Anthropogenic Polycyclic Aromatic

Anthropogenic Polycyclic Aromatic Source Apportionment of Anthropogenic Polycyclic Aromatic Hydrocarbons (PAHs) by Molecular and Isotopic Characterization A dissertation submitted as part of the requirements for the Degree of Master of Science Abstract Polycyclic aromatic hydrocarbons (PAHs) are important, ubiquitous environmental pollutants known for their carcinogenic and mutagenic properties. They are released into the atmosphere, soil (which bears about 90% of the environmental PAH burden in the UK) and water by natural and anthropogenic processes. Today, anthropogenic combustion of fossil fuel is, by far, the most important source of PAH input into the environment. The importance of PAHs as environmental pollutants with a multiplicity of sources has resulted in considerable interest in source apportionment techniques. This study therefore investigated the PAH profiles in road dust samples around a high temperature carbonization plant (Barnsley, South Yorkshire) and used the combination of molecular methods and gas chromatography-isotope ratio mass spectrometry (d13C GC-IRMS) to identify their origin. Quantification of the sixteen U.S EPA priority PAHs extracted from the dust samples ranged from 2.65 to 90.82g/g. The PAH profiles were dominated by phenanthrene for 2-3 ring PAHs and by fluoranthene, pyrene, chrysene and benzo(b+k)flouranthene for PAHs with ring size ≠¥ 4. The fluoranthene to pyrene (Fl/(FL+P)) )) concentration ratio ranged from 0.51 to 0.55, while the indenol(1,2,3-cd)pyrene to benzo(ghi)perylene (IcdP/(IcdP+ BghiPer)) ratio ranged from 0.37 to 0.55; suggesting contributions from diesel combustion, most likely from heavy duty trucks. The ability of compound-specific stable isotope measurement, using d13C GC-IRMS, to source apportion environmental PAHs where significant input from coal is expected has been demonstrated. The PAH d13C isotope ratio values ranged from -25.5 to -29.7%o. Overall, the d13C isotope ratio, in conjunction with PAH molecular distribution/ratio, strongly suggest that PAHs in the study area have inputs from both high temperature coal carbonisation and transport fuels (mainly diesel combustion). Chapter One 1.0 Introduction Industrialization, centered on energy use, has been the driving force for many of the greatest advances in the 20th century and is central to our way of life in the modern world today. Energy improvements and the discovery of fossil fuel (coal and petroleum) have hastened industrialization and breakthroughs in areas such as travel, communication, agriculture and healthcare, in many parts of the world. Despite these achievements, industrialization has brought along with it global problems of environmental pollution and challenges. These include exploitation of natural resources, oil spillages, global warming due to rising emissions of carbon dioxide and other green house gases, disposal of wastes (industrial and domestic) and inorganic and organic emissions which ultimately affect air, water and land quality. The release of organics/organic effluents such as polycyclic aromatic hydrocarbons (PAHs), mainly from the use of fossil fuels; into the environment have particularly gained attention in recent times due to their toxicity and persistence. 1.1 Polycyclic Aromatic Hydrocarbons (PAHs) Polycyclic aromatic hydrocarbons (PAHs) are ubiquitous environmental pollutants that are of great public concern due to their toxicity, carcinogenicity and/or mutagenicity (Fabbri et al., 2003; Sharma et al., 2007). They are continuously introduced into the environment by both natural processes, such as volcanic eruptions and forest fires; and anthropogenic sources which include various industrial processes such as coke production in the iron and steel industry, catalytic cracking in the petroleum industry, coal gasification, heating and power generation, open burning of vegetation and internal combustion engines used for various means of transportation (Suess, 1976; Morasch et al., 2007). Immense PAHs contaminations of the environment typically originate from anthropogenic sources. A natural balance existing between the production and natural degradation of PAH historically kept the background concentration of PAH in the environment low and fixed (Smith and Harrison, 1996). The ever-increasing industrial development and use of fossil fuels in many parts of the world released PAHs into the environment resulting in their universal occurrence in air, water, soil and sediments. This increase in the production rate of anthropogenic PAHs has disrupted the natural balance of PAHs in the environment, while their rate of decomposition remains more or less constant (Suess, 1976; Fetzer, 1988). PAHs are found in great abundance in fossil fuel materials such as shale oil, coal liquids, petroleum, asphalt and many other hydrocarbon based materials (Fetzer, 1988). Incomplete combustion of these fossil fuel materials produces fly ash, chimney soot and engine-derived air particulates which have higher levels of PAHs than the original materials (Chadwick et al., 1987; Fetzer, 1988). Generally, PAHs give rise to significant impact to the areas close to the nearest point sources (Ohkuchi et al., 1999). There are very high concentrations of