Neoliberalism is a fundamental new approach in International Relations PowerPoint Presentation

Neoliberalism is a fundamental new approach in International Relations theory. Discuss - PowerPoint Presentation Example Neo-liberalism works to move a part of the economy’s control to the private sector from the public sector. That is to say that neo-liberalism is an economic conception that values the ideals of free and unregulated market and globalization. Therefore, neo-liberalism occupies a fundamental position in the theory of International Relations. Neo-liberalism is a concept of political and economic practices that put forwards that human welfare can best be developed by liberating personal industrial freedoms and expertise inside an institutional framework typified by sound private property rights, unregulated and free markets along with free trade (Harvey, 2007). In the period after 1945, the liberals resorted to international institutions to perform several functions that the state could not carry out. This was the mechanism behind the integration theory in Europe and pluralism theory in the United States of America. Near the beginning of the 1970s, pluralism had built up a considerable challenge to realism and showed the way to neo-liberalism. Neo-liberalism stands for a more refined theoretical challenge to existing realism. They give explanation to the durability of institutions in spite of significant changes in circumstances. As said by neo-liberals, institutions exercise a causal influence on international relations, determining state preferences and fastening them in to two-way co-operative arrangements. It concentrates on new players like transnational corporations, NGOs (non-governmental organizations) and new types of relations like interdependence and integration (Galbreath, n.d.). Basically neo-liberalism states that free trade and unregulated market along with unobstructed supply of capital will lead to the production of the most efficient products that are most economically, socially and politically viable. It emphasizes on the significance of sound institutions like property rights, freedom of agreement, open markets, rules of legal responsibility,

Is it possible to be Muslim feminist Essay Example | Topics and Well Written Essays - 5000 words

Is it possible to be Muslim feminist - Essay Example This is especially due to the rise of women’s rights awareness throughout the world. However, what is neglected when feminist related issues are discussed regarding Islamic oppression of women is the situation of women throughout the world in contemporary times which led to the need for a separate feminist movement. Simultaneously, the situation of women in the past and in the pre-Islamic era also needs to be given sufficient weightage in order to understand the notions of modern day feminism and the teachings of Islam. Firstly, let us take a look at the situation of women in Pre-Islamic Arabia. The women at the time were not considered a part of society. Rather they were considered assets, possessions and ornaments to embellish, use and discard as a source of masculine power. The culture which was largely prevalent at the time was a tribal. But not a kind of tribal culture which is visible in our current day world situation, as for instance, in war-torn Afghanistan. The tribal culture’s motto was to put first, and foremost, the unity and brotherhood of the tribe. The tribe was an entity in its own right. However, it did not have the infrastructure that any highly developed society of modern times would have. Individual rights and properties were not maintained rigidly since the clan consisted of all blood relatives. The property, which included women, remained within the bonds of the tribe and its authority figures who were known as the ‘sheikhs’. Female infanticide was a common practice of the time. Female children were considered disgraceful and unwanted. Male children represented a form of power, wealth, and richness in fertility. As the sole heir of the family they were given full property rights as daughters were being swiped off from the face of the earth. But the main reasons behind killing female infants were relevant to poverty, pride, and the avoidance of

To what extent do you agree with free market economics being more Essay

To what extent do you agree with free market economics being more effective than a mixed economy - Essay Example The government apart from refraining from regulating the market also does not provide any services and leaves this to the private sector. This kind of market has received both positive argument and negative ones (Hodgson, 2006). Those who do not feel that this kind of market economy can be efficient argue for a mixed market economy which includes the role of the government both as a regulator as well as a player in the production of goods and services. This mixed market is also called Keynesian economics, named after the famous English economist who helped in the rebuilding of the American economy during the great economic recession of the 1930s in the United States of America. The mixed market system features the government as a referee and prefect in the economy, providing for regulation and control as much as is needed. It also features the government as the provider of the most crucial and basic needs and services to the public. This is done to make sure that these are not capita lized. These services include education especially at elementally level, health and security. In a mixed market economy, the private sector is involved in the greater part of the production, but under the watch of the government. There are a number of advantages with regard to the mixed market. To begin with, the fact that the government is involved in the production of essential services is important in order to provide for the protection of those who may not afford to get these services from the capitalist market. The mixed market also regulates the private sector for the purposes of protecting consumers against unfair exploitation. Those who argue in favor of the mixed market argue that the belief by free-markets enthusiasts that the market has its own way of regulating itself through the laws of demand and supply (competition) are fundamentally wrong. This argument against the efficacy and

Strategic risks †thinking about them differently Essay Example for Free

