VAGINITIS Assignment Example | Topics and Well Written Essays - 750 words

VAGINITIS - Assignment Example However, the majority of the people do not develop the symptoms of the condition. Moreover, the infection is most likely to be found in women as compared to men. At the same time, older women are most likely to be infected as compared to younger women (CDC, 2015). The infection occurs through sex. In women, the infection occurs in the lower genital tract while in men infection occurs in the urethra (CDC, 2015). Infection is not likely to occur in other body parts. There are various symptoms of the disease in men and women, but various factors such as age influence presentation of symptoms. The paper will discuss the presentation, characteristics, and a treatment plan for Trichomonas diagnoses of vaginitis. There will also be a review of diagnostic tests before the treatment plan as well as educating patient taking into consideration the health disparities that may affect treatment. The disease presents with various signs and symptoms in men and women. The challenge is that the majority of infected men and women will show no signs and symptoms. The signs are usually evident in four weeks after coming in contact with the parasite (Family Planning Association (FPA), 2015). There are various signs or symptoms in women. The first thing to note in women is soreness, swelling, and itching in areas around the vagina (FPA, 2015). This has significantly been associated with challenges that occur when one is having sex. Secondly, there is a change in the discharge coming out of the vagina. One may have increased discharge that has an unpleasant smell and may be thick or thin will some yellow coloration (FPA, 2015). The condition is also associated with pain when urinating in women. In men, there is discharge from the penis and may be thin and whitish (FPA, 2015). At the same time, the affected person may experience pain while passing out urine. The other sign although no t extensive in men is swelling

Literacy and Young People Essay Example for Free

Literacy and Young People Essay Literacy means the ability to read and write. Only recently has the word ‘literacy’ been applied as the definitive term for reading and writing, mostly since the introduction of the National Literacy Strategy in schools. The skills of reading and writing complement each other and develop together, it therefore makes sense to use the term ‘literacy’. Reading and writing are forms of communication based on the spoken language. Effective speaking and listening skills are essential in order to develop literacy skills. The progression of literacy skills is a vital aspect of development and learning. Without the  ability to read, write and listen children and young people may not be able to function effectively in school, college, university or at work or communicate with others about their ideas and participate fully and safely in the community. Literacy enables children and young people to express themselves creatively and productively. The majority of jobs and careers rely on an element of basic literacy (and numeracy) skills. Literacy is required in our everyday lives, to keep us safe by being able to read signs and follow instructions, read directions, reading newspapers, recipes, food labels, dealing with  household finances. Literacy also enables us to progress with technology by being able use computers competently, surfing the internet and being able to read and write emails. As the heart of all learning lies the two key skills, literacy and numeracy. Literacy is possibly the more important of both skills as children and young people need literacy in order to access further curriculum areas, e. g in order to approach a numeracy problem, the question needs to be read and understood before the answer can begin to be found. The development of literacy is important from an early age for all children and young people. As Teaching Assistants it is likely that we will be supporting children and young people with communication difficulties or other Special Educational Needs which could have an impact on their literacy skills, a situation may also arise where English is not the first language. It is important that children and young people are encouraged to explore the way the English language works, e. g phonics for vocabulary, reading, writing and spelling. This will enable children and young people to gain knowledge to be able to read, write and spell confidently. Amanda Pinfold TDA 3. 11 2 The learning objectives are associated to 12 strands in literacy to demonstrate progression in each strand. The strands are as follows:- Speak and listen for a wide range of purposes in different contexts 1. Speaking 2. Listening and responding 3. Group discussion and interaction 4. Drama Read and write for a range of purposes on paper and on screen 5. Word recognition: decoding (reading) and encoding (spelling) 6. Word Structure and spelling 7. Understanding and interpreting texts 8. Engaging and responding to texts 9. Creating and shaping texts 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation Within my setting we aim to encourage children and young people to be able read and write with confidence, fluency and understanding, to be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their read and be able to correct their own mistakes. To understand the sound and spelling system and use this to read and spell accurately, have fluent, legible and cursive handwriting. To have an interest in words and their meanings and a growing vocabulary. To know, understand and be able to write a number  of genres in fiction and poetry, understand and be familiar with some of the ways in which narratives are structured through basic literacy ideas of setting, character and plot. The ability to understand, use and be able to write a range of non-fiction texts, plan, draft, revise and edit their own writing, have a suitable technical vocabulary through which to understand and discuss their reading and writing. Children are encouraged to be interested in books, read with enjoyment and evaluate and justify their preferences. Develop their own powers of imagination, inventiveness and critical awareness through reading and writing. In the Foundation Stage (Nursery and Reception) Children and young people should be given the opportunity to speak, listen and represent ideas in their activities. Use communication, language and English in every part of the curriculum and to become immersed in an environment rich in print and possibilities for communication. All Key Stage 1 (Years 1 and 2) – Children and young people should learn to speak confidently and listen to what others have to say. They should begin to read and write independently (using phonic knowledge) and with enthusiasm. They should be using language to explore their own experiences and imaginary words. All Key Stage 2 (Years 3-6) – Children and young people should learn to change the way they speak and write to suit appropriate situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works. Intervention groups are offered in speaking, reading, writing and listening to those children and young people who are under-attaining and booster groups for the more able. Where the pupils performance is significantly below average we will seek specialist provision such as speech therapy, EAL programmes and reading recovery will be accessed as needed. In Key stages 1 and 2, English sessions use the National Strategy unit plans (our own versions) focusing on shared reading, shared and guided writing and producing sustained Amanda Pinfold TDA 3. 11 3 outcomes. Further lessons are also used for focused activities in phonics, guided reading and comprehension. In Key Stage 1 there is a daily phonics session, daily guided reading and English lesson. There is one discrete handwriting session each week. In addition to this, there is also a slot used for the development of speaking and listening and the class story. In lower Key Stage 2 there is also a daily phonics session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight. Additionally there is also a slot used for the development of speaking and listening and the class story. In upper Key Stage 2 there is a daily phonics/spelling session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight. Additional there is a slot used for the development of speaking and listening and the class story. The monitoring and evaluation of the English policy is the responsibility of the English co- ordinator who is responsible to the head teacher and the governors for the development of English throughout the school. This is to be achieved in a variety of ways: ?Regular discussions with staff concerning the progress of groups and individuals ?Involvement in long and medium term planning across the school in English ? Regular classroom observation and working alongside colleagues to help identify  strengths and weaknesses, to provide support to individual staff where appropriate ?Regular monitoring of resources, planning and children’s work ?Reviewing of assessment outcomes and data to evaluate the quality of learning in English throughout the school. ? Checking that within a key stage there is coverage of the full English curriculum in line with national curriculum requirements, the early learning goals and current National Primary Framework objectives (where used) ?Checking that appropriate opportunities to raise multicultural and gender issues are created and taken  ?Ensure that the time spent on the teaching of English is meeting our pupils needs Literacy Lessons are the same time each day, after morning break time. They are broken down into phonics and spelling, guided reading and English. The lesson starts at 10. 45 and finishes at 12. 30pm. The children start by gathering on the carpet area to be given an overview of what is happening in the day’s lesson. As a Teaching Assistant a discussion would have taken place with the Class Teacher prior to the lesson taking place to establish the lesson plan and what is expected of you for the lesson. Some Teaching Assistants may have  been involved with elements of planning a lesson and able to give their own ideas as to how is the best way to carry out activities. It may be that you work with a designated group of children who have development issues and require more attention. It is important that the Teaching Assistant works together with the class teach to monitor the progress of pupils in all areas of literacy development. This will usually ensure that the children and young people are focused and able to meet the learning objectives. Some pupils will require more encouragement to participate than others through the use of praise and  feedback, whilst identifying any concerns or problems they may have. Monitoring of the children and young people also involves the relaying of information to the Class Teacher in respect of learning objectives and feedback as to how the tasks were Amanda Pinfold TDA 3. 11 4 managed and how to achieve their goals going forwards. We also carry out intervention activities in my setting where a group of children are taken out of the lesson by a Teaching Assistant to carry out some additional literacy activities to concentrate on tasks such as sounds of letter groups, reading sessions and basic spellings to  help improve their literacy development. There are also groups of children who are taken out of lessons 3 times a week to carry out additional reading activities to help improve their reading skills. In our classrooms, we also use a ‘working wall display’ to show the key learning objectives for the terms activities and the pupils are able to use this to assist with their learning independently. Within my setting we also have a reading partners lesson on a Thursday morning where year groups visit other class rooms and read with each other, e. g Year 4 read with reception, Year 3 read with year 1 and year 2 with year 5. This gives children and young people to the chance to gain confidence in reading and speaking in front of other children who are of a different age and more developed. Amanda Pinfold TDA 3. 11 5 Bibliography Textbooks: Textbooks: Burnham,L, Baker,B (2010) Level 3 Diploma Supporting Teaching and Learning in Schools (Primary). Harlow. Heinemann part of Pearson Burnham,L(2002) Brilliant Teaching Assistant. Prentice Hall Kamen, T (2008) 2nd Edition Teaching Assistants Handbook NVQ SVQ Levels 2 3. Maidstone. Hodder Education Primary School Literacy Curriculum Policy overview Amanda Pinfold TDA 3. 11 6.

