Air Pollution Of Beijing And China - 1315 Words

Abstract: In the past few years, the air pollution in Beijing becomes more and more serious. Frequent smog weather cause social disordered and serious harm to the health of residents. The number of respiratory diseases increased. Citizens live in a bad living condition. Because of the smog, we have to stop all outdoor works and activities. It also caused great economic losses. So we must do some thing to control the air pollution. Keywords: air pollution, control measures, Beijing Introduction: As is well known and commonly accepted, Beijing, as the capital of China, is famous for its magnificent cultural heritage around the world. However, the problem of air pollution in Beijing is also the focus of attention. The air pollution in Beijing has a long history. Trace back to 1966, Zhou Enlai, the most respectable premier in China, thought Beijing was falling into the trouble of pollution, when he looked at the smog in the Sky. Unfortunately, in the past few decades, the misgiving of Zhou has been real that the condition of the air pollution has been getting worse, which has caused negative effect on the cultural city. For example, the meteorological observation in 1998 showed that the weeks of air pollution index (API) in the Beijing area which was up to Level 4 increased by 40%, from 14 weeks to 20 weeks in the whole year of 1998 (Huang Guanzheng 36). Back in the start of 2013, PM 2.5 exceeded the detectable limit for several days (Huang Guanzheng 36). Similarly,Show MoreRelatedChina s Massive Pollution Problem918 Words   |  4 Pagesâ€Å"Air pollution is defined as any substances absorb into atmosphere, and these substances harm the living things and environment† (Dictionary). As dictionary mentioned, during development of the Beijing for 10 years, air has been contaminated by emission of gases and smog from industrial factories whose number has been increasing. A number of particles and dusts damage to people’s health and their life style. People are always concerning about daily concentration of particles. Even though they struggleRead MoreEssay On Air Pollution1500 Words   |  6 PagesIntroduction: Pollution is when a harmful or poisonous gas is emitted in the presence of air that can be very harmful to the environment even for humans, especially when we don’t do anything . We might think that pollution is not really a problem in the world but it is one major problem and some countries are suffering from it now. There are many ways that we can stop pollution about but we just don’t really take matter of it, if people will just observe how pollution is affecting the environmentRead MoreHow Pollution Affects The People Of Beijing777 Words   |  4 PagesIntroduction Pollution in Beijing has exceeded the ‘Very unhealthy’ alert and is now rated unlivable. People in Beijing are advised to avoid going outside wherever possible. Good morning/afternoon everyone. I m here today to raise awareness about air pollution in Beijing, the capital city of china. What is Pollution? Pollution is defined as the process of harmful substances being released into the air. Some of these substances include Carbon Monoxide, Sulphur dioxide, Lead and PM2.5. PM2.5 is smallRead MoreThe Air Quality Of China Urban Cities1746 Words   |  7 Pagesthe Air Quality in China Urban Cities? China is developing at an unprecedented fast pace in recent years, it is now the second largest economy in the worldwide with at least 7 percent annual growth in gross domestic product (GDP) (See Appendix A). Unfortunately, this rapid economic growth comes with a price, excessive use of fossil fuel leads to a very serious environmental issues to people’s habitats, and the air they breathe every day. The environmental pollution, especially air pollution hasRead MorePollution Is A Serious Problem?1320 Words   |  6 PagesEnglish 1106 6 March 2016 pollution in china In the paper, I argue that what types of pollution in china by introducing the situation and problems in china. Following the development of economic and scientific, China is playing a very important role in the international arena. Increasing the number of people become rich. they can buy the new car, big house, and expensive clothes. In many people s opinions that China is becoming strong and rich. But they do not know China is also facing a seriousRead MoreAffected And Benefited Population . It Is Very Hard To1379 Words   |  6 PagesAffected and benefited population It is very hard to believe someone actually benefits from China’s air pollution, but it is true. For those companies that manufacture filter masks and air purifications products, they make dibs on the air pollution. Air purifiers market will grow at a compound annual growth rate of 18% during 2016 to 2021, according to TechSci Research Report. Those who can afford the price would like to install purifiers at homes, schools, offices, subway stations, airports andRead MoreAir Pollution in My Hometown1387 Words   |  6 Pages In the past few months, my hometown has suffered severe air pollution problems. The smog caused by pollution has existed for years in major cities in China, including Beijing, Shanghai and my hometown. Most of urban areas in middle and northern China are struggling with air pollution, even