Strategic risks — thinking about them differently Essay One of the most important aspects to put into consideration when taking up a project is project risk management. A project risk is an event / condition, which is uncertain that, upon it occurrence brings either a positive or a negative impact on the project. A positive manager should consider this as one of the ten knowledge areas where competence is highly regarded. Risk management is critical, especially to organizations working in multi-project environments and the maturity for risk is high (Loftus, 1999). A wide range of risks is apparent when working in projects involving construction among other engineering work. These risks are mostly attributed to government policy, diversity in stakeholders’ aspirations and the challenges of adding multiple projects. For a good risk management process, there must be a clear statement and understanding of roles and responsibilities, proper skills on technical analysis and the prevailing organizational factors should support the project. Project risk management involves identifying, assessing and prioritizing of risks: and thereafter putting resources to use in order to reduce, monitor and control those risks that could affect the project negatively and increase realizing of opportunities (Jaafari, 2001). This report seeks to outline the knowledge acquired on management of risk in projects among other basic knowledge gathered on management of projects. Discussion             All organizations exist for their own different purposes, and that of public engineering organizations in the construction business, the purpose is to deliver a service, which brings a beneficial result in the public/ stakeholders interest (Harrison, 2004). Decisions to pump resources into investments on capital infrastructure are prompted by needs that are meant to enhance the achievement of the major purpose. According to Flanagan and Norman (1993), the benefits of efficient risk management are evident especially in projects involving capital infrastructure because they are dynamic in nature and bring positive cost implications from the construction related decisions. Risk management should be taken as an intrinsic part of capital infrastructure investment decisions mainly because, as project, ventures get more elaborate, the role of risk management is exemplified (Kutsch Hall, 2010). Regarding this realization, some countries have enacted government policies o n constructors emphasizing on the need to incorporate risk management in capital infrastructure schemes (Uher Loosemore, 2004). Risk is therefore, in many occasions, viewed as a condition or event whose occurrence will have adverse effects on the project and may hinder the attainment of set objectives. Hence, risk management relates decisions to such probable harmful effects (Chapman et al, 2012). This philosophical approach to risk management enables the process to be broken down into four fundamental sub-processes (Culp, 2001). These involve identification, analysis, response and monitoring. The former step of identification is the most critical step because it has the biggest effect on decisions emanating from the process of risk management. Reviewing risk management, in his article, Williams (1995), notes that there is little structured work in publication about typical risks. According to Chapman (1998), as much as risk identification is critical on the risk assessment and response phases, very little empirical evidence is available at this early phase. The heavier task in risk management remains in the analysis and response to the risk, yet the reasoning stands that unless the risks are identified, they cannot be analyzed and responded to. For most engineers, the need to have a set out program is critical for it provides an umbrella under which all current projects fall so that an outcome can be delivered massively in general, and greater than the total sum of all others. A program is usually temporary, and flexible; created to direct and oversee the implementation of a set of related projects and activities for the deliverance of beneficial outcomes that relate to the organization’s strategic objectives. Several projects are undertaken under this umbrella. This explicitly differentiates between program management outcomes and project management outputs. However, there is a link between projects and strategy through the program. Risk management is becoming an increasingly important process due to external pressures in existence. However, good risk management is seen as a critical attribute of organizational success in the field of engineering. The assumption that programs are merely extensions of projects should cease to exist because many will tend to reflect program risk management to project risk management (Allan, 2008). Program management is a broad extension of the varied, yet related, projects. On projects, it is important to define one or more objective functions like capital expenditure and completion time to represent it to measure the probability of achieving the set targets. Risk management then goes on to model the project’s objectives against the projects variables like costs and the quantity of inputs. These variables are usually uncertain as time goes on, hence the uncertainty of a hundred percent achievement of the objectives set. The most ideal situation would be identifying and characterizing the variables in advance providing that they will remain unchanged by time. This would make it easy to estimate the possible risks and the consequent variance of the project’s objective(s). However, not all project variables can be identified as new variables might surface as the project goes on while the probability of occurrence of the initial variables may vary (Kerzner Saladis, 2009). The impacts of the initial variables, both positive and negative, may c hange too hence making risk management even more hard (Drummond, 1999). Certainty and uncertainty of realizing a project’s objectives are measurable, only ideally. The possibility of a project not breaking even could be considered as a representative of the whole project: and then used in turn to evaluate against the variable and try to reduce the risks involved. This becomes a basis for decision-making. Some projects may proceed normally in a stable environment, hence making the uncertainty high at the time it is conceptualized. Pro-active planning and making prudent decisions will see the uncertainty reduce (Royer, 2001). However, uncertainty in complex projects within a changing environment will not necessarily reduce/ diminish as time goes by Chapman (1998). It is necessary to keep on checking on the project’s variables and re-evaluating of the objective function’s status to facilitate adjustments in the project’s strategies. Uncertainty surrounds many parts of a project; hence early resolution of variables may not be poss ible always. Variables change over time leading to exposure to new threats and risks along the way. This fact should not be refuted and a lot of work is required in the planning evaluating phases, where most of the critical work is done. In spite of all the uncertainty and complexity surrounding risk management and project management, it is important to seek methods of improving the project’s base value (Drummond, 1999). Conceptualization, planning, and