Evaluation of UK Legislation and Policy on Fracking

Evaluation of UK Legislation and Policy on Fracking AN EVALUATION OF CURRENT UK PLANNING LEGISLATION AND POLICY MEASURES TO CONTROL THE POTENTIAL IMPACTS OF FRACKING ON WILDLIFE CONSERVATION Chapter 1: Introduction Introduction The pace of the development of Britains Shale-gas industry is accelerating due to the current governments policy to progress the extraction of shale-gas, or fracking as commonly known, to provide energy security, growth and jobs (DBEI. 2017). Commercial extraction of shale-gas is not yet in production, but exploration of the recoverable amount available is occurring. Shale-gas could potentially be a resource that transforms the UK energy market and contribute to the national security of supply. However, whilst the economic potential is apparent, the environmental and social implications are unknown. There have been reports of earthquakes (in Lancashire) (DECC 2013), leakage of fracking chemicals and gas (methane) into the water table, where fracking has occurred, most typically in the United States of America (Finkel and Hays 2016). There has also been campaigning by community groups opposed to fracking because of the environmental concerns. Hydraulic fracturing involves injecting a viscous fracturing fluid carrying a proppant, usually select sand, which is left in fractures to hold them open and promote substance migration to wellbores but advances in directional drilling with a greater horizontal reach means that multiple wells can be drilled from a single pad. (Zillman et al. 2015). However, this could include horizontal drilling beneath Nature Reserves, Country Parks, Sites of Special Scientific Interest (SSSI) etc. Some of the concerns by these new technologies are: (a) Air emissions. (b) Water quality and quantity (aquifer and surface water contamination by fracturing fluid chemicals). (c) Potential seismic activity, particularly in major fault areas. (d) Public participation in regulatory decisions concerning fracturing activities. (e) Transparency, including public disclosure of chemicals and toxicity information. (f) Disturbance creating dust, noise, and congestion in communities that host fracturing operations. (Zillman et al. 2014.) All of which have potential to impact upon humans and wildlife conservation. Consequently, the Law and Policy surrounding fracking and the environment to conserve wildlife will be evaluated. Aims and Objectives This study aims to evaluate current UK planning legislation and policy with regard to the potential impacts of fracking on wildlife conservation. An analysis of the controls available for the protection of wildlife and the compensation procedures that are currently in place will be discussed within this report. The analyses of concerns and opinions of the businesses involved, government policy, wildlife organisations, public and media opinions which may have an impact on future planning policies and procedures, habitat degradation, human health, and wildlife conservation will be undertaken. Case studies, government articles, fracking company media statement and media reports used to illustrate current approach. An analysis and evaluation comparison of two shale gas companies within the two counties of Nottinghamshire and Lancashire, both of which have had planning permission granted for fracking exploration sites. In the county of Lancashire, planning permission was refused not only for an exploration site but for extraction of shales gas. The company turned to the government to appeal this decision which was overturned. Preston New Road Action Group (a group of local residents) has subsequently appealed and the hearing is set for 15 March 2017. Therefore, are the strategies that are currently in place sufficient to meet all needs from both companies, the conservationists, the public and the government? To investigate and evaluate the policies and procedures required by the Shale gas companies to obtain planning permission to include Environmental Impact Assessments, are these effective, detailed sufficiently and acceptable? What are the procedures post damage or accident? Is this acceptable? Critical analyse of each perspective. Methods Materials This evaluation analysis is a desktop review and will therefore not require the participation of human, animal, and environmental subjects. Information will be sourced from scientific and law books, scientific journals, media reports and websites (such as governmental, legal and the companys websites). European Law will not be taken into consideration due to the imminent exit from the European Union. Therefore, only the Laws and policies currently in place for England and Wales are to be included. Some of the topics covered in this study will be: Environmental Law; Law Commission Report 2012; National Planning Policy Framework; Environmental Impact Assessments of the sites in the two Counties; Company information of the two companies involved Caudrilla Resources and IGas plc. The criteria used when searching for information was based upon: Environmental Law; Fracking in the UK; Legislation and policy with regard to planning in the UK; Fracking in Lancashire; Fracking in Nottinghamsh ire; Hydraulic Fracturing; Shale Gas; UK Shale Gas Fracking House of Commons 2017; à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. to be completed. Not quite sure how to finish this off Chapter 2: Shale-gas Fracking 2.1 Overview of fracking. Extraction of a natural gas known as shale gas is found in shale rock formations that can be extracted by Hydraulic fracturing (fracking). The gas is mined by drilling a well down vertically until it hits the shale, then horizontally. This involves inserting high volumes of water mixed with chemicals into the rock to cause it to fracture and release the gas. See Figure 1. Currently the UK government supports fracking although concerns remain about the adequacy of current UK regulation of groundwater and surface water contamination and the assessment of the environmental impact. Figure 1. Hydraulic Fracturing and environmental concerns (Carbon Brief 2013). 2.2 Legislation and policy relevant to fracking, and wildlife conservation. Environmental regulation is intended to protect the environment. The impact and effectiveness of the legislation can be considered from several perspectives which seem to be fragmented and haphazard at best. Some of the law statutes for environmental protection include: Clean Air Act 1956 Clean Neighbourhood and Environmental Act 2005 Control of Pollution Act 1974 as amended in 1989 Environment Act 1995 Environmental Protection Act 1990 Freedom of Information Act 2000 Law of Property Act 1925 National Parks and Access to the Countryside Act 1949 Natural Environment and Rural Communities Act 2006 Nature Conservancy Council Act 1973 Pollution Prevention and Control Act 1999 Town Country Planning Act 1990 Water Resources Act 1991 Wildlife and Countryside Act 1981 Case Law will also be included where relevant. The principles under common law governing property rights to the subsurface and to minerals are necessary to understand the law governing activities using geological developments. The general rule (with some exceptions) is that the rights deriving from the possession or ownership of an estate in land extends upwards and downwards. The Latin phrase that expresses this rule is cujus est solum ejus est usque ad coelum et ad inferos; to whom the soil belongs, to that person it belongs all the way to the sky and the depths (Zillman et al. 2014). Therefore, permission from the land owner must be sort to enable permission for fracking to take place on privately owned land. In the case of Bocardo v Star Energy UK Onshore Ltd in 2010 the land owner sued the oil company for trespass for three wells made under its land for directional drilling. In the case Star Energy Weald Basin Limited (and another) v Bocardo SA (Supreme Court Judgment, 28 July 2010). There is no depth limit after which geolo gical formations are owned by the state and that any invasion of it must have a physical effect on the surface. It could be said therefore that considering the risks associated with fracking and public opinion generally against fracking, land owners would not allow fracking upon their land but government incentives and fracking companies payments to allow access can be a high incentive to land owners. This could influence the conservation of wildlife if directional drilling undermines a special conservation site alongside a landowner that has agreed permission. Who owns shale gas? Shale gas counts as petroleum within the meaning of the Petroleum Act 1998 and the rights are vested in Her Majesty. By section 2(1) of that Act. The Crown has the exclusive right of searching for and getting petroleum in its natural condition within Great Britain. The Department of Energy and Climate Change (DECC) issues licenses to companies for exploration and for mining. The Oil and Gas Authority (a department within the government) is responsible for awarding onshore oil and gas licenses, which include exploratory fracking operations. On 17 December 2015, the Oil Gas Authority (OGA) announced that licences for a total of 159 blocks were formally offered to successful applicants under the 14th Onshore Oil and Gas Licensing Round (OGA 2017). Proposals for shale gas exploration or extraction in England Wales are subject to the requirements of the Town and Country Planning Act 1990 administered by the Minerals Planning Authority (MPA) for the area in which the development is located. Individual town and city planners face a difficult task, they are required to consider the future economic and social needs of the community and provide the best possible environment in which to live and work (Evans, Stephenson, and Shaw 2009). Public and conservation charities opinion and opposition to the proximity of the well sites. The legal framework for land use planning and relevant legislation will be discussed individually for Lancashire and Nottinghamshire later. In May 2015, the government issued a statement regarding sustainable development making decisions now to realise our vision of stimulating economic growth and tackling the deficit, maximising wellbeing and protecting the environment, without affecting the ability of future generations to do the same (DEFRA 2015). Each department within the government is responsible for their own policies and activities to create sustainable development with DEFRA overseeing decisions. As you will see from the statement: development, economic growth and tackling the deficit, comes as a priority before wellbeing and protecting the environment. In June 2012, the government commissioned The Royal Society to compile a Review of Hydraulic Fracturing and their initial findings concludedà ¢Ã¢â€š ¬Ã‚ ¦ The health, safety and environmental risks associated with hydraulic fracturing (often termed fracking) as a means to extract shale gas can be managed effectively in the UK as long as operational best practices are implemented and enforced through regulation (RS and RAE 2012). However, they also made ten recommendations summarised as: to detect groundwater contamination, to ensure well integrity, to mitigate induced seismicity, to detect potential leakages of gas, water usage and wastewater should be managed in an integrated way, an Environmental Risk Assessment (ERA) should be mandatory for all shale gas operations, best practice for risk management should be implemented. (RS and RAE 2012). These recommendations should be included within the planning and licensing applications. On the 6 April 2016, section 50 of the Infrastructure Act 2015 came into effect introducing amendments to the Petroleum Act 1998 regarding when and how consent can be issued for hydraulic fracturing in relation to the exploration and production of shale gas. The changes to the Infrastructure Act 2015 gives the shale gas companies in England Wales the means to access deep level land at least 300 metres underground for deep geothermal energy, one of which is shale gas. It also imposes a formal consent from the Secretary of State for Energy and Climate Change. It also originally stated that there would be a ban on fracking in National Parks, Areas of Outstanding Natural Beauty (AONB) and Sites of Special Scientific Interest (SSSI) but SSSIs have been excluded and now allow for underground fracking. It should be noted that some regulators whom approve licenses for fracking, such as the Environment Agency, view prosecution as a last resort and prefer to adopt a compliance strategy. The Environment Agency is a government run organisation who work to create better places for people and wildlife, and support sustainable development. (Environment Agency 2017). Environmental permitting regulations cover: protecting water resources, including groundwater (aquifers), assessing and approving the use of chemicals