Federal Regulation of Sewage essays

Federal Regulation of Sewage essays Federal Regulation of Municipal Solid Waste Landfills Municipal solid waste, MSW, is a term used to refer to a wide variety of waste sources. Generally, solid waste refers to all materials or substances discarded or rejected as being spent, useless or in excess to the owners at the time of such discard or rejection. Waste includes but is not limited to: garbage; refuse; industrial and commercial waste; sludge from air or water control facilities; rubbish; ashes; contained gaseous material; incinerator residue; demolition and construction debris; discarded automobiles and offal. The Environmental Protection Agency, or EPA, chooses to define this term slightly differently depending on the context in which it is being used. In the MSW Settlement Proposal, MSW is defined as "solid waste that is generated primarily by households, but that may include some contribution of wastes from commercial, institutional and industrial sources as well." Solid waste is generally anything discarded with several specific exceptions. Most solid waste, when it goes to a landfill, goes to a Municipal Solid Waste Landfill, MSWLF. A municipal solid waste landfill is defined by law as a discrete area of land or an excavation that receives household waste, and that is not a land application unit, surface impoundment, injection well, or waste pile. Household waste includes any solid waste, including garbage, trash, and septic tank waste, derived from houses, apartments, hotels, motels, campgrounds, and picnic grounds. An MSWLF unit also may receive other types of wastes as defined under Subtitle D of the Resource Conservation and Recovery Act, such as commercial solid waste, non-hazardous sludge, small quantity generator waste and industrial solid waste. Also allowed in municipal solid waste landfills are industrial and commercial non-hazardous process wastes, construction and demolition debris, municipal sludge, and agricultural wastes. In addition, these lan...

Philipino Scientist Arturo Alcaraz and Geothermal Energy

Philipino Scientist Arturo Alcaraz and Geothermal Energy Arturo Alcaraz (1916-2001) was a Philippino volcanologist who specialized in geothermal energy development.  Born in Manila, Alcaraz is  best-known  as the Philippines Father of Geothermal Energy Development due to his contributions to studies about Philippine volcanology and the energy derived from volcanic sources.  His main contribution was the study and establishment of geothermal power plants in the Philippines. In the 1980s, the Philippines attained the second-highest geothermal generating capacity in the world, in great part due to Alcarazs contributions. Education The young Alcaraz graduated at the top of his class from Baguio City High School in 1933. But there was no school of mining in the Philippines, so he entered the College of Engineering, University of the Philippines in Manila. A year laterwhen Mapua Institute of Technology, also in Manila, offered a degree in mining engineeringAlcaraz transferred there and received his Bachelor of Science in Mining Engineering from Mapua in 1937. After graduation, he received an offer from the Philippines  Bureau of Mines  as an aide in the geology division,  which he accepted. A year after he began his job at the Bureau of Mines, he won a government scholarship to continue his education and training. He went to Madison Wisconsin, where he attended the University of Wisconsin and earned a Master of Science in Geology in 1941.   Alcaraz and Geothermal Energy The Kahimyang Project notes that Alcaraz  pioneered in generating electricity by means of geothermal steam among areas proximate to volcanoes. The Project noted, With a vast and extensive knowledge on volcanoes in the Philippines, Alcaraz explored the possibility of harnessing geothermal steam to produce energy. He succeeded in 1967 when the countrys first geothermal plant produced much-needed electricity, ushering the era of geothermal-based energy to power up homes and industries. The Commission on Volcanology was officially created by the National Research Council in 1951, and Alcaraz was appointed Chief Volcanologist, a senior technical position he held until 1974. It was in this position that he and his colleagues were able to prove that energy could be generated by geothermal energy.  The Kahimyang Project reported, A steam from a one-inch hole drilled 400 feet to the ground powered a turbo-generator which lighted up a light bulb. It was a milestone in the Philippines quest for energy self-sufficiency. Thus, Alcaraz carved his name in the global field of Geothermal Energy and Mining. Awards Alcaraz  was awarded a Guggenheim Fellowship in 1955 for two semesters of study at the University of California at Berkeley, where he received a Certificate in Volcanology.   In  1979, Alcaraz won the Philippines Ramon Magsaysay Awardee for International Understanding for supplanting national jealousies that led to a confrontation, with increasingly effective cooperation and goodwill among the neighboring peoples of Southeast Asia.  He also received the 1982 Ramon Magsaysay Award for Government Service for his scientific insight and selfless perseverance in guiding Filipinos to understand and use one of their greatest natural resources. Other awards include  Mapua Institute of Technologys Outstanding Alumnus in the Field of Science and Technology in Government Service in 1962; the Presidential Award of Merit for his work in volcanology and his initial work in geothermy 1968; and the Award for Science from the Philippine Association for the Advancement of Science (PHILAAS) in 1971. He received both the Gregorio Y. Zara Memorial Award in Basic Science from PHILAAS and the Geologist of the Year Award from the Professional Regulatory Commission in 1980.

