The next types are breakwaters

There are a variety of techniques and efforts used to stabilize shorelines throughout the world and some are temporary and some are permanent. Structures built to protect a coast from erosion or to prevent the movement of sand along a beach are known as hard stabilization (Lutgens and Tarbuck, 2008).There are three common types of hard stabilization which are considered to be permanent techniques. The first types of hard stabilization are called groins. A groin is a barrier built at a right angle to the beach to trap sand that is moving parallel to the shore.The next types are breakwaters, which are structures designed to protect watercraft from the force of large breaking waves by creating a quiet water zone near the shore. The third type is a seawall. Seawalls are just that; walls built parallel to the shore to protect the coast and property from the force of breaking waves.Hard stabilization is usually very effective and a lot of the time too effective. Groins tend to sand-starve the longshore, breakwaters may allow sand to accumulate behind the structure due to reduced wave activity and seawalls causes the beach seaward side to experience significant erosion.Alternatives to hard stabilization are beach nourishment and relocation. Beach nourishment is replacing sand on beaches, however the downside to this is that is does not last and is expensive. Relocation is relocating storm damaged buildings and buildings at high risk, thus allowing nature to reclaim the beach. The downside to this is that people do not want to give up their ocean front property. (Lutgens and Tarbuck, 2008)I do not believe that urbanization and development of coastal area always contribute to shoreline erosion because people want to protect their property from erosion therefore doing what they can to prevent erosion. However, I also believe that sometimes people end up doing more harm than good with their methods used to prevent shoreline erosion from happening.References:Lutgens, F. an d Tarbuck, E. (2008). Foundations of Earth Science: Fifth Edition. Pearson Prentice Hall. Â  

Othello Speech – Modernisation of Geoffery Sax’s Movie

Othello is a tragedy that examines the darker aspects of human existence such and jealousy and revenge. Othello is unique in the way that it forces us as audience to contemplate what it is to be human. Shakespeare ingeniously challenges the Elizabethan attitudes and values towards the prejudices of race and gender while also presenting his contextual theme of chaos versus order. These values transcend the context of both modern and contemporary audiences and it is through the BBC adaptation by Geoffrey Sax that modern audiences are able to engage with relevance of these issues. Othello is a story of black and white, or even more so black versus white. Shakespeare represents this racial battle on an interesting level, as a battle of good versus evil which is always seen in black versus white. It is within the character and interactions of Othello that, Shakespeare privileges and challenges the idea of the prejudice of racism. It can easily been seen that in Elizabethan times there would be no-one who would look favourably on a â€Å"black† man yet Shakespeare has placed him in one of the highest positions as the general of the Venetian army in Cyprus. Othello is a man of confidence, nobility and rank yet he is constantly inferior because of his colour as can be seen through Iago who refers constantly to him as â€Å"The Moor† and even states him of one with the devil; â€Å" When devils will the blackest sins put on†( Act 2 Scene 3, Line 341). This is likely to represent the attitudes of a great deal of people at the time the play was written as even the Queen of England was racist as at one point she expressed her discontent at the great number of ‘Negars and blackamoors which are crept into the realm’. Yet it is through Othello’s character that Shakespeare is able to challenge the stereotypical ideology of