which form part of the hydraulic fracturing fluid appropriate treatment and disposal of mining waste produced during the borehole drilling and hydraulic fracturing process suitable treatment and management of any naturally occurring radioactive materials (NORM) disposal of waste gases through flaring In the planning process the Environment Agency can be a statutory consultee and provides local planning authorities (county or unitary local authority) with advice on the potential risks to the environment from individual gas exploration and extraction sites (DBEIS 2017). The government publish documentation to convince the public of the strict processes companies have to adhere to before obtaining approval, operators pass rigorous health and safety, environmental and planning permission processes before any shale operation can begin in the UK (DBEIS 2017). See figure 2. Figure 2. Infographic: What happens before a company can explore for shale gas? (DBEIS 2017) 2.2 Impact on Wildlife Conservation, the concerns and public opinion. The first resource for environmental implication impact to consider is water. The quality, quantity used, accessibility of the resource and waste water disposal. Vast quantities of water mixed with proppant and chemical additives, for example: gelling and foaming agents, friction reducers, crosslinkers, breakers, pH adjusters, biocides, corrosion inhibitors, scale inhibitors, and surfactants are injected under pressure to release the shale gas and enable the gas to return to the surface. One third of them lack mammalian toxicity data (Stringfellow et al., 2014). The Department of Energy and Climate Change (DECC) 2013, states that it is likely to involve the use of large quantities of clean water, typically 10,000 to 30,000 m3 water per well (10,000 to 30,000 tonnes). The water may be obtained from the local water supply company sources or by abstraction from surface or groundwater (if permitted by the relevant environment agency under licence). Loss of well integrity has led to contamination of surrounding strata by fracking fluid and/or methane (Jenner and Lamadid, 2013). Most water used is locked away underground and never returned to the natural hydrological cycle. Impacts on water quality have a potential to impact on contamination of groundwater aquifer layers with either the fracking fluid used to dislodge gas, or the methane gas itself (which is of course poisonous). As you will see from the following map of Great Britain this shows drilling sites and aquafers. See figure 3. Also, to be considered is the potential surface discharges of contaminated produced water (water drawn from the formation to initiate production, which flows to the surface for life of the well) and flowback water (predominantly fracturing fluids, which comes to surface after fracking is completed and before production begins) from shale gas production that could contaminate natural surface waters. Not only is this a risk to public health but als o the biodiversity or loss of biodiversity in the relevant environment. A permit, under the Environmental Permitting Regulations 2010 (EPR), from the Environment Agency is required where fluids containing pollutants are injected into ground, where they may enter groundwater. To date there is no evidence that such a contamination has occurred in any site currently in Great Britain, but is it only a matter of time before an accident does occur which will affect the biodiversity of that area. Figure 3.(a) Map of UK showing location of onshore wells drilled for exploration or production and productive aquifers. (b) Map of UK showing location of potential shale gas and oil reservoirs and productive aquifers. Aquifer base map reproduced with the permission of the British Geological Survey.  ©NERC. All rights Reserved. (Davies et al. 2014). High pressure injection of water into shale formations has been linked to seismic events in Lancashire which will be discussed later. Public participation and consultation has become fundamental for energy regulators due to the intensity and immediacy of public engagement. The intense media scrutiny and broader public knowledge, as well as increased public organizations (local action groups) and the development of social media have contributed to improved citizen communication and often made local issues national and international (Zillman at al. 2015). This has resulted in public demonstrations against fracking in each local community to which fracking licensing have been granted. It would seem that much of public opinion is against fracking. The Infrastructure Bill (Jan 2015) originally said there would be a ban on fracking in National Parks, Areas of Outstanding Natural Beauty and Sites of Special Scientific Interest and introduced mandatory Environmental Impact Assessments. But just eight months later, a major U-turn on this commitment has placed some of the countrys most sensitive and precious wildlife sites at risk by excluding SSSIs from the ban and allowing licences for underground activity in highly protected wildlife sites. 2.4 Controls currently in place. In the UK, the Department of Energy and Climate Change (DECC) followed the recommendations of the joint report of the Royal Society and Royal Academy of Engineering and developed a stop light protocol whereby thresholds for different acceptable levels of seismicity are defined, and if a level is breached during the hydraulic fracturing process the entire operation is to be terminated (DBEIS 2017). This procedure was implemented after seismic activity in Preston in the Lancashire shale gas area. See Figure 4. Figure 4.Infographic: Seismic activity traffic light monitoring system (DBEIS 2017) Chapter 3: Comparison of Fracking planning procedures for two Counties 3.1 Current fracking in the UK In January 2017, the House of Commons produced a Briefing Paper titled, Shale gas and fracking, which states that there has been recent approval of two planning decisions in Lancashire and North Yorkshire suggesting that commercial fracking is getting closer. 3.2 Nottinghamshire County Council Further public consultation is required before Nottinghamshire County Councils Planning and Licensing Committee can consider a planning application for an exploratory shale gas well-site on land off the A634 between Barnby Moor and Blyth. Dart Energy is seeking planning permission to undertake exploratory drilling for shale gas at the site, known as Tinker Lane. The application is for exploratory drilling, to check the suitability of the rock for shale gas extraction. Nottinghamshire County Councillors will consider the countys second planning application to undertake exploratory drilling for shale gas at the Planning and Licensing Committee meeting on Tuesday 21 March. The application was submitted by Dart Energy in May last year to drill one exploratory vertical well 3,300 metres deep and three sets of groundwater monitoring boreholes on land off the A634 between Barnby Moor and Blyth The application is not seeking permission to carry out any hydraulic fracturing, known as fracking. The application site, which is currently open farm land, is around one mile north of Barnby Moor and 1.5 miles south east of Blyth. Permission is sought for a temporary period of up to three years, with the drilling taking place for approximately four months. The County Council has received over 800 representations from the local community and a petition. (NCC) 3.3 Lancashire County Council On 1 April and 27 May 2011 two earthquakes with magnitudes 2.3 and 1.5 were felt in the Blackpool area. These earthquakes were suspected to be linked to hydraulic fracture treatments at the Preese Hall well operated by Cuadrilla Resources Ltd. Thus, operations were suspended at Preese Hall and Cuadrilla Resources Ltd were requested to undertake a full technical study into the relationship between the earthquakes and their operations. Cuadrilla submitted to DECC a synthesis report with a number of technical appendices on 2 November 2011, and published this material on their website. These reports examine seismological and geomechanical aspects of the seismicity in relation to the hydraulic fracture treatments, along with detailed background material on the regional geology and rock physics. They also estimated future seismic hazard and proposed recommendations for future operations to mitigate seismic risk. Further information supplied by Cuadrilla in the course of this assessment is available as Annexes below. The independent experts have now made recommendations to DECC for mitigating the risk of induced seismicity resulting from continued hydraulic fracturing at Preese Hall, Lancashire and elsewhere in Great Britain. (OGA 2017) 3.4 Organisation responses; Igas and Caudrilla 3.5 General public and conservationists responses (Wildlife Trust etc.) Chapter 4 : Discussion 4.1 Comparison of the two counties policies and procedures. 4.2 Proposed further exploration sites and possible impacts, compensation etc. Interpretation of the literature generally and in relation to the two counties. Analogy with mining and the collapse of the industry in the UK. Political party in government and their views. Limitations of the study Chapter 5 : Conclusion and Suggestions for further research A summary. Critically evaluate the dissertation. Is there enough protection for wildlife conservation? Recommendations for further research. REFERENCES Carbon Brief. 2013. Carbon Briefing: what does extracting shale gas mean for the local environment?Science. Available at: https://www.carbonbrief.org/carbon-briefing-what-does-extracting-shale-gas-mean-for-the-local-environment. Davies, R.J., Almond, S., Ward, R.S., Jackson, R.B., Adams, C., Worrall, F., Herringshaw, L.G., Gluyas, J.G., and Whitehead, M.A. 2014. Oil and gas wells and their integrity: Implications for shale and unconventional resource exploitation. Marine and Petroleum Geology. 1-16. Delebarre, J., Ares, E., and Smith, L. 4 January 2017. House of Commons Library Briefing. Number 6073. Shale gas and fracking. Evans, D., Stephenson, M, and Shaw, R. 2009. The present and future use of land below ground. Land Use Policy 26S. S302-S316. Finkel M.L., and Hays J. 2016. Environmental and health impacts of fracking: why epidemiological studies are necessary. J Epidemiol Community Health. Vol 70. No 3. Great Britain. 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Available at: https://www.gov.uk/government/organisations/environment-agency. [Accessed: 15 March 2017]. Great Britain. Oil Gas Authority (OGA). 2017. Exploration and Production Onshore. [Online]. Available at: https://www.ogauthority.co.uk/exploration-production/onshore/. [Accessed: 15 March 2017]. Great Britain. The Royal Society and The Royal Academy of Engineering (RS RAE). 2012. Shale gas extraction in the UK: a review of hydraulic fracturing [Online]. Available at: https://royalsociety.org/~/media/policy/projects/shale-gas-extraction/2012-06-28-shale-gas.pdf. [Accessed: 7 March 2017]. Jenner, S. and Lamadrid, A.J. 2013. Shale gas vs. coal: policy implications for environmental impact comparisons of shale gas, conventional gas and coal on air, water and land in the United States, Energy Policy, 53, 442-53. Jones P., Hillier D., and Comfort D. 2015. Contested perspectives on fracking in the UK. Geography. 100. Part 1. Small. J. QC. 2013. Fracking Liability. The Estates Gazette; Sutton. 92-94. Stringfellow, W.T., Domen, J.K., Camarillo, M.K., Sandrillo, W.L., and Borglin, S. 2014. Physical, chemical, and biological characteristics of compounds used in hydraulic fracturing. Journal of Hazardous Materials. Volume 275, 37-54. a Ecological Engineering Research Program, School of Engineering Computer Science, University of the Pacific, 3601 Pacific Avenue, Stockton, CA 95211, USA b Earth Sciences Division, Lawrence Berkeley National Laboratory, 1 Cyclotron Road, Berkeley, CA 94720, USA Zillman, D.N., Lucas, A., and Beirne, S. (2015) 2014: An eventful year for energy law and policy, Journal of Energy Natural Resources Law, 33:1, 82-105 Zillman, D.N., McHarg, A., and Bradbrook, A. 2014. The Law of Energy Underground: Understanding New Developments in Subsurface Production, Transmission, and Storage. [eBook type]. Oxford Scholarship Online. Available from: NTU Library One Search. [Accessed: 9 March 2017] Shale Wealth Fund PM Gov.uk https://www.gov.uk/government/news/pm-rewrites-plan-to-put-money-from-infrastructure-in-the-hands-of-local-people BBC Politics. 2016. Fracking moratorium rejected by MPs. [Online]. Available at: http://www.bbc.co.uk/news/uk-politics-30993915. [Accessed January 2017]. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/498160/160204_FINAL_letter_to_Mineral_Planning_Authorities.pdf Impact Assessment http://www.legislation.gov.uk/uksi/2016/384/resources Accessed 27 February 2017 Briefing Arrangements for fracking operations clarified. 2015. Planning, , pp. 32. APPENDIX 1.

The Adaption Center for Patients with Cerebral Palsy Essay example --

The adaptations center that I had visited, help enable people with cerebral palsy to function more independently in the community. The adaptation center front entrance is wide with automatic sliding doors, so a person in a wheel chair can easily enter independently. The bathroom the door is also wide with an automatically open so that a person in wheel chair can easily use. The hallways are spacious for multiple people and wheel chair used. Locker rooms and showers are low to the floor and line up back to the room so they will have enough space. Its better this way because if the lockers wasn't line up side by side it would be congested and not enough room for wheel chair used. The elevators are wide so that many wheel chair can fit in and save a lot of trips from one floor to another, Also the button in the elevators are big and they are place lower down so it will be easy for wheel chair user to reach . The gym help people with cerebral palsy since the muscles of those are greatly affected by their condition, exercise can help improve flex ability, muscl...

Organizational Behavior and Communication Essay

Organizational Behavior and Communication is found in every company, organizations, and groups. Organizational behavior and communications are discussed by using Starbucks Coffee Company. The discussion will cover company’s values and mission statement. The mission statement contains the philosophy, vision, and values. Also, some background of the company will be given. There will a discussion on the communication and on what extent this is determine by the Starbucks Coffee Company Culture. Background Starbucks was start in the 1970 in the state of Washington. The name Starbucks was inspire by the novel Moby Dick. In 1987 purchased by a man name Howard Schultz. At the time of the purchase Starbucks had stores only the Pacific Northwest. After the purchase Starbucks was selling coffee in other countries such Europe. In the first vision of Schultz was to fine coffees. Organizational Culture The organizational culture of Starbucks is based on diversity. The formula that they use is Diversity=Inclusion+Equity+Accessibility. The definition is â€Å"Inclusion: human connection & engagement, Equity: fairness & justice, and Accessibility: ease of use & barrier free† (www.starbucks.com, 2013). The company has divided the organizational culture (diversity) in the following parts: 1. Partner/employees: Starbucks wants partners as different as the cities they work in. The proper word could be diverse 2. Customers: Starbuck want their customers to have an extremely nice experience. In order to achieve this Starbucks by giving the customer their preferences. 3. Communities: Starbucks does make investment in local communities as well as worldwide. Starbucks by giving economic opportunities in ways of jobs and other forms of help. 4. Suppliers: Starbucks work with many minority groups of suppliers. Also suppliers that are women. Starbucks support many organizations. Examples of these are Community Service, Youth Groups, and Create Jobs for USA, Also the American Red Cross. The espoused values of Starbucks do agree with the enacted values. Example of this is on July 3, 2012 it was announced that Starbucks will have two openings in Latin America. â€Å"Starbucks Coffee Company reaffirmed its commitment to Latin America with two major openings- its first in Costa Rica, and its firs Farmer Support Center in South America located in Colombia† (China weekly news, 2012). Latin America provides large amount of the coffee that Starbucks us. Another example is that in 2010 Starbucks refuse to raise the prices of the coffee. Most companies raise their prices due the raise of the coffee prices. Starbucks decide not raise the prices for awhile but monitor the prices. The organizational communication of Starbucks is 100% determined by the organizational culture. The communications channels are very clear and easy to use. Starbucks have communication channels that employees can use. These channels are telephone calls, online reporting, e-mail, and written reports. The communication channels for the customers are the Starbucks website. The customer could find the mission statement or locate a store. Also, if a person wants to apply for a job they can do it on the website. Role of Communication â€Å"Starbucks uses a model of communication used generally by smaller group networks, all channel communication† (yahoo.com 2008) The communication plays an extremely important role in the organizational culture of Starbucks. The organizational communication is open to the customer. The customers can talk with an employee then the employees report to the supervisors or department heads. The communication channels are always updated by Starbucks. â€Å"Partners are encouraged to report all types of issues or concerns to the program through their choice of the offered communication channels.† (www.starbucks.com, 2013) Another form of communication is the Standards of Business Conduct booklet. This helps the employees make excellent decision and also how to act with the customers. The communication has no misalignment with the espoused values or enacted values. The organization gives many communication channels for the employees. Another reason is that the company from time to time sees what needs to be change so that the organization can run smoothly. Conflict in group communication Whenever a company or an organization has a group that works together there will be a communication conflict. A solution to any conflict needs to be found before the conflict can come out. While researching Starbucks there was no conflict mention. Starbucks does have a clear image. Starbucks does show press releases on the decision that are being made As for the employees are concern Starbucks does provide communication channels to report any issues. The issue that refers to any communication conflicts in the group communications. On the same website the organization will post any communication about the company. The organization can use the conflict to put an additional person in the group to deal with the conflict and find ways to keep the conflict out of the group. Additional Information Starbucks supports the Earth watch Institute, Save the Children, Mercy Corps, and Plant Green. These are just a few of the organizations that Starbuck is working with. When the employees are making a decision they have standards to rely on. These standards are Standard of Business Conduct. Starbucks has these standards printed in the following languages English, Chinese, French, German, Brazilian Portuguese, Latin American Spanish, and Thai. Conclusion Starbucks is an organization that puts customers and employees first. They have high levels of values, vision, mission, and philosophy. Starbucks do indeed help the communities that have their location. In the pass Starbucks kept their coffee prices down when the prices of the coffee bean were going up. Then Starbucks is opening up business in Latin American and Costa Rica. These businesses will be working hand- in- hand with the local farmers. In addition Starbucks has used the coffee is from the Latin American and Costa Rica. The communication channels are aligning with the mission, philosophy, vision, and values statement. Also Starbucks provide the customers communication channels to report any wrong doing. Starbucks makes extremely high efforts to have a strong company. References About Us. (2013). Retrieved from http://www.starbucks.com Food Weekly News, 145. (2010).; Starbucks Coffee Company; Starbucks Responds to Surging Green Coffee Prices. Retrieved from http://search.proquest.com/docview/75581576?accountid=35812 Our Mission Statement. (2013). Retrieved from http://www.starbucks.com Seazone, S. (July 18, 2008). Successful Application of Organizational Behavior: Starbucks. Retrieved from http://www.voices.yahoo.com Starbucks Coffee Company. (2013). Business Ethics and Compliance. Retrieved from http://www.starbucks.com Starbucks Coffee Company; Starbucks Broadens Presence in Latin America. (2012). China Weekly News, 192. Retrieved from http://search.proquest.com/docview/1022321948?accountid=35812