atmospheric PAH in the urban environment which is accounted for by the various industrial processes earlier identified, increasing vehicular traffic and the scarce dispersion of the atmospheric pollutants. These PAHs are emitted to the atmosphere either in the gaseous phase or on very small particles, 70-90% of which are in the respirable range (et al., 1987). The risk associated with the human exposure to atmospheric PAH is therefore highest in the cities because of these factors and the density of population (Sharma et al., 2007). In view of the carcinogenic potential of many PAH compounds, their contribution to the mutagenic activity of ambient aerosols and range of sources of emission, their concentration in the environment is considered alarming and efforts should be made to reduce or even eliminate them wherever possible. To achieve this, a better understanding of their fate and associative transformation pathways in the environment is necessary and this has resulted in considerable interest in PAHs source apportionment. 1.2 Source Apportionment Most organic pollutants can be released into the environment from various sources. Hydrocarbon pollutants are particularly widespread in the environment due to the multiplicity of their sources such as synthesis by living organisms (biogenic origin), degradation of organic matter (diagenic origin), incomplete combustion of organic matter and natural and anthropogenic fossil fuel combustibles (petrogenic origin) (Mazeas et al., 2002). Due to the multiplicity of the sources of organic pollutants, source apportionment techniques are invaluable in the determination of the contributions of various pollution sources of a pollutant in the environment. Source apportionment generally refers to the quantitative assignment of a combination of distinct sources of a particular group of compounds put into a system (OMalley et al., 1994). Differences in emission profile, among emission sources, have been sufficiently used to develop fingerprints that can be identified and quantified at a particular site (Dallarosa et al., 2005). As mentioned earlier, most of the environmental PAHs have anthropogenic origins. Contributions from coal combustion and use of petroleum in internal combustion engines for transportation have increased over the years and have generated a lot of concern. It is therefore important to be able to distinguish different sources that contribute to PAH pollution of a particular environment using reliable source apportionment techniques. This project work is therefore aimed at contributing to the knowledge of reliable, unambiguous novel PAH source apportionment techniques by: (i) Identifying and quantifying contemporary PAHs fluxes in the environment around a coking works using molecular methods (ii) Demonstrating the ability of compound specific stable isotope measurement to source apportion environmental PAHs where significant input from coal is expected Chapter Two 2.0 Literature Review 2.1 General overview of the properties of PAHs Polycyclic aromatic hydrocarbon (PAH) compounds are a class of complex organic chemicals made up of carbon and hydrogen with a fused ring structure containing at least 2 benzene rings (Ravindra et al., 2008). They may also contain additional fused rings that are not six-sided (Figure 1). Pyrosynthesis and pyrolysis are two main mechanisms that can explain the formation of PAH from saturated hydrocarbons under oxygen-deficient conditions. Low molecular weight hydrocarbons like ethane form PAHs by pyrosynthesis (Figure 2). At a temperature greater than 5000C, carbon-hydrogen and carbon-carbon bond are broken to form free radicals which combine to form acetylene. Acetylene condenses further to form aromatic ring structures which are resistant to degradation (Figure 2). The ease with which hydrocarbons may form PAH structure varies in the order aromatics > cycloolefins > olefins > Paraffins (Ravindra et al., 2008). The higher molecular weight alkanes in fuel form PAH by pyrolysis: the cracking of organic compounds. The discovery of the fluorescence of a number of known carcinogenic tars and mineral oils in 1930 led to the investigation of the carcinogenic properties of PAHs. This spanned from the discovery that benz(a)anthracene and other compounds in its group possessed a similar fluorescence (Chadwick et al., 1987). Initial investigation for PAH carcinogenicity using dibenz(a,h)anthracene later resulted in the isolation of a powerful carcinogenic substance from coal tar: benzo(a)pyrene (Chadwick et al., 1987). Since the discovery of benzo(a)pyrene, various works have been done to identify other carcinogenic PAHs. Sixteen (16) parental PAHs have been designated by the US environmental protection agency (US EPA) as priority pollutants and most of the studies have focused on these (Figure 1 and Table 1). Seven (7) of these (Table 2) have been identified by the International Agency for Research on Cancer (IARC) as animal carcinogens and have been studied by the EPA as potential human carcinogens (EPA report, 1998). PAH can undergo metabolic transformation into mutagenic, carcinogenic and teratogenic agents in aquatic and terrestrial organisms. These metabolites, such as dihydrodiol epoxides, bind to, and disrupt, DNA and