Developmental Psychology and Early Childhood Education Essay

Introduction The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Global brain research also informs us about the significance of early years for brain development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parents, family and community. The programme at the early childhood stage helps to ensure opportunities for holistic learning and growth. The ECCE programme needs to be determined by children’s developmental and contextual needs, providing for more need based inputs and an enabling environment. Given this need for an individualised approach, it was believed that a common ‘curriculum’ would not be appropriate for all. However, over the years it has been observed that the practical realities are different and most of the ECCE programmes on offer currently do not have developmentally appropriate programmes for the young child. The vacuum created by a lack of curriculum framework has resulted in its being filled with either a minimalist programme or the downward extension of the primary stage curriculum. To ensure optimal development for all children, there is a need to create a planned curriculum framework, encompassing developmentally appropriate knowledge and skills, with flexibility for contextualization. A curriculum framework is also required to ensure that important learning areas are covered, taking care of all the developmental needs of the young child. It also facilitates adoption of a common pedagogical approach to reach for a certain level of quality and address the widespread diversity in the ECCE programmes available for the young children in India. This Curriculum Framework is in line with the Government’s vision of ECCE as spelt out in the National Early Childhood Care & Education Policy and is a broad framework of basic guidelines for curricular goals, programme content, classroom practices, parent guidance 4 Early Childhood Education Curriculum Framework 2012  and teacher preparation across different provisions and across all regions. The purpose of this open framework is to promote quality and excellence in early childhood education by providing guidelines for practices that would promote optimum learning and development of all young children and set out the broad arrangement of approaches and experiences rather than detailed defining of the content. A cautious approach is being adopted to not provide a detailed curriculum/syllabus which would be prescriptive and ‘delivered’ to the young children in a ‘straight jacketed manner’. The Curriculum Framework calls attention to the common principles and developmental tasks, at the same time, respecting the diversity in the child rearing practices and contextual ECCE needs. Each programme is expected to develop its own curriculum to meet the needs of its children, their families, the specific setting, the linguistic culture and the local community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework. This Framework is a dynamic document and would be continually reviewed and evolved in the light of emerging needs. Also, with the adoption of the framework, case studies of emerging best practices will follow and learnings from them would further strengthen the framework. This Framework is firmly focussed on the needs of the child and should lead to improved quality of learning and increased attainment of learning outcomes for children participating in ECCE programmes. The other components for the holistic ECCE programme such as nutrition, health and care are to be ensured by cross reference from related instruments. Objectives of Early Childhood Education The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. This aim is to be achieved through enabling the child to: ? Develop a positive self-concept. ? Establish a sound foundation for a good physique, adequate muscular coordination and basic motor skills. 5 Early Childhood Education Curriculum Framework 2012 ? Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment. ? Enhance verbal and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five senses and cognitive skills and concepts which are foundation for higher order thinking and reasoning. ? Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions. ? Imbibe values, social attitudes and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others. ? Develop independence, aesthetic appreciation and creativity by providing child with sufficient opportunities for self-expression and active exploration, investigation and experimentation. ? Make a smooth transition from preschool to primary through development of emergent literacy and school readiness. Principles of Early Learning Learning begins from birth: From infancy children are mentally and physically active. They learn through all their senses and stimulations. Children construct knowledge: They construct their own knowledge or working models while they actively engage in their environment and through repeated interactions with people and materials. This simply means that children touch, taste, shake things etc. to find out what happens and learn about things in their environment. Children’s curiosity and desire to learn: Children are curious and eager to learn. They have an inherent need to make sense of their experiences and learn about the world around them. Children learn through play: Play is central to the child’s well-being and development Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational thought. 6 Early Childhood Education Curriculum Framework 2012 Child development and learning are characterized by individual variation: No two children are same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Children’s personal, family experiences and cultural backgrounds also vary. Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application. Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children need to experience success more than failure to form a positive self-concept: The experiences should be planned in accordance with the maturational level of the children, such that they are challenging yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to try new and harder things; they gain new skills and become more confident and capable. Children develop holistically and benefit from integrated experiences and education: Learning and development of children takes place in totality. All the domains of development i. e. physical, motor, cognitive, language, socio-personal, emotional and creative and aesthetic appreciation are interrelated and take place simultaneously. Curriculum Content The curriculum must address the following interrelated domains of holistic development through an integrated and play based approach which focuses on development of life skills. ? Physical and Motor Development: Gross motor skills; coordination of fine muscles with dexterity ; eye hand coordination; sense of balance, physical co-ordination, and awareness of space and direction; nutrition, health status and practices. ? Language Development: Listening and comprehension; oral skills/speaking and communicating; vocabulary development; pre- literacy/emergent literacy skills like phonological awareness; print awareness 7 and concepts; letter- sound Early Childhood Education Curriculum Framework 2012 correspondence; recognition of letters; building words and sentences and early writing. Introduction to language of school transaction. ? Cognitive Development: Development of various concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and quantity, one to one correspondence; counting); spatial sense; patterns and estimations in measurement; data handling; skills related to sequential thinking, critical thinking, observing, reasoning and problem solving; and knowledge about concepts and physical, social and biological environment. ? Socio-Personal and Emotional Development: Development of self-concept; selfcontrol; life skills/ self-help skills; habit formation; initiative and curiosity; engagement and persistence; cooperation; compassion; social relationships; group interaction; pro- social behaviour; expressing feelings, accepting others feelings. ? Sensorial Development: Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of Creative and Aesthetic Appreciation: Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ drama and musical activities Physical & Motor Development Creative and Aesthetic Appreciation Language Development Socio-Personal Development Cognitive Development Emotional Development 8 Early Childhood Education Curriculum Framework 2012 ECCE is†¦.. †¢ A balanced play based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual children’s learning &emotional needs through individual, small and large group activities and one to one communication. A school readiness programme which ‘readies’ children for learning to read, write and do arithmetic later. A programme which indirectly promotes self-control and thereby inner discipline in children through interactions. †¢ ECCE is not†¦.. A syllabus bound programme for teaching 3R’s nor ‘a song and a rhyme and go home’ approach. A teacher centred programme that follows formal classroom approach as in school A program for formally ‘teaching’ reading, writing and arithmetic, which is to be done in primary. Not a programme which demands unquestioning obedience or exercise strict classroom discipline †¢ †¢ †¢ †¢ †¢ †¢ (Source: Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training) The ECCE programme should ensure ‘holistic development’ of the child and reflect the inseparable nature of care and education by comprehensively addressing the need for care, nutrition, health and well-being of young children and parent counselling along with supporting the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. Suggestive Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ? Focus on health, nutrition and early psycho social stimulation through free play and a lot of adult child interaction. Eg. s. , (infant games, traditional songs & syllables, access to variety of play materials, individualized adult attention and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc. ) in safe, spacious and clean environment. 9 Early Childhood Education Curriculum Framework 2012 For Children between 3 to 4 years ? Planned play based programme for all round development with more of free play. Continuous opportunities, more free but some guided, for adult –child, child to child Basic Tenets of Curriculum Development ? Based on needs and capacities of young children ? Recognition of special features of children’s thinking ? Mix of formal and informal interaction ? Familiarity and challenge in everyday rhythm ? Primacy of experience rather than expertise ? Developmentally appropriate practice and flexibility ? Use of local material, arts and knowledge which reflect the diversity and culture of the children. Source: Position Paper, National Focus Group on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, small group and large group activities. ? Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a ‘feel good’ experience for a positive self-image. For Children between 4 to 6 years Moving towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and focused more on specific school readiness for 5-6 year old, with increasing complexity in all of above. ? Reading Readiness: e. g. picture –sound matching, shapes, phonetics; increasing vocabulary; verbal expression, developing bond with and interest in reading through picture books, storytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? Writing Readiness: e. g. eye hand coordination, interest in writing, left to right directionality. ? Math: developing skills in classification, seriation, pattern making, reasoning, problem solving, forming concepts: pre number and number concepts and space concepts and vocabulary, environment concepts. ? Motor development: fine motor development through activities such as beading, pegboards and puzzles and large muscle development through running, jumping, balancing activities etc. ? Creativity and aesthetic appreciation: Creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and the activities have to be planned according to the developmental level of the children. Principles of Programme Planning ? ? ? The activities should be age and developmentally appropriate. Activities fostering all domains of development should be appropriately planned. The attention span of young children is 15-20 minutes; therefore the duration of activities should be 20 minutes, with additional time allotted for winding up and initiation of the next activity. However, the programme should allow space and flexibility for need based variations. ? There should be a balance between structured and unstructured; active and quiet; outdoor and indoor; self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experiences should progress from simple to complex. A wide range of individual and group experiences should be planned which are related to the child’s environment, are enjoyable and challenging for children. Routine fosters a sense of security in children. Therefore some routine should be followed in the daily programme. The ECCE programme should never be rigid. 11 Early Childhood Education Curriculum Framework 2012 ? The duration of the pre-school programmes should be 3 to 4 hours. The programme should provide for some rest period during the day and if it is of longer duration, as a full day programme, then a nap time is to be ensured. ? Learning opportunities should be interconnected, linking learning experiences across developmental domains in a meaningful context, reflecting the real life context of the children. ? The language used should be the mother tongue of the child. Efforts should be made to extend their language sensitively and introduce the school language gradually to facilitate school readiness. ? Curriculum goal and objectives should guide classroom process and assessment of the children. The curriculum should be implemented in a manner that reflects responsiveness to family/ home values, beliefs and experiences. ? The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment. Outcomes of Early Childhood Education Curriculum Children who ? ? ? Communicate effectively Display emergent literacy skills, mathematical skills and scientific temperament Express emotions in socially acceptable manner, are socially adaptive and cooperative ? Have physical control, strength and healthy habits Pedagogical Approaches The curriculum adopts a play and activity based approach. Children are visualised as active beings who construct their own knowledge and the process of teaching –learning is one of co-construction of knowledge, with adults as facilitators. 12 Early Childhood Education Curriculum Framework 2012 Various approaches are practised for transacting the Early Childhood Education programme. Some commonly adopted approaches are: Montessori Method: This method is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development and is transacted through specialised sensorial material. Regio Emillia: Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on creation of a learning environment that enhances and facilitates children’s construction of their own thinking through the combination of communicative, expressive and cognitive languages as they engage actively with people, material and environment. Progressive Method: This is an eclectic approach which draws from the major child development theories. Recognizing the many paths of learning, latest researches and contemporary work lay the foundation of this framework. Thematic Approach: Integrated themes and projects form the core content of the curriculum. These themes should enable the children to make meaningful connections among the different concepts and develop holistic understanding of the world around them. The curriculum should be flexible and responsive to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the country, and initiate integrated learning. A programme can adopt any of the above mentioned approaches to transact the curriculum. An integrated daily/ weekly/ monthly programme should be prepared with a well-rounded selection of learning experiences that strengthen all domains of development and are age and developmentally appropriate. The activities for different domains and concepts should be planned purposefully to enable a child to actively engage with and experience the concepts. These will help to consolidate the learning and lay the foundations for future. Caution should be observed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful intervention and adult child and child to child interaction to facilitate the process of knowing, understanding and construction of knowledge by the children. The aim of the curriculum should be to foster 13 Early Childhood Education Curriculum Framework 2012 development through integrated activities rather than mere completion of worksheets or repetitive exercises and activities. To address the needs of the large group of children in one class and multi-age setting, the strategy would be to conduct the activities in large group, small group and individual level. Essential Play and Learning Material In early childhood stage, a child learns through interacting with immediate environment hence environment should be stimulating and should have a variety of materials to arouse and sustain the child’s curiosity, interest and promote his learning. ? Adequate supply of developmentally appropriate play materials to foster all round development should be available at the ECCE centre ? The materials should be safe, clean and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily accessible to the child. ? The materials should promote gross and fine motor development and help the child to discover and explore including constructing and reconstructing. It should promote sensory exploration and social interaction along with creative expressions through arts, painting, etc. Some essential play materials are Indoor Material o Blocks for constructive play o Manipulative toys 14 Early Childhood Education Curriculum Framework 2012 o Material for imaginative play /Dramatic play – dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc. o Material to develop Language skills – books and picture books, storytelling aid, puppets, story cards, sound board, conversation cards, flash cards, picture dominoes, collection of rhymes and stories, visual discrimination and auditory and visual association materials, slates, chalks, crayons, blackboard, drawing paper, etc. o Material to develop cognitive skills – sound boxes, visual discrimination cards, touch cards, feel bag, food items of varying kind to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, memory and sequential thinking to develop cognitive skills and materials in the environment o Musical instruments o Art material for creative expression such as paints, crayons, pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and fevicol, bead, etc. In addition to locally available material, teachers/caregivers can develop play and learning material for specific activities planned in the programme. Outdoor Materials o Play equipment to build balancing, jumping, climbing, swinging, swaying, cycling, etc. o Materials like large or small balls, old tyres, rings, etc. for throwing, catching, kicking, rolling, etc. 15 Early Childhood Education Curriculum Framework 2012 o Sand and water play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc. Assessment Assessment is an essential and integral component of any ECCE programme to ensure that the programme remains child centric and the experiences and activities are planned according to the level of the child. It gives an insight into children’s interests, achievements and possible difficulties in their learning from which next steps in learning and teaching can be planned and thereby provides a platform to support the planning of a coherent curriculum for progression in learning. In order to ensure that the programme is responsive to the developmental needs of the child, it is essential to maintain their developmental and learning profile. The purpose of assessment is to give useful information about children’s learning and development to the adults providing the programme as also to children and their families. It also helps ensure early identification of developmental delays, special educational needs and particular abilities. Assessment contributes to evaluation, revision, and development of programmes. The areas of assessment ? ? ? The child’s interest and participation Skills and abilities Social interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment implies documenting the development of the child, by interpreting the evidence from the day to day experiences of the child with the purpose of recognising and encouraging strengths and addresses learning/developmental gaps. Teachers need to evaluate each child’s progress on an ongoing basis, through observations of their behaviour; their artwork and other products. Home-based observations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of performance should be rewarded to reinforce small steps of accomplishments towards the long term goals. Portfolio should be maintained for individual child. It should contain anecdotal records, developmental checklists, samples of drawing, writing and other activities, observation notes and parent teacher meeting notes. Role of Caregiver/Teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round development. They play the following roles: ? Observe children to identify their needs and capabilities and move with the pace of the child’s development ? Plan appropriate, ? ? ? developmentally holistic and challenging activities Focus not only on planning and conducting activities but also on continuous processes for interaction and relating learning to child’s environment. Create nurturing and positive relationships with children and among children Organise supportive learning environment by taking care of aspects such as the arrangement of the physical environment and equipment; the scheduling of activities and events and groupings ? ? ? Work in partnership with parents Facilitate learning to meet the objectives of the curriculum Help in early identification and intervention for children with special needs 17 Early Childhood Education Curriculum Framework 2012 To accomplish the above the teachers need to enjoy being with young children, be knowledgeable about children’s development and early childhood curriculum and should be skilled at implementing the curriculum. Role of Parent The young child spends most of the time at home and much of the early learning occurs through the child’s day to day interactions with the family. The parents have a major role to play in the child’s development, much beyond merely being around the child and providing food and other basic needs. Parents need to: ? Provide a conducive environment at home for optimal development and learning and spend quality time with the child ? ? ? ? ? Encourage exploration and experimentation at home and optimally utilise the ample opportunities for incidental and lifelong learning arising from the daily activities Play a cooperative role and establish a relationship of trust and mutual respect with the teacher/caregiver at the ECCE centre Share and plan the development of their child along with the teacher/caregiver Participate in the open days and other events for parents and community Not to force formal learning and competition at this early age and respect children’s abilities and personalities. Supportive Essentials The open framework approach to curriculum adopted herein requires certain preconditions as essentials. These are: ? An enabling and stimulating learning environment which has been carefully designed and is child friendly 18 Early Childhood Education Curriculum Framework 2012 ? ? ? ? ? Contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material Activity; rhyme and story bank Children’s Activity Book Trainer’s Manual and Teacher’s Guidebook addressing adult-child interaction, arrangement of the physical environment and equipment, planning of the daily routine etc.to help teachers implement the curriculum effectively ? ? Supportive supervision Professional development opportunity for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum Myself, my family and community Food, health, hygiene and cleanliness Natural world and environment: plants; animals and birds; fruits and vegetables Physical environment: air, water, universe, seasons Social environment: My country; festivals and celebrations; neighbourhood; means of transport 20. Early Childhood Education Curriculum Framework 2012 Annexure 2 Sample Weekly Plan Theme: Animals Time 9. 00-9. 30 9. 30-10. 00 Monday Circle Time Free Conversation (Animal Names) Tuesday Assembly Guided Conversation (Homes of Animals) Sorting Cards (Animals and their young ones) Block Play Lunch Tearing and pasting on animal drawings Wednesday Circle Time Free Conversation (Food of Animals) Soft and Hard Surface Thursday Assembly Guided Conversation (Animals and their young ones) Shape: Circle Friday Circle Time Guided Conversation (Uses of Animals) Pattern Writing. 10. 00-10. 30 Seriation Activity (Small to large animal) 10. 30-11. 00 11. 00-11. 30 11. 30-12. 00 Animal Race Lunch Free hand drawing of pet animals Swings and slides Lunch Models of animal homes Walking on Zigzag line Lunch Making Clay Animals Sand Pit Lunch Mask Making 12. 00-12. 30 Animal Rhyme (Pet Animals) Music and Movement Activity (How animals move) Rhyme Dramatization (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 Winding up & Departure Winding up & Departure Winding up & Departure Winding up & Departure Winding up & Departure. Note: The time allotted for each activity is 15-20 minutes; the time slots of 30 minutes allotted in the plan include setting up, distribution of material and winding up for each activity. 21 Early Childhood Education Curriculum Framework 2012 Annexure 3 Sample Thematic Web Numeracy: Sorting pictures of animals and their young ones Creative Art : Models of Animal Homes Language: Rhymes and stories on Animals Cognitive : Animal names Types: Pet/ Wild/ Aquatic Animal food, sound , home Animals Physical & Motor: Animal Race Tearing and Pasting on Animal Drawings. Socio-Emotional : Free Conversation Music & Movement : Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 Important Resources 1. Bhatnagar, R (2005): Little Steps. A Manual for Preschool Teachers. National Council for Educational Research and Training. New Delhi 2. Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training. New Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991): Stimulation Activities for Young Children. National Council for Educational Research and Training. New Delhi 5. Position Paper on Early Childhood Care and Education, National Focus Group (2006). National Council for Educational Research and Training. New Delhi 6. Soni, R, Kapoor R, Vashishtha, K. K. (2008): Early Childhood Education. An Introduction. National Council for Educational Research and Training. New Delhi 7. Swaminathan, M. and Daniel, P. (2004): Play Activities for Child Development: A Guide to Preschool Teachers. National Book Trust, New Delhi. 8. WHO Child Growth Standards- Methods and Development, World Health Organisation 23.