Library management system Essay

In one of the first papers on library management systems (LMS) in the UK to be published during the review period of 1991-2000, Arfield 1 describes how the changing economics of computing resulted in staff at Reading University Library wishing to move away from a system shared between various libraries to an integrated library management system under local control. Reading had been a member of the SWALCAP (originally standing for the South Western Academic Libraries Co-operative Automation Project) which had provided shared cataloguing and circulation services to a number of academic libraries in the UK since 1979. However, ageing equipment was becoming increasingly unreliable and staff at Reading felt that the SWALCAP service was unable to cope with the increasing number of terminals that were required for the users. This situation was replicated in other academic and public libraries at the start of the 1990s and many moved over, or migrated, to integrated library management systems (in Reading’s case the LIBS 100 system from CLSI was chosen). Jones 2, of the House of Lords Library, describes how the decline in the number of customers of the shared services resulted in the decision by SLS (SWALCAP Library Services) to withdraw this service. Following a study undertaken by an external consultant (when it was recommended that a multi-user integrated LMS be chosen) a decision was made to implement the ADVANCE system from the company Geac in the House of Lords. Another reason for libraries choosing to replace their LMS during this period was the fact that some LMSs were not designed to cop e with dates in the 2000s –i.e. they were not Year 2000 (or Y2K) compliant. Many of the integrated LMSs, such as CLSI’s LIBS 100 and Geac’s ADVANCE, were developed during the 1980s so that by the 1990s these comprised a number of modules to cover the general library housekeeping functions of: Cataloguing – creating records for material held in the collection Circulation – keeping track of who has what item from the collection on loan Providing access to the catalogue – via an Online Public Access Catalogue (OPAC) Acquisitions – selecting and ordering items for the collection and maintaining the accounts Serials control –managing the acquisition of serial publications and so dealing with challenges such as claiming for missing issues. Interlibrary lending – to enable books and serials to be borrowed from different libraries. Most LMSs are now integrated, i.e.data is only held once by the system and is then used by all the modules and functions. This has an obvious benefit as a search of an OPAC can inform the user as to the number of copies of the title are held, where they are housed, as well as whether or not they are out on loan, and if so when they are likely to be returned. The libraries of the early 1990s, be they public, university, college, medical, government, legal, industrial, or school, dealt primarily with printed materials such as books, reports, scholarly journals and so on, as well as what were referred to as non-book materials, such as films, videos, tape-slide productions, CD-ROMs and so on. However, by the end of the 1990s the huge impact of the Internet and the World Wide Web meant that staff in libraries increasingly were involved in not just managing the collections housed physically within the four walls of their library building but were also involved in providing access to a vast range of digital information sources of potential relevance to their users which were housed outwith the library building. This mixture of providing access to print and digital collections caused some writers, e.g. Oppenheim and Smithson 3 , to refer to the development of the hybrid library. For staff working in libraries in the early 1990s the LMSs were, for many, their first experiences in using computers. By the end of the 1990s though, following much training in Information and Communications Technology (ICT) as part of the Electronic Libraries Programme (eLib) in the UK’s academic libraries (Rusbridge4) and the People’s Network in public libraries ( Library and Information Commission 5) staff became much more familiar with using computer systems. The functionality required by LMSs inevitably evolved during the 1990s and some suppliers kept pace with technological developments whereas others failed. Another development of the 1990s was that many smaller libraries were able to afford to buy LMSs as systems began to cost thousands (or in some cases hundreds) of pounds rather than hundreds of thousands of pounds. A number of books appeared during the decade providing, inter alia, advice to librarians involved in selecting and managing LMSs. Examples include Clayton with Batt6 , Harbour7, Rowley 8 9 and Tedd 10. Managing the Electronic Library 11 covers a wider area than LMS with 40 contributors, mainly from the UK academic community. The main theme of this book is change and how staff in university libraries were responding in the 1990s to the rapidly changing higher education system in the UK with its increasing student numbers and greater diversity and requirement for flexibility of access to information. For many libraries the challenge relating to LMS was not necessarily choosing a new system ‘from scratch’ but migrating from one system to another as described earlier. Muirhead’s book12 includes a number of case studies written by library staff from a range of different types of library describing their experiences in migration. Muirhead also edited the British version of a book13 on planning for library automation which was written in the US. Brief descriptions of some of the LMS available In this section brief descriptions will be given of some of the LMSs used in UK libraries between 1991 and 2000. Further details are provided in the excellent directory of 30 LMS compiled by Leeves with Russell 14 through funding from the British Library Research and Development Department (BLR&DD) under the auspices of the Library Information Technology Centre (LITC) at South Bank University in London. The LITC was a centre which, in 1991, moved from its former base at the Polytechnic of Central London to the then South Bank Polytechnic. LITC was funded by the BLR&DD to offer impartial advice on LMSs and general automation projects to librarians and information professionals. Staff at LITC were involved in a number of activities related to LMSs including the production of briefing documents, guides (e.g. 15 16) , introductory packs (e.g. for special sectors, such as school libraries17), providing consultancy advice to individual libraries choosing a new LMS, being involved in funded research work and publishing the journal Vine. The Leeves with Russell directory was based, in part, on an earlier directory (Leeves et al. 18) of some 29 LMS in Europe; of these over 50% referred to LMS used in UK libraries at that time. Other references to case studies describing particular implementations have, in the main, been taken from the journals Program: electronic library and information systems and Vine. ADLIB This LMS was initially developed in the 1980s by Lipman Management Resources of Maidenhead and in the 1990s was supplied by Adlib Information Systems. Leeves with Russell record 11 users of ADLIB in the mid-1990s most of which, ten, were special libraries. An example of a library and information service implementing ADLIB is provided by Wilsher19 who describes the decision made by the Advisory, Conciliation and Arbitration Service (ACAS) to choose the catalogue, OPAC and acquisitions modules of this system to replace the previous BookshelF system used when ACAS was part of the UK government’s Department of Employment. ALEPH 500 Ex Libris developed its first LMS, the forerunner of the ALEPH 500 system, for the Hebrew University in Jerusalem in the 1980s and it became a popular system in Europe. The first customer for ALEPH 500 in the UK was King’s College London (KCL) which, in 1996, was looking for a new LMS to replace the soon to be defunct LIBERTAS system. Sudell and Robinson 20 describe that procurement process and explain how its use of industry standards (Unix, Oracle, Windows, SQL etc.) was one of the major reasons for its being chosen for King’s. Many other academic libraries followed KCL in choosing ALEPH 500 including Bristol, as described by King21. ALICE This LMS originated in Australia and was introduced into the UK market in 1992. It is primarily aimed at school libraries and has proved to be popular with Leeves with Russell recording some 320 users in special, college and prison libraries as well as in schools. Darroch 22 provides a brief description of the place of ALICE in the LMS marketplace in the late 1990s. ALS Automated Library Systems (ALS) is a British company that has been involved with computer-based library systems since the late 1960s when it developed a special device based on punched paper-tape for automatically recording details of books and borrowers at a library’s issue desk. During the 1990s the suppliers developed a version of the ALS System 900 which would run on open systems platforms (as opposed to the previous proprietary hardware and software solution) as well as dealing with Electronic Data Interchange (EDI) developments in the acquisitions module. Ashton23 describes how EDI with ALS was used at Hertfordshire Libraries Arts and Information Service. BookshelF/Genesis BookshelF originated as a microcomputer-based software package developed in the 1980s for the Cairns Library at the John Radcliffe Hospital in Oxford. However, by the 1990s the multi-user system of BookshelF became known as Genesis and was marketed by the Specialist Computer Group (SCG). Rowley 24 describes how this LMS was one of the first to run as a Windows product with a graphical user interface (GUI). Further details of BookshelF are provided by Fisher and Rowley 25. Leeves with Russell report that takeup of this new LMS had been quite rapid during the early 1990s with there being 37 customers (mainly college or small academic) including both previous BookshelF customers which had upgraded to the new improved system as well as new customers. CAIRS-LMS The Computer Assisted Information Retrieval System (CAIRS) was initially developed as an inhouse information retrieval system for the Leatherhead Food Research Association in the mid-1970s. CAIRS-LMS was developed to complement this and was used by those libraries in the 1990s which typically had sophisticated information retrieval requirements and comparatively low numbers of loans. Perrow26 describes the upgrade from the microcomputer version of CAIRS (MicroCAIRS) to CAIRS-LMS at Templeton College. Leeves with Russell record 218 users of CAIRS-LMS, the vast majority of which were special libraries. Bennett and Tomlinson27 describe the use of the interlibrary loans module of CAIRS-LMS at the library of the Institutions of Electrical Engineers. DataTrek This LMS originated from software developed in the US but by the 1990s some UK special libraries were using it. Hoey28, for instance, describes its implementation at the Royal Society of Chemistry (RSC). As similar learned societies, the RSC had been using online information retrieval system since the 1980s and by the 1990s realised the need for a complementary LMS. In 1996 DataTrek, by then part of the Dawson Holdings group, acquired Information Management and Engineering (IME) the producers of the Tinlib software. Dynix/ Horizon The history of Dynix up to the early 1990s is provided by Gilmartin with Beavan29 who were responsible for implementing this LMS at Glasgow Caledonian University. The original Dynix LMS was developed in the US in the 1980s and Leeves with Russell state that there were 68 users of this LMS in the UK in public, university, small academic/college and special libraries. During the 1990s a client-server LMS, Horizon, was marketed by the firm Ameritech Library Services, which had merged with Dynix during the 1990s. Hackett and Geddes30 describe the Horizon LMS noting that it was truly scaleable with installations in small special libraries as well as large multi-site academic libraries, although they also note that it might have been argued that Horizon was marketed too early in the UK in 1995, when the product lacked depth of functionality required to deal with the needs of large multi-site universities. However by 1998, when universities including Huddersfield, Middlesex, Staffordshire, Strathclyde and Birkbeck College, University of London had implemented Horizon the feeling was that customers were â€Å" beginning to reap the benefits of its fully graphical, client/server construction†. In 2000 Ameritech Library Services became known as epixtech Inc.and continued to supply existing products as well as web-based solutions and services. Galaxy The Galaxy 2000 LMS, from the British firm, DS proved to be a popular system, particularly in public libraries, during the 1990s. Neary31 describes how Birmingham Library service, the biggest metropolitan library authority in the UK with 40 community libraries and the busiest lending library in Europe installed the Galaxy 2000 LMS in 1994 and the upgraded it  to a newer version in 1999. Galaxy 2000 offers the usual LMS modules but also has a separate issuing function for use of the Birmingham’s housebound service. The OPAC module of Galaxy is known as ViewPoint and there have been some 230 ViewPoint terminals located throughout Birmingham since 1994. Geac This Canadian firm Geac first installed its Geac Library Information System in a UK library in 1979 and this software ran on proprietary hardware and was used in several UK libraries in the 1980s. In 1988 Geac acquired an American company, Advanced Libraries, and developed its software, ADVANCE, to run under the Unix operating system and this became its main LMS offering in the 1990s. For instance, in the mid-1990s Edinburgh University upgraded its previous Geac (Geac 9000) system to ADVANCE, Newcastle University chose this system as did the public library at Hamilton District Libraries in Scotland, the National Library of Wales and the Bodleian Library at the University of Oxford. A history of library automation at the Bodleian, including the implementation of the DOBIS/LIBIS system in the late 1980s is provided by Crawshaw32 and Burnett 33 describes the 1995 decision to migrate to ADVANCE along with an assessment of the impact of automation on such a