RNA, which is the basis for tumor formation (Wild and Jones, 1995). Although PAHs are renowned for their carcinogenic and mutagenic properties, not all of them are environmentally or biologically significant. Studies have been carried out on monitoring the levels of some of the important PAH in various parts of the world and the results of a number of these are summarized in Table 2. The carcinogenicity and/or mutagenicity of PAH, which require metabolic conversion and activation, is structurally dependent: while certain isomers can be very active, other similar ones are not (Fetzer, 1988). An example, as shown by Fetzer (1988), is found in the five PAHs with molecular weight of 288 and containing 4 rings. Chrysene, benz[a]anthracene and benzo[c]phenanthrene are mutagenic but the remaining two, napthacene and triphenylene are not. As molecular weight increases, the carcinogenic level of PAHs also increases and acute toxicity decreases (Ravindra et al., 2008). The p electron fused benzene rings in PAHs account for most of their physical properties and chemical stability (Lee et al., 1981). The 2-ring and 3-ring PAHs compounds, which are more volatile and water soluble, but less lipophilic than their higher molecular weight relatives, generally exist primarily in the gas phase in the atmosphere and will tend to be deposited to the surfaces via dry gaseous and/or wet deposition (Ravindra et al., 2008). On the other hand, the less volatile 5-6 ring PAHs tend to be deposited on surfaces bound to particles in wet and dry deposition; while compounds of intermediate vapor pressure will have a temperature-dependent gas/particle partitioning of PAHs leading to both wet and dry deposition in gaseous and particle-bound form (Mannino and Orecchio, 2008). PAHs have a tendency to sorb on hydrophobic surfaces and this tendency increases with the number of aromatic rings (Morasch et al., 2007). Thus, PAHs are primarily found/present in the environment in soils and sediments, rather than water and air. Their high hydrophobic tendency and high lipophilic properties make them easily bio-accumulated to such an extent that can threaten the safety of food chains for both man and animals (Sun et al., 2003). Compounds Chemical formula Molecular weight Melting point, oC Boiling point,oC Particle/gas phase distribution Napthalene C10H8 128.19 80.5 218 Acenaphthylene C12H8 152.21 Gas phase Acenaphthene C12H10 154.21 96.2 279 Gas phase Fluorene C13H10 166.22 116 -117 295 Gas phase Phenanthrene C14H10 178.24 100 101 340 Particle phase Anthracene C14H10 178.24 216.5 217.2 339.9 Particle phase Fluoranthene C16H10 202.26 110.6 111.0 393 Particle phase Pyrene C16H10 202.66 152.2 152.9 360 Particle phase Benz(a)anthracene* C18H12 228.30 159.5 160.5 435 Particle phase Chrysene* C18H12 228.30 250 254 448 Particle phase Benzo(b)fluoranthene* C20H12 252.32 Particle phase Benzo(K)fluoranthene* C20H12 252.32 215.5 216 Particle phase Benzo(a)pyrene* C20H12 252.32 176.5 -177.5 311 Particle phase Indeno(1,2,3-cd)pyrene* C20H12 276.34 Particle phase Dibenz(a,h)anthracene* C22H14 278.34 205 Particle phase Benzo(ghi)perylene C20H12 276.34 273 Particle phase *PAHs identified animal carcinogens and as potential human carcinogens Table 1: Physical properties of 16 priority PAHs on US EPA listing (Adapted from EPA REPORT, 1998, Ravindra et al., 2008) S/N Total PAHs Mean (ngm-3) Cities 1 à ¥ 15 PAHs 56 Columbia (USA) 2 à ¥ 15 PAHs 412 Austria 3 B (a) P 4.99-9.56a Delhi 4 à ¥ 12 PAHs 93 Denver (USA) 5 à ¥ 8 PAHs 150-1800a Delhi 6 à ¥ 15 PAHs 166 London 7 à ¥ 15 PAHs 59 Cardiff 8 à ¥ 11 PAHs 90-195 (I)a, 20-70 (R)a Ahmedabad 9 à ¥ 12 PAHs 22.9-190.96a Kolkata 10 à ¥ 12 PAHs 20-95a, 125-190a Mumbai, Nagpur 11 à ¥ 13 PAHs 90.37 57.04 Coimbatore 12 à ¥ 11 PAHs 310 (60-910)a Mexico city 13 à ¥ 15 PAHs 8.94-62.5a Camo Grande city 14 à ¥ 16 PAHs 13-1865a Chicago I= industrial site, R = residential site, a Range Table 2: A summary of mean concentrations (ng/m3) of total PAHs in various cities of the world (Sharma et al., 2007) 2.2 Anthropogenic sources of PAHS The high concentration of PAHs in the environment, as shown in Table 2, suggests the extent of anthropogenic contribution (Sharma et al., 2007). It is, however, difficult to estimate the amount of anthropogenic PAHS on the yearly input of the various sources on a global basis. An approximate quantification has been made, based on the annual consumption of fossil fuel, that while the global annual release of PAHs to the atmosphere is of an order of 105 tonnes, including 103 tonnes of benzo(a)pyrene; the annual input of crude and processed oil containing 1-3% PAHs to the oceans of the world is 1.1106 tonnes (Ivwurie, 2004). The main anthropogenic sources of carcinogenic PAHs are emissions from fossil fuel combustion in industrial and power plants, automobile emissions, biomass burning, agricultural burning and natural gas utilization. Fossil fuel utilization is the major cause of anthropogenic PAH occurrence in the environment. Hence, emphasis is placed on these sources below. 