Regulatory Bodies

ROLE OF REGULATORY BODIES INTRODUCTION Health Professionals such as nurses doctors, Pharmacist and many others are regulated and licensed by regulatory bodies as required by provincial legislation. All nurses are required to be licensed to practice with their designated provincial nursing regulatory body. Legal responsibility in nursing practice is becoming of greater importance as each year passes. In order to provide safe and competent nursing care an understanding of legal boundaries is very essential. It is important to know the law in one state and the authorities enforcing these laws. VITAL ROLE OF REGULATORY BODIES * To ensure the public’s light to quality health care service. * To support and assist professional members. * Set and enforce standards of nursing practice. * Monitor and enforce standards for nursing education. * Monitor and enforce standards of nursing practice. * Set the requirements for registration of nursing professionals. Nursing regulatory bodies also known as colleges or associations, are responsible for the licensing of nurses with in their respective provinces territory. The Nursing Regulatory bodies receives their authority from legislation. MAJOR TYPES OF REGULATORY BODIES * The central government. * The state government * Institutional Rules * Trained Nurses Association of India * International council for Nurses * American Nurses Association * Canadian Nurses Association * National League for Nursing ROLE OF CENTRAL GOVERNMENT The central government is a source of regulatory body in three ways, through. 1) Government service conduct rules 2) The Indian Nursing council Act 3) The English law THE GOVERNMENT SERVICE CONDUCT RULES These are detailed rules of conduct for are government employees. Examples of these are the requirement to maintain absolute integrity, devotion to duty and high standards of moral behaviour. Only a few are applicable to the nursing practice, but all would be applicable to the practice of a nurse employed by the government. INDIAN NURSING COUNCIL ACT The Indian Nursing Council, which was authorised by the Indian Nursing Council Act of 1947, was established In 1949 for the purpose providing uniform standards in nursing education and reciprocity in nursing registration throughout the country. The only national legislation directly related to nursing practice, also provides a basis from which rules for nursing practice can be developed. Among other responsibilities, this Act gives authority to the Indian Nursing Council for prescribing curricula for nursing education and recognising qualifications of institutions with teaching programmes for nursing. This means that the INC has authority to control nursing education and what the nurse is prepared to do. It is important because legal responsibility does finally depend upon what you should be able to do and how you should do it as well as what you are not prepared to do. The INC uses this authority in nursing education but it delegates authority for control of nursing practice to the State Nurses’ Registration Councils. INDIAN NURSING COUNCIL The Indian Nursing Council was authorized by the Indian Nursing Act of 1947. It was established in 1949 to providing uniform standards in nursing education and reciprocity in nursing registration through out the country. Nurses registered in one stat were not necessarily recognized for registration in another state before this time. The Condition of mutual recognition by the state Nurses Registration Councils, which is called reciprocity, was possible only if uniform standards of nursing education were maintained. FUNCTIONS OF INC 1) It provide uniform standards of in nursing education and reciprocity in nursing registration. 2) It has authority to prescribe curriculum for nursing education in all states. 3) It has authority to recognize programme for nursing education or to refuse recognition of a programme if it did not meet the standards required by the council. ) To provide the Registration of foreign nurses and for the maintance of the Indian Nurses Register. 5) The INC authorizes State Nurses Registration Council and Examining Board to issue qualifying certificates. The INC has been given heavy responsibilities for nursing practice and nursing education but it has not been able to exert enough power to support high standards in nursing. ENGLISH LAW The law based upon the English Pattern is the third way in which the Central Government is a source of legal authority. These laws are very specific and make you â€Å"liable for negligence† or answerable to the laws for acts of carelessness. The laws summarised below are given for medical practitioners including nurses. 1) The right to refuse to the treat a patient expect in an emergency situation. 2) The right to sue for fees. (Applicable only to private duty nurse or private practitioners: other nurses are salaried. ) 3) The right to add a titile descriptions to one’s name. Any title, description, abbreviation or letter which implies nolding a degree, diploma, license or certificate showing particular qualifications may be added. (Improper use of these is often prohibited by State Nurses Registration Acts. The right to wear the Red Cross Emblem is given only to members of the Army medical service. 4) Unregistered practitioners are not allowed to hold positions or appointments in public and local hospitals 5) Fundamental duties. a) To exercise a reasonable degree of skill and knowledge in treating patients. The standard held is that exercised by other reputable members of the same profession in similar circumstan ces. b) Once a relationship to a patient has been established, there is an obligation to attend the patient as long as necessary unless the patient requests withdrawal or notice is given of intention to withdraw. ) A practitioner must give personal attention to his cases and answer calls with reasonable promptness. d) Children must be protected from harming themselves. e) Special precautions must be taken in the case of adults who are incapable of taking care of themselves. 6) The Indian Penal Code demands that poisonous drugs be kept in separate containers properly labeled and marked. Care must be taken not to mix with nonpoisonous drugs. 7) There is a duty of secrecy to the patients. Records must be treated as confidential unless the practitioner is called upon to give evidence in court. 8) Dangerous diseases must be reported. (Theses will vary in different parts of the country. ) 9) Nurses as considered solely responsible for their own professional acts irrespective of the employing authority. A fine is the usual penalty imposed for disobeying the law stated above, although imprisonment is also possible. The central responsibility consists mainly of Policy making, palnning, guiding, assisting evaluating and Co. ordinating the work.

Media effects of societies Research Paper Example | Topics and Well Written Essays - 1000 words

Media effects of societies - Research Paper Example As a matter of fact, these operations have proven both positive and negative impact on receivers. In particular, the effects of media or new media (specifically) have put a great impact on Middle Eastern societies in past few years. This paper aims to discuss the effects of media evident in the Middle Eastern Societies with the help of assessment of news media by Noam Chomsky and Edward Herman in Manufacturing Consent: the Political Economy of the Mass Media. Many media conservatives have asserted that it is the negative role of media that had inflicted rebellious vibe among the nations in Middle East. As an assertion to counter the aforementioned argument, it was well stated by media practitioners that media has just helped the nations to understand their rights and duties. A news channel, a newspaper, a website or a radio station cannot actually make people to join the protest. There are other factors which are needed to begin a revolution (McPhail, 2011). These counter arguments a ctually help us understanding the facts and figures. People who have been ignorant about their roles and rights in Egypt and Syria began to understand their roles in the society with the help of media wave. In particular, youth who were involved in using new media get to understand their rights. ... Mainly social media has allowed the relationship between state and nation to become open. For the western regions of the world, the ease of communication between state and nation is appreciated (Mellor, Rinnawi, Dajani, & Ayish, 2013). On the other hand, in Middle Eastern countries, it is rather considered as a threat to the sovereignty of the state power. Precisely, the regime of governance in Middle Eastern countries is authoritative in nature that does not allow the viewpoints of nation to be considered as significant. The effect of media i.e. is the pace of feedback has rather made it difficult for the authoritative governments of the world to control the flow of information (Mellor, Rinnawi, Dajani, & Ayish, 2013). In addition, the effects of media have been noted as effective in the field of telecommunication. Let alone in the year of 2010, the selling of Smartphones has increased by large in Middle Eastern countries. The subscription of internet utility packages has skyrockete d in Middle Eastern societies. Consequently, telecommunication sector of Middle Easter region has become effective in contributing to the GDP in respective countries (Khaddim, 2013). In return, society is able to put impact on media communication as well. It should be noted that news channels and other mediums broadcast communication that is demanded by the society. If media will not broadcast the demanded content then they will have to bear loss of viewership. Another stakeholder that has been long involved in having impact on media is the advertisers (Ward, 2013). The cost of bringing communication sources to the processing is higher which is actually managed with the amount of money received by advertising campaigns. Other than public and advertisers, it is