The No Child Left Behind Act of 2001 (NCLB) Essay

The No Child Left Behind Act of 2001 (NCLB) - Essay Example Student achievement in the most fundamental academic skills continued to decline, especially in low-income school districts. Therefore, the ESEA was designed to serve as a funding source for elementary and secondary education in the United States was designed to provide funding for better educational resources, allocate funding for public schools with a need for additional financial support and provide government-sponsored grants that would enhance the quality of state departments of education. Over the decades since the inception of ESEA, it was determined that revision of the ESEA was required to meet the needs of contemporary students in America. This need led to the implementation of the Improving America’s Schools Act of 1994 in the Clinton administration and the No Child Left Behind Act (NCLB) of 2001 which both enhanced the Elementary and Secondary Education Act to make educational reform more relevant for modern academic needs. However, there is still a need for further educational reform that surpasses the relevancy of the NCLB as there are measurable deficiencies related to this Act. This essay explores the issues associated with NCLB which mandate further revisions to this Act in order to fully address the problems in today’s public school districts. The No Child Left Behind Act of 2001, whilst a valuable piece of legislation to ensure higher quality of education, fails to address certain issues in today’s society. This revision to the ESEA does not properly address the goal of promoting bilingualism. In many of today’s public schools, there is a measurable shortage of educators with the proficiency and training to provide bilingual learning for children in elementary and secondary schools. It is estimated that there are nearly 5.1 million students in need of English-as-a-second-language instruction throughout the United States (Cuellar, De la Colina and Battle, 2007). With growth in migrant children now enrolled in public schools

MIDDLE RANGE NURSING THEORY Research Paper Example | Topics and Well Written Essays - 1250 words

MIDDLE RANGE NURSING THEORY - Research Paper Example In the same way, it is necessary for nurses to understand the different concepts of nursing strategies and various psychological and philosophical aspects of quality nursing care. Theoretical frameworks including middle range theories clearly define the nursing standards for the modern world. This paper will provide an overview of the concept and evolution of Middle Range Theories of Nursing and their applicability in today’s healthcare scenario. Concepts: Origin and Development Middle range theories are precise and moderate, and possess limited number of variables; hence, they effectively define nursing care standards. To be specific, middle range theories can be effectively applied in the field of nursing research and practice as their practicality can be directly tested. To define, â€Å"mid-range theories stand midway between the all encompassing global grand theories that address the entire discipline and hypotheses and theories that are very specific to a particular phe nomenon or population† (Lenz, 2006, n.p). As compared to grand theories, Middle range theories are more concrete and narrow. To illustrate, they are written relatively at specific level with limited number of propositions and ideas. Theory of Human Caring (Watson), Theory of Interpersonal Relations (Peplau), and Theory of the Deliberative Nursing Process (Orlando) are some of the well known middle range nursing theories. With regard to the progress of middle range theories, they are based on the results derived from practice and research that can provide clear direction for casual practice and intellectual practice in the discipline further. The past century witnessed a notable level of progress in the middle range theories. Except a few, most of the middle-range theories have come directly from clinicians’ experience. The middle-range theory helps to mark certain condition of the related signs and future approach for symptom management in caring patients. The theory al so emphasis on the result of various expressions or conditions with regard to the patient’s performance, and encourages the clear evaluation of patient’s working outcomes. Lieher and Smith (1999), has listed â€Å"the relationship between the intellectual process and the source of content related to the development of middle-range theories†; they include â€Å"Inductive theory-building theory through practice, Deductive theory. Building from grand nursing theories, Combining existing nursing and non-nursing theories, and Developing theories from clinical practice guidelines â€Å" (Source: Approaches for generating middle range theory. Para. 1. As cited Peterson & Bredow, 2009, in p. 31). Middle range theories are of mainly three types; Middle-range descriptive theories, Middle-range predictive theories, and Middle-range explanatory theories. These variations could be analyzed on the basis of their characteristics and with most relevant examples. Among these, Middle-range descriptive theories usually encompass only a single main concept to classify a phenomenon. While doing so, it simply lists the generalities observed in individuals and groups, and these theories are normally tested by means of descriptive research. The interpersonal Relations (Peplau, 1952) is an example of a middle-range descriptive theory. Peplau’s theory focused on the therapeutic relationship between the nurse and the patient, which is termed as the Nurse-Client Relationship. In contrast, Middle-range expl

Edward Estlin Cummings Essay Example for Free

Edward Estlin Cummings Essay Edward Estlin Cummings was born on October 14, 1894 in Cambridge, Massachusetts to academic parents who early on encouraged him to develop his creative gifts (Everett). His was a happy childhood; he grew up in a spacious, sunny house, his neighborhood was full of children who roamed the nearby woods and played baseball during summer or skated on a local pond in the winter (Berry, 8). When he grew up, he acknowledged the impact his parents had on him, stating that it had been â€Å"my joyous fate and supreme good fortune† to belong to such family (Berry, 8). According to Reef, Estlin once said â€Å"I did not decide to become a poet – I was always writing poetry (5)†. He did not originally start writing in the form for which he is best known today. When he was young, he wrote poetry and produced pencil drawings. His love of language was encouraged by his mother, who made up word games to encourage his creativity (Blanchard and Falcetti, 58). At the same time, his poetry is filled with descriptions and images of nature, natural elements, and natural processes (Parekh). He took his fathers pastoral background and used it to preach in many of his other poems (Eich). Estlin graduated from Harvard for his BA and MA studies. His travels took him to different places around the world. When war broke out between US and Germany in 1917, Estlin joined a Red Cross unit in France as an ambulance driver (Reef, 29). There, he and a friend were imprisoned on suspicion of espionage (www. poets. org). This experience resulted in his novel, The Enormous Room. He also traveled throughout Europe, where he met poets and artists including Pablo Picasso. He divided his life between Paris and Greenwich Village, and later between the Village and his New Hamsphire farm (Schmidt, 85). He became widely known as a whimsical and experimental poet (www. who2. com) whose radical use of â€Å"form, punctuation, spelling and syntax, abandoning traditional techniques and structures created a new, highly idiosyncratic means of poetic expression (www. poets. org)†. In addition, the landscape of New England with its animals, fields and forests influenced his poetry and infused it with images from the natural world (Shuman, 318). As Shuman succinctly point out: His poetry combines a child’s enthusiasm for the wonders of the natural world with a sophisticated adult’s wariness of official positions and conventional thinking (311). One such poem is the wonderful in just- . The poem quite simply is about the beginning of a new season: â€Å"in just-/ spring. † In this poem, Estlin â€Å"coins words, alters punctuations and invents his own typography. Thus, the poem itself represents creativity and how it spring from the earth (Phelan)†. The poem then continues on to paint a picture of Spring and embodies the themes of innocence and childhood. This poem in particular embodies his view, where Estlin himself explains: In so far as a human being is an artist, skies and mountains and oceans and thunderbolts and butterflies are immeasurable; and art is every mystery of nature (314-15). in Just- spring when the world is mud- luscious the little lame balloonman whistles far and wee and eddieandbill come running from marbles and piracies and its spring when the world is puddle-wonderful the queer old balloonman whistles far and wee and bettyandisbel come dancing from hop-scotch and jump-rope and its spring and the goat-footed balloonMan whistles far and wee e. e. cummings WORKS CITED Berry, S. L. â€Å"E. E. Cummings. † Indiana: The Creative Company, 1994. Blanchard, Mary Loving, and Cara Falcetti. â€Å"Poets for Young Adults. † New York: Greenwood Publishing Group, 2006. Cummings, E. E. â€Å"100 Selected Poems. † Atlanta: Grove Press, 1994. Cummings, E. E. â€Å"Commentary on Life and Art by E. E. Cummings. † New York: October House, 1965. â€Å"E. E. Cummings. † Academy of American Poets. 12 Dec 2008. http://www. poets. org/poet. php/prmPID/156 â€Å"E. E. Cummings. † A Who2 Profile. 12 Dec 28. http://who2. com/ask/eecummings. html Eich, Marty. â€Å"E. E. Cummings Biography. † 12 Dec 2008. http://famouspoetsandpoems. com/poets/e__e__cummings/biography Everett, Nicholas. â€Å"E. E. Cumming’s Life. † March 2001. Modern American Poetry. Dec 2008. http://www. english. uiuc. edu/maps/poets/a_f/cummings/cummings_life. htm Parekh, Pushpa N. â€Å"Nature in the Poetry of E. E. Cummings. † Spring Volume 3 1994: 63-71. Phelan, Julie. â€Å"Poetry analysis: in Just- by E. E. Cummings. † 12 Dec 2008. http://www. helium. com/items/1140501-google-yahoo-poetry-analysis-in-justby-ee-cummings-poetry-summary? page=1 Reef, Catherine. â€Å"E. E. Cummings: A Poet’s Life. † New York: Clarion Books, 2006. Schmidt, Michael. â€Å"The Great Modern Poets. † London: Quercus, 2006. Shuman, Robert Baird â€Å"Great American Writers. † New York: Marshall Cavendish, 2002.