2.2.1 PAHs from Coal Combustion and Conversion Processes Coal, an organic rock formed from the accumulation and burial of partially decomposed vegetation in previous geologic ages through a series of physical, biological and biochemical changes; is a major fossil fuel for heating and power generation. The predominant organic components in coal have resulted from the formation and condensation of polynuclear carboxylic and heterocyclic ring compounds containing carbon, hydrogen, oxygen, nitrogen and sulphur (United Nations, 1973). Due to its chemical composition (heterogeneous macro-molecular matrix, including hydrocarbons and hetero-atomic moieties) various coal conversion and utilizations are significant contributors of PAHs to the environment. Coal combustion emissions 47 PAH compounds resulting from coal combustion residing in fly ash, grate ash or the stack emissions were identified in the work of Junk and Ford (1980, cited in Chadwick et al., 1987). However, these PAH emissions are a function of the efficiency of the coal combustion plant. On the whole, large, efficient coal-burning, electricity-generating plants, with high combustion temperatures, emit relatively low total amounts of PAH and contribute very little to PAH emissions when operated properly (Chadwick et al., 1987). PAH emission factors for coal-fired plants were put at 32ugkg-1 and 41ugkg-1 coal by Ramdahl et al. (1983) and Masclet et al. (1987) respectively. 70% of the total PAH emission flux from power plants is made up of 3-4 ring PAHs and their alkylated counterparts (Wild and Jones, 1995). 5-6 ring PAHs and their heteroatom-containing derivatives are emitted from coke ovens during coal carbonisation (Kirton et al., 1991) Coal carbonization emissions Coal carbonization, the pyrolytic decomposition of coal in the absence of oxygen, can be classified according to the temperature to which the coal is heated, as shown in Table 3. This process yields char or coke, tar and oven or coal gas as the major products. Coke is by far the most important product in terms of yield and revenue. However, leakages from coke ovens are sources of release of high levels of PAHs and other organics to the environment. Emissions from coke ovens range from volatile monoaromatics (alkyl benzenes) to 5-6 ring PAHs together with their substituted heteroatom derivatives such as O-PAHs, NPAHs and S-PAHs (Lao et al., 1975; Kirton et al., 1991). Anderson et al. (1983) determine

Many films are a bad influence on young people Essay

The film industries of the world are developing day by day. Today there are so many films being produced that you can barely keep count. Some of them are for the benefit of the community but most of the films have a bad influence on the young people as well as on the community. These films are responsible for increase in violence, crime, illegitimacy in the society. And I completely agree with the statement that many films are a bad influence on young people because of the following reasons. It has been noticed that boys and girls are crazy of watching movies. And they spent averagely three to four hours in watching movies daily. This fast growing bad habit is expensive because of increasing electricity bill and the waste of precious time which can certainly be devoted to healthier, less wasteful and more gainful pursuits. The extreme setting in front of TV is harmful for education and health also. The studies are affected because youth like to watch television when parents are not there in home, and having no self-discipline. Many teens have shortsighted because of this. And it caused the problem like fat. Staying at home will let you become lazier. Our body needs to do sports, exercise etc The youth also try the actions done by heroes in the films. In the Indian films there is extreme level of violence, crime and other deviations from normal human behavior. The re-enactment shows shown on different channels of about robbery, murder etc, and are extremely dangerous for the country in future because youth learn about the new methods of criminal activities. Education and other experts have repeatedly found that the main source of eve teasing and assaults on girls in our towns and cities, in the market place and elsewhere, is the cinema. Young people see on the screen a hero running after a heroine, approaching and tempting her in subtle ways. Such talk and gestures naturally catch the attention of the immature cinema fans and affect their thinking and conduct. Thus, the social fabric and the morals of the young people are adversely affected. Another notable aspect of the situation is that whenever some enterprising producer presents a simple, true-to-life story, based on the works of famous short story or fiction writers as Prem Chand or Sarat Chandra, such films, and also art films free of glamour, seldom prove successful and prove to be flops at the box office. The modern audiences want songs and dances, spectacle and gorgeous costumes, love scenes and fights. What sort of citizens can the country hope to produce when the films the young see are totally misleading, lack aesthetical values. However, there are some positive effects of the films like movie â€Å"Tara Zameen Par† in which a child which is been weak in one subject can be good in other subject and the strictness of the parents on the weak subject can make the child mentally disabled. In the last movies and films are bad for the youth because positive effects are lesser than negative effects.