Copmleat my resarch Essay Example | Topics and Well Written Essays - 1000 words

Copmleat my resarch - Essay Example The participation was anonymous. The questions used in the interviews were semi-structured. The first part of the interview consisting of six questions involved gathering some demographic data of the subjects. Some of this data is summarised in the table below. Personal names and the departments they work in are not included. This was followed by the further questions directly related to the purpose. Gender Age Home town University Interviewee 1 Male 39 Jeddah King Abdul Aziz University Interviewee 2 Male - Jeddah King Abdul Aziz University Interviewee 3 Interviewee 4 Findings from interviewee 1 The actual responses from the first interview are contained in Appendix B1. A summary follows. The department at King Abdul Aziz University began offering rich educational resources in multiple media for both real-time and asynchronous communication between instructors and learners nearly five years ago. Their distance education students receive the same, and their academic programmes are ful l of activities, animations and simulations. Student participation takes place through online discussions and group assignments and the material is available all the time from anywhere at their own convenience. The deanship is actively involved in research projects to ascertain student levels and satisfaction, and feedback ensures continuous improvement. Experiences are also shared with other institutions to develop collaboration and learn new things. The department’s objectives and goal is to â€Å"effectively contribute and support scientific development witnessed by the kingdom in general and King Abdulaziz University in particular†. Thirteen services are listed under the departmental contributions, which include (but are not limited to) the following: Provision of technical services Supervision of software programs and database Maintenance and monitoring of distance learning systems Updating software programs for raising the efficiency of educational processes The web applications in use by the department are an e-learning management electronic system (EMES), a virtual classroom system called CENTRA, the KAU electronic exam system and mobile learning. EMES is an integrated computer system for managing the educational process and facilitate interaction between students and faculty members. The CENTRA allows for instructors and students to participate in real time lessons and discussions with the aim to improve students’ learning experience. It is accessible via the Internet 24/7, and during the sessions, all tools are accessible at the discretion of the instructors such as questioning, drawing and participation. The KAU electronic exam is designed to provide an interactive experience for periodic tests and end of semester exams. The material is motivating and provides accurate data. It assesses achievement and provides reliable data. KAU also has plans to introduce mobile learning for mobile phones to enable to students to learn at thei r convenience. The method used for managing web projects is PMP. The website is updated whenever the need arises or new events occur and a link is available on the site to measure user satisfaction. The interviewee among a web development group used these methods. Its advantages are that everything is clear and there is a big documentation. As far as using agile methods is concerned, the interviewee had used it over a year ago but did not have much information about it and was not sure which kind

Textual analysis Essay Example | Topics and Well Written Essays - 250 words

Textual analysis - Essay Example (Forche, 597) From the few descriptions, these are just dead giveaways, and a visit will not be a pleasant one. Midway through the text, the author is seen been cruel to the parrot commanding it to shut up, as it storms away from the room. The Colonel returns to the room, with a grocery sack with him, but this time it is not full of groceries. It is filled with lots of chopped human ear – a horrific sign of lost lives. By now, the Colonel is seen being furious at the Americans, and those who threaten to expose human rights injustices. While the reader is still left in shock, suffocating from the graphic atmosphere of the text, it ends with the ear proverbially coming back to life. This implies that it is somehow able to behold Colonel’s crimes. Right from the text’s title, â€Å"The Colonel†, one could tell that the poem would be about a man of high stature. Most particularly, about a person who is not going to allow you to forget that he is above everybody. Although, it is quite surprising that the Colonel does not get a name, and he is just being referred by his title. The author has tactfully used this approach, perhaps, to make the Colonel power look more generic. Forche strategically referred him as â€Å"the Colonel†, to mean that the Colonel was callous. However, the reference to the character’s position implies that the character is acting in the role of power, without any physical description. In this manner, the text’s title reminds the reader that we are not dealing with one callous leader, but rather the whole system structure, which would put people’s lives under one person with the power to harass them. Back to the poem, the beginning of the text has started by describing the Colonel’s family atmosphere. This includes his wife, daughter and his son’s normal day activities. Because at the end of the day, all the family’s member can stay together, so at the start

Homeworrk Questions Assignment Example | Topics and Well Written Essays - 250 words

Homeworrk Questions - Assignment Example The birthright citizenship principle entails getting the citizenship of the United States through circumstances involving birth. Birthright citizenship is provided due to the jus soli. The United States citizenship is given directly to any individual who is born within the country, and is under the authority of jurisdiction of the United States. The US jurisdiction additionally covers the US Virgin Islands, Marianas and Puerto Rico. The birthright citizenship is also granted to children born outside the US to US citizens. Immigrant acculturation entails the aspects of cultural and social change that develops after contact between several cultures. The interaction cultures leads to the changes in cultures, social organizations and customs. Effective immigrant acculturation results into improved health conditions; mainly due to enhanced nutrition and healthcare access. The media is very instrumental in driving cultural integration, hence improves acculturation. Cultural integration is improved through the media’s capabilities of information and ideas exchanges; for examples, the exchanges in the performing arts like poetry or

United States involvement in Afghanistan Research Paper

United States involvement in Afghanistan - Research Paper Example In their book, Myths, Illusions, and Peace: Finding a New Direction for America in the Middle East, authors Ross and Makovsky (2009) explore a range of myths and illusions that underpin the challenges that the United States has faced in dealing with the Arab world. The two authors trace the challenges of the United States policy on the Middle East from the Cold War era to the current age. Illustrations are made regarding on how faulty assumptions developed into wrong approaches regarding the interests, perspectives, and political objectives of the Middle East. For instance, the United States wrongly interpreted the response of the Middle East to the rise of Communism. The US policy makers were under the impression that the Middle East would automatically reject the Soviet ideologies because of their inconsistency with the faith of Islam. Understanding the complexities, successes, and challenges of the United States involvement in Afghanistan acquires clearer insights when analyzed together with the core arguments propounded by Ross and Makovsky (2009). The authors make general and specific claims and arguments about the nature of the US foreign policy in the Middle East and its ramifications in the aspects of peace, balance of power, democratization, and religious extremism. The impact of the US foreign policy on the Middle East can have either positive or negative results depending on its capacity to interpret, predict, and relate with the challenges in the Middle East. Policies that have tended to demonstrate preferential treatment towards the State of Israel as particularly cited as problematic (Duncan, 2004). According to the argument, regional interests, nationalism interests, and Islam are essentially dissimilar. As such, they tend to manifest themselves in region in different forms in accordance with multiple factors. Cases have been pointed out where the pursuit of Islamic interests appears to contradict established interests. Hierarchies of interests vary and manifest themselves in multiple forms in accordance with the stakes of the region’s governments, strategies of various groups, and cultural factors (Hudson, 1996). Rigid structures and frameworks that apply across time and space cannot be developed to assess the nature of realities in the region. Therefore, the existing policies cannot apply in the interpretation of the political and social realities of the Middle East. Lack of comprehension of these forces has led to futile strategies in the formulation of peace plans in the region (Hudson, 1996). The traditional American policy for the Middle East, according to the authors, anchored on the myth of Arab Unity. The United States handled the region as a homogenous entity that relied on common interests and goals. The authors single out the case of the poor handling of the re gion’s peace proposals by former Egyptian President Anwar Sadat by the administration of former President Carter as a case in point where the United States failed to capitalize on the opportunity of the moment. The mistake, according to the authors was the belief that Sadat could never act alone outside the bracket of the Arab worldview. Myths that control the Arab approaches on matters, according to the authors, lead the United States policy makers to make poor judgments of situations that often prove to be very costly. The authors argue that such approaches generate a mismatch between the guiding ideology and the methods applied in the practical terms. Ideologies are equally explored in the manner in which they cloud the judgments on matters of regional balance and other issues that appertain to the relationship between the United States and the Middle East. Ross and Makovsky (2009) contend that relationships that are more productive are possible and the pursuit of peace ac hievable if the United States reworks its policies in the region in ways that correspond with the fluid nature of Middle East politics, religion,

Destination Marketing Coursework Example | Topics and Well Written Essays - 3000 words

Destination Marketing - Coursework Example Tourism destination has been defined as â€Å"a geographical region, political jurisdiction, or major attraction, which seeks to provide visitors with a range of satisfying to memorable visitation experiences† (Bornhost, Ricthie and Sheehan, 2010). A tourism destination must also seek to enhance the economic and social well-being of the residents within its boundaries. To be called a tourism destination it must also offer a wide range of activities and experience to the tourists. Kenya can be called a tourism destination as it is an attractive, and one of the most developed tourist destinations in Sub-Saharan Africa (Ayoo, 2007). As of 2007 Kenya had 29 National Parks and 29 National Reserves that together occupy about 7.5% of the country’s total area. Biodiversity ranging from marine parks, mountain, arid and semi-arid parks to ecosystems can be found at these parks. The Equator divides the country into almost two equal halves. The country has several attractions such as natural and cultural attractions such as game viewing, bird-watching, deep-sea fishing and mountain climbing, apart from being free of terrorism (Pennington-Gray et al., 2005). The diversity of physical landscape and scenery provide both beauty and variety to the country (Odunga, 2005). Wildlife and nature-based tourism is the greatest attraction for the tourists visiting Kenya. Tourism in Kenya grew over the years and became an important economic activity. However, the sector has been experiencing decline because it could not segregate mass tourism from eco tourism and sustainable tourism. The focus initially was on mass tourism but then the focus shifted towards attracting a niche segment or the upmarket segment (Odunga, 2005). This affected the image of Kenya as a tourist attraction. With another policy shift the focus was again on both mass tourism and the niche segment. The constant shifting of strategies has led to an adverse image of the destination. Tourism in Kenya is in the decline stage of the Tourism Area Life Cycle as product quality has declined. Effective promotion is needed to restore the image that Kenya as a destination carried. Situational analysis would help recommend a suitable promotional strategy to attract the UK tourists, comprising of a niche segment. 2. Situational Analysis An analysis of the macro environment or the external factors that influence tourism in Kenya would help develop the framework for promotion as well as the marketing objectives. 2.1 Environmental Analysis The country is undergoing political instability and political unrest. One of the major issues is the unequal distribution of resources such as land on which tourism depends. Some hold the view that while tourism consumes large resources the distribution of the revenue remains at the discretion of the central government, which often disregards the social and economic needs of the region (Mayaka and Prasad, 2012). The political situation in the country makes the tourism industry vulnerable to uncertainties and volatility. The tourism sector in Kenya contributes to 11 percent of the GDP but the global financial crisis further affected the political events, which resulted in reduced flow of tourists (Mayaka and Prasad, 2012). Tourism has reduced unemployment while maintaining balance of payments (Pennington-Gray et al., 2005). The recession

International Real Estate Investments Essay Example | Topics and Well Written Essays - 7500 words

International Real Estate Investments - Essay Example The city would have to buy this land from the private investor, for which it would pay a premium, and then build homes on this land and sell or rent them for less than market value. This would not be a smart business practice for a city and it would lead to an outcry from citizens when taxpayers’ money was spent on something that most taxpayers were not even benefiting from. Also, other social programs would have to suffer because of this practice, which would also hurt city planners and the city in general. There are bigger needs in many cities than affordable housing since people will find a way to pay for housing before they will do other things. In addition, most major cities have run out of room within the city and the residents have now begun retreating to the suburbs. The problem with this is that low-income housing units are not welcome in these regions. The people that have moved out of the city have moved there to get rid of the stereotypical problems that occur with low-income inhabitants and, therefore, affordable housing units would not be welcomed in this region. An example of this is James Vacca â€Å"making sure that developers do not evade the new restrictions. He said he recently noticed someone building a three-family house, something not allowed under the new rules. He complained to the buildings department about it, and about subsequent adjustments until the builder agreed to construct a one family house with two parking spaces instead†1 Gotham Gazette. 21 October 2005. The amount of private property ownership, combined with the escalating price of real estate, has made it very difficult to provide affordable housing for the population in or around any major city. London, in particular, is having a major affordable housing crisis because of its booming economy and drastic population growth so it needs to look at the examples that are provided by other cities.

Novel Ender's Game Analysis Essay Example | Topics and Well Written Essays - 1250 words

Novel Ender's Game Analysis - Essay Example The importance of compassion in the game of survival is also highlighted. The story throws light on science fiction elements often using phrases like gravity manipulation, buggers, two previous bugger wars, colonizing other planets, a global military organization etc. The question of survival has been the issue of top priority for the humankind and it is necessary to take all possible measures to achieve that objective. In the present day scenario, the physical strength and fitness of the fighting forces is given more importance. Soldiers execute the war-plans drawn up by the commanders, for whom planning war-strategies is the mind game. But in the Ender’s game planning the war strategies has reached the next stage. The readers are given to understand that, â€Å"We are the Third Invasion."(250) The mind has evolved into higher dimensions. This idea relates to the portals of higher intelligence. The words â€Å"learned skills,† are of importance. The process of acquiri ng the â€Å"learned skills,† is not possible in the ordinary course of learning, as part of the routine curriculum. Human beings undergo the eternal confusion between game and the reality. This unique game of survival of humankind has also been interpreted through the threat of the aliens. Through the games of Ender the author tries to highlight the difference between games and real-life situations and how one can convert each challenge of life into a game. Ender is unable to grasp the real meaning of his final game, until the damage is done. The first game that Peter makes Ender play is the simple one which the kids know, â€Å"buggers and astronauts.† In this game Peter makes known his hatred for Enders by inflicting physical pain on him as the game is in progress, and this is the one game Ender is unable to win. But that is a pre-decided plan against Ender. Peter gives his estimate of the plan thus: â€Å"With Ender, we have to strike a delicate balance. Isolate h im enough that he remains creative--otherwise he'll adopt the systems here and we'll lose him. At the same time, we need to make sure he keeps a strong ability to lead."(27) The two different types of games that Ender faces at Battle School convey the most important aspect of the game. In a nutshell, they throw light on the process of transformation, how the simple life lands into complications and the situations turn challenging, and the question of survival assumes importance. This game plan depicts the current scenario in the society deeply impacted by materialistic civilization. Research for new equipment and intensive military training are considered absolutely essential by every country. So is the case with Ender. The author writes, â€Å"We're going to make him the best military commander in history. And then put the fate of the world on his shoulders."(36)The research by the scientists goes on unabated, new weapons of destructions are created; no one is able to gauge the im pact of their destructive capacity; even on knowing, it is part of the game of power-politics and hence the negotiations are conducted behind the curtain. Ender is unable to come to terms with the changes that continue to happen in life. No authority exists to check the scientific discoveries that will have devastating consequences on the survival of humankind. The play games have turned into war games and the fun aspect in them has vanished, and they have become

Policies Related to Environmental Concerns Essay Example for Free

Policies Related to Environmental Concerns Essay While, indeed, there are several legal statutes that are heralded by both the international, national, and local levels of the public communities, especially the government, there remains much contention with regard to the true cost of ratifying it and adhering to its implementation. This is a dilemma that occurs to be of special truth to the developing countries who are not given the luxury of financial and technological resources to address the issues associated with the environment. Definitely, there are a lot of issues and related costs that are borne with every legal statute passed for the purpose of protecting the environment. From the implantation of it come the associated resources in terms of manpower and other needs. Over time, it has been the case that the cost of the environmental degradation that occurred, and is still occurring, becomes harder to quantify in financial terms. The costs are usually measured and derived from air and water quality as examples (Ahmed Sanchez-Triana, 2008). However, it should be noted that it is not the financial quantification of this particular endeavor that matters but the present impact and the long-term goals that should be foreseen. First, it is seen that the adverse effects brought about by the inability of the environment to keep with the needs of the human population is already being felt by people. There are different groups that can be identified in terms of the socio-economic classes to which they belong and the degree to which they are disadvantaged because of certain characteristics. The benefits that could be derived from the simple laws that protect their basic needs such as the access to clean water vary from one group to another. Another consideration for this is that the impacts have led to a domino-effect where it has indirectly affected the entire society and should the provision of safety nets through legal policies are definitely an urgent need to solve several interlocking problems that have come in lieu of the environmental degradation. Second, the long-term effects brought about by the legal statutes would definitely help not only the generations in immediate succession of the present but would also last until a few more decades, if not centuries (Gillespie, 1997). Every little act of kindness done to the environment in the present contributes to its well-being and existence in the future. This is among the elements that link the past to the present and the present to the future. References Ahmed, K. Sanchez-Triana, E. (2008). Strategic environmental assessment for policies: An instrument for good governance. Washington, DC: The World Bank. Gillespie, A. (1997). International environmental law, policy, and ethics. Oxford: Oxford University Press.

The Development And Growth Of Capitalism

The Development And Growth Of Capitalism I will look in particular at the works of Max Weber regarding his Protestant Ethic Theory and Karl Marx alternative theories to explain how capitalism came about in Europe. I will first look at the historical background of both theorists and the actual historical events which influenced central Europe during the 19th century. These events such as the industrial revolution are important to understand how capitalistic modes of economic and societal arrangements developed and what were the contributing factors to this development. It is important to also look at the present Modern Capitalism of contemporary society, and compare it to the past to see how capitalism actually developed and expanded, touching the important, often interlinked concept of Globalisation. Modern capitalist society is described as: The expansion of international commerce on a large scale, also the flowering of a large scale industry, the triumph of machinery, and the growing power of the great financial houses. In a word, it is the present day union of all these phenomena which really constitutes modern capitalism. Capitalism is the rational development of capital, commodities and means of production in a network of an interconnected markets. Both Weber and Marx offer valid explanations for how capitalism came about, they base their works on historical references and suggest different theories to explain this phenomena. To create a more clear picture I will also compare the works of other theorists such as Emile Durkheim and Simmel. These will be useful as they will offer alternative approaches and different points of view which can help to understand the main mechanisms which lead to capitalism development. I will conclude by giving my own opinion based on the constructed evidence from various theorists on how Capitalism came about in Europe. I will try to asses what have been the most influential factors that brought to this development in this specific part of the world. Weber Max Weber was a sociologist, he offered a theory which basically seeks to describe Capitalism. This theory is based on the process of Rationalization which Weber believes to be at the roots of Capitalism development. In order to understand Webers Protestant Ethic Theory, it is useful to have a quick look at his family background: Weber was born in a middle class family, his father was a business man and embraced liberal values, described as a man who enjoyed earthly pleasures. On the other hand, Webers Mother appeared to have contrasting ideologies with the husband. She was a strong Calvinist who embraced puritan values and absolutist ideas. While Webers father was the typical image of the capitalist entrepreneur which invested and indulged in the luxuries of life, Webers mother reflected the conservative, minimalist puritan Calvinist spirit. It is no doubt that Weber was thorn between these to views and much of his work is influenced by the discrepancies between his parents. Weber was also interested in how religion influenced identities and values in central Europe. This interest could be linked to his mother strong religious values and how Weber saw a connection between Protestantism and Capitalism. Weber constructed his idea of the Protestant ethic to explain how capitalism came about. He bases his work on the question :Why did Capitalism begin in Western Europe rather than Asia?. He argued that the Protestant religion, among with its branches such as Calvinism, created the perfect ideals and behaviours which helped spread and promote capitalism. And suggested that the existence and development of Protestantism in Western Europe, together with the development of Capitalism in Western Europe were two interlinked events. Weberss therefore describes religion as the core process which brought to capitalism development in Western Europe. Weber used his rationalization theory to compare religions around the world and found that the most rational religious system was Calvinism. He believed other world religions such as Hinduism, Confucianism and Taoism were more irrational and therefore inhibited capitalism development. The nature of Protestantism and Calvinism does actually reflect possible rational behaviours; this is shown in the ideal of predestination which is embedded in Protestants, this means that ones position in society has been decided by a higher authority (God) and therefore individuals should not complain for their position in society. This merged very well with the development of capitalism as the process of industrial revolution in capitalist development involved large amount of property-less labourers which worked for the few rich property owners. While the concept of predestination helped to suggest an explaination for ones position in society, rationalization was manifested in Protestantism by the puritan minimalist ideology. Most protestants were afraid of divine judgement, unable to be forgiven by the priest like catholics, protestants searched for an answer in their behaviour. Many protestants lived minimalist lives to escape from lifes luxuries and therefore behaved in a rational manner by accumulating, working hard and creating wealth to prove to themselves and others that they were predestined to have success and go to heaven. A difficulty in using Webers works to understand capitalism is that his expalinations are very specific to the historical periods that he studied. Because of this it becomes more difficult to compare and place the protestant ethic theory into context with the capitalism of future periods. While the protestant ethic theory might serve an explanation for capitalism development at the time, it is harder to believe of Protestantism development as the driving factor for capitalism. Webers theory acknowledges that culture is therefore the driving factor for economic development and not vice versa. In my opinion Webers explanations are highly specific to particular historical periods and cannot be used to compare and describe capitalism at a later period in time. This is because ethical values and ideas are under constant change and evolve to fit with the contemporary society. More criticism on Webers theory is that capitalism began much earlier in history and that Calvinism alone did not serve in developing economic growth and capitalistic modes of production and consumption. Joseph Schumpeter argues that capitalism began much before the industrial revolution. Italy in the 14th century was composed of many small independent city states like Florence, Milan and Venice and these were the first forms of capitalistic societies which appeared; Through trade and high accumulation of capital these Italian city states represent the first capitalistic modes of economic organisation. Other empirical evidence shows how countries with a relative popular Calvinist religion did not always score high economically and in developing capitalism. For example Scotland and the Netherlands although predominantly Calvinist states, did not develop at the same speed of England or the mainly Catholic state of Belgium. Recent works have shown how Protestantism influenced capitalism not because of the protestant ethics and values, but more so because of the promotion of education and literacy that Protestantism brought in Europe. As capitalism was a process which had already begun before the religious Reformation, it is difficult to imagine that capitalism would not have developed under a Catholic religion. Contemporary empirical evidence shows how capitalism modes can be applied to almost any country disregarding religious differences. The spread of capitalism throughout the world does not need the protestant values in order to be ethically tolerable for people, therefore it is hard to believe that Protestant culture influenced the economy. Rather more plausible is Karl Marxs approach which describes how economical development and growth shapes cultures and values in society. Marx Karl Marx offers us a different approach than Webers which is useful in understanding capitalistic development in Western Europe. Marx was born in a middle class family, he was strongly influenced by Hegel. Unlike Weber, Marx sought to influence the masses rather than the elites of power. His ideas offer a theory of a capitalist society based on the simplistic nature of human beings. He believed that it is in the nature of human beings to be productive in order to survive, provide for themselves and live life. Marx argues that it is only in capitalistic society where the breakdown of human actions becomes so acute and rational that it creates negative effects. Marxs describes the process of Alienation as the crux of the problems with capitalist society. By Alienation he means the process where the worker feels alienated/foreign to his labour. He contrasts how previously workers were in close contact with their costumers and to a fuller part of business experience which supplied more gratifying incentives and values for the worker. Capitalism brought the alienation of the worked as with the industrial revolution masses of people became employed in jobs where producers do not have contact with consumers, therefore creating a dehumanising effect. Marx in the fetishism of commodities describes how the worker is alienated from his product because he no longer owns that product. This shift in ownership from the individual producer to a single individual (boss) who controls the production creates the alienation of the worker. Marx focus was directed more at the individual rather than to culture in understanding capitalism. He believed that economic development shaped culture and that religion was merely an epiphenomenon. The general Marxist view is that of a capitalistic boss which is lazy, tyrannical and demanding. This had a negative influence on the workers which were abused and largely exploited by capitalistic owners which benefited from this mode of production. This can be interpreted as a process of rationalization, this is shown in the way that it is more rational to have mass production instead of individual production. Workers required abilities were reduced and their tasks became more and more simple, repetitive and uniform, leaving most of the benefits of rationalization to the property owners, while negatively affecting the low class workers which were alienated from their labour and society. Simmel Simmel in his works touches what Marx had achieved with his works on alienation. Providing a micro point of view Simmel suggests that the Urbanization of society ( movement of masses from countryside to cities) which began with the industrial revolution, created capitalistic centres for finance, business and trade. This offers a theory which is based on the topic of migration. In my opinion it offers a more plausible explanation than Weber as it analyses broader events such as the industrial revolution and population density shifts which more strongly than religion influenced economys need for rationalization and more efficient modes of production in order to provide for all. The focus of Simmel on individual interactions rather than Weber and Marx preoccupation with large scale issues such as Capitalist Development and Rationalization of society, helped to actually create a broader point of view which stems from the individual to represent the reality of an entire society which is becoming more Blasà ©. This means that individuals, overwhelmed by the large amounts of commodities and stimuli present in urban environments are becoming more unaffected by society and the world around us. Basically it describes a process of increased individualisation where everything has become commoditised and capital is used in almost every relation in our life, making society blasà ©. This blasà © theory finds similarities with Marx theory of alienation. Both describe a problem of individuals relations in a capitalist society where feelings and ethics are given up for greater rationality, calculability and uniformity. These are the negatives of the process of capitalism which is growing more and more in contemporary society. Émile Durkheim Born from a high class background, Durkheim theories of Durkheim developed a theory of individual behaviour. He divided social facts in material and non material facts. Durkheim described non-material social facts such as institutions and culture and material social facts such as bureaucracy and law. In his work the division of labour in society Conclusion Looking at the four theorists which seek to understand capitalism development in Western Europe I have came up with critiques and praises for various theories. I find it hard to support Webers protestant ethic theory as it assumes that cultural development shapes economic development. There is a lot of empirical evidence which suggest that economic development was already running in West Europe under a capitalistic mode of production prior to the religious reformation which brought the rise of Protestantism, Calvinism and other branches. Weber fails to address the importance of migration, urbanization and the increase of rationalization as the main factors for capitalistic development, instead he seeks to find the origins of capitalism in a set of values and ethics belonging only to a section of society. Evidence shows that not always Protestant states dominated economically compared to Catholic states. The origins of capitalism date back to much earlier historical periods and can be explained by Webers theory of rationalization, but the empirical importance on religion in capitalism development is overstated and perhaps a broader view taking into account religion, economic development and rationalization is perhaps more useful. Marx theory of alienation is also useful in understanding capitalism development, indeed the increased rationalization brought by capitalism had a strong influence in workers alienation and in a increase of productivity in exchange for a loss in creativity and lead to the development of a mass production mass consumption system which laid out the foundations for a labour-capital intensive economic system that we call capitalism. Marx focuses on universal ethical values that clash with capitalism, these are Justice, Liberty and Equality, and sees capitalism as the process that undermines these ethical values. Marx solution involves the eventual rebellion of the masses against their capitalist employers, this phenomenon has not happened in most of the capitalist world and it seems that capitalism as we know today is the most Just system that is available today. Marxism perhaps gives too much importance to economic development failing to broaden itself to include cultural development and transformation in society during capitalism development, this cultural development is linked to increased rationalism which is embedded in human nature and the increased individualization of the individual which is a process which greatly influenced the development of capitalism together with economic development and profit maximisation.