Bachelor of Early Childhood Studies for Piaget

The four stage theory of Jean Piaget’s demonstrates the way through which children acquire knowledge through playing. This is one of the most critically criticized physiological theories of all decades. The theory on how children build up knowledge faced many challenges. Also many of them are pletely justified. Due to his grand vision the theory is fitting to round off this series on over 10 crucial child psychology studies along with the work of well known Swiss developmental psychologists Jean Piaget (Trevarthen et al., 2016).   His theory implies that, the intellect of a human develops with the help of assimilation, play and a modation. In the current field of technology the growing role of education system efficiently supports the understanding of the children. The nature of the technology encounters the need that helps to support the children to maximize their benefits. ICT in playground may be iPods, cell phones, MP3 players and puter are used to allow access to pictures, Video cameras and moreover games also. There are many ICT games available for the children such as Super Mario, puzzle, sketchpad, angry bird etc which helps them to explore their knowledge level. With the help of these ICT technologies the children can acquire high level knowledge. The stages mentioned in this theory include sensorimotor, pre operational, concrete operation and formal operation. While prising ICT and children play it has been found that,   puter games help them to b e more familiar with technology.   This theory reflects that children play active roles in the cultural and historical theory of human culture. In order to refine and test the basic practices of schooldays the children nature are analyzed by Lev Vygotsky (Hamari & Nousiainen, 2015). This theory implies that even without the help of the adults, the children can reach their desired destination only learning from the society. This means that after playing different games in the childhood, the children can learn new skills and ideas from the society. With the help of new learning skills and ideas without any assistance the children can reach highest peak of success. In current days children are also widely using technology in their daily lives. ICT development in the early childhood provides high quality practices that are helpful to support the children development and learning. In order to make these choices the practitioners need to be much familiar with different tools. With the application of puter games and online games the children can learn a lot from the social context. This is the theory of how the children learn self regulation through playing. The theory developed by Sigmund Freud, states that playing is the way that helps to express all the socially unacceptable behaviors (Moore, 2017). Play also helps a child to expel his or her undesired feelings and all the actions through a much acceptable direction. The sense of control of the children reduces anxiety and also helps to express all their forbidden feelings. Not only traditional games but advanced puter gaming helps children to obtain sense of control over different events. In the early childhood children can gain self regulation power through play. ICT plays effective role in the early childhood days. Early childhood education and play both include many hardware and software as their technology. Play can promote abstract ideas through creating separation between the objectives and actions. Using both the action and objects children can effectively reach even beyond the standard development in cognition and self regulation. Not only this but also from ICT context, children also obtain mental representations on social roles and about the rules of society for self regulation. The theory developed by Gregory Bateson implies the way through which the children learn munication through playing. It is focused on the script that the children follow while playing any game. munication reflects the ability of the child and also their ability to learn something new (Siegler, 2016). The munication approach shared among the children is termed as Meta munication skill. After considering the ICT aspect it can be said that, for any child munication is an important tool that has to be used to share thoughts and ideas. ICT technology offers deep social changes that influence segment of the human life and children. The characteristics of play are related to different practical activities. prising the ways that help the children to learn municate drives the evolution through enabling organisms for rapid adoption of novel environment. Gregory, E., Lytra, V., & Ilankuberan, A. (2015). Divine games and rituals: how Tamil Saiva/Hindu siblings learn faith practices through play.  International Journal of Play,  4(1), 69-83. Hamari, J., & Nousiainen, T. (2015, January). Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. In  System Sciences (HICSS), 2015 48th Hawaii International Conference on  (pp. 682-691). IEEE. Moore, R. C. (2017).  Childhood's domain: Play and place in child development  (Vol. 6). Routledge. Roskos, K. A. (Ed.). (2017).  Play and literacy in early childhood: Research from multiple perspectives. Routledge. Siegler, R. S. (2016). Continuity and change in the field of cognitive development and in the perspectives of one cognitive developmentalist.  Child Development Perspectives,  10(2), 128-133. Trevarthen, C., Panksepp, J., Bentzen, M., Lakoseljac-Andreasen, C., Rubin, P. B., Winstead, M., ... & Goldstein, B. (2016).  Inclusion, Play and Empathy: Neuroaffective Development in Children's Groups. Jessica Kingsley Publishers.

Ecommerce law Essay Example | Topics and Well Written Essays - 750 words

Ecommerce law - Essay Example Suppliers, on the other hand, are limited to bring a dispute only in the MS of the consumer's domicile (Art. 162). These rules are not limited by the 'means' that the contract was concluded (Art 151c), such that it covers contracts concluded electronically, extending the protection to e-consumers. English Common Law, on the other hand holds that the choice of law will be that chosen by the parties6 unless it is not bona fide or illegal7 and can only be overridden by the mandatory rules under the Unfair Contract Terms Act 1977 272. The absence of a choice of law, in this sense renders the country with the closest connection applicable.8 Under the Rome Convention (Convention), since it can apply to disputes regardless if the parties are members of a contracting state to the convention (Art 2); "a contract shall be governed by the law chosen by the parties" (Art 31). ... In the United Kingdom, these are set by the Unfair Contract Terms Act 1977, as well as precedents in Common Law. In all three laws, the applicable law will be that chosen by the parties. However, under the three laws, for the rules regarding the absence of a choice of law to be enforced, it is required that 'steps necessary for the conclusion of the contract,' as well as 'specific invitation' or 'previous advertising' are conducted in a country for that country's rules to be applicable (Convention, Art 52; Regulation, Art 133a; Unfair Contract Terms Act 272).9 These provisions, however, entail certain problems. First, the lack of clear definitions regarding fundamental concepts, such the word 'professionals' for both the Regulation and the Convention; and the definition of 'goods and services' under Art 5 1 of the Convention, which does not cover the sale of software as well as content downloads, are bound to create jurisdictional problems for consumers. Second, with regard to the Convention, the rules are not flexible enough to cover changes in the geographic location of the consumer (Art 5 4), which are common in online transactions. This is in contrast to Art 15 1c of the Regulation, where the directed activity concept caters to changes in the consumer's geographic location, provided that they are within the target audience of the professional; which unfortunately is rendered problematic due to lack of legal definition of 'professional', as mentioned above. Third, the consumer is also in danger of losing the protection of his domicile' s 'mandatory rules' as stated in Art 72 due to the requirement in Art 52 that the supplier must first indicate intent to reach a certain market to be applicable, illustrating inflexibility. Last, with

Influenza Pandemic Essay Example | Topics and Well Written Essays - 1000 words

Influenza Pandemic - Essay Example The research explained how the next influenza pandemic may arise and its possible outcome. This paper also discussed the history of Influenza happened in the year 1918, 1957, and 1968. Moreover this research used pictures and tables for effective illustrations of significant information. An influenza pandemic is a universal outbreak of flu disease that takes place when a new type of influenza virus appears that people have not been exposed to before (Kilbourne ED. 1975). According to Kilbourne ED. (1975) that pandemic flu is a worldwide outbreak of disease that takes place as soon as a new influenza virus appears in humans, causes serious illness and then spreads effortlessly from person to person worldwide. There are three types of influenza. Influenza A, B and C viruses are known to cause disease in humans. While influenza B and C viruses are strictly human pathogens, influenza Type A viruses are readily isolated from avian species, pigs and other animals. Influenza Type A viruses are divided into subtypes based on differences in the surface glycoprotein antigens, hem agglutinin (HA) and neuraminidase (NA). There are 14 known HA subtypes and 9 known NA subtypes. All of these subtypes have been isolated in birds but only 3 different HA and two different NA subtypes have been isolated in humans (See table bellow) The influenza viruses are only one of its kinds amongst the respiratory viruses in that they undergo major antigenic variation (Stuart-Harris C. 1979). Antigenic drift entails minor antigen changes from one season to the next and may result in epidemic spread of the new strain. Antigenic shift entails major antigenic changes of the HA and NA molecules and happens merely with Influenza A viruses. These changes can result in the appearance of pandemic viruses. In accordance with Stuart-Harris C. (1979) three worldwide outbreaks of influenza occurred in the 20th century: in 1918, 1957, and 1968. Of these, the 1918 Spanish Flu was the most severe, with 50 million or more deaths worldwide. The last 2 were in the era of modern virology and most thoroughly characterized. All 3 have been unofficially identified by the presumed sites of origin as Spanish, Asian, and Hong Kong influenza, respectively. According to Stuart-Harris C. (1979) they are now identified to represent 3 various antigenic subtypes of influenza Type A virus: H1N1, H2N2, and H3N2, respectively. Not classified as true pandemics are 3 prominent epidemics: a pseudo pandemic in 1947 with low death rates, an epidemic in 1977 that was a pandemic in children, and an abortive epidemic of swine influenza in 1976 that was feared to have pandemic potential. Major influenza epidemics show no predictable periodicity or pattern, and all differ from one another. Evidence implies that true pan demics with changes in hem agglutinin subtypes take place from genetic reassortment with animal influenza Type A viruses. No one can foresee when a pandemic might take place, but public health experts think it is only a matter of time before the next one arises. Experts all over the world are watching the H5N1 avian flu condition in Asia very severely and are preparing for the probability that the virus may start to spread more easily and broadly from person to person. If this happens, the next

CANNIBALISM Essay Example | Topics and Well Written Essays - 500 words

CANNIBALISM - Essay Example In two fascinating articles on the subject, Billman, et al, and Dongoske, et al, explore these questions. In Billman's article, the archaeologists explored a site in Colorado, dating from about one thousand years ago. The authors describe the sites in detail and provide maps. A number of items were uncovered including tools. But the main discoveries are a number of disarticulated human bones consistent with the practice of cannibalization. A human coprolite also suggested that the people at the site had been consuming human flesh. The authors are careful to distinguish between different types of cannibalism. They carefully describe both: [I]n situ floor deposit sites and secondary deposit sites, might represent victim and perpetrator communities. At victim sites, villagers were killed, processed, and probably at least partially consumed. At perpetrator sites, captives and body parts would have been brought back, consumed, and then disposed of in a manner similar to routine food refus e. If in situ deposit sites and secondary deposit sites do represent victim and perpetrator sites, then high ratio of victim to perpetrator sites (8 to 1) in the Mesa Verde region suggests that cannibalism never became a multigenerational and institutionalized practice (Billman, et al, 2000).

The Talk with Voluntary Participation of a Project Assignment

The Talk with Voluntary Participation of a Project - Assignment Example I explained to them it has to be done according to the procedure to avoid problems in complicated studies. They were given the list of words first and allowed to study it. It took about 2-5 minutes to study the list. Then they were given the distracter math quiz and recognition test thereafter. All participants were keen to answer the math quiz. At the end of the test, they wanted to know how many answers were correct. In Recognition test participants were asked to circle the words that they have seen in the word list prior to the math quiz. Two participants requested a further explanation of the procedure and I explained them. One subject wanted to read the word list for another time (aftermath quiz) but he was not permitted to do so. All the participants were confident about the words which were on the memory list and two of them (A and B) correctly circled all words in the list. Further, they confidently gave scores for the words they believed that was on the list. However, when they were asked to give scores from 1-5 for each word, that was not in the list they were confused and three of them felt that their early answers were wrong and they have missed more. They were confident about the words in the memory list but less confident about the words not in the list. They spent comparatively longer time to decide the scores for the words not in the list and for most words they gave scores less than 5. Only one participant (B) confidently gave 5 marks for the words, not in the list and all of his answers were correct. It took approximately 45 to 60 minutes to complete a session with a participant. Since participants wanted to know their results at the end of each session their scores were calculated and explained. Three of them wanted to spend some time to go through the wrong answers and understand them. Therefore answer papers were given back to them for about 5 to 10Â  minutes.