Miriam, Naomi,Esther, and theWisdomWoman Essay Example | Topics and Well Written Essays - 500 words

Miriam, Naomi,Esther, and theWisdomWoman - Essay Example The Hebrew word is actually closer to the meaning of righteous than innocent. Elihu therefore explained that God does not do evil and only brings upon people what their conduct deserves (34:10-11). Further, he points out that people cry out under oppression to plead for relief yet they fail to turn to God (35:9-10). Elihu then reassures Job that God does not despise men (36:5) and "He does not take his eyes off the righteous" (36:7). The gist of Elihus talk is that obeying God is necessary so that people can then spend the rest of their years in prosperity and contentment (36:11). In effect, his attempt is to extol God in the eyes of Job and proclaim Gods magnificence "beyond our understanding" (36:26). A more open response from God himself was given in the whirlwind (38-41) after He rebukes Job for expressing words without knowledge (38:2). In the film Bruce Almighty, the problem of suffering is brought out when Sharri asks Jeff why there is so much pain in the world given that God is so gracious. Dan is even more skeptical of Gods very existence as a result of the suffering he sees. A point is made that to be God, you cannot mess with freewill. In response, Sherri asks Jeff how love and freewill relates to the pain and suffering present in the world. This explains the problem of suffering, as was experienced by Job, by highlighting the real purpose of men and their suffering. Gods perspective is that He desires to have a loving relationship with his creatures. Thus, the problem of suffering is linked directly with this desire because it is the separation that actually causes suffering. Moreover, as long as freewill exists, so too will suffering. Both the Book of Job and the movie are similar in presenting characters who question the goodness of God amid the suffering they see in the world and their own lives, and presents numerous

How effective managers might integrate biblical notions of service Essay

How effective managers might integrate biblical notions of service into managerial work - Essay Example There are reasons as to why business is carried on and also why management is important and how managers should approach business management in the biblical notion of service and be effective and efficient. According to Cyril and Cross (415), there are several salient basic influences or assumptions that are related to the business discipline. The managers should understand that God is compassionate, just, and loving (Matthew 5:1-7:29). They should also recognize that God is the creator of everything and that all people and materials; all the ability to create, discovering, and using information, and all the capability of creating wealth. The managers must also consider the fact that people receive gifts from God in various ways, and people are gifted with different skills. Due to the sinful nature of people, the managers must understand that people are greedy, prideful, and selfish, and that they have similar set of basic needs for justice, grace, and love provided by God and the ot her people. This implies that the people may as well be motivated in different ways in their actions to satisfy the needs. Again, people are familiar with two fundamental purposes, that is, the short-term view and the long-term view (Nell 17-18). In the short-term view, there is no other purpose for people other than procreation, selfish pursuit of their self-interest, and survival. For the long-term view, the people are creations in the image of God, meant to love, please, and serve both God and the other people. The managers should understand that people have the desire of living and working in relationships of other people (West 81). Because of the natural state of God and the work He did, and due to the nature of people and their actions, the Christian business managers take part in the redemptive activity of God by encouraging and