some tropical regions could be affected. Surrounded by the fantastic fresh air in Seattle, I felt frustrated about the bad pollution problems in China. Every time I enjo y the beautiful skyline and sunshine inRead MoreAir Pollution As A Growing Problem1530 Words   |  7 Pagescentury, air pollution has become one of the most popular topics related to people’s healthy life. After the Second World War, the consumption of fossil energy increase sharply due to the rapid development of industry and transportation, however, there almost no relevant environmental regulations to control the negative effects caused by industrial emissions. Therefore, air pollution became a growing problem. This paper will compare the conditions of air pollution between Los Angeles and Beijing, andRead MoreA Strategy For Reducing Air Pollution911 Words   |  4 PagesSUBJECT A strategy for reducing Air Pollution in Beijing by 2022. PURPOSE The purpose of the paper is to recommend options to reduce air pollution in Beijing. BACKGROUND China’s fastest growing economy is often referred in coupled with the clogging pollution of its cities. The air pollution in Beijing remains among the worst in the world and thus has drawn alarming environmental attention. It’s devastating effects on mankind and environment is a serious challenge China has been facing over the lastRead MoreChina s Struggle With Air Pollution901 Words   |  4 PagesOn October 1st, 1949, the People’s Republic of China officially became a country and a player on the world stage. Since then, China has entered a new Communist era of stability, with the Reform and Opening Up policies of 1978 bringing in China’s phenomenal economic growth (Tisdell, 2008). However, with these advances in industry come a downside: air pollution. Since the early 1980s, air pollution levels have been climbing to dangerous levels. However, in 2013, the scales tipped for the worst

Assessment Critique Free Essays

Assessment Critique Sandra Whitney California State University, Northridge SPED 501 M/M Dr. Haney A. General Information The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) is an individually administered measure of academic achievement for ages 4. We will write a custom essay sample on Assessment Critique or any similar topic only for you Order Now 5 through 25. The test is available in 2 versions. The Brief Form assesses achievement in reading, math and written expression. The Comprehensive Form covers reading, math, written language, and oral language. It also provides an analysis of students’ errors. Examiners can obtain a Comprehensive Achievement Composite in about 30 minutes for younger children and 85 minutes for the oldest students. The Comprehensive Form has 2 independent, parallel forms (A and B). The KTEA-II was written by Alan and Nadeen Kaufman and is published by AGS Publishing. B. Brief Description of Test Scoring Types of Scores Derived The KTEA-II was designed to measure student progress. Some of its applications include assessing achievement, identifying processes, analyzing errors, program planning, measuring academic progress, evaluating interventions/programs, and making placement decisions. After reviewing the Manual, I believe the KTEA-II would be a good measure of academic achievement and student progress. The KTEA-II’s authors examined literature reviews and recommendations from experts in different subject areas in order to define which skills should be measured in each achievement domain. Three national tryouts of the KTEAII Comprehensive Form Materials were conducted between 2000 and 2001. These trials illustrated whether each subtest had enough items to be reliable and provided adequate coverage of skills at each grade level. They also allowed for statistical analysis to identify and modify/remove items that had poor discrimination or were differentially difficult according to sex or ethnicity. Finally, the tryouts provided valuable information regarding item difficulties that was necessary for constructing standardization forms that would be parallel in content and level of examinee performance. I believe the KTEA-II is well designed. I especially like the fact that it provides a Clinical Analysis of Errors and that the authors utilized input from experts when designing/selecting test items. The analysis of errors can help a teacher identify specific areas in which the student demonstrates weak, average, or strong skill development. I feel the KTEA-II’s design and norms make it suitable for most populations between the ages of 4. 