large organisation and a catalo gue of some eight million items. Geac ADVANCE was the basis for the Oxford Library Information System (OLIS) that provided library housekeeping services for many of the Oxford colleges, academic libraries within the university as well as the copyright library. During the 1990s Geac also acquired CLSI and its LIBs 100 LMS and marketed this for some time. Heritage Heritage, like Genesis, was developed from the original BookshelF software although Heritage was initially a single-user system, and was marketed by Logical Choice (which became known as Inheritance Systems during the 1990s) in Oxford. Alper 34 describes the implementation of Heritage in a small one-librarian medical service and concluded that this LMS had proved to be a great time-saver in issuing and claiming books and had excellent statistical reporting facilities. In 1997 the library at the Central School of Speech and Drama, having outgrown its previous LMS, needed a new system. Edwards 35 describes the selection process for this new system which resulted in a short list of four LMS ranging in price from  £3,000 –  £27,400. Heritage was chosen ( at a cost of  £11,350) and the paper describes some of the innovative features of this LMS. INNOPAC/ Millennium Innovative Interfaces Inc. (III) is an American company which started to market the INNOPAC LMS in the UK in the early 1990s with the first customer being the library at the University of Wales, Bangor. In 1995 staff at the University of Hull, as described by Leeson 36, chose INNOPAC to replace the previous Geac 9000 as it had improved functionality. In 1997 III acquired the UK company SLS and its LIBERTAS software. Towards the end of the 1990s III started to develop its Millennium system which, inter alia, provided a web-based interface for each module. Users of Millennium in the UK included Sheffield Hallam University, St. Andrew’s University, and St. Mary’s University College in Twickenham. The School of Oriental and African Studies at the University of London chose Millennium because of its proven ability to deal with Chinese, Japanese and Korean material. Myhill37 provides a personal insight into the challenges faced at the University of Exeter in migrating from th e LIBERTAS LMS to Millennium. LIBERTAS The stand-alone LMS LIBERTAS, of SLS, was designed with assistance from many of the systems librarians who were working in the libraries of member universities of the SWALCAP co-operative. LIBERTAS was launched in 1986 and initially incorporated modules for cataloguing, OPAC, and circulation control. Leeves with Russell report 46 users of LIBERTAS in UK libraries by the mid-1990s. Bradford38 outlines the advantages and disadvantages of using the ILL module of LIBERTAS at Bristol University, which was an original member of SWALCAP. In 1997 SLS was sold to III and support for the LIBERTAS system declined. OLIB Smith39 describes how the Bar Library in Belfast which serves all practising barristers in Northern Ireland implemented the OLIB LMS from the British  firm Fretwell Downing in 1996. The requirements for this special library included the need to provide a document management/delivery service for members as well as an efficient system for managing the library. Initially the Bar Library used the cataloguing, circulation and OPAC modules of OLIB with the intention of implementing the acquisitions and serials modules at a later date. Talis The other early co-operative for library automation in the UK was BLCMP- or Birmingham Libraries Co-operative Mechanisation project. Like SWALCAP it had developed stand-alone software for its members which, in the early 1990s, was known as BLS – BLCMP’s Library System- and included modules for acquisitions, OPAC, circulation control and serials control. In 1992 BLCMP announced a new Unix-based system known as Talis. Like LIBERTAS, Talis had been designed in conjunction with the co-operative’s member libraries. It was based on a modular principles using computing industry standards for an open systems design. Among the early users of Talis were the John Rylands Library of the University of Manchester and the public library of the Royal Borough of Kingston upon Thames. Leeves with Russell report 30 users of Talis in the mid-1990s, most of which were university or public libraries in the UK. Wilson 40 describes the experiences of migrating from BLS to Talis at Nene College, the first institution to undertake this migration and produced a lengthy list of ‘morals of migration’. In 1999 the organisation supplying Talis ceased being a co-operative of member libraries and became a commercial company. This decision followed much consultation with the members of the co-operative and the new company stated that strong customer relationships and customer focus would remain central to the culture of the business. Tinlib Tinlib, also known as the Information Navigator, was developed by the British firm IME in the 1980s. It was one of the earliest systems to offer a navigational facility and to make use of Windows for display and selection of data. Leeves with Russell report that there were 315 users of Tinlib in the mid-1990s in the UK although a full customer list was not supplied.  Chappell and Thackeray41 outline the need for an automated system to replace the existing manual systems at the library of the Arts Council of Great Britain and how the use of Tinlib had increased the effectiveness and efficiency of the library and made its collections much more accessible. Unicorn Haines42 describes her experiences during 1990 in attempting to negotiate the acquisition of an American system, Unicorn, from the Sirsi Corporation, which was previously not available in Europe, for use in a British independent health fund, the King’s Fund. Sirsi was determined not to enter the European market without a partner with expertise in library software support and with the necessary technical skills in Unix systems. This was finally achieved and the system was successfully launched in the UK in 1991. Leeves with Russell reported some 37 users of Unicorn most of which were medical, legal or government libraries. Cree43, for instance, outlines how Unicorn was introduced into the UK government’s Department of Health library where it needed to be integrated with the Department’s office information system and added to a large network with multiple applications. By the end of the 1990s Unicorn was used in a variety of libraries including the Cheltenham and G loucester College of Higher Education, the London School of Economics, the Royal College of Nursing, the Royal Veterinary College, and the library at the Natural History Museum. Voyager Endeavor Information Systems was formed in the US in 1994 and its first product was its Voyager LMS. The WebVoyage module of Voyager allows web browsers to query the Voyager database, which is based on the Oracle relational database management system. Voyager became the LMS of choice for a number of libraries looking for new systems following the demise of LIBERTAS. In Wales , for instance, the university libraries of Aberystwyth, Cardiff, Lampeter and Swansea as well as the Welsh College of Music and Drama were all faced with choosing a new system and they decided to approach the selection process in a consortial way, as described by West44. Each institution was free to choose its own system following the selection process. In the event all chose Voyager from Endeavor and these systems were  implemented, with differing OPAC interfaces in 1999. Knights45 outlines the procurement and migration experiences at Hertfordshire University Library in moving also from LIBERTAS to Voyager. Inevitably not all the LMSs offered all modules in a way that satisfied all staff in libraries. In the 1990s there were some examples of libraries which had one LMS for most of its applications but used another for a specific function. For instance, Edwards46 describes that although Croydon Libraries had automated its circulation and stock control procedures for many years a decision had been made to delay the automation of the acquisitions processes as the LMS in place (CLSI’s LIBS 100) did not satisfy the needs of the acquisitions staff. In 1997 the acquisitions module from ALS’s Meritus LMS was used, in conjunction with a network solution for EDI ordering and invoicing was implemented. The requirements for interlibrary loans (ILL) within the UK which for many libraries involves the use of the centralised British Library’s Document Supply Centre have not always been met by LMSs, particularly those developed outside the UK. Leeves47 describes solutions for autom ating ILL in the early part of the 1990s and Prowse 48 describes the process of developing an ILL module for the ALEPH 500 LMS that had been installed at KCL. Reports in the literature of overviews of LMS during 1991-2000 Apart from the Leeves with Russell directory which includes details of users of the different LMS there have also been other studies and surveys undertaken during the period. In 1991 Blunden-Ellis49 reported on an update to a previous survey and aimed to provide an analysis of the UK market for LMS in a form that complemented the US annual LMS marketplace survey (e.g. Bridge50). The data for this market analysis was retrieved from questionnaires sent to LMS suppliers including ALS, BLS, CLSI, DS, Dynix, Fretwell Downing, Geac, IME and SLS. He concluded that DS was the overall market leader and that there was plenty of evidence of suppliers enhancing their products. In conclusion he stated that â€Å" This market will become increasingly competitive on economic, geographic and technological levels and so no vendor, even with a good current share, can confidently expect a ‘blue skies future. Investment in research and development and customer satisfaction remain the key activities for the immediate future.† By 1992 Blunden-Ellis51 reported that BLS had the market share with SLS as second. These were both established major forces and newer suppliers in the market at that time, i.e. Dynix and IME were performing well. In the final survey in this series Blunden-Ellis and Graham52 extended the coverage of their questionnaire as it was sent to 38 suppliers identified by the LITC and 29 responses were received. Previous surveys had concentrated on larger LMS suppliers and since this survey included many smaller LMS suppliers a total of nine market segments was identified. The Web was just beginning to impact on libraries at the time of this last survey and the final point made was that library housekeeping systems will become just one of a suite of services designed to deliver packaged information quickly and effortlessly. A different perspective on the use of, and growth of, LMS in public libraries in the UK has been provided in other surveys. In 1991 Dover53 reported on a survey undertaken through funding from the UK government’s Office of Arts and Libraries through the BLR&DD. Questionnaires were sent to 109 public library authorities and 95 responses were analysed. Batt, then of the London Borough of Croydon, carried out a series of six surveys of information technology in public libraries between 1984 and 1997. Comparisons year on year though are problematic given various local government reorganisations, such as that in 1997. In the sixth edition54 he reported that 95% of the 168 authorities surveyed had some form of automated circulation system in at least one service point. This compared with 82% in the previous survey of 1993. He also found that 38% has an automated circulation system in all their libraries. Table 1 shows some of the LMS used. Table 1 LMS used in public libraries as reported by Batt in 1997 1993 1997 ALS913 BLS1532 CLSI/GEAC PLUS119 DS2836 Dynix1520 Genesis8 Unicorn1 Availability of an OPAC had featured on Batt’s questionnaire since 1985 and his report shows the shift from seven authorities with some form of OPAC in 1985 to 143 in 1997 – a considerable shift. Automated acquisitions were reported in 76% of the authorities and 26% (44 of the 168) were also using EDI to communicate with a range of suppliers. An intriguing view of LMS in the 1990s is provided by Heseltine 55 who outlines the history and current state of the LMS market using the stages through which Christian passes in Pilgrim’s Progress. The ‘delights’ to be found at the end of the journey were described as: improvements in the user interface. He noted that many of the LMSs were developed from systems of the 1970s and 1980s which had rudimentary user interfaces access to a wider range of information  improved management information  systems designed for end users and not library staff implementation of standards. Yeates56 also wrote about how the LMSs of the 1990s reflected a conservative view of the library as a passive repository which took little account of the needs of the users and of the possibility of dynamic interaction. However, in a study of 10 libraries from the academic, public and special sectors which had purchased library management systems in the mid-1990s Murray 57 found that some of Heseltine’s ‘delights’ had come to pass as he noted the following: New generation LMSs are more flexible (portable and easier to use, more powerful in terms of connectivity) and incorporate industry standards. New LMSs are less staff intensive (in terms of support and backup). More suppliers now offer software only packages. Client/server systems and Windows-based LMSs have yet to become a mandatory requirement in the procurement process. Some of the libraries had taken the views of their end users into account when having systems demonstrated. The production of management information remained an area of difficulty for some systems. There was unanimity in the belief that Web developments in terms of software being provided by sippliers and the ability to link from the LMS to the Internet would dominate the marketplace. Raven 58 provides a very general review of the LMS marketplace for academic libraries in 2000 and notes that â€Å"Deciding on a new library management system has become much more difficult for universities in the UK in the last two years. The range continues to expand rapidly and if you’ve grown with your present system for the last ten years or so , change can be a frightening prospect.