United States And The Cold War - 1695 Words

Alexander Protivnak Essay #2 PS 1511 All through the Cold War the United States attempted to contain or squash developments that it saw as dangers to American financial or security objectives, in Europe, in Asia, in different parts of the alleged Third World, and at home. Communists, patriots, individual voyagers, neutralists, and activists for popular government and human rights, at different times, felt American rage in the half-century after 1945. In no spot, be that as it may, did American exertions to attest its hobbies and impede the will of the local populace happen as seriously or shockingly as in Vietnam. Despite the fact that a little, immature nation which has been subjected to violence and resistance through the years, not to†¦show more content†¦Many considered these as steps back rather than moving forward. This is an impending doom which revealed itself early on. Both Robert Buzzano and Randall Woods present excellent interpretations of American foreign policy in Vietnam. What we need to look at closely is the goals that are set by the U.S., as well as their expected goals. When starting our comparison we are forced to realize that John F. Kennedy and Lyndon B. Johnson had two very different approaches to Vietnam. Many attribute LBJ as the reason we even went into Vietnam. However what remains is another instance of America trying to protect the world from communism. Woods tells us that, â€Å"Johnson was an unbelievably intelligent person. His capacity to absorb information and analyze it was amazing. He was a very earthy and profane man, but he also was very much a liberal Christian.† This becomes a more popular argument however that Wood expands on. At the beginning of Wood’s article, he states that LBJ’s Christian ideology influenced how he approached the conflict in South Vietnam. Since the United States stands for democracy, it was imperative that LBJ follow JFK’s lead of protecting the noncommunist Vietnamese. On the off chance that LBJ didn t fight a

Cultural Significance Of Cultural Culture Essay - 1834 Words

The studies into culture have been on-going and the importance of cultural significance in societies has increased in recent years due to the changing dimensions of the world we live in. Globalization itself has had a very profound effect on cross-cultural interactions through progression in the fields of communication and technology that allow the formation of virtual work teams, the elimination of borders in trade, increased labour mobility and migration between countries. While theorists over the years have tried to define culture, it is important to note that cultural experts themselves have stressed the difficulty of defining the concept without touching into different ideas and theories that contradict each other (Browaeys and Price, 2008). Hofstede (2001) defines culture as the collective programming of the mind that distinguishes the members of one group or category of people from another . In his book International Management (2003), Tayeb adds to the literature defining cu lture as ‘historically evolved values, attitudes and meanings that are learned and shared by the members of community and which influence their material and non-material way of life’. Some of the most commonly identified elements of culture are values, attitudes, rituals and shared meanings that are developed by individuals over the course of their lives through education, regional and national influences (Hofsede et al, 1991; Schwartz, 1992; Trompenaars and Hampden-Turner, 1997). HavingShow MoreRelatedThe Difference Between Material And Consumable Culture Essay1145 Words   |  5 Pagesmaterial and nonmaterial culture in your world. 2. Identify ten objects that are part of your regular cultural experience. a. For each, then identify what aspects of nonmaterial culture (values and beliefs) that these objects represent. 3. What has this exercise revealed to you about your culture? Material Culture versus Nonmaterial Culture â€Å"Material culture refers to the objects or belongings of a group of people. Metro passes and bus tokens are part of material culture, as are automobiles, storesRead MoreEssay on The Cultural Diamond: Twitter as a Cultural Object1317 Words   |  6 PagesWhat is the â€Å"Cultural Diamond†? The cultural diamond can be best understood and explained through an analysis of its framework and linkages. The diamond consists of four corners: the cultural object, the receiver, the creator and the social world. Firstly, there is the cultural object, which can be anything in the social world that has a shared significance or meaning. The cultural object can be tangible like an Iphone, audible like a national anthem, visible like a Christian wearing a cross,Read MoreHistoric Films about the Phillippines865 Words   |  3 PagesIn the film Jose Rizal, the social, cultural, and historical significance found in this film was somewhat similar to eachother. The social significance that I found was how the Philippine and Spanish communities were impacted because of what Jose Rizal had written in his novels. In his novels, he incorporated accusations toward the Spaniards about how they have been abusing and taking advantage of the Philippine community. The Philippine community sought to fight back so his accusations caused aRead MoreMass Marketing and Cultural Appropriation Essay1722 Words   |  7 PagesThe term â€Å"cultural appropriation† is vaguely known in today’s society. Tha t is a major contradiction due to the fact that, many people are perpetrators of it. The definition of cultural appropriation is, taking an aspect of a different culture, particularly one of a lower social class, and degrading it, devaluing its importance (â€Å"What Is Culture Appropriation, Anyway?