailstrike.com/310100.htm [Accessed 28/02/17] FAA. (2002) Accident Board Recommendations, U.S.  Department  of  Transportation. Available from https://lessonslearned.faa.gov/ll_main.cfm?TabID=1&LLID=23&LLTypeID=4 [Accessed 28/02/17] NTSB. (2003) Loss of control and impact with Pacific Ocean, Alaska Airlines Flight 261, McDonnell Douglas MD-83, N963AS, about 2.7 miles north of Anacapa Island, California, January 31, 2000 (Aircraft Accident Report No. NTSB/AAR-02/01), National Transportation Safety Board. Washington, DC: National Transportation Safety Board [Accessed 28/02/17] Woltjer, R., & Hollnagel, E. (2007) The Alaska Airlines Flight 261 accident, A systemic analysis of functional resonance. Proceedings of the 2007 (14th) International Symposium on Aviation Psychology (ISAP), pp. 763-768. Available from https://www.diva-portal.org/smash/get/diva2:210824/fulltext01.pdf [Accessed 28/02/17]

Emergency Managment Response Planning to a Portable Nuclear Device in Research Paper - 1

Emergency Managment Response Planning to a Portable Nuclear Device in a Major Hospital - Research Paper Example 230; The Manhattan Engineer District, 2004); recent studies and researches have identified patterns of tumor or development, and other health conditions, among atomic bomb survivors and their offsprings (Mabuchi, et al., 1994; Preston, et al., 2004; Pierce & Preston, 2000). With this knowledge, the threat of nuclear incidences has increased with the rise of technology, and in the advent of terrorism with the purpose of causing mass destruction. This paper will discuss the impact of nuclear-related incidences to the healthcare sector to identify what factors are needed to be considered in the management planning of health care institutions as they respond to these emergent situations, especially immediately (e.g., first 6 to 24 hours) after the blast. The effects of nuclear incidences to health, and the relative roles of the authorities (e.g., government, and private sectors) to control these and provide efficient health interventions will be tackled. Likewise, a discussion about suitcase nukes, what it is, how it came to be, and the truth behind its existence, will also be given particular attention. All kinds of bombs have the same negative effect, only in different intensities. They cause damage to the environment, structures, and the health of those who are exposed to the blast, its debris, and everything that was designed to come with it (e.g., chemicals, viruses, radiation, etc.). However, nuclear bombs have destructive effects a hundred or thousand times dangerous than the other bombs or explosive materials that cause concerns to authorities. Nevertheless, nuclear-related incidences are not only brought about by bombing; nuclear accidents such as the Three-Mile Island and Chernobyl Disasters, two of the worst nuclear-related accidents in history, as well as the exposure of some to nuclear radiation due to work, or living conditions, are also identified causes of nuclear radiation and blast exposure