implementation of a project are complex process that requires management based on set strategic objectives, which vary from time to time. The objectives should be integrative and holistic in the sense that it caters for social, political, environmental, and community aspects (Sears et al, 2010). Traditionally, planning in project management should form the basis of planning, alongside other functions of project management including; human resource, time, scope, integration, quality and procurement. These should be the fundamental factors f consideration along each phase. A variety of guidebooks, protocols and codes of practice in the engineering field have been made available for use in risk management in project management. In the United Kingdom, the ‘Orange book’ is a framework that is set to offer guidance on basic risk management concepts and as a resource for developing risk management processes and implementing them I the public sec tor (Aritua et al 2011). It is also aimed at using a risk based decision-making on investment. There have been many more publications and publications aimed at dictating hoe risk management should look like. These guidelines have offered a basis upon which projects are appraised and their investment viability tested. This has enhanced the process and shifted its reception and perception from project risk management to a risk management strategic level (Melton, 2011). In engineering and construction professions, program management and project management came to existence due to the changing procurement environment (Cox et al 2006). In the United Kingdom, procurement of infrastructural assets was done in a sequential manner, which involved a clear differentiation in the project life cycle phases. Currently there are three major procurement systems. These systems are prime contracting, Design and Build procurement and Private Finance Initiative (Aritua et al 2011). These methods were because of the need to adopt integrative and collaborative project delivery methods. The procurement systems have features like framework agreements, the use of specifications that are output based, and more importantly, emphasis on the lifelong value of the structures (Shehu and Akintoye, 2009). The office of Government Commerce has facilitated the change in construction procurement in the public sector too. The agency’s main agenda is to ensure that policies ar e followed and enhancing promotion of the best performance practices. These systems ensure that the project undertaken is of high quality and regard set policies and guidelines. These sanctions in the public works and construction sector have acted as strategic risk management tools for they ensure quality assurance as well as proper quality management. Project management should incorporate the use of a strategy-based management approach. This will facilitate the integration of planning, risk management and decision-making hence ensuring real time real time realization of an optimum of the project’s strategic objective against its variables (Schmidt, 2009). The project’s promoters are not always the investors. Investors are not always actively involved in the management of the project, but invest resources into the project hoping to get dividends. The promoters’ objective, on the other hand, is to deliver a facility that will ensure a long term balanced and financially viable business entity. The project is therefore a compromise between the attainment of investors’ interests and that of the community (Pinto Morris, 2010). Project development should be based on a set of strategic objectives, which stamp the project as a business and entwining project decisions to strategic business decisions (Wearne, 198 9). Amid all risks, the project should be planned proactively regarding its variables and with a focus on the life cycle objective functions (Westland, 2007). All life cycle functions should be observed. These are: financial functions, customer satisfaction, and policy observance/ adherence to statutory concerns. Statutory concerns could be like those regarding projects adjacent to ecological systems or highly populated areas (Jha, 2011). Proactive planning of the project ensures real time minimization of risk. Effective risk management ensures that there is typical conceptualization of projects and their subsequent implementation using strategic objectives. It also ensures any further variables are assessed and managed accordingly to optimize the project’s strategic outcome, that which of a business entity (Heagney, 2011). Since projects are subjected to changes in objectives and variables due to external factors, it is important to incorporate a continuous risk management p rocess that involves continuous risk and uncertainty management process conducted in real time to bring value to the project manager. Strategies made from risk analysis are a basis upon which decision-making is based going forward. Objectives of the life cycle are the vessel for analysis. Ethical practices are important factors to put into consideration when taking up/ procuring a project (Ralf et al, 2014). There exists codes of conduct and these codes may vary depending on the government regulations from one country to another. These codes guide management of projects, operations and supervision of work, and the technical aspect of the project, which is building. Since the work done is of great importance, the designed code of conduct and ethical measures should be used as they set standards for the output as well as achieving business objectives with the community in regard (Haukur et al, 2011). Reflective assessment Group activities that included vast research and group projects were vital in broadening my understanding of the project management theory, which of great importance to establishing and undertaking successful projects. According to Turner (1993), scope management is what the project management theory regards. Scope management involves three fundamental issues; ensuring that an adequate amount of work has been done, avoiding doing any unnecessary work and ensuring that the work done fulfills the intended business purpose as stated. The recognition of the sequential state in which activities are undertaken helped us as a group in determining what had to be done at a particular time and by what particular persons as well as accounting for what had been spent on completed work in anticipation of costs that would be accrued in the next steps. I came to understand project management by likening it to production operations management. The crystallization of project management theory to oper ations management theories made it easy for us to recognize the resounding reliance on the transformational theory, which is production oriented. This is because project management involves injecting inputs on which transformational processes occur