Purpose Of The Wingate Test

Purpose Of The Wingate Test Introduction The Wingate anaerobic test was developed to determine peak anaerobic power and mean power output in 30 seconds (Powers Howley, 1990) (Dekerle, 2008)The test was developed to be highly reproducible and the bench mark for all other anaerobic power tests. The test will use different energy systems in which to power the muscles, with the main energy system being used for a cycle ergometer test of 30 seconds, will be the anaerobic glycolysis (Grace, 2009) Therefore a person with a well trained anaerobic glycolysis system will be able to perform the test well. Figure 1 shows the difference in systems for a cycling ergometer test. 10 sec 30 sec 90 sec With what the graph shows, someone with a well trained anaerobic glycolysis system, will be the best person best trained for the event, due to the test being a 30 second long one. With these, we can see that different sports and different systems in which have been trained will have a major effect on the performance in the test The wingate test can be used to identify the dominant muscle fibre type, over fast or slow twitch, by looking at peak power and the change from peak power to power over time and how much it drops. Individuals with a higher percentage of fast twitch fibres will generate a greater power output with a greater decrease over time. (Janot, 2006) This leads us towards the hypothesis of People with differently trained energy systems will have different results in the test, with higher peak power outputs for more anaerobically trained athletes Method The test was performed by two different subjects. They were both weighed, so the resistance could be decided for the test. After this they would adjust the seat, according to the height of the subject, then start cycling for 5 minutes, at a standardised submaximal pace. The resistance was worked out previous (7.5% of the body mass, so a 70kg athlete would have had a 5.25 kg resistance weight on. When the subject is notified and ready, they have to start cycling at 60rpm and the weights will be dropped on command. The subject will have to cycle as fast as possible for the duration of the test (30 seconds.) For the duration of tests, the group should give encouragement verbally and attempt to motivate the subjects. After the 30 seconds of work, the subject should perform a 5 minute cool down. When this has been down, the results of peak power, fatigue index, mean power, time to peak power, minimum power and total work, will all be printed with a graph to show the power in watts over th e 30 second work. Results. Graphs 1 and 2 labelled in appendix. The graphs show the difference in the following results. Subject 1 Weight: 70kg Subject 2 Weight: 67.6 kg Subject 1 Subject 2 Peak Power (watts) 914 871 Mean Power(w) 600 619 Time to Peak (s) 3.8 5.8 Fatigue Index(w/sec) 20.5 20.4 PP/weight(w/kg) 13.1 12.9 Meanpower/weight(w/kg) 8.6 9.2 Minimum Power (w) 378 377 Disucussion. The results show a difference between Subject 1 and 2, with the peak power being higher in subject 1s test, which shows a higher level of anaerobic power. The mean power was slightly higher for subject 2, and took a lot longer to reach the peak power also, but they had a lower fatigue index, showing a higher level of aerobic fitness. The minimum power shows a higher drop for subject one, which shows slightly less aerobic fitness. The subject 1 took 2 seconds less to reach the peak power, showing again a greater amount of anaerobic power, as it took a lot less time to reach the peak. Subject 1 has a higher relative peak power, and creates more power in accordance to their body weight, another factor in showing more power. Subject 1, is a tennis player, at county level, which would be why he has a higher peak power output, due to tennis being an interval sport, therefore requires, short bursts of anaerobic power, along with a good base of aerobic fitness. This will require a combination of muscle fibre types, with the power being produced by the type II a and b fibres (Powers, 2006), in which the tennis player will have more of than a middle distance runner and football player (subject 2). According to (Powers Howley, 1990) a long and middle distance runner, which is subject 2 is said to have around 60-70 percent slow twitch fibres, but footballers, will have a combination of fibre types, so the subject will have a mix of slow twitch and fast twitch, around 50% of each. The subject does show a good level of aerobic fitness, they are in the top 10% of people, in both watts and watts/kg, which would show a higher proportion of fast twitch fibres, IIa and IIb, due to the training from football received. Subject 1, who is a county tennis player, will have a slightly higher level of anaerobic fast twitch fibres, around 60%, with the rest being slow twitch in which to help them play long games and have a good base level of aerobic fitness. Further Investigation. The wingate test is generally regarded as the benchmark for anaerobic power tests, but has some limitations. One of the limitations is that it is only sport specifi for cycling, where a sprinter may be a very powerful individual, they will receive a lower score, due to them not being used to using the muscles for a cycling test, along with other sports which involve running or sports like rowing. (Powers Howley, 1990) Also studies by Dekerle and Burley (Marieb K, 2004)state that 30 to 90 seconds is too short to determine critical power, and a test of 3 minutes would be more appropriate, where as in the study by Green, in the journal Sports Medicine, investigated that 30 seconds is the perfect time to develop critical power, so there is conflicting ideas in these. The study is done in a lab, which can have a detrimental effect on the performer, a test outside lab conditions could have different results also, as it is not ecologically valid. Bibliography Dekerle, J. e. (2008). Determination of Critical Power From a Single Test. Sport and Science , 231-238. Marieb, E., K, H. (2004). Human Anatomy and