The Depletion Of Global Oil Reserves Environmental Sciences Essay

The Depletion Of Global Oil Reserves Environmental Sciences Essay The literature review summarized the research done on the problem that global oil reserves are depleting day by day and there is a dire need to find out and utilized alternate energy options especially for a developing country. The depletion of global oil reserves has led to conflicts between the nations and soaring of prices. Oil is the main source of energy and developing countries are facing lot of problems due to shortage of oil in providing their populations better living standards. The literature also covered situation of shortage of oil reserves and energy crises consequent to it. It identifies main consumers of oil in a country and alternate energy resources that could possibly be worked on to meet the energy requirement through sources other than oil. DEPLETION OF GLOBAL OIL RESERVES The API estimated in 1999 the worlds oil supply would be depleted between 2062 and 2094, assuming total world oil reserves between 1.4 and 2 trillion barrels and consumption at 80 million barrels per day. In 2004, total world reserves were estimated to be 1.25 trillion barrels and daily consumption was about 85 million barrels, shifting the estimated oil depletion year to 2057. The US EIA predicted that world consumption of oil will increase to 98.3 million barrels per day in 2015 and 118 in 2030. With 2009 world oil consumption at 84.4, reaching the projected 2015 level of consumption would represent an average annual increase between 2009 and 2015 of 2.7% per year while EIAs own figures show declining consumption and declining supplies during the 2005-2010 period. The worlds oil supply is fixed because petroleum is naturally formed far too slowly to be replaced at the rate at which it is being extracted. Over many millions of years, plankton, bacteria, and other plant and animal matter become buried in sediments on the ocean floor. When conditions are right a lack of oxygen for decomposition, and sufficient depth and temperature of burial these organic remains are converted into petroleum compounds, while the sediment accompanying them is converted into sandstone, siltstone, and other porous sedimentary rock. When capped by impermeable rocks such as shale, salt, or igneous intrusions, they form the petroleum reservoirs which are exploited today. 3.2 ENERGY SECTOR IN PAKISTAN Energy is considered as one of the most important inputs to economic growth and development. Its consumption is also one of the significant indicators of the level of development of any country. It is now well recognized that energy services play a crucial role in enhancing social and economic development. Energy has become an engine of economic growth at local and global level. It is needed worldwide for fostering and sustaining development process perspective of developing or developed states of the economy. Keeping in view the global economic growth coupled with an increase in population, the demand for energy is bound to increase and meeting this demand poses serious challenges at the global level. In coming decades, the demand for energy is expected to grow more rapidly in developing countries. Since independence, the central thrust of Pakistans energy policy has been on augmenting the countrys energy system. As a result of significant planning and public investment, there has been substantial expansion of energy sector. Despite the significant development in the energy sector, Pakistan yet suffers from energy shortage. This situation has been increasingly viewed as a bottleneck to industrial and agricultural sectors that in turn are seen critical in stimulating the economic and social development. Being a developing country, Pakistan has faced the challenge of fueling industry and agriculture sectors adequately for meeting growth targets and providing energy at affordable prices to poor especially those living in the rural areas. The availability of energy at affordable prices can be a major factor that determines a whole array of other productive activities leading to economic growth. NATIONAL ENERGY MIX Energy sector in Pakistan comprises electricity, gas, petroleum, coal and nuclear power. The share of natural gas in primary energy supplies during 2010 reached 45 percent followed by oil (28 percent), hydro electricity (15 percent), coal (10 percent) and nuclear electricity (2 percent). As can be seen Pakistan is dependent on oil and Gas, which together contribute around 73% of the total primary energy supplied. 3.4 POWER GENERATION, SECTORAL DISTRIBUTION AND CONSUMPTION The total installed capacity generation during 2006-07, was 19,440 MW. WAPDA generated 11,363 MW of which, hydle accounts for 56.9 percent or 6,463 MW, thermal accounts for 43.1 percent or 4,900 MW. IPPs generation was 5858 (MW) which constituted 30% of total installed capacity. KESC with 1756 (MW) contributed 9.1% share and nuclear added 2.4%.Number of WAPDA consumers stood at 17 million out of which household accounted for 84%,commercial 13%and industrial and agricultural1.4%each. As on 30th June, 2007 industrial sector consumed 26%, agriculture 12%and households 43% besides commercial and others. The annual per capita electricity consumption in Pakistan is around 320kwh, and this only caters for 60 percent of the population. Forty percent of Pakistanis still have no access to electricity. There is currently load shedding of up to 700 MW a day because of shortage poor transmission capabilities. Electricity demand is expected to grow by eight per cent a year during the period 2005 2015, requiring an annual installation capacity of about 2000 MW for the next 10 years. Currently about 45% of Pakistans power supply is based on natural gas, 28% on oil, 15% on hydro and remaining on coal, nuclear and renewable electricity. Keeping in view the current power mix, it is essential to concentrate on indigenous and cost effective sources for power generation. 3.5 CURRENT ENERGY GAP IN PAKISTAN Pakistan is currently facing electricity shortfall of around 4000-9000 MW. Everyone agrees that an essential precondition for industrial development is an uninterrupted supply of power.The installed capacity for generation of electricity in the country is 11,500 MW of which 82.7 per cent was thermal; 15.3 percent was hydroelectric and 2 percent was nuclear. Pakistan needs to sustain an annual economic growth rate of at least 6 to 7 percent to alleviate poverty and realize desirable socio-economic and human development. To achieve the growth target of GDP, it is absolutely essential that the minimum electricity growth rate is maintained. The provision of adequate and reliable supply of electricity at a reasonable cost is a prerequisite to attain this goal. Power is the prime mover. Any big push of the economy would need accelerated power development. But there is a likelihood that Pakistans current economic growth might not sustain in the absence of consistent and continuous devolvement of new power projects. 3.6 REVIEW OF PAKISTANS ENERGY PORTFOLIO Looking at the power portfolio of Pakistan it looks as if we are living in an oil rich country. Presently, Pakistan has lot of oil fired power plants. Continuous hike in furnace oil prices can make them unviable in near future. But even if circumstances are not extreme, even if there are no upheavals in producing countries, no terrorist attacks and supply disruptions, the prices will keep going up. Why? Because there is a fundamental imbalance for oil in the world economy. Production is just enough to meet demand. There is no spare capacity to take care of unforeseen shutdowns, supply disruption or a further rise in demand. Such an unbalance power profile carries serious repercussions. An evenhanded power portfolio would require a fair balance among various sources of power with no excessive reliance on any. One of the few matters which must be considered in establishing the power portfolio is that excessive reliance on any single source especially foreign source on which we have no control over supply and price can make things miserable any time. Oil import bill of more than $ 7 billion or around 50% of foreign exchange reserves of a developing economy with no hopes of creating exportable surplus in the near future is undoubtedly very alarming. As 28% of the power generation is based on oil therefore any hindrance in the transportation of oil can cause severe damage to the economy. In short, time has proved that the best solution for all such problems is encouragement and development of indigenous resource. Many countries, including the developed and emerging economies, have adopted extensive programs for increasing hydle and coal based power into their energy portfolios. It would not be wrong if we say that continuous negligence of indigenous resource has made Pakistans power policy directionless. This negligence, absence of priorities and focusing on expensive foreign fuel has made cheap electricity and self reliance a day dream. Pakistan is fortunate enough to have two cheap indigenous resources for power generation i.e. water and coal. But it is sheer bad luck that we have not been able to use both of these resources effectively. Estimated coal reserves of Pakistan are around 185,175 million tons which is one of the largest coal reserves of the world whereas their utilization for electricity generation is barely ten percent. Essentially indigenous coal-based power will bring various benefits for Pakistan; first and foremost benefit would be immense savings in foreign exchange on import of expensive oil. Coal based power plants are labor intensive and will create thousands of new jobs and various other new business opportunities at plant site in particular and in Pakistan in general. ENERGY CONSUMPTION AND QUALITY OF LIFE IN PAKISTAN Like any other country, energy is vital for the economic development of Pakistan. Energy should not only be available but it must be ensured that it is available at a reasonable and affordable price and with out any interruption. For a developing country, like Pakistan where the main stress is on the poverty alleviation, energy plays a positive role. It is imperative that energy production should be environment friendly. More over a mix of energy sources will be helpful in diversification of the sector and would ensure the provision of this vital resource where it is required. The stage of economic development and the standard of living of individuals in a given region strongly influence the link between economic growth and energy demand. An increased use of energy, either through natural gas or electricity, impacts favourably on the living standards of the poor as they then spend less time looking for alternative forms of fuel such as firewood. Similarly, the provision of electricity to the rural areas can help in raising productivity levels of small-scale industry thereby indirectly raising income levels and in the longer term improving the quality of life for the rural poor. Rural electrification is important because it brings to the rural areas the benefits that urban consumers take for granted -an improvement in the standard of living with the associated socio-economic benefits. Provision of electric power also has a purely economic outcome that of increasing the productive capacity of the rural areas with increases in agricultural output. 3.7 PAKISTAN ENERGY SECURITY PLAN AND ENERGY MIX Pakistan historically has been subjected to energy demand suppression due to limited supplies and lack of infrastructure development for provision of energy to the industrial sector. The non availability of sustained and affordable energy to industry has suppressed economic growth and created declining tendency for industrial investment in the country. It is now more important then ever that an adequate supply be made available to industry to drive economic growth, and create employment opportunities. Energy has also to be made available to the domestic sector and the life line segments of society to provide economic support and the convenience of clean fuel for cooking and heating and prevent the continuing environmental degradation and deforestation by massive use of wood for domestic fuel. The commercial availability to various sector of the economy will help in increasing job opportunities, enhancing agriculture productivity, improving standard of living and preserving environmen t through reducing deforestation. A long term integrated National Energy Security Plan, covering the period up to 2030 has recently been approved by the Government vide Mid Term Development Framework (MTDF). The energy sector development is aimed at (i) enhancement in the exploitation of hydropower, and exploration and production activities of oil, gas and coal resources, and to increase the share of coal and alternative energy in the overall energy mix, (ii) optimum utilization of the countrys resources base to reduce dependence on imported oil through an institutionalized strategy, (iii) creating an environment conducive to the participation of the private sector, and (iv) developing the local energy scenario in the context of regional perspective. The current energy mix includes 28 percent oil, 45 percent natural gas, 10 percent coal, 15 percent hydro and 2 percent nuclear. By 2015, the share of oil and gas is targeted to be reduced to 25 percent and 42 percent respectively with corresponding increases in the shar e of coal to 12 percent, hydro to 17.6 percent, renewable to 1 percent and nuclear to 3 percent. Over the long term, the increase in other sources of energy, has been targeted with substantial reduction in the share of oil. EXISTING ENERGY RESOURCES IN PAKISTAN THE CONVENTIONAL RESOURCES 3.8 HYDROPOWER The identified hydro power potential of Pakistan is 46,000 MW, out of which only 14 per cent (6,500 MW) has been exploited so far. Despite this big potential, no hydro power project has been established by WAPDA since Tarbela Dam. The most feasible and economical project Kala Bagh Dam has become so controversial that it could not take off though successive governments wished so. There are plans to develop the hydro resources on a large scale through storage and run -of-the-river projects. Feasibility studies of several projects have already been prepared, while studies of several additional projects are in progress or planned. Hydro is one of the major economic energy supply options in Pakistan for increasing the energy security of the country. The experts caution that for the time horizons of around 100 years, hydro storage projects are non -renewable due to the silting of these reservoirs. For example, over the last 30 years, the storage capacity of Tarbela dam has been reduced by 27 per cent due to silting. Similarly, there is a world wide concern over the dislocation of population and the environmental hazards associated with large dams. Another issue related to the hydro power is that a large number of additional sites with major potential exist in the mountainous North, but the difficulty of access and the high cost of transmission to the populous South make the idea into a completed project a distant prospect. Not only, it means additional cost to build the transmission infrastructure but at the same time a huge loss occurs during the transmission (it is estimated to be between 28 to 30 percent). Another problem is the seasonal variation, where in winter the generation is reduced due to shortage of water in the storages. However, hydro is still the most economical energy resource in Pakistan. 3.9 OIL AND GAS There are considerable oil and gas reserves in Pakistan. The crude oil reserves are estimated at 27 billion barrels including 300 million barrels proven reserves. The level of production is presently 22.6 million barrels compared with the level of consumption of 100 million barrels. The natural gas reserves are 8 trillion cubic meters including the proven reserves of 0.8 trillion cubic meters. The level of production is presently 93 million cubic meters per day compared with the level of consumption of 82 million cubic meters per day. The oil sector has all along been heavily dependant on imports of about 85 percent of the national requirement. Annually about 7.8 million tonnes of crude oil, 5.2 million tonnes of oil products and 2.8 million tonnes of coal are being imported. The local production of oil and gas would start declining due to depletion of resources. There would also be a deficit of gas unless considerable contribution is made from new discoveries. In case the gap is not met through indigenous supply, there will be need to import gas, and the requisite infrastructure would have to be placed in a timely manner. 3.10 COAL Pakistans coal resources are estimated at 185 billion tonnes (82,700 MTOE, or 2 per cent of the world coal resources), out of which 95 per cent are in the Thar coal field in Sindh. This coal is of lignite rank having high moisture content and low heating value. So far only 3.3 billion tonnes of coal resources are in the measured category, and considering a recovery factor of 60 per cent, these correspond to some 2.0 billion tonnes of recoverable coal reserves. However, this coal is equivalent to the combined oil reserves of Saudi Arabia and Iran. As part of the strategy of increasing local energy content, a major emphasis is being placed on exploiting coal resources for large-scale use in power generation, and possibly for the production of coal bed methane. 3.11 NUCLEAR ENERGY Pakistan has two nuclear power plants, Chashma-1 and Kanupp, with 300 MW and 125 MW respectively, of installed capacity. The PAEC operates both nuclear plants. Pakistan is currently working on a third nuclear power plant (Chashma-2), with the help of China National Nuclear Corporation. The plant will have 325 MW of installed capacity expected to be completed by 2012. INTRODUCTION AND DESCRIPTION OF ALTERNATE ENERGY Energy is one of the most important issues for all governments world over. Developed states need energy to sustain their advanced way of life and to cater to the every-changing needs of life dictated by technology. Developing countries need energy for it is the sine qua non for development. Alternative energy has been the most recent addition to the academic and practical aspects of the energy world. The concept is relevant but its importance is absolute. Developed states have begun to manage their energy sector in an increasingly alternative energy based perspective and, this has a great lessons for a country like Pakistan which is aspiring to develop into a healthy economy with an improved quality of life for its citizens. The theory and use of alternative energy is at the most introductory stage in Pakistan. However, in terms of resources and use of alternate energy, Pakistan stands well placed to employ this novel concept in the national policy framework Alternative or renewable energy, sources show significant promise in helping to reduce the amount of toxins that are by-products of energy use. Not only do they protect against harmful by-products, but using alternative energy helps to preserve many of the natural resources that we currently use as sources of energy. The Alternate Energy Development Board (AEDB) has been established to facilitate development of renewable energy projects. At least 5 per cent of the total electricity generating capacity of the country is targeted to be based on these sources by the year 2030. To understand how alternative energy use can help preserve the delicate ecological balance of the planet, and help us conserve the non-renewable energy sources like fossil fuels, it is important to know what types of alternative energy can be brought into reality in Pakistan. Renewable sources of energy like wind power, solar, geothermal energy, wave and tidal power, biomass energy, hydrogen and fuel cells, as well as hydropower are alternatives to fossil fuel and regarded as alternative sources of energy. 3.12 WIND POWER Wind power is one of the earliest forms of energy used by humankind. Windmills were used on farms in the early part of the twentieth century to pump water and generate electricity. Now considered an alternative energy source, wind power is being harnessed by modern windmills with lighter, stronger blades. In US states such as California, New Hampshire, Oregon, and Montana, up to several hundred windmills may operate together in open areas with steady winds. Single giant windmills capable of providing electricity to several thousand homes are also operating in the United States. With new technologies being developed to improve windmill performance and efficiency, wind power is a promising, clean, cheap, and abundant source of energy for the future. The wind power captured by turbines at is a source of energy that does not harm the environment. Wind energy harnesses the power of the wind to propel the blades of wind turbines. The rotation of turbine blades is converted into electrical current by means of an electrical generator. In the older windmills, wind energy was used to turn mechanical machinery to do physical work, like crushing grain or pumping water. Wind towers are usually built together on wind farms. Now, electrical currents are harnessed by large scale wind farms that are used by national electrical grids as well as small individual turbines used for providing electricity to isolated locations or individual homes. Wind power produces no pollution that can contaminate the environment. Since no chemical processes take place, like in the burning of fossil fuels, in wind power generation, there are no harmful by-products left over. Since wind generation is a renewable source of energy, Pakistan will never run out of it. Farming and grazing can still take place on land occupied by wind turbines which can help in the production of bio-fuels. Wind farms can be built off-shore. Since 2001, global wind capacity has nearly doubled to 47,760 megawatts and is cheaper than natural gas even without subsidies; on good sites, wind is even closing in on coal. Pakistan has potentials of wind energy ranging from 10000MW, yet power generation through wind is in intiaial stages in Pakistnan and currently 06 MW has been installed in first phase in Jhampir through a Turkish company and 50 MW will be installed shortly. More wind power plants will be built in Jhampir, Gharo, Keti Bandar and Bin Qasim Karachi. 3.13 SOLAR POWER Energy from the Sun is a free, abundant, and nonpolluting source of energy. Solar power involves using solar cells to convert sunlight into electricity, using sunlight hitting solar thermal panels to convert sunlight to heat water or air. Pakistan has potential of more than 100,000 MW from solar energy. Buildinn of solar power plants is underway in Kashmir, Punjab, Sindh and Balochistan. However, private vendors are importing panels/solar water heaters for consumption in the market. Alternative Energy Development Board (AEDB) is working for 20,000 solar water heaters in Gilgit Baltistan. Mobile companies have been asked by theh government to shift supply of energy to their transmission towers from petroleum to solar energy panels. 3.14 GEOTHERMAL ENERGY Geothermal energy harnesses the heat energy present underneath the Earth. Hot rocks under the ground heat water to produce steam. When holes are drilled in the region, the steam that shoots up is purified and is used to drive turbines, which power electric generators. If done correctly, geothermal energy produces no harmful by-products. Once a geothermal plant is build, it is generally self-sufficient energy wise. Geothermal power plants are generally small and have little effect on the natural landscape. Geothermal energy is the natural heat generated in the interior of Earth and released from volcanoes and hot springs or from geysers that shoot out heated water and steam. Reservoirs of hot water and steam under Earths surface can be accessed by drilling through the rock layer. The naturally heated water can be used to heat buildings, while the steam can be used to generate electricity. Steam can also be produced by pumping cold water into rock that is heated by geothermal energy; such steam is then used to produce electric power. Geothermal energy is an important alternative energy source in areas of geothermal activity, including parts of the United States, Iceland, and Italy. Homes in Boise, Idaho, are heated using geothermal energy, as are most buildings in Iceland. The Geysers in California is the largest steam field in the world and has been used to produce electricity since 1960. Unlike solar energy and wind power, however, the use of geothermal energy has an environmental impact. Chemicals in the steam contribute to air pollution, and water mixed with the steam contains dissolved salts that can corrode pipes and harm aquatic ecosystems. 3.15 TIDAL AND OCEAN ENERGY The rise and fall of ocean tides contain enormous amounts of energy that can be captured to produce electricity. Tidal power cab be extracted from Moon-gravity-powered tides by locating a water turbine in a tidal current. The turbine can turn an electrical generator, or a gas compressor, that can then store energy until needed. Coastal tides are a source of clean, free, renewable, and sustainable energy. Plans are underway in Pakistan to harness tidal energy, however, no implementation has been made so far. 3.16 AGRICULTURE BIOMASS/BIODIESEL Biomass production involves using garbage or other renewable resources such as sugarcane, corn or other vegetation to generate electricity. When garbage decomposes, methane is produced and captured in pipes and later burned to produce electricity. Vegetation and wood can be burned directly to generate energy, like fossil fuels, or processed to form alcohols. Brazil has one of the largest renewable energy programs from biomass/biodiesel in the world, followed by USA. Alternative Energy Development Board (AEDB) of Pakistann has planned to generate 10 MW of electricity from municipal waste in Karachi followed by similar projects in twenty cities of country.