† Some developments in LMS between 1991-2000 Akeroyd59 provides an overview of integrated LMS towards the end of the decade in his introductory paper to a special issue of Vine on LMS in 1999. His developments have been used as a basis for this section although other aspects have also been added. Technological developments Many of the early LMSs used their own specially developed operating systems. However, during the 1990s many suppliers moved to developing systems that ran on the Unix operating system. Similarly many of the early LMSs were designed around specially developed database management systems. During the 1990s there was a move away from these to industry standard relational database management systems such as Ingres (used by Galaxy 2000), Informix (used by Unicorn), Oracle (used by ALEPH and Olib) and Sybase (used by Horizon and Talis). Another technological development of the 1990s was the adoption of the client-server architecture. In this model a split is made between the applications software (which runs on a computer known as the client) and the database software (which runs on a computer known as the server). The two communicate with each other over a network using a communications protocol (or set of rules). Processing which involves data manipulation or aspects of screen display can be carried out on the client computer and only database queries from the client and responses from the server need to be communicated across the network. Self service An important development during the 1990s was the installation of self-issue and self-renewal machines in libraries so that users can issue and return their own books. The library at the University of Sunderland was one of the first to use machines from the 3M company for this purpose. Stafford 60 describes this service and highlights the four Ps (preparation, publicity, position and persuasion) necessary for a successful implementation. In 1996 a conference was held at Sunderland on self-issue systems and its proceedings61 contain a number of case studies. A special issue of Vine was published in 1997 on self service in libraries and Cookman62 describes the introduction of a 3M self-issue terminal at Maidenhead public library. The general experience was that library staff accepted the benefits of the new terminal and that on busy days queues had reduced noticeably. However, when the issue desk was quiet it appeared that users preferred the human approach to issuing and returning mat erials. Messages to users by e-mail or text With many users having access to e-mail and/or mobile telephones some LMS have incorporated the facility to use these technologies for sending overdue notices, alerts for reserved items or other communications. Sudell and Robinson63 note that the reader record in the ALEPH 500 system at KCL can hold a variety of addresses. If an e-mail address is entered then that will be first in line, if not the system can handle multiple postal addresses so that an appropriate address may be used depending on whether it is term time or vacation. Improved accessibility via the OPAC and use of the Z39.50 protocol OPACs have always been designed with end users in mind and so the interfaces that have developed over the years from the command-driven and menu-based systems at the start of the decade to the form filling on Web pages have all been intended to be straightforward to use. However the information that is searched i.e. the records in the catalogue database are often stored in MARC format which has little information to support elaborate subject searching. The 856 field of MARC allows the inclusion of a URL into the bibliographic record by the end of the 1990s some OPACs were using this to provide links to digital objects.. A further development of the 1990s related to OPACs was the Z39.50 standard. As defined by Dempsey et al.64 Z39.50 is â€Å" a retrieval protocol which allows client programs to query databases on remote servers, to retrieve results and to carry out some other retrieval-related functions.† The main impact of this is that it enables users to, say, search the OPAC of a neighbouring library (which might perhaps use the Horizon LMS) using the same user interface as the local library (which might be based on the Talis LMS). For this to happen the relevant LMSs need to have appropriate software to make them Z39.50 compatible. A list of LMS with this capability is provided by Dempsey et al. and includes: ADVANCE, ALEPH, DataTrek, Dynix, Horizon, INNOPAC, LIBERTAS, OLIB, Talis, Tinlib and Unicorn. Brack65 describes t he RIDING Project which resulted from one of the eLib Programme’s large scale resource discovery (clumps) projects and which provided a Z39.50 Search and Retrieve facility for all the Yorkshire and Humberside university OPACs, plus the British Library Document Supply Centre databases and the Leeds Library and Information Service OPAC. Catalogue record provision Most LMS allow for original cataloguing of bibliographic records as well as for allowing the import of, usually MARC, records from external sources. Although not all LMSs use the MARC record for internal processing of records they usually do include the ability to input or output records in this format. The early UK co-operatives of BLCMP and SWALCAP developed large databases of MARC records which proved valuable to the cataloguers of their respective member libraries. Many of these records have now been incorporated into the OCLC database in the US and made available internationally. Retrospective cataloguing of materials held in libraries continues and Bryant’s report66 outlines the issues, opportunities and need for a national strategy in this area. Examples of consortial working Although the BLCMP and SWALCAP co-operatives had disappeared by the end of  the 1990s there were several examples of other consortial projects and systems related to LMSs. Some of these consortia were formed as part of the eLib Programme, others, such as the Welsh academic libraries already mentioned were linked with the sharing of resources for the procurement of a new LMS. COPAC COPAC is the OPAC of the Consortium of University Research Libraries which provides free access to the merged catalogues of 20+ major university research libraries in the UK and Ireland. Cousins67 describes the development of COPAC and its launch in the mid-1990s. COPAC is an example of a physical merged catalogue i.e. all the records from all the libraries are combined into one database and checks are made to identify duplicate records. During the 1990s COPAC was available via a text interface as well as a Web interface. M25 consortium The M25 Consortium of Academic Libraries was formed in 1993 with the aim of fostering co-operation amongst its London-based, higher education member libraries in order to improve services to users. In 1998 the M25 Link project was funded as part of the eLib Programme and aimed to establish a pilot virtual clump to provide single search access to the library catalogues of six members of the M25 Consortium. The project consisted of a seamless search tool, using the Z39.50 protocol, to the OPACs of the six pilot partners which between them had a range of LMSs including: Horizon, INNOPAC, Libertas, Talis and Unicorn. An overview of the work undertaken by the M25 Consortium is provided by Enright68. Foursite consortium Froud 69 describes the Foursite consortium of four public libraries in the South West of England which came together to identify replacement computer requirements and which subsequently went on to share a single LMS operated by one of its members, Somerset. The Foursite consortium demonstrated that significant cost savings could be achieved at all stages in the process of specifying, selecting and implementing an LMS provided: political support and enthusiasm by members of the consortium flexible management in all authorities who were prepared to make sacrifices in the interest of the consortium’s objectives, coupled with an openness that precluded any hidden agendas tight project management clear terms of reference for individual groups and clear ground rules good communication systems  expert technical advice. Use of project management methodologies There was some evidence during the 1990s of project management methodologies being used for the procurement and implementation of LMSs. Lewis70 describes the use of the PRINCE (Projects IN Controlled Environments) methodology at the University of Wales Bangor for the procurement, in conjunction with the North East Wales Institute, of a replacement LMS. PRINCE is a project management methodology used within government departments. Chambers and Perrow71 report on a questionnaire carried out as part of a study on the sue of project management methodologies generally in university libraries in the UK. Of the 80 university librarians who responded, 28% had used project management software – and the most popular software was Microsoft Project. Closer links between LMSs and archives Suffolk County Council’s Libraries and Heritage is an example of an organisation which covers public libraries, record offices, arts and museums. Suffolk had installed its first LMS (a batch system to deal with circulation in conjunction with a microfiche catalogue) in 1980. By 1987 this had been replaced with an LMS using proprietary hardware, software and communications which managed circulation, acquisitions, cataloguing, community information, the OPAC, e-mail, dial-in facilities and management information. In 1995, when the time came to replace this LMS, the aim was to provide a system which would use generic hardware, software and communications which would provide a networking infrastructure to bring Internet access to all branches and which would also serve the needs of Suffolk’s archives and museums. Pachent 72 describes the procurement process which resulted in the acquisition of DS Ltd’s Galaxy 2000 and the CALM 2000 systems. Closer links between LMSs and archives in the public sector was enhanced during the decade by the formation of the Museums, Libraries and Archives Council (MLA) ( and its forerunner Re:Source) as the strategic body working with, and for museums, archives and libraries. Fitzgerald and Flanagan 73 describe the implementation of the Unicorn system at the Royal Botanic Garden, Kew for managing its collections of archives as well as books. Human aspects One of the core texts related to the human aspects of the use of computers in libraries is that by Morris and Dyer74. In the introduction to this work the authors note that there are many pitfalls on the road to the successful implementation of any computer system, such as an LMS, in a library and that if people respond badly to the introduction of the new system, the anticipated effectiveness will not be achieved. They also note that poor workstation and job design can result in poor health and can induce, or increase, stress and that poorly designed user interfaces can result in under-used systems and a decrease in accuracy. The book provides much advice as to how to overcome such challenges and to design systems that are human-friendly. The role of the systems librarian developed during the 1990s. Following research funded in the early 1990s by the BLR&DD Muirhead75 reported on the result of a questionnaire aimed at identifying the education, qualifications, previous experience and so on of staff who were involved in the day to day running of LMSs in libraries in the UK and also edited a book76 containing a series of case studies. Stress related to technology, or ‘technostress’, emerged as an identifiable condition during the 1990s. Harper 77 noted that with UK libraries undergoing increasingly rapid technological change at the end of the 1990s this change would have consequences at every level of an organisation, all of which must be managed. He advised that managers need to adopt solutions which range from addressing technical and health issues to being prepared to review job descriptions and roles. Further information on how the implementation of an LMS has effects on job design and staffing structures is provided by Dyer et al.78 whereas Daniels 79 looks on the effect the implementation of an LMS has had on non-professional staff in three college libraries. Some final thoughts Inevitably there have been many changes and developments related to the provision and availability of library management systems during the 1990s. Much appeared in the literature on experiences of libraries in choosing and implementing particular LMSs. One aspect that was promised in LMSs and that probably was not used greatly during the 1990s was the management information delivered from LMS. By the end of the 1990s some LMSs incorporated interfaces to standard tools such as Microsoft’s Excel for the presentation of statistical data. During the 1990s there was an almost total lack of reporting on ways of evaluating LMSs once they had been installed. Given the large amounts of resources, in terms of time and money, invested in procuring LMSs it is perhaps surprising that libraries have not carried out a post-implementation review, although there may well be reasons for this including, for instance: no-one requested in  not enough time,  no money ,no suitable staff to carry out the evaluation  fear of drawing attention to an LMS’s defects soon after large amounts of time, money and collective energy ahs been expended lack of a baseline for comparison of improved service. However, there are many reasons why a post-implementation evaluation of an LMS should take place. Such reasons include to: determine if the broader goals of the library are being met by the LMS determine if the particular goals of implementing the LMS have been met determine if the system as delivered satisfies the contract enable others to learn from the experience  provide an account to the funding body of the money spent on the LMS  investigate complaints from the staff or users about the system establish a benchmark showing at what level of performance the LMS is operating. Akeroyd 80 concluded his overview of LMSs with a description of some of the functionality required by future systems and which were beginning to be investigated in some research projects at the end of the 1990s. These included: the integration of multiple sources and systems, both of bibliographic information and the full-text of documents the simplification of access to sources  the personalisation of systems  a change in the way that software is created and maintained. Only a review of the next years would provide an overview of such future developments.   