5 and 25. As a special educator, a real positive feature is the inclusion of examinees with special classification or diagnosis. However, I do not feel the KTEA-II is suitable for English Language Learners. The manual specifically states that the test was normed to represent the US population of children and young adults who speak English. C: Validity, Normative Population Data, Types of Scores Derived The norm sample consisted of 3,000 examinees aged 4? through 25. The grade norms are based on 2,400 of the examinees in Grades K-12. The standardization took place from September 2001 through May 2003. All age levels had between 100 and 200 participants, except age 19, which had 80. The KTEA-II sample was based on the 2001 Current population Survey and designed to match the US population with regards to sex, parent education, ethnicity, and educational status of examinees aged 18 to 25. The sample was representative in terms of geographic region, with a few exceptions at a couple of age levels. Examinees with special disability classification or diagnosis were also included in the standardization sample. These participants had a specific learning disability, speech/language impairment, attention deficit/hyperactivity disorder, mental retardation, emotional/behavioral disturbance or were gifted and talented. One shortcoming in the norms is the failure to provide a breakdown of rural/urban participants. For internal consistency, the overall Comprehensive Achievement composite coefficient was very reliable at (. 97). The core composites for Reading (. 96), Mathematics (. 96), and Written Language (. 93) are also highly reliable. However, the Oral Language composite (. 87) and Oral Fluency (. 85) fall below the desired (. 90) standard for reliability. The Sound-Symbol and Decoding composites are adequately reliable at all age levels. Because of the format for the subtests for the Reading Fluency composite, it is not possible to evaluate the internal consistency. The internal consistency coefficients are lower for subtests than composites. Most of the Reading and Mathematics subtests, and the Spelling subtest coefficients are sufficiently reliable. The majority of coefficients for the Oral Language subtests and the Written Expression subtest are less than (. 90). The coefficients for Nonsense Word Decoding are acceptable; but the majority of coefficients for the Phonological Awareness, Associational Fluency, and Naming Facility are below (. 90). To assess the stability of the KTEA-II scores over a period of weeks, the test was administered twice to 221 children from three grade ranges (Pre-K to Grade 1, Grades 2 through 6, and Grades 7 through 12). The retest interval ranged from 11 to 60 days and averaged 3? to 4 weeks. Alternate-form reliability was also examined in this analysis because about half the students took Form A first and Form B second; the other half took the test in the opposite order. The reliability correlations for the three grade ranges for the Comprehensive Achievement composite were (. 92), (. 94), and (. 5), respectively. For Pre-K to Grade 1, only the overall Reading and Decoding composites are sufficiently reliable. Coefficients for the Mathematics (. 87), Written Language (. 85), Oral Language (. 64), Sound-Symbol (. 84) and Oral Fluency (. 59) composites are all below (. 90). Letter Word Recognition is the only subtest for Pre-K to Grade 1 with adequate reliability (. 97). Coefficients for the rest of the subtests range from (. 47) to (. 88). For Grades 2 through 6 the Mathematics, Written Language, Reading Fluency, and Decoding Composites all had coefficients of at least (. 0). The Reading (. 87), Oral Language (. 68), Sound-Symbol (. 80), and Oral Fluency (. 67) composites are less than . 90. All subtest correlations are less than (. 90), except Spelling, Nonsense Word Decoding, and Decoding Fluency. Coefficients for the Reading (. 89), Oral Language (. 81), and Oral Fluency (. 76) composites are below . 90 for Grades 7 through 12. Correlations for the Mathematics, Written Language, Reading Fluency, and Decoding composites are all adequate. All subtest correlations, except Math Computation, are less than (. 90). Outside reviewers note that because stability and alternate-form reliability were not separated in this analysis, it is impossible to know whether results for some components are unstable, whether the forms differ, or both. The Oral Language composite is problematic because of its internal consistency and stability correlations are consistently below (. 90). Interrater reliability was evaluated for Written Expression, Oral Expression, Reading Comprehension, Listening Comprehension, and Associational Fluency because they require judgment in scoring and are most susceptible to difference in scoring among examiners. The cases used 50 students at each of two grade levels. Students from Grade 2 or 3 completed Form A and students from Grade 8 completed Form B. Three or four examiners scored each level of each subtest. Correlations were all above (. 90), except Oral Expression at both grade levels (. 82 and . 88) and Associational Fluency at Grade 2 (. 82). The authors took many steps to ensure the validity of items on the KTEA-II. These efforts included literature reviews, consultation with experts in the field, and field testing. Intercorrelation of subtests and composites are provided at each age and grade level and address construct validity. Moderate to high correlations were found between the majority of subtests and composites, except for the Oral Language domain. The average correlation between Oral Expression and Listening Comprehension was (. 