†). It’s important to understand and acknowledge the existence of cultural appropriation, while educating people on the correct waysRead MoreThe Role of Language in Communication and Culture923 Words   |  4 PagesThe notion of culture has been regarded and investigated by researchers who are interested in the study human communication. A large number of studies has been piloted to reveal how people from different cultural background differ in their ways, traditions and behaviors of speaking. However, while cultural diversity is oddly being embraced and highlighted by the academic community in general, a chorus of criticism has been directed against the theory of culture as being facing hard periods of timeRead MoreThe Globalization Of Consumerism Within The United Kingdom, Germany, And China915 Words   |  4 Pageslocal cultures that don’t posses the means to market themselves to the rest of the world. Being apart of an interconnected marketplace allows consumers and producers to be aware of the significance and importance of many of the goods that are sold and bought. There is, however, a fine line between the significance of good and their importance. Goods can be incorporated into two categories, the first category being a â€Å"hardware† good (importance). It serves as a constitute of social and cultural good;Read MoreSouth Asian Culture1010 Words   |  5 PagesThe popularization of South Asian culture through its use by mainly white female celebrities alludes to the idea that white women exotify South Asian culture, as it makes them feel as though they are more â€Å"ethnic.† Similarly, as it is mainly white women, even celebrities, who are those adorned with bindis and other symbols of South Asian culture in American media, it alludes to the idea that white women are seen as more desirable and are more praised in society than those who do not fit that standar dRead MoreCultural Diversity And A Multicultural Society1371 Words   |  6 Pageslimited to physical, intellectual, emotional, and significantly cultural dimensions. In order for nurses to provide transcultural care, they need to be knowledgeable to understand significance of cultural diversity and take measures to provide culture competent care. Cultural diversity is a broad term that according to Lynn (2015), â€Å"Culture, ethnicity, and race- is an integral component of both health and illness,† (p. 74). The term ‘culture’ which according to Silvestri (2014) means, â€Å"Dynamic networkRead MoreCultural Studies For Chinese Enterprises Essay1052 Words   |  5 PagesCompared with the rapid development of foreign enterprises cultural studies, cultural studies for Chinese enterprises is very weak, (Ding, 2014)which is reflected in: First, the culture of Chinese enterprises still remain in the shallow stage, although there are some studies on corporate culture, but the most of them are introduced and discussed the significance of corporate culture and social culture, and business innovation dialectical relationship-based, there are not much theories based on empiricalRead MoreCultural Pluralism And Relativism For The Chinese Culture Essay1180 Words   |  5 Pagessocial and ancient practices. Hence, dif ferent cultures harbor visible and invisible components which influence health beliefs (Potter Perry, 2014, p.110). It is important to understand the significance of culturally based care to promote health knowledge in sensitive, creative, and meaningful ways. With the processes of enculturation and acculturation, health providers can promote culturally sensitive care by accepting the importance of cultural learning (Potter Perry, 2014, p.111). This paper

Human Resource Management Literature Review - 1719 Words

Week 7 Literature review HR590 Human Resource Management Literature Review - Introduction In the intensely competitive and global environments that companies of today operate in, it is very critical that a company is able to attract and select employees with the right talents and also is able to ensure that they have the skills, knowledge and abilities for effectively doing the job they have been hired for. It is essential to invest time and effort in a recruitment process to ensure that the company is recruiting the right people for the required positions in the company. From the perspective of the team or person that is responsible for conducting the hiring process as well, having well defined end to end process helps them to understand what is needed and helps in guiding them in the activity of finding the right type of candidates that should be hired for the job (Heathfield, n.d.). Given this context, it is important to have a well-defined process at every stage of recruitment planning to final selection and onboarding and these are discussed in this paper. Job Analysis Job analysis assists to identify the content of work on the basis of qualities required to undertake the job, the involved activities, and also ascertains the key requirements in the job. One of the key reasons for carrying out job analysis is to make job specifications and job descriptions that assist an organization to take into service people with the right qualities. The overallShow MoreRelatedLiterature Review of Human Resource Management, theory versus practice2101 Words   |  9 Pagesrelationship between human resource management and organizational outcomes is one of the long-standing goals of macro human resources management research. – Kaifeng Jiang et al 2011 With rapid change in the economic environment managers and scholars have been motivated to seek competitive advantages through new sources. The role of a skilled, motivated and flexible workforce has become more prominent than traditional attributes such as technology, economies of scale or natural resources. This is illustratedRead MoreStrategic Human Resources Management: a Review of the Literature and a Proposed Typology10855 Words   |  44 PagesStrategic Human Resources Management: A Review of the Literature and a Proposed Typology Cynthia A. Lengnick-Hall; Mark L. Lengnick-Hall The Academy of Management Review, Vol. 13, No. 3. (Jul., 1988), pp. 454-470. Stable URL: http://links.jstor.org/sici?sici=0363-7425%28198807%2913%3A3%3C454%3ASHRMAR%3E2.0.CO%3B2-0 The Academy of Management Review is currently published by Academy of Management. Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use, availableRead MoreStrategic Human Resources Management: a Review of the Literature and a Proposed Typology10845 Words   |  44 PagesStrategic Human Resources Management: A Review of the Literature and a Proposed Typology Cynthia A. Lengnick-Hall; Mark L. Lengnick-Hall The Academy of Management Review, Vol. 13, No. 3. (Jul., 1988), pp. 454-470. Stable URL: http://links.jstor.org/sici?sici=0363-7425%28198807%2913%3A3%3C454%3ASHRMAR%3E2.0.CO%3B2-0 The Academy of Management Review is currently published by Academy of Management. Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use, availableRead MoreLiterature Review of Recruitment and Selection in International Human Resource Management1779 Words   |  8 PagesLiterature review of Recruitment and Selection in International Human Resource Management Introduction Staffing is one of the main functions on Human Resource Management, refer to International Human Resource Management perspective, staffing will be more important on the managing by the headquartered company to their subsidiaries in order to gain more competitive advantage for them. As a company want to achieve the mind of globalization, they must choose a suitable staffing approach in orderRead MoreA Study On Refining Organizational Training Essay951 Words   |  4 Pagescapabilities is at the core front of any organization. This capstone literature review plan focuses on refining organizational training research, demonstrating an understanding of current organizational environment and limitations, and how the capstone project can fit in the global context of training. II. Describe a plan to collect and organize literature that explains the history of the topic. This capstone project literature review will consist of historic and present studies of employee trainingRead MoreDevelopment Of Human Resource Management Essay1657 Words   |  7 Pages Literature Review â€Å"Thirty-two years of development of human resource management in China: Review and prospects† (Shuming Zhao, Juan Du, 2012) is a journal paper that concentrating on the hypothetical advancements and practical applications of HRM, it first audits the move of HRM in China from planned labor force allocation to current HR management in three particular eras since China s reformation and opening-up. After, it analyzes and discusses the difficulties of human resource management researchRead MoreNursing and The Organizational Culture of Human Resource Management1495 Words   |  6 Pageseffective management of Human Resource, we are learning of the value of people, as a whole, and how they contribute to the success or failure of an organization. That’s even more so true with in healthcare organizations. Nurses play a pivotal role in the health care profession and make up the majority of healthcare workers in a hospital setting. However, there is a nursing shortage glob ally that is expected to increase as nurses from the baby boom era are set to retire. This is where human resource managementRead MoreHuman Resource Management : The Effective Methodology Of Managing Human Capital956 Words   |  4 Pagestopic is Human Resource Management: The effective Methodology of Managing Human Capital. The second topic is The Constraint of Women in Leadership Roles. The demand of a transforming world influences roles in human resource management and women occupying leadership position. Both topics depth with challenges that produce opportunities to structure organizations future. In order to sustain the advancement of the United States economy, organizations need restructure the way its Human Resource administrateRead MoreCritical Success Factors For Enterprise Resource Planning Implementation Success1740 Words   |  7 Pages Introduction This paper is a critical review of the article ‘Critical Success Factors for Enterprise Resource Planning Implementation Success’ which was published in the ‘International Journal of Advances in Engineering Technology’. In this review, the article summary is presented first before an analysis of its structure. The critique of the article then follows, focusing on the author’s authority, the accuracy of the article as a source of information, the currency of the article, its relevanceRead MoreHuman Resource Management Development Into A Prevailing Application Of Research1085 Words   |  5 PagesConsequently, is it not surprising that the literature of the 1990s points to human resource management’s development into a prevailing application of research. Marciano (1995) suggests that human resource management had practically displaced â€Å"personnel and in many schools threatening to supplant industrial relations and organizational behaviorâ €  (p. 223). Yet, at the same time defining human resource management was elusive with the inability â€Å"in identifying its boundaries, or in distinguishing it

Understand How to Create Inclusive Learning in Lifelong Learning Free Essays