Why Bother With Politics

Why Bother With Politics Free Online Research Papers The world of politics is one with endless boundaries. Politics cover virtually every aspect of life and the legal infrastructure that we live today. It is a way for people to make changes, and for changes to be made for the betterment of the people. People learn of politics through many different sources, though perhaps the leading source is the media. The media publicizes important and current governmental issues by means of newspaper, internet, and magazines. Television and television news is a major contributor to the publicizing of government actions to the masses. On any given day at any given time, there are various news channels that focus specifically on the current political climate in the US and elsewhere. Political information can also be discussed in various interest groups. In these groups people can take their ideas and causes to the streets and persuade others to go along with their views on important issues. One of many reasons American politics is so special is because everyone is entitled to their own opinion on our government and can express it anyway they please. Also, being part of any politically related group gives people the opportunity to learn about issues that they may not have previously known. The opportunity to be educated on endless political topics and issues is one of the advantages of people communicating about related topics. Schooling is also a primary source of information to be distributed about politics and its impact on us today. People can only help themselves by getting informed about our government and what is going on with laws, elections, and politicians currently in office. The beauty of democracy is that we the people make the decisions and we must take full advantage of that. I believe the most influential sources of politics is the media and, specifically, the politically based television shows such as MSNBC,CNN,and Fox News. All of these channels have different opinions, such as Fox’s Republican favored views, and MSNBC’s less partisan broadcasting. I find these sources of media to be extremely influential to both myself and the people of our country, as intelligent and informed individuals are regularly interviewed about various sorts of political topics and their opinions surrounding them. They give specific answers on why they like certain issues, why they dislike certain issues, and even what politicians they feel strongly about and what politicians they disagree with. If one has no background information on any form of politics it only make sense to base their views on what these other, informed â€Å"experts† feel. I also believe our parents have a strong impact on the way youth feel towards politics. It seems as if the philosophy of the â€Å"apple doesn’t fall far from the tree† plays a role in the way we feel about government as well. For example, if at the dinner table, a parent adamantly discusses his favoritism of the Independent party there is a good chance u may agree because of the simple fact that your Father and guardian feels the same way. I, personally, believe that the Internet has had the biggest impact on my political views, because I have been fortunate enough to find non-partisan websites providing a great deal of information about various political topics. This provides me with the choice of figuring out what party and specific issues I find to my liking. These websites have persuaded me to the point where I comfortably define myself as a member of the Independent party because I feel as though the media and big-shot parties don’t have a right to define who we are in simply two different groups. We, as Americans, all have a choice and I believe there are far too many choices to be allow ourselves to be sucked into one of two dominate decision making parties, and we should instead co-exist with them and vote how we truly feel instead of what a party feels. In my opinion, the Independent voter takes the full advantage of being a free citizen and voting according to conscience, the way it should be. Overall, politics is something we should all learn more and more about because it is everything and it is everywhere and the more you know the better the decision you make. Research Papers on Why Bother With PoliticsRelationship between Media Coverage and Social andHip-Hop is ArtStandardized TestingQuebec and CanadaEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XTwilight of the UAWAssess the importance of Nationalism 1815-1850 EuropeMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics Advertisement

Street Children Essays

Street Children Essays Street Children Essay Street Children Essay In the last 100 years , The Number of street children has risen in a scary way . The United Nations lately tried to estimate Their number . The estimated number was terrifying ,it was 150 million and rising daily . These children are part of the of future of our communities. Their age range is from three to eighteen years old, 40% of them are homeless. Imagine a three years old child roaming the streets with no place to go with no home! While the other 60% work on the streets to support their families . The Problem is that these street children are not in one country, not even one continent but they are all over the world especially in Africa, north and south America . According to statistics in the year 2000, the street children reached three-hundred and fifty thousand and rising, while in Latin America and Caribbean their number reached four hundred and ten thousand . On the other hand in all the developing world the number of street children reached 2. 5 million . But that is not all, These children while they are in the streets unable to go to school, they face a lot of problems like child trafficking, prostitution and working under severe conditions which are all against children rights. (Ennew) Identifying reasons for the existence of street children is essential in order to find a permanent solution for the problem, one of the main factors that contributes in the dramatic increase of street children is Poverty which caused by underemployment and low education standards and the lack of awareness of the benefits of family planning and birth control ways which leads to high birth rates, And in some part of the world specifically in developing countries like Rwanda and the Cambodia, the population has been pushed above the capacity of land and thus the standard of living has decreased and where the average number of children per family is eight, and according to official statistics 35 percent of the population in Cambodia lives below the poverty line where the average income of a person per day is 1800 Riel/0. 5 Sudan so they can’t afford a good standard of living by their income to their selves or their children and with the overcrowded schools and the government don’t offer suitable education with suitable price for their community, and with the low income of the parents they can’t afford to send their children to even public schools so they got no escape from sending their children to work in the streets and help them and support their family, And thus providing good education by the government and providing new job opportunities would help decrease the unemployment rate and thus increase the standard of living, and increasing the awareness of the birth control ways and family planning would help reduce the problem as the average number of children per family would decrease and thus make it easier on their guardians to provide them a decent standard of living. (child safe international) (Kospoka) In other parts of the world like in Africa, specifically in the Republic of Sierra Leone-Free town ,its common site to see street children in the city, after many years of armed conflict, the country is so poor, where the lucky children is forced to work instead of going to school and having proper and education and they would have a place to go in the end of the day and the unlucky those whose parents got killed in the armed conflicts and with no place to go as the government can’t afford to provide a decent shelter to to take care after those children rescue them from the street life ,and so the children are forced to live in the streets to work and to start to live on their own, according to the U. S. Dept of Labor Bureau of International Labor Affairs, the UNICEF estimated that 71. percent of children aged between five and fourteen is working in Sierra in year 2000,most of these children want a change to get a decent education but unfortunely those whose parents survived t he armed conflicts can’t afford the expensive education system and thus there are no other way for these children except begging in the streets ,the danger is just in those children who had forced to live in the streets the real danger is in the upcoming generation of the street children if the current aren’t rescued or helped soon ,according to DR. Ibrahim Sallie a senior lecturer in the MMCET recently spotted the light on the upcoming generation, with the increase of violence and low morals and crime is Sierra Leone city this would sure effect those street children for sure ,and the problem will probably escalade as unlike the parents those second generation of street children would be raised with no definite moral or cultural or back ground except the culture of the surviving of the fittest, this would definitely would contribute in rising a new generation ull of criminals as they would do anything for living and just survive and increase the violence more and more ,and thus a secure environment free of armed conflicts would help to create a better climate for raising children and would give them better chance of becoming something more better than just street beggars and it’s the role of the governments to try to provide their citizens with secure environment and job opportunities with appropriate income to help those poor parents to prove their children with good education or provide public education with affordable prices for those poor parents who can’t afford it and for those unlucky children who lost their parents in the armed conflicts the governments should also care about them and make orphans houses that provide them with decent food shelter and education, to help to create a better civilized and educated generation, because they might not form a danger on the society in the near future but in the far one this would be a definitely a huge problem to deal with specially with the second generation who would be way more violent than the previous one and as more as the generation increases the more the crime and violence will increase and it will be then difficult to solve. (Prof. Martin) (Kospoka) And as discussed above, the causes of the street children phenomena could be resolved by proving a secure community free of armed conflicts and providing good education for the society with affordable prices that even poor parents can afford and working on making new job opportunities for adults and trying to reduce the unemployment rate and increasing the awareness about family planning and birth control ways would help to create awarded well educated and working society than they can easily raise their kids and providing them with good standards of living Bibliography child safe international. 2007. 2010 lt; childsafe-international. org/CountryInfo. aspgt;. Ennew, Judith. Difficult Circumstances. 2003. 8 november 2010 lt; crin. org/docs/Difficult%20Circumstances%20-%20Reflections%20on%20Street%20Children%20in%20. pdfgt;. Kospoka, Anthony. The problem of street children in africa : an ignored tragedy. 21 4 2000. Prof. Martin. gvnet. 2009. 2010