46). Low correlations for these subtests and composite suggest they are measuring skills not closely related to other sections of the test. Factor analysis was used for the eight primary subtests of the KTEA-II Comprehensive Form, using the entire age-norm sample for Grade 1 through age 25. Confirmatory factor analysis provided evidence for a four-factor model (math, reading, written language, and oral language), as this model had good fit statistics and high loadings on the factors for all subtests. To evaluate concurrent validity, the KTEA-II Comprehensive Form was administered along with one or more achievement or cognitive abilities tests. Administration of the two tests occurred in counterbalanced order, with approximately half of the cases taking the KTEA-II first and the other half taking it second. Administration of the two tests could occur on the same day or separated by as much as 60 days. When compared to the original Kaufman Test of Educational Achievement (K-TEA), the Wechsler Individual Achievement Test–Second Edition (WIAT-II), the Woodcock-Johnson Tests of Achievement–Third Edition (WJIII ACH), and the Peabody Individual Achievement Test–Revised, Normative Update (PIAT-R/NU), high overall composite correlations were found (range . 84 to . 94). At the composite and subtest level, moderate to high correlations were generally found for the domains of reading, mathematics, and written language. However, the Oral Language composite correlations were mixed, with one as low as (. 08). When the KTEA-II was compared to the Oral and Written Language Scales (OWLS), a (. 75) correlation was found between the written expression subtests. Correlations in the (. 40’s) were found between the oral expression and listening comprehension subtests for the two measures. The relationship between the KTEA-II and several intelligence tests was also examined. Composites from the KTEA-II correlate in the low to moderately high range (from. 13 to . 4) with the Kaufman Assessment Battery for Children–Second Edition (KABC-II;), the Wechsler Intelligence Scale for Children–Third Edition (WISC-III; Wechsler), the Woodcock-Johnson Tests of Cognitive Abilities–Third Edition (WJ III COG). Students diagnosed with reading, mathematics, and writing learning disabilities; cognitive impairment; attention deficit/hyperactivity disorder; and emotional or behavioral disturbance and t hose who were deaf or hard of hearing had mean scores below average on all subtests and composites. Children identified as high performing or talented received mean scores above average for all subtests and composites. In terms of validity, comprehensive evidence is provided in support of the test’s content validity. The addition of an Oral Language section to the KTEA-II seems beneficial, but is an area of particular concern in terms of both reliability and validity. I believe the Oral Language results should be interpreted cautiously. Outside reviewers caution that there is a danger of overestimating or underestimating a student’s performance due to steep item gradients on the KTEA-II. When tests have steep item gradients, a 1-point change in raw scores can result in a large change in standard scores when using the KTEA-II. In some cases, a 1-point change in a raw score results in a change of as much as 13 standard score points. Reviewers have also found that although the norms for the KTEA-II begin at 4 to 6, most subtests do not have adequate floors at this age. Instruments without adequate floors do not have enough easy items to discriminate between students with and without skill deficits. Several concerns exist in regard to the adequacy of some KTEA-II subtest floors; thus, it is suggested that examiners check floor adequacy when assessing younger children. Using a subtest with an inadequate floor may overestimate performance at certain ages. How to cite Assessment Critique, Papers

The Cause And Effect Of Human Error In Air Safety Essay Example For Students

The Cause And Effect Of Human Error In Air Safety Essay BACKGROUND PAPERONTHE CAUSE AND EFFECT OF HUMAN ERROR IN AIR SAFETY1. On March 27 1977, an impatient pilot of a Boeing 747 failed to follow proper procedure and commenced a takeoff roll that collided with another B747; he killed 583 people. This incident, that took place in the Canary Islands, remains the worlds deadliest air disaster (www:AirD). It also is a driving force to understand the ramifications of blatant human error and attempt to foresee and or prevent these types of accidents from happening in the future. The comprehensive study of the human factor, in the history of air mishaps, can help reduce the loss of life and resources in the future of aviation. In this paper, I will present the mistakes made, the results of those mistakes and how they can be prevented. One of the toughest areas to deal with in the field of aviation mishaps is pilot error. 2. In the findings of many accident investigations, you will find in the sequence of events where the pilot/crew has made an error in judgment. These errors were proven to be the ultimate reason for the particular mishap. On 12 November 1996, a Kazakhstan Airlines Ilyushin II-76TD failed to maintain an assigned altitude. After being given instructions, by Air Traffic Control (ATC) to descend to 14000 feet, the pilot never leveled off and continued to descend. The Ilyushin then collided with a Saudi Arabian Airlines B747 that was climbing to 13000 feet; 349 people perished. It is the deadliest mid-air collision in aviation history. A pilot, not following ATC instructions, caused this mishap. The pilot of the Saudi B747 was defenseless. The outcome, of mishaps like these, has resulted in new equipment being required on all commercial airliners operated within the United States. That equipment is called TCAS (Traffic alert and Collision Avoidance System). It is an airborne radar system that alerts pilots of unreported aircraft, and in some cases, gives the pilot instructions to avoid the conflicting aircraft. This system has also reduced the amount of mishaps caused by failure of the ATC system. 3. Albeit a rare occurrence, ATC error has played a part in its share of aviation mishaps. On 1 February 1991, an LAX local controller cleared a USAir Boeing 737 (B-737) to land on runway 24L. She also cleared a Skywest Metroliner to taxi into position and hold midpoint down the runway, with the intention of clearing it for takeoff before the USAir jet landed. The controller never cleared the Metroliner for takeoff and, at night, it was virtually invisible to the USAir crew. Unfortunately, it was also invisible to the local controller. As the B-737 touched down, the crew noticed the aircraft on the runway and attempted to avoid it. However, the B-737 was traveling 140 knots and was unable to veer off the runway in time. Both aircraft were a total loss and 34 people died (www:AirD). It was determined by the National Transportation and Safety Board, that the primary cause of this accident was The failure of the local controller to maintain an awareness of the traffic situation (NTSB RE PORT:AAR-91/08). This mishap led to sweeping changes in procedures used for intersection departures at night. It also fueled the need for all major airports to become equipped with airport surface detection equipment (ASDE). This ground radar can now be found at virtually all major domestic airports; proof positive that something good can be the result of a breakdown in the system. However, even when pilots make the right decisions and ATC is keepin em separated, it still cant make up for the un-foreseen dangers. .u61801489e194cc7adb8758e5ac21973b , .u61801489e194cc7adb8758e5ac21973b .postImageUrl , .u61801489e194cc7adb8758e5ac21973b .centered-text-area { min-height: 80px; position: relative; } .u61801489e194cc7adb8758e5ac21973b , .u61801489e194cc7adb8758e5ac21973b:hover , .u61801489e194cc7adb8758e5ac21973b:visited , .u61801489e194cc7adb8758e5ac21973b:active { border:0!important; } .u61801489e194cc7adb8758e5ac21973b .clearfix:after { content: ""; display: table; clear: both; } .u61801489e194cc7adb8758e5ac21973b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61801489e194cc7adb8758e5ac21973b:active , .u61801489e194cc7adb8758e5ac21973b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61801489e194cc7adb8758e5ac21973b .centered-text-area { width: 100%; position: relative ; } .u61801489e194cc7adb8758e5ac21973b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61801489e194cc7adb8758e5ac21973b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61801489e194cc7adb8758e5ac21973b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61801489e194cc7adb8758e5ac21973b:hover .ctaButton { background-color: #34495E!important; } .u61801489e194cc7adb8758e5ac21973b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61801489e194cc7adb8758e5ac21973b .u61801489e194cc7adb8758e5ac21973b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61801489e194cc7adb8758e5ac21973b:after { content: ""; display: block; clear: both; } READ: Health, Safety and Nutrition Essay4. On 11 May 1996, Valujet 592, a McDonald Douglas DC-9 was in straight and level flight. Having just departed from Miami International Airport, nearing a final cruising altitude of approximately 25000 feet, the DC-9 burst into flames and plunged to a watery grave in the south Florida Everglades. Improperly packed oxygen generators, in the class D cargo area, ignited leading to a fire that burned through control cables and filled the cabin with smoke. ValuJet maintenance contractor, SabreTech, was criminally charged and found liable for placing the canisters aboard the aircraft (www:AirD). The incident sparked an intense study on part of t he NTSB. The NTSB determined that improper handling of hazardous materials and failure to adequately equip aircraft with fire suppression equipment, in class D cargo areas, was the ultimate cause of the mishap. These results and findings have instigated major changes in the way hazardous materials are transported. Additionally, it has opened the eyes of aviation industry to the cause and effect of human error. 5. In summary, pilot error, controller error and even procedural errors can be prevented. It takes an asserted effort on part of all players in the aviation industry to continually re-assess the way we do business. We should strive to foresee the un-foreseenanticipate the unlikely and continuously hone our skills to near perfection. Aviation safety is a work in progress and great strides have been made to improve the overall operation. However, unforeseen incidents are bound to occur again; how we react and adjust will truly measure the evolution of aviation safety. BibliographyBIBLIOGRAPHYFORTHE CAUSE AND EFFECT OF HUMAN ERROR IN AIR SAFETY1. National Transportation and Safety Board, Report AAR-91/08, 1 August 19912. www.AirDisaster.com, Accident Synopsis 03271977, Accident Synopsis 02011991Thesis and Dissertations