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always. Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). We will write a custom essay sample on Understand How to Create Inclusive Learning in Lifelong Learning or any similar topic only for you Order Now The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner. After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress. Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age. Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talents are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment. And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access opportunities to learners to | |diversity. |fully participate in the learning process. Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say. Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners. Maintaining confidentiality and a positive learning experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials. And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Knowing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it. This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised. In adult learning there are responsibilities to learning by them self, | | |learning by observation, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teaching value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery metho d. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their limits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating eac h of the learners has individuals. Assessing the learners | | |at the end of the session or during the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact. Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning and Enabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City Guilds – www. cityandguilds. com | | |City Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | | How to cite Understand How to Create Inclusive Learning in Lifelong Learning, Essay examples

Case Study Qantas

Questions: Part AReview the statement of cash flows for the most recent year and indicate the following:a) net cash inflow (outflow) from operating activitiesb) net cash inflow (outflow) from financing activitiesc) net cash inflow (outflow) from investing activitiesd) net increase (decrease) in cash during the year Analyse the Cash Flow Statements for the last 2 years and comment on the cash position of the company.Part B Review the stockholders' equity section in your chosen company's most recent year-end balance sheet and compare that with the previous year-end balance sheet. Compare percentage increase or decrease. List the stockholders' equity account balances and number of outstanding shares from these two balance sheets and compute the increase or decrease for each during this past year. Answers: Part A a) Net Cash Inflow/Outflow from operating activities It can be observed from the cash flow statement of Qantas from 2012-2013 that net cash generated from operating activities in 2013 is $1417 million whereas in 2012 it was $1810 million. Thus it can be concluded that Qantas more cash in 2012 than in 2013. Moreover, the interest received by the company is higher in 2012 that is $170 million against 2013 that has $110 million. On the other hand, the cash payment in the course of operation is way higher to $15185 million in 2013 which was lower in $14795 million (qantas.com.au, 2015). b) Net Cash Inflow/Outflow from investing activities From the investing activities, it can be understood that total cash used is more in 2012 that is $2282 million which is down in 2013 to $1045 million. On the other hand, the payment made for plant, property, equipment and intangible assets is higher to $2129 million in 2012 whereas payment made in 2013 is low to $1247 million (Reuters.com, 2015). c) Net Cash Inflow/Outflow from financing activities In the financing activities section, it can be found that in 2012, Qantas generated net cash of $370 million whereas in 2013 the company used cash to $953 million. Therefore, it can be concluded that performance of the company was better in 2012 than in 2013. The repayment of borrowings is way larger in 2013 to $1494 million in comparison to 2012 that has only $566 million. On the other hand, proceeds from sale and leaseback were higher in 2012 to $283 million against 2013 that has $83 million. d) Net Increase/Decrease in cash during the year It can be seen from the cash flow statement that Qantas registered more decrease in their net cash in 2013 to 2829 million whereas in 2012, the company had 3398 million. Part B It can be noted from the balance sheet of Qantas is that the total shareholder in 2013 is $5954 million whereas in 2012, it was $5889 million. Therefore, it can be concluded that shareholders equity is lesser in 2012 against 2013. The equity has been increased by 1.09 percent. The issued capital of the company was $4729 million in 2012 whereas issued capital in 2013 was $4693million but the retained earnings of the company is higher in 2013 to $1171 million. On the other hand, the retained earnings were $1162 million for the year of 2012 (Gurufocus.com, 2015). Apart from that, the number of outstanding share of the company in 2013 was $2265 million whereas in 2012, the outstanding share was $2368 million. Therefore, it can be considered that company was able to decrease their outstanding share in 2013. The company was able to reduce by 4.54% outstanding share. It can be found out that the company bought back the shares from 2012 to 2013 (ltd, 2015). Therefore, it can be analyzed that almost $36 million shares was brought back in 2013 and due to that balance of equity at the end of 2013 was higher. References Gurufocus.com, (2015). Qantas Airways Ltd (ASX:QAN) Shares Outstanding. [online] Available at: https://www.gurufocus.com/term/Shares+Outstanding/ASX:QAN/Total%2BShares%2BOutstanding/Qantas%2BAirways%2BLtd [Accessed 30 Jan. 2015]. ltd, q. (2015). QANTAS AIRWAYS LTD (QAN:Australian Stock Exchange Ltd): Stock Charts - Businessweek. [online] Businessweek.com. Available at: https://www.bloomberg.com/research/stocks/charts/charts.asp?ticker=QAN:AU [Accessed 30 Jan. 2015]. qantas.com.au, (2015). Qantas: Annual Report. [online] Available at: https://www.qantas.com.au/infodetail/about/investors/2013AnnualReport.pdf [Accessed 30 Jan. 2015]. Reuters.com, (2015). Qantas Airways Ltd (QAN.AX) Financial Statement | Reuters.com. [online] Available at: https://www.reuters.com/finance/stocks/incomeStatement?stmtType=BALsymbol=QAN.AX [Accessed 30 Jan. 2015].