Physiology. San Francisco: Pearson. Powers, S., Howley, E. (1990). Exercise Physiology Theory and Application to Fitness and Performance (Second Edition). Dubuque: Brown Benchmark. Bar-Or, O. (1987). The Wingate Anaerobic Test. An update on methodology, reliability and validity. Sports Medicine 4:381-394. Green, S. (1995). Measurement of anaerobic work capacities in humans. Sports Medicine 19:32-42. Lab Report Blood Pressure Measurement of Blood Pressure using Manual and Automated methods Introduction. Blood pressure, is the force exerted by blood against the arterial walls, and is determined by how much blood is pumped, and the resistance to blood flow. (Powers Howley, 1990) Blood pressure is split into two different stages, which are the diastolic and systolic parts. The contraction phase of the heart beating is the systole, and the relaxed stage is called diastole. ((Powers Howley, 1990). Different factors can have an effect on blood pressure, are the viscosity of blood, the heart rate, the resistance in the blood vessels, also the volume of blood. (Levick, 2003) There are two main ways to measure it, the automated electronic method, and the auscaltatory method, which uses a sphygmomanometer. The auscaltatory method is dependent on accurate transmission (Grace, 2009). The automated blood pressure reader is an electronic device in which the reading comes up automatically, and the manual one is pumped up by the measurer and uses a stethoscope to listen to certain sounds in which to measure the correct results. These sounds are called the Korotkoff sounds. There are five different phases in these sounds. The first phase is an appearance of a faint, repetitive tapping sound, which is the systolic blood pressure. The second phase is when these sounds soften and a swishing sound is acquired. The third phase is after a gap, then a sharper version of phase one. The fourth is a muffling of these sounds, which then become soft and blowing and the final phase is when all sounds disappear altogether, this is the diastolic pressure. An experiment was conducted in which to find if there was a difference between the reading between the auscaltatory methods, and the automated method of measurement. Method. The cuff for the blood pressure monitor on the manual reader should be wrapped around the arm, which was then rest on a table. The rubber tubes coming from the cuff were placed inferiorly, running parallel to the site of the brachial artery, which helped for the person taking the blood pressure to be able to place the stethoscope accordingly. The cuff is then pumped up to 200 mmHg, then slowly released at around 2-3 mmHg a second, to wait for the sounds in which to hear. Then the blood pressure is taken , listening to the korotkoff sounds and then repeated two to three times, for each person in the group. After this the blood pressure was recorded using an automatic blood pressure reader and both sets of results were recorded and compared. Results. Subject Manual Average A 116/74 128/68 116/72 120/71 B 129/76 129/74 129/75 C 119/69 124/72 122/71 D 129/76 124/77 127/77 E 150/90 148/89 149/90 Subject Automatic Average A 127/85 121/76 125/70 124/77 B 118/77 115/73 117/75 C 114/58 105/55 100/58 106/57 D 115/66 114/67 115/67 E 146/90 144/91 145/91 Discussion. After studying the averages, and the results, they show a slight difference, the highest one being, a difference of 16 mmHg in systolic and 14mmHg in diastolic. The rest have a small margin of error, not enough to make a difference in the results. Which shows a fairly accurate transmission of results from the One of the results is read as over 145/90, which is stage one hypertension, as the subject is on medication for the condition. Another two subjects are in pre hypertension from the results. These are common in people. The test had some difficulties in the measuring of the blood pressure, as some people who were measuring, were complete novices and were struggling to find and identify the correct sounds. The results do not deviate from the automated much, which is seen as the norm, for when novices are using the manual blood pressure reader. Two of subject Cs results are very low, in the area of hypotension, which may show error in the automated, as every other one was reasonably close to the manual. The automated readers have developed in the last 15 years and shows less error, they virtually eliminate wrong readings, according to an investigation by Myers in 2008. Whereas a different investigation showed that they are often higher, made by Kiss et al. To eliminate errors in this investigation, a silent room would be preferred, as the Korotkoff sounds are quiet, and there was a lot of background noise which made it hard to read and listen to the sounds and then make an accurate reading of blood pressure. Also more practise would be needed to gain more accurate readings for blood pressure.

Sophocless Electra vs. Euripidess Electra :: comparison compare contrast essays

Euripides and Sophocles wrote their own versions of the Electra story. The basic plot is as follows: Agamemnon is killed by Clytemnestra and her lover Aegisthus after he returns from the Trojan war to reclaim his sister-in-law Helen from the Trojans.   Electra and her brother Orestes plot to kill their mother and her lover to revenge his death.   Both authors wrote about the same plot, but the built the story very differently.   Sophocles focused on Orestes, and Euripides focused more on the life of Electra.   In Sophocles's version, the play opens with Orestes learning his fate from the Pythian Oracle; he must revenge his father's death unarmed and alone.   He sends his pedagogue Pylades, as a spy, to learn about the situation in Mycenae.   Electra mourns for her father's death.   She is unable to avenge her father's murders without the help of Orestes, her brother.   She is also mad about how her mother and her lover waste her father's riches and desecrate his name.   Her half-sister Chrysothemis is no help to Electra and refuses to help in the murder of her mother and mother's lover. