Qatar Petroleum Essay

Qatar Petroleum aims at maintaining high level of safety by trying to reach a zero level of people and environmental harm. The company uses Electronic Document Management System (EDMS) to maintain its daily operations. The methods helps them to save their documents in an organized format, retrieve them for future use share and use them. They also have a team which holds regular surveys of the whole petroleum plant especially of the pipelines. A record of all their daily activities is kept using the EDMS system as mentioned above. A report on the organizations activities can be obtained from their website as well as a book written by P. Tuson Records of Qatar: primary documents, 1820-1960; ed. P. Tuson. Archive edns, 1991. (8v) . Since any oil company poses numerous threats , benchmarks have been set to avoid them or reduce their occurance. Limitations have been set on their expansion, to share mproved ideas and information , maintain an unbreachable security checks and register them regularly. Workers undergo regular physical check-ups and their protective suits are also regularly scrutinized for emission penetration. There are also regular checks held by the government to ensure all the safety activities are being followed regularly. Qatar Petroleum is however not free from threats. Any oil company , Qatar being the biggest is susceptible to terrorist attack as the destruction caused will be massive , eading to a high death rate and heavy financial losses. Avoiding intrusion will be difficult as these companies are located by the sea and remote areas. The attack can be on refineries, distribution system, maritime transport , developmental and exploration sites. Oil companies pose their own threat too as any fault in the whole plant, being of the minutest nature, can lead to the same type of damage as would be caused by any terrorist attack.

Wh Review

World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history.The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History.The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain h ow the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizatio ns. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China's impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the hist orical development of a region or nation; and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his i deas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture.The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Era tosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? ____________________________________________________________________ _________ _______________________________________________________________________________ 2.List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early & Classical civilizations of monarchies. ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrew s? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two

Breakfast Roll Call

6:30 A.M. My peaceful sleep and surreal dreams are shattered by the boom of a howitzer cannon. The resounding thunder of the cannon rolls across Lake Maxinkuckee without hesitation. The Culver day has begun. A naA?ve callboy rushes to make reveille call: â€Å"Notice, sirs! Notice, sirs! Bravo Company sirs, notice! Reveille has sounded. Uniform of the day, Duty A, sirs!† I aimlessly shuffle my hands along the window ledge for my glasses; it doesn’t help being awake before sunrise. I lie in bed for a moment, half asleep, pondering the decision I made to become a Culver cadet. I guess I missed the brochure advertising reveille at 6:30. My feet slap down on the cold tile. I open my door to the hallway’s bright lights. The fortunate few who possess the talent to sleep through the cannon remain in their beds until I act as the cannon’s back up. Shuffling along the hallway, I fulfill my position as hall officer. The battered, half-broken broomstick I use every morning doesn’t miss a door—smack, wack. â€Å"Let’s go, get up!† But my words travel across the barren hallway without acknowledgment. On the way back to my room, I give an extra hard wake-up-call to any cadets still sleeping, this time using my fist and the broomstick—bang, wham. From inside the rooms, a common complaint escapes, â€Å"Ok, I’m up! Go away.† It’s too early for leadership. Once in my room, I take my clothes off, grab my towel, and retreat to the warmth of the showers. I turn on the closest knob. Cold water sprays out of the head at first. I jump and back away quickly, every time, I never remember. The callboy’s voice reaches the shower. â€Å"Notice, sirs! Notice, sirs! Bravo Company sirs, notice! First call to BRC, uniform for BRC, duty A, sirs!† My supply of warm water ends a bruptly and I abandon the lighthearted atmosphere of the shower room. In my room I put on my wool duty-pants and tight-fitting duty-A shirt. Formation in the company streets is dark and dreary. Unit Commanders shout commands. â€Å"Form up! Let’s go! Left face, right face.† First sergeants bark out names, â€Å"Carey . . . Here! Hamm . . . Here! Darnell . . . Darnell! Here!† A hundred and fifty drowsy infantry cadets march to the dining hall with the beat of a drum guiding them. Once we’re inside, food lines are long. Glasses slip from lethargic hands— Clink, clink, crshhh. I direct the new cadets to a table and remind them: Personal Inspection is at 7:20 a.m.

Commodity chain Essay Example | Topics and Well Written Essays - 500 words

Commodity chain - Essay Example The high density polythene is constantly recycled, where other products that have lived their usefulness are broken and the materials remolded to make new items. The mug as it involves simple manufacturing process of melting plastics and then remolding the plastic to form the mug. This must have been made in the same place where the material was outsourced. This is further affirmed by Media Federal (2011) who explains that the company manufacturers large volumes of similar product. It therefore means that the smelting and the molding were made at the same factory; that is the Wei Mon industry co., Ltd. The plastic that is the main raw material in the mug was most likely sourced within the country for recycling or was either new plastic that was formed in the company to manufacture mugs. Considering that the factory manufactures many similar products as Media Federal (2011) explains, the plastic was most likely new and had been formed from raw materials. Plastics are made of polymers through a polymerization process. Most ingredients for polymerization are mostly imported from several countries China and the U.S being leaders in making these polymer materials (Harper, 714). The ingredients to make the mug were most likely bought from China and the company carried out the polymerization process to obtain the polymers that were later used in manufacturing the mugs. ` The product is produced through injection molding. The molds were most likely designed in the Wei Mon Industry co. and then used to carry out injection molding as the main process that the company is involved in. The product therefore involved the use of already designed moulds where molten plastic was forced through, and the mug formed from the molds. The workers in the process must have made very low wages. The mug requires the use of molds that are in most cases automated, the human input is reduced to control

Understanding Students with Hearing Loss Research Paper

Understanding Students with Hearing Loss - Research Paper Example This paper deals with the said issue, teaching and learning relationship when the student has the problem of hearing. Understanding Hearing Loss Before hearing loss is explained, a brief introduction to the process of hearing is very important in the context of this research. The listening of a sound can be described in two basic notations, one being audition on the other being vibration. Audition is the hearing process; whereas; vibration is the interpretation of pattern, of air molecules on the ear drum. Sound itself can be divided into two parts. The first one is the frequency on the sound and the second one is its loudness. Being deaf means unable to hear any kind of a sound but this is not the only form of hearing disability. Hearing disability can be broker down into two main parts. One is deaf, which means that the person has a hearing loss of 70-90 dB and cannot hear with any kind of amplification. The second part is the person who has loss of hearing in the range of 20-70 dB but can hear with use of amplification devices. Both there forms of hearing disability can cause great stress in every-day life of a human as well as being the sole reason for slow learning of this person. The report looks into the methods of overcoming this disability and making these students in a classroom attain good grades and live a normal life (Ann, 1995). Communication between teachers and students on the same frequency is the only secret for the success of the teacher-student relationship, be it a normal one or one in which the student has some physical disability. There are many ways a teacher can communicate or transfer knowledge into the minds of a person who has a hearing disability. The first and foremost method is oral communication by enhancing or amplifying sound to develop language skills as well as understanding skills. After oral, the most used method is applied which is manual communication. In manual communication sign language or finger spelling is used. A universal sign language has been developed for the help of teachers and students alike. Finally the simultaneous method in which both amplification is sign language by the teacher to explain the phenomenon of science, math , literature or any other subject under light. Challenges Faced There are numerous issues faced by both teacher and the student alike, student more that the teachers though. The first basic and foremost challenge is one, especially to students in primary classes, is of reading and writing. As the process of learning to read is dependant on hearing and the one of writing is dependant on reading. Therefore it is the first challenge that comes across a hearing impaired child. The second problem is not directly related to the class environment but directly affects the emotional behavior of a student in class. This problem is due to a various number of interactions a hearing impaired child faces in his everyday life. His interactions with the parents, friends and the sense of social isolation all play a vital role. Teacher in these scenarios can play a vital role and sail the child from the storms of social disparities against such students (Elizibeth, 2010). Teaching Strategies Various steps can be taken by the teacher in a class for the teacher to enhance the learning abilities of a hearing impaired student and in turn have a bet ter understanding of the student. Every student with this

Human security in the UAE Essay Example | Topics and Well Written Essays - 1000 words

Human security in the UAE - Essay Example The United Arab Emirates, a fast growing region economically, has been designated as a prospective target for extremists and several human security issues. Assessment and situations in the United Arab Emirates have made Western governments come to the conclusion that the region is a probable target for extremists. The Foreign and Commonwealth Office of Britain warns of the hazards of travel to the region based on its location in the Persian Gulf. It is central, the nearing the antagonisms of the Iraq war and regional anti-Western opinions. Apart from Britain, other Western nations have issued the same security warnings (Vallet, 2014). Various factors contribute to the rising human insecurity issue in the United Arab Emirates region. According to a novel report on global threats, growing extremism in the neighborhood, food insecurity, climate change, regional tension, and unemployment rates present security issues in the UAE. Additionally, the developments in the political arena in the UAE region in past years have also led to increased human insecurity. A publication by Control States, a security consultancy firm, has indicated various concerns. It reports that the increasing extremism in Yemen and the increase of al Qaeda in the Arabian Peninsula (AQAP) pose a security threat. Additionally, food insecurity in the Arabian countries, struggle over the nuclear program in Iran, and the pulls in Iraq contribute to the poor human security in the UAE (Vallet, 2014). The upsurge of Al Qaeda in the Arabian Peninsula (AQAP) poses a threat of radicalization among visitors coming into the UAE region. Immigrants coming to the UAE from Africa and passing through Yemen have high chances of being radicalized. Yemen stands as an open door to the UAE region and thus very many people travel to the UAE through the region. The security issues posed by the porous border spurred the

Inheriting My Culture Essay Example | Topics and Well Written Essays - 1000 words

Inheriting My Culture - Essay Example I remember very well it was on the 24th of August 2009, a Thursday afternoon when I received a call from my mother. Little did I know that this would be the call that would change my attitude towards the culture of my people. I was with my friends shooting pool at the campus lounge. She told me that my grandfather who we nicknamed â€Å"Pa† had asked for me to go visit him in hospital. At the time he was eighty years old and had been diagnosed earlier in the year with throat cancer. By the time the cancer was caught it had grown so much that the doctors said he had a maximum of eight months to leave. So after being given the news by my mother I left my friends and decided to go see him. On reaching the hospital I found my mum and my extended family waiting in the hall way with most of them soaked in tears. Instantly I assumed the inevitable had happened and I also broke down into tears. When my mother saw me she told me that my grandfather was still alive but the doctors had informed them that he only had a few hours of life. I went to the cancer ward and entered his room. When he heard the door he immediately asked;† Chang is that you?† and I answered while crying; â€Å"yes grandfather†. He turned his head with a lot of effort after noticing I was crying and stretched out his hand towards me and told me that there was no need for crying because he was going to a better place. I went closer to him and held his hand. He told me that there was not much time left and that he had something to important to tell me. He pointed at the closet and told me to go pick a brown leather bag. I did as he instructed and brought it to him. He asked me to open th e bag and after opening the bag I saw two sets of painting brushes and some ink. This is where he informed me that we come from a family of brush painters and that the art was handed down from father to son for hundreds of years. He then told me that since my father was not alive and I was the oldest male child in our family that it was my turn to continue the family culture and that I should also hand it down to my siblings in future. He started coughing heavily and managed to utter â€Å"do not forget your roots Chang† before the doctors and nurses came in and asked me to go outside. I went to the hall way and five minutes later the doctor came to where we had sat in the waiting hall while nodding his head. Everyone broke into tears as we found out â€Å"Pa â€Å"had passed on. According to our culture, if an elderly person dies, a wake should be held for at least three days then the body is cremated. Due to financial constraints, the family decided to hold a wake for my grandfather one week after we had raised money to clear the enormous hospital bill. I decided to research on the tools my grandfather left me in order for me to paint a picture within that one week for it to be displayed during the wake in memory of my late grandfather. After doing a lot of research in the library about the painting brushes my grandfather left me I discovered that I come from a generation of remarkable painters. I discovered that our family was specifically renowned for a type of painting known as Chinese brush painting. This is a type of art painting in China where once a paint brush strokes the Painting paper with painting ink, it is neither corrected nor is it improved (Cherrett, 2). No sketch or model whatsoever is used in the course of brush painting. From the

How color influence customer's decisions and behaviors Essay

How color influence customer's decisions and behaviors - Essay Example It will also consider the other alternatives in design for providing a more conducive environment for customers in pubs and cafes. Conflict in bars and pubs is a common occurrence in UK as well as in other parts of the world. Obviously, the main reason is that alcohol removes inhibition and enhances people’s tendency to react freely to situations. No matter how thoughtful and well planned the design is, one cannot hope to completely eradicate aggression in the setting of a bar or pub. On the other hand, one cannot simply ignore the â€Å"influence† of the design of a pub or bar on the â€Å"mood and behaviour of people who spend time in it† (Conflict & Violence in Pubs: Design Issues, 1992 p.3). This is because various elements in the environment in which humans function are known to exercise a high level of influence on their behaviour and determine how they respond to given situations. The design, light, colour or flow patterns of bars and pubs, when coupled with other factors such as drunkenness and noise pollution, can increase the stress levels of patrons and create flash points for in stigating aggression. Research evidence suggests that the design, interior and â€Å"overly energetic dà ©cor – complexity and colour schemes† are causing â€Å"between 15 and 20% of all aggression† in bars and pubs (Conflict & Violence in Pubs: Design Issues, 1992 p.3). Therefore, these factors need to be taken into consideration when the designs of bars and pubs are planned and decided. Thus, apart from an appropriate shape and direction of the building and suitable design, it is significant to choose a sober colour scheme to facilitate a more congenial setting in pubs to reduce the stress levels of drunken customers and to encourage them to conduct peacefully. In the present day, â€Å"client initiated violence† is on the increase, which is identified as a major issue in â€Å"retail trade† including bars and pubs (Prevention and Management

American Revolution Research Paper Example | Topics and Well Written Essays - 1250 words

American Revolution - Research Paper Example The protests to these laws were initiated by a group calling itself the sons of liberty, who in their bid to show their concerns against the law, infiltrated a ship in the Boston harbor, destroying 342 chests of tea in the year 1773 (McCullough, 27). In response to these protests, the British Empire imposed a series of punitive laws, referred to as the intolerable acts in 1774. In 1774, the American patriots suppressed all loyalists, and took control of each colony, establishing new government. The British Empire responded by sending troops for purposes of establishing royal control in the year 1775 (McCullough, 26).   The war ended in 1783 with the surrender of Britain, making the colonists establish the federal government of United States, with each of the 13 regions having a governor, and a parliament.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     During, and after the war, one of the most important and notable figures was Benjamin Franklin. Benjamin Franklin is regarded as on e of the founders of America, having played a great role convincing the 13 colonies of America to stay united (Prelinger, 5).   Benjamin Franklin is also credited as being the only person amongst the founders of America to sign the three documents that freed the American colonies from the colonial rule. These documents are the Treaty of Paris, the American Constitution, and the Declaration of Independence (Prelinger, 9). It is important to understand that the role of Benjamin Franklin in assisting Thomas Jefferson to come up with a formal document.