to bring the result, which is the output (Nell, 1998). Goals are set on the output, upon which a basis for control is placed: control systems are put in place to ensure activities align with achieving intended goals and putting improvement measures in place. This deep understanding of the theory has been enhanced mainly by the critical analysis and discourse that we have engaged ourselves with in the group to widen knowledge on the process. Relevant knowledge on management theories on planning, execution and control has expanded from these activities as well as project theories pertaining flow of production (which projects have been likened with) (Sulliman, 2014). These productions method include incorporating techniques such as lean prod uction and just in time (JIT) (Gilbereath, 1922). Ethical practices in governance for contemporary organizations are also a major factor for consideration (Ralf et al, 2014). Conclusively, exploration on the area of project management has instilled in me management skills, which are very critical in handling projects and managing every aspect in them including risk. References Allan, N., Davis, J., 2006. Strategic risks — thinking about them differently.Proceedings of ICE 159 Aritua B., Nigel J. Smith, Denis Bower (2011) International Journal of Project Management. United Kingdom: University of Leeds Chapman, C. B., Ward, S., Chapman, C. B. (2012). How to manage project opportunity and risk: Why uncertainty management can be a much better approach than risk management : the updated and re-titled 3rd ed of Project risk management, processes, insights and technoiques. Chichester, West Sussex: Wiley. Cox, A., Ireland, P., Townsend, M. (2006). Managing in construction supply chains and markets: Reactive and proactive options for improving performance and relationship management. London: Thomas Telford. Culp, C. L. (2001). The Risk Management Process: Business Strategy and Tactics. New York: John Wiley Sons. Drummond H 1999. Are we any closer to the end Escalation and the case of Taurus? International Journal of Project Management Flanagan, R., Norman, G. (1996). Risk management and construction. Oxford [u.a.], Blackwell Science.Gilbreath, R. D. (1992). Managing construction contracts: Operational controls for commercial risks. New York: Wiley. Harrison, F. L., Lock, D. (2004). Advanced project management: A structured approach. Aldershot, England: Gower. Haukur, I. J., Ingason, H. T. (2013). Project ethics. Farnham, Surrey: Gower. Heagney, J. (2011). Fundamentals of Project Management. New York: AMACOM. Jaafari A. (2001) International Journal of Project Management. Sydney: University of Sydney Jha, K. N. (2011). Construction project management: Theory and practice. New Delhi: Dorling Kindersley. Kerzner, H., Saladis, F. P. (2009). Project management workbook and PMP/CAPM exam study guide. Hoboken, N.J: Wiley. Kutsh E. Hall M. (2010) International Journal Paper of Project Management. United Kingdom Loftus, J. (1999). Project management of multiple projects and contracts. London: Thomas Telford. Means, J. A., Adams, T. (2005). Facilitating the Project Lifecycle the Skills Tools to Accelerate Progress for Project Managers, Facilitators, and Six Sigma Project Teams. Hoboken, John Wiley Sons. http://www.123library.org/book_details/?id=9130. Melton, T. (2008). Real project planning developing a project delivery strategy. Amsterdam, Butterworth-Heinemann. Nell, E. J. (1998). The general theory of transformational growth: Keynes after Sraffa. New York: Cambridge University Press. Pinto, J. K., Morris, P. (2013). The wiley guide to project, program, and portfolio management. Hoboken, N.J: Wiley. Ralf M., Rodney T., Erling S.A, Jingting S., Oyvind K. (2014). Ethics, Trust, and Governance in Contemporary Organizations. Norway: Project Management Institute Royer, P. S. (2001). Project risk management: A proactive approach. Vienna, Virg: Management Concepts. Schmidt, T. (2009). Strategic project management made simple: Practical tools for leaders and teams. Hoboken, N.J: John Wiley Sons. Sears, S. K., Sears, G. A., Clough, R. H. (2010). Construction Project Management: A Practical Guide to Field Construction Management. New York: John Wiley Sons, Inc. Shehu, Z., Akintove, A., 2010. Major challenges to the successful implementationand practice of programme management in the constructionenvironment: a critical analysis. International Journal of Project Management Suliman Saleh Al Fredi (2014) International Journal of Science and Technology. Saudi Arabia: Al Qassim University Uher, T. E., Loosemore, M. (2004). Essentials of construction project management. Sydney: UNSW Press. Westland, J. (2007). The project management life cycle: a complete step-by-step methodology for initiating, planning, executing closing a project successfully. Williams, T., 1995. A classified bibliography of recent research relating to project risk management. European Journal of Operational Research Zhang Lianying et al (2012) Procedia Engineering. China: Tianjin University Source document

Neurophysiological and Evolutionary Theories of Learning Essay Example for Free

Neurophysiological and Evolutionary Theories of Learning Essay In the study of learning, learning theories are categorized into paradigms or schools of thought based on viewpoints shared by scientists that provide a framework for research. Three of the major paradigms of learning theories include the cognitive paradigm, the neurophysiological paradigm and the evolutionary paradigm. The first paradigm is referred to as cognitive because theorists place their emphasis on the cognitive nature of learning. According to Hergenhahn and Olson (2005), the second paradigm is called neurophysiological because it attempts to isolate the mental and physiological correlates of things such as learning, perception, thinking and intelligence. The third paradigm is termed evolutionary because theorists attempt to explain learning processes based on an organisms evolutionary history. DiscussionThere are several theorists whose ideas are predominately cognitive. Theses theorists include the Gestalt psychologists Kurt Lewin and Kurt Koffka, as well as Jean Piaget, Edward Chace Tolman, and Albert Bandura. Wertheimer, Kohler and Lewin were founders of the Gestalt movement. According to Hergenhahn and Olson (2005), Gestalt theorists believed that we experience the world in meaningful wholes and do not see isolated stimuli but stimuli gathered together into meaningful configurations (p. 264). Kurt Lewin proposed a field theory of human motivation. He believed that behavior and cognitive processes are determined by various psychological facts that a person is consciously experiencing. The psychological facts are interdependent and any change in one can affect all the others, therefore influencing our behavior. Kurt Koffka, another Gestaltist falling under the cognitive paradigm defined the law of Pragnanz in Gestalt Theory. The law of Pragnanz states that, all mental events tend toward completeness, simplicity, and meaningfulness (Hergenhahn and Olson, 2005, p. 473). Followers of Gestalt theory used this law as a guiding principle when studying learning. Another cognitive theorist was Jean Piaget. Jean Piaget contributed several theories including intelligence, schemata, assimilation and accommodation, and interiorization. According to his theory of intelligence, intelligence  is any act that creates optimal conditions for the organisms survival under the existing circumstances (Hergenhahn and Olson, 2005 p. 295). Intelligence effects how one adapts to the ever-changing environment. In Piagets schemata theory a persons schema is a cognitive structure that allows a person to act and respond to the environment. A schema can be either overt or covert behavior. The theory of assimilation explains how a person can respond to the environment using existing cognitive structures. The theory of accommodation explains how an organism adapts to the environment by modifying cognitive structures. Piagets concept of interiorization is described by Hergenhahn and Olson (2005) as the gradual decreased dependence on the physical environment and the increased utilization of cognitive structures (p. 299). Through this process, organisms can respond to more complex situations by thinking about them. Edward Chace Tolmans ideas were also predominately cognitive. He believed that organisms develop a mental picture of the environment which he referred to as a cognitive map. The cognitive map develops when mental expectations are confirmed by experience. When an organism is faced with a problem, it utilizes the cognitive map and chooses the best solution requiring the least amount of work according to Tolmans principle of least effort that will result in satisfaction. Albert Bandura, another cognitive theorist suggested that behavior is learned through observation. He theorized that learning is influenced by four processes. The first process, the attentional process, involves the observer attending to the model. The second process is called the retentional process. This process involves the observer retaining the information gained from the observation by storing it cognitively. The third process is the behavioral production process which requires the learner to have the physical capabilities or behavioral abilities to perform what is learned. The final process, the motivational process provides incentives that motivate the learner to actually perform what has been learned. Bandura also theorized that peoples behavior is also determined by reciprocal determinism. Hergenhahn and Olson (2005) summarize Banduras concept of reciprocal determinism by stating that, behavior, the environment, and  people (and their beliefs) all interact (p. 349). Falling under the neurophysiological paradigm is the theorist Donald Olding Hebb. Some of his theories included that of restricted environments, enriched environments, cell assemblies, phase sequences, and sensory deprivation. In Hebbs theory of restricted environments, Hergenhahn and Olson (2005), explain that if an environment lacks stimulation or experience, it can have a negative impact on the growth and development of nervous system. A restrictive environment can disrupt normal intellectual and perceptual development. In contrast, an enriched environment full of stimulation and experience can enhance development. Hebb also believed that each environmental object we experience stimulates a complex pattern of neurons called cell assemblies (Hergenhahn and Olson, 2005, p. 379). The cell assemblies provide the basis of a thought. When cell assemblies become interconnected they form phase sequences. Phase sequences allow us to have streams of thoughts. According to Hergenhahn and Olson (2005), Hebb concluded in his theories that not only is sensory information necessary for proper neurophysiological development, but it is also necessary for the maintenance of normal functioning (p. 384). When an organisms experience sensory deprivation, severe cognitive disorientation, stress and fear can occur. Hebb believed that the environment had a direct effect on mental and physiological processes which influenced behavior and learning. The final paradigm is the evolutionary paradigm. Attempting to explain the learning process using evolutionary principles was the theorist Robert C. Bolles. Hergenhahn and Olson (2005) state that Bolles believed that learning involved the development of expectancies (p. 425). Expectancies are when an organism learns that one event leads to another. Bolles believed that organisms had innate predispositions for behavior and that motivation restricts response flexibility. Hergenhahn and Olson (2005) explain that an organisms natural reaction in a situation may make it difficult to learn a new response. Using the niche argument, Bolles argued that an understanding of learning must be accompanied by an understanding of the evolutionary history of the organism (Hergenhahn and Olson, (2005), p. 427). According this argument, organisms have to learn certain behaviors that they are  predispositioned for and not learn others depending on their niche and how they fit in the big picture. This can determine whether the organism is successful or not in adapting to its environment. Conclusion Although learning theorist in the various paradigms have attempted to explain learning and its processes, many questions are still unanswered. One of these questions is how does learning vary as a function of maturation? If learning occurs differently in different stages it would be beneficial to conduct research on how maturation affects the learning process. The information yielded from such research could be very beneficial in regards to education. Another unanswered question is how does learning vary as a function of species? If some organisms have the biological ability to learn certain behaviors and some do not, how can research involving different species be beneficial? If psychologists want to learn more about the learning process in humans, they should study humans rather than making generalizations across species. Other questions that remain unanswered involve learning and personality characteristics, learning as a function of the total environment, learning and associations, as well as learning and instinctive behavior. It is imperative that more research be conducted in an attempt to answer these questions about learning to give people a greater comprehension of learning. The more knowledge we have about the learning process and what affects it, the better we will be at making learning successful. References: Hergenhahn, B.R., Olson, M. (2005). An Introduction to Theories of Learning. New Jersey: Pearson Education Inc.

Global Patterns of Earthquakes

Global Patterns of Earthquakes Achievement Standard Geography 91432: Analyse aspects of a geographic topic at a global scale. (Parshotam) Task 1: Describe the global pattern of earthquakes, including maps in your answer. An earthquake is defined by GNS Science, as a â€Å"sudden motion or trembling in the crust caused by the abrupt release of accumulated stress along a fault, a break in the Earth’s crust.†[1] As seen below from the map representing data between 2000 and 2008 there is a major peripheral pattern of ‘Global earthquake activity’ focused around the exterior of the earth’s tectonic plates. This is evident from the similarities in comparison to the second map below showing the ‘Global plate boundaries of the earth’.[2] These plate boundaries accurately follow the same shape, size and location of the thin red and bright multi-coloured linear outlining in the first, validating this claim. The most intense locations of earthquake activity are concentrated in a linear pattern in locations of the earth where continental plates interact with oceanic plates. This is illustrated by the multi-coloured bright regions indicating heavy earthquake activity of ranging depth in the earth’s crust in the Western regions of South America, the South East Asian islands, Japan, the far Eastern boarders of Russia, the South Western edges of Alaska, New Zealand and Central America. The information provided here is validated with background research ranking Japan, Indonesia and Chile as first, second and third in the world in terms of countries with the most 6.5+ magnitude earthquake events in 2014.[3] Japan accumulated 72 occurrences, Indonesia 52 and Chile 43. Other noteworthy countries include Papa New Guinea ranked 4th at 40, Mexico ranked 6th at 32, Alaska ranked 9th at 25, Peru ranked 10th at 23 Russia ranked 12th at 20 and New Zealand ranked 18th at 14; all countries included in the heavy earthquake activity regions. Also seen from the ‘Global earthquake activity’ map, there are scattered occurrences of shallow earthquake activity in the middle of the tectonic plates shown from the small distribution of red dots over E astern Africa for example. This is due to the global pattern of fault lines. The map seen on the next page shows the layout of earth’s major fault lines which explains this smaller scattered pattern of earthquake activity. The location of scatter follows the same alignment as the fault outlines on the ‘Major global fault lines’ map.[4] This is exemplified from the red scatter, on the â€Å"Global earthquake activity’ map, throughout Ethiopia, Sudan, Kenya and South Sudan for example which corresponds with the fault line of the Central African Shear Zone fault system illustrated running through Eastern Africa. Task 2: Fully explain the factors and/or processes contributing to the global pattern of earthquakes. As defined by GSI Science earthquakes are releases of stress through the interaction of tectonic plates. These tectonic plates are compacted into a patchwork like arrangement to form the Earth’s lithosphere, its outer shell which is comprised of the crust and uppermost mantle (the individual layer of upper mantle which is closest to the surface of the earth). The plates are made up of several large plates being, the Eurasian plate, the North American plate, the African plate, South American plate, the Antarctic plate and the Pacific plate with a few other minor plates in between. Most plates range from 4 to 40 miles in width and consist of both continental crust and oceanic crust. Beneath the lithosphere of the Earth’s tectonic plates is a much hotter and softer layer, called the asthenosphere. A process occurs where due to the amount of pressure and extreme temperatures the rock of the asthenosphere is able to morph and therefore it moves and flows, creating convection currents from radiating hotspots centring from the inner earth which affect the movement of the plates, termed continental drift[5]. The diagram to the left illustrates the relation of levels which contribute to the movement of tectonic plates. This is very slow though, only up to 100mm per year. Due to the heat of the asthenosphere the lithosphere lying above is brittle and therefore susceptible to breaks in the form of faults. Earthquakes are created through three different forms of plate interaction: Convergence is one such interaction where two plates collide, and this region of meeting in the Earth’s crust is called a subduction zone or convergence boundary. When the two plates collide, one is forced to slowly scrape over, under or alongside the other. Resulting from the pressure of these movements, the crust gives way and a fault ruptures releasing an earthquake. During the collision of tectonic plates, the denser plate with more mass forces the lighter plate underneath it. This process is called subduction, hence subduction zone. The plate that is forced down is destroyed and is completely melted as it submerges into magma of the asthenosphere underneath the crust. This is how plate boundaries are altered over time. Volcanic activity is produced from subduction where, as the plate is forced down and melted due to the pressure and heat it turns into magma. Pockets of the magma created finds channels to the surface in the form of volcanoes. On December 26th 2004 an earth quake was generated off the coast of Sumatra when the India and Burma plate converged. The India plate was subducted and the India Ocean tsunami was triggered.[6] There are multiple situations where Convergence operates, where ocean crust interacts with oceanic crust, where oceanic crust interacts with continental crust and where continental crust interacts with continental crust seen in the following diagrams.[7] Seen from the diagram to the left where oceanic crust meets oceanic crust island arcs and deep marine trenched are formed which are examples of visible creases in the Earth’s crust as a result of subduction. Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust. The Mariana Trench in Honolulu Hawaii is an example of a result from this process. Where continental crust meets continental crust spectacular mountain ranges are formed as both plates are too light to be sub ducted so the collision forces the crust upwards. The Himalayas mountain range and the Tibetan Plateau were results of this process when the Australian-India Plate collided with the Eurasian Plate north of India. Divergence is another type of plate interaction. This is a process where two plates separate from each other and a rift, a gap, is produced and widens eventually creating a rift valley, a larger linear rift. Divergent boundaries that occur between oceanic plates produce mid-oceanic ridges. In areas of rifts molten lava can rise and fill which cools reacting with the water and create new crust material, forming new landmasses potentially altering the landscape. Oceans can be formed when plates diverge and water fills the rift valley between the two land masses. This process is called sea floor spreading where the Red Sea exemplifies this process. Transformation is the third type of plate interaction which occurs when two plates slide past each other. From this movement the crust of both plates remains unchanged. However stress is stored in the plates from the friction of moving past and aggregates until the amount of stress surpasses the threshold. Energy is released suddenly in a shift of the plates in opposite directions relative to each other and an earthquake occurs. The earthquake impact is focused on an epicentre location. An example of this is the San Andreas Fault running through California resulting from the friction created from the Pacific Plate and North American. This fault is responsible for the linear pattern of red on the South West of Coast of the United States seen on the ‘Global earthquake activity’ map. As previously stated earthquakes are not only active on tectonic plate boundaries but also fault lines. Fault lines are created due to stresses in the earth’s crust and fractures occur where rock has been disturbed, which can range in length from metres or thousands of kilometres. Fault lines are considered active â€Å"if a fault shows evidence of having moved at least once in the past 100,000 years.†[8] With this the fault is hazardous and a risk of earthquake activity. Once a fault line has been formed future earthquakes are conducted along it. With the exception of earthquakes which take place at a depth of 600km+ all earthquakes are channelled along fault lines. Spectacular mountain ranges such as the Southern Alps can be created also as a result of this process where thousands or millions of years of repeated earthquake activity along one major fault line, the Alpine Fault, build up into extreme dislocations of crust. Different to the earthquake activity generated along plate boundaries seismic waves are produced along fault lines through the rapid interaction of the opposing parallel crust.[9] A process is a sequence of related actions which modify or maintain an environment. There are several processes which crust along fault lines carry out to generate seismic waves and subsequent earthquake activity.[10] [11] Where the two crusts of a fault line are being pulled apart the interaction is termed ‘Normal faulting’. In this situation the hanging wall, which is the crust positioned higher shifts downward, lower than the footwall, the crust which is initially positioned lower. ‘Reverse faulting’ occurs on horizontal ground when the two crusts are instead being compressed together resulting in the hanging wall shifting upwards, over the footwall. Where reverse faulting occurs on sloped land, it is known as thrust faulting. Crusts on ‘Strike slip’ faults shift sideways, laterally past to each other. This type of faulting is unique in comparison to Normal and Reverse as there are no hanging walls or footwalls due to this being on a strike, horizontal ground, instead of a dip so the fault is on vertical ground. All three types of fault processes can be seen in an ‘Oblique slip’ where a combination of these shifts occurs. Strike slips are both right lateral and left lateral. Task 3: Explain in detail and evaluate the social and economic significance for people affected by earthquakes. Over time, earthquakes have had a range of impacts on the cultural and natural landscape of the world with both positive and negative consequences. The people most affected by these impacts are the people living in the countries which lie on the plate boundaries and fault lines. New Zealand’s natural landscape has been largely affected by earthquakes and is a prime example to showcase the long term results. Beautiful scenery such, as the Southern Alps, can be created and be of great economic significance for a country by contributing to the tourism industry as a popular feature. This is specifically seen in Queenstown, a location with much mountainous relief where snow sports like snowboarding and skiing is available and popular. Where these spectacles are created they can be of major significance to the country as this is a long term effect which has the potential to earn large amounts of income for the country’s GDP and be a permanent anchor for the tourism industry which it has proven to be in New Zealand. This effect is beneficial socially also as mountains such as these are available for use for the world to enjoy, however only the countries which the mountains are in will prosper economically. Earthquakes are also capable of causing large scale death and injuries when occurring in an region of high population density. This was demonstrated by the 2010 earthquake in Haiti on January 12th where there were over 300,000 people injured and an estimated 220,000 casualties.[12] Depending on the magnitude of the earthquake and the location of where it happened to be able to cause the necessary destruction in order for such wide spread death and injury to occur. But when the full effects of an earthquake are felt the social impacts are extreme, seen in the figures previously mentioned. This is a long term effect as the pain suffered from losing a loved one will stay with the victims of the earthquake for the rest of their lives. The physical pain endured can also be intense when the case is severe so because of this the victims will be much more affected by death and injury than the other people of the world in unaffected countries. I believe this effect to have greater significanc e over that of a hindered economy where as the statistics have shown, regions can improve their economy and standard of living in a reasonably short time and the effects will be reversed, however death and serious injury such as amputation can never be reversed. Earthquakes have proven to also be detrimental to the economy of the country affected by destroying valuable exports or urban features and environments which cost to be rebuilt and replaced. An example of this effect is seen where as a result of the demolition of the February 2011 earthquake in Christchurch the New Zealand economy shrunk by an estimated 6%-8% which â€Å"is equivalent to the economic impact from severe recession.†[13] It is also noted that, coupled with the economic impacts of the September 2010 earthquake the fall in New Zealand’s GDP was around 8%-11%.Similar to the effect of death and injury this impact focuses mainly on the people living in the affected country. It varies in terms of being a major impact or not seen in the paragraph below it can be short term and is possible to reverse if the economy is strong enough to be resilient. From the effects a recession as the economic consequences were compared to, there will be falls in employment, dispos able income and savings etc. but this also depends on the magnitude of the earthquake and the harshness of the destruction. Surely economies can be crippled as a result of the destruction of an earthquake, which Christchurch’s was not and therefore it did not remain at that level of severity due to redevelopment. It can be a major impact to the extent of death and injury but in more economically developed countries it is not. As previously mentioned strong earthquakes which occur in dense urban areas, like cities, wreak much destruction where the seismic waves generated are able to collapse the buildings and infrastructure. This is exemplified from the results of the Haiti earthquake where â€Å"over 188,383 houses were badly damaged and 105,000 were destroyed.†12 Mental and emotional damages such as trauma, fear of another earthquake and the stress of rebuilding and carrying on with life ensue as consequentially1.5 million people were left without a home. This meant many families were faced with the struggle to survive and eventual relocation of their lives. This with the additional loss of incomes for people who lost their business and places of work and hindered of opportunity for kid’s education, where it is recorded 4000 schools were destroyed or damaged, shows earthquake pose as severe threats to the social wellbeing of the world. This impact is major also and again limited to the vict ims of the event. People’s livelihoods are being endangered and therefore this effect is as serious as death and injury. Homelessness, job losses, lack of education are all risking the futures of the victims where it is a possibility, if the earthquake occurred in an less economically developed country the economy may not be as resilient as that of an more economically developed country. People in LEDC’s are more vulnerable to fall into poverty after a major earthquake. Redevelopment, however, is a beneficial economic effect that earthquakes can make. Multiple factors of a city or country’s economy can be positively impacted such as the availability of new job opportunities. This is as workers will be employed to clean up and clear the debris and rubble from the left over destruction and construction/development firms will be in heavy demand in order to rebuild the damaged and levelled areas. Where employment rises there will be an increased demand for goods and services as more households are willing and able. From this more income can be taxed tax giving the government revenue and ability to aid in the redevelopment and expand the economy which is seen as $16 billion has been generated as a result of Christchurch’s redevelopment increasing New Zealand’s Real GDP. The economic growth made possible by earthquake redevelopment is validated by the statistic that 9 months after the February earthquake the Christchurch economy was g rowing between 1-3% every 3 months, more than the national economy growth. Rejuvenation of an economy is positive and major impact. As seen in Christchurch it can lift a city and it’s people out of despair and it will soon be restored as a major New Zealand city. However as mentioned before redevelopment has varying levels of success and is not as effective in some cases as others. Along with economic growth, resulting from mass redevelopment, locations affected by earthquake activity can become more modern and beautiful which will in turn attract high levels of population, increasing population density and again employment. Landmarks of historical significance can be lost as a result of earthquakes such as bridges of churches. This loss can cause much grief to those who valued the landmark’s significance and it can also be detrimental to the location’s sense of identity as such features can play a large factor in the region’s history and significance as a place. An example of this is Christchurch’s cathedral which was more than a century old, built in the second half of the 19th century was damaged beyond safety and therefore was demolished. This is not a major impact when considering the horrific possibilities of widespread poverty and mass death. Also to some history may not be as important as it is to others and if the landmark is not a key point in the country’s GDP, loss of it will not create serious negative economic consequences. This however is long term as history can never be rebuilt or recreated entirely. [1] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-at-a-Plate-Boundary [2] http://www.globalchange.umich.edu/globalchange1/current/lectures/evolving_earth/evolving_earth.html [3] http://www.world-earthquakes.com/index.php?option=ethq_statistics [4] http://www.gsi.ie/Education/Geology+for+Everyone/Plate+Tectonics.htm [5] https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Asthenosphere.html [6] http://www.gsi.ie/Education/Geology+for+Everyone/Plate+Tectonics.htm [7] http://en.wikipedia.org/wiki/Convergent_boundary [8] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults/When-is-a-Fault-Active [9] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults [10] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults/Different-types-of-Faults [11] http://geology.about.com/library/bl/blnutshell_fault-type.htm [12] http://www.dec.org.uk/haiti-earthquake-facts-and-figures [13] http://ccdu.govt.nz/faq/economy

And Then There Were None :: essays research papers

And Then There Were None I did my book critique on And Then There Were None by Agatha Christie. Agatha Christie was born on September 5, 1890, in Torquay England. In 1914 she married Colonel Archibald Christie. They had one daughter, whose name was Rosalind, and then they divorced in 1928. She started writing in 1920, and her first book published was The Mysterious Affair at Styles. She wrote And Then There Were None in 1939. Agatha Christie has become one of the most famous writer of mystery novels. And Then There Were None is a murder mystery type book.   Ã‚  Ã‚  Ã‚  Ã‚  And Then There Were None takes place on an island in the middle of the ocean, but it doesn’t say the years it takes place in.In And Then There Were None, eight people who do not know each other were all invited to an island off of the English coast. The eight people are Vera Claythorne, Philip Lombard, William Blore, Dr. Armstrong, Emily Brent, General Macarthur, Tony Marston, and Judge Wargrave. They all think they are going to the island for different reasons. When they arrive at the island they are greeted by Mr. and Mrs. Rogers, but the host is Mr. Owens (but he isn’t there). After they eat dinner they go into a different room and a recorded voice accuses each of them committing a murder that was never uncovered. Later that night Tony Martson dies from poisoned whiskey. The next morning Mrs. Rogers died in her sleep. That day General Macarthur goes out to the ocean and is killed there. After General Macarthur dies each of the guests think that the killer is one of each of them. The next day, Mr. Rogers is killed while chopping wood while preparing for breakfast. On the dining room table there were ten Indian figures, but after a person is killed one disappears each time. After breakfast Emily Brent is killed because someone injected poison into her neck. Later Judge Wargrave was found with a shot in his head. The next day when Blore is walking back to the house someone pushes a statue out of the second story, and it lands on Blore, killing him. When Vera and Lombard go looking for Blore, they find Armstrong’s drowned body on the beach. Since only Vera and Lombard are left, Vera thinks Lombard is the killer, and takes his gun and shoots him.