Touching Wedding Speech from the Father of the Bride -- Wedding Toasts

Touching Wedding Speech from the Father of the Bride Ladies and Gentlemen, all of my guests, I cannot tell you how pleased I am today to see my daughter Anna looking so radiantly happy, as she begins her life with Steven. My wife and I do feel that we are losing Anna, but entrusting her to Steven?s good care. During the past few months as we have got to know him better, he has shown himself to be exactly the sort of person we had hoped Anna would marry ? charming, sincere, and reliable ? with a clear idea of what he wants from life and how to achieve it. At this time, I would like to take this opportunity to formally and wholeheartedly welcome Steven into our family. I am happy that you will be part of our family and I look forward to sharing more time with you in the coming year... Touching Wedding Speech from the Father of the Bride -- Wedding Toasts Touching Wedding Speech from the Father of the Bride Ladies and Gentlemen, all of my guests, I cannot tell you how pleased I am today to see my daughter Anna looking so radiantly happy, as she begins her life with Steven. My wife and I do feel that we are losing Anna, but entrusting her to Steven?s good care. During the past few months as we have got to know him better, he has shown himself to be exactly the sort of person we had hoped Anna would marry ? charming, sincere, and reliable ? with a clear idea of what he wants from life and how to achieve it. At this time, I would like to take this opportunity to formally and wholeheartedly welcome Steven into our family. I am happy that you will be part of our family and I look forward to sharing more time with you in the coming year...

Incarceration of African American Males Essay

Introduction The trend of African American males between the ages of 25 and 29 has seen a dramatic increase of incarceration. Attention has been focusing on areas of housing, education, and healthcare but the most prominent problem for African American males is the increase in the incarceration rate. African American males between the ages of 25 and 29 incarceration rate has been thought, by many, to be caused by economic factors such as under employment or unemployment, poor housing, lack of education, and lack of healthcare. Yet, others believe it is due to the imbalance of minorities within the criminal justice system, such as judges, lawyers, and lawmakers. This paper will explore two different outlooks; society has come up with so far, as to why African American Males between the ages of 25 and 29 are increasingly incarcerated. Finally, the information will give awareness to the problems that is faced by African American Males between the ages of 25 and 29. Prevalence – Problem 1 More than 40% of all American prisoners, men and women, are African American men, yet they make up just 13% of the U. S. male population (Roberts, 2004). This statistic does not include those African American men who are in local jails nor does it include those African American men under custodial supervision (Table 2). They enter the state and federal prison system, at the prime of their economic and reproductive lives and yet they exit prison behind both economically and socially. The high rate of incarceration among African Americans has been noted by the interconnection of poor economy, lack of affordable housing, mental illness, substance abuse, domestic violence, absence of a strong black male role model, lack of access to education, or some type of combination of these factors. Statistics don’t even give African American males a good chance to stay out of jail. They have a one in four chance of being incarcerated, while Hispanic American males have a one in six chance, and white males only have a one in twenty three chance of incarceration. The color of African Americans sets them apart and makes them targetable. Prevalence – Problem 2 There is evidence, in our American Justice System, of structural inequality as seen in the percentages of minorities to the percentage of majorities employed in high ranking positions, within the system. The percentage of United States judges by race are 79% Caucasian, 12% African American, and 2% Hispanics American (Federal Judicial Center, 2012), as for the thousands of lawyers in the United States it is approximate of 3% are African American (National Law Group, 2010-2011), and about 1 in 4 police officers are members of a racial or ethnic minority in 2007 (Bureau of Justice Statistics, 2013). An investigation into racial profiling showed that African American and Hispanic American offenders, who often are young unemployed males, are more likely than their white counterparts (Spohn, C., 2000). Their prison sentences are also typically longer or they receive differential benefits from guideline departures than do similarly situated white offenders (Spohn, C. , 2000). We must acknowledge the problems of racial disparity within the criminal justice system, communicate racial disparity within the criminal justice system with those we who are not informed of the problem, and stay committed to changing racial disparity within our justice system for change to begin. Causes In researching the high rate of incarceration in America it is more likely than not that the increase in African American Males being incarcerated is due to the War on Drugs (Table 1). It is public knowledge that drug crime ranks high among the effects of poverty. These poor neighborhoods not only endure crime they have poor schools, poor food, cramped living areas, and shortage of jobs if any jobs at all. Drugs and drug crime has become regularity in low income communities, arrests of Hispanics made up 55% of cocaine powder offences and 52% of marijuana offenses and 49% involving opiates: African Americans were suspected in 75% of crack cocaine cases; White males were suspected in 41% all methamphetamine cases (Motivans, M. , 2011). Decades of failed public and private remedies for chronic disparities and disadvantages in communities of color invite us to reexamine systems and institutions that provide and restrict opportunity in new ways (Lawrence, K. , 2011). The causes seem to be intertwined being poor equals, equals a poor education, equals lack of employment, and ultimately equals an increased rate of crime. Consequences The causes seem to be intertwined being poor, equals lack of education, which equals lack of employment, which equals increased rate of crime which equals impossibility to join criminal justice system. Also, many of these men are incarcerated while all the other non-incarcerated American young men are finishing school, starting careers, earning seniority at work, marrying and having children thus gaining capital. Even when released from prison, these men return back to their communities with a felony record that will pose extreme problems for them. The incarceration leads the released convict into a lower social class even if they were considered lower class Americans prior to their incarceration; they now are lower in social class standing in most instances. This leads to a poor African American community, perhaps as many as 50% of the male population will have been in prison. These incarcerated African American Males, who are in their prime of life, also are leaving half the families in this community facing such things as poverty, lack of affordable housing, mental illness, substance abuse, violence, absence of a strong black male role model, lack of access to education, or some type of combination of these factors. The community ultimately will become poverty stricken, struggling to survive, and ultimately vulnerable to the situation repeating. Solutions – How can this be changed? There are four key aspects to addressing racial disparity, in my opinion: 1. Acknowledge 2. Communication 3. Setback = Strength 4. Commitment Not only is the problem of racial disparity under recognized by society it is not being communicated effectively to make change. Majority groups needs to acknowledge racial disparity and minority groups need to communicate their knowledge regarding racial disparity. As each group majority and minority begins to become share their information with each other and work together for a common solution acknowledging there will be setbacks but with continued commitment systemic change will happen. Conclusion By refusing to tolerate disparate treatment of people of color or anyone within the criminal justice system we empower ourselves and our country. It is time that everyone including our legislators, law enforcement, prosecutors, defense attorneys, and judges work collectively and courageously to eradicate this negative stigma. Despite, America being known for its equal rights we are living proof that in this era inequality is a factor that cannot be taken lightly. The statistics that are surrounding African American males is astounding. We need to empower African American males with the knowledge that they have a one in four chance of becoming incarcerated. It is also important to know that Hispanic males have a one in six chance, and white males have a one in twenty three chance of incarceration. All of these statistics need to be addressed to empower each and every one us. Throughout history we have not seen a change in majority groups (White, Male) and minority groups (Women, anyone that is not White) although we have seen numbers of minorities increasing at a fast pace. Today, however, the election of Barack Obama, not once but twice, may set the new ideal of what an American actually is. As we embrace different cultures and their ethnic backgrounds society will prosper. As society increases their knowledge, in regards to each person’s differences, they will acquire greater strength and prosperity. The only issue, that can occur, will be in the short term empowering others to embrace diversity. When we look beyond short-term, focus will shift to diverse empowerment through embracing the knowledge of our differences thus making us stronger as a society. TABLE 1: BLACK PROPORTION OF DRUG ARRESTS, EXCLUDING MARIJUANA POSSESSION YEAR BLACK % 1999 40. 1 2000 39. 3 2001 39. 1 2002 35. 8 2003 33. 8 2004 33. 1 2005 33. 2 Data calculated from drug arrest figures by race provided by the Uniform Crime Reports division of the FBI TABLE 2: FBI CRIME REPORT Arrests By Race, 2006 [11,249 agencies; 2006 estimated population 216,685,152] Total White Black American Indian or Alaskan Native Asian or Pacific islander Total White Black American Indian or Alaskan Native Asian or Pacific Islander TOTAL 10,437,620. 7270214 2924724 130589 112093 100. 0 69. 7 28 1. 3 1. 1 Drug abuse violations 1376192 875101 483886 8198 9607 1000 63. 6 35. 1 0. 6 0. 7 DUI’S 1034651 914226 95260 13484 11681 100 88. 4 9. 2 1. 3 1. 1 Liquor laws 466323 398068 50035 12831 5389 100 85. 4 10. 7 2. 8 1. 2 Drunken-ness 408439 344155 54113 7884 2287 100 84. 3 13. 2 1. 9 0. 6 Dis-orderly conduct 5117264 325991 179733 7606 3934 100 63. 0 34. 7 1. 5 0. 8 (The FBI: Uniform Crime Report, 2010) References Bureau of Justice Statistics, 2013, http://bjs. ojp. usdoj. gov/index. cfm? ty=tp&tid=71 The FBI Uniform Crime Reports, 2010, Table 43, http://www. fbi. gov/about-us/cjis/ucr/crime-in-the-u. s/2010/crime-in-the-u. s. -2010/tables/table-43 Federal Judicial Center, 2012, Overview of the United States Court System, http://www. fjc. gov/public/pdf. nsf/lookup/FJC_Standard_PPT_English_June_2012. pdf/$file/FJC_Standard_PPT_English_June_2012. pdf Lawrence, K. , 2011, Race, Crime, and Punishment: Breaking the Connection in America. http://www. aspeninstitute. org/sites/default/files/content/docs/pubs/Race-Crime-Punishment.pdf Motivans, Mark, 2011, Washington, DC: US Dept. of Justice Bureau of Justice Statistics, http://bjs. ojp. usdoj. gov/content/pub/pdf/fjs09. pdf National Law Group 2010-2011, http://blacklawyers. net/ Roberts, D. , 2004, Measuring the Social and Moral Cost of Mass Incarceration, in African American Communities, http://www. law. fsu. edu/faculty/2003-2004workshops/roberts. pdf Spohn,C. ,2000, Thirty Years of Sentencing Reform: The Quest for a Racially Neutral Sentencing Process, http://www. justicestudies. com/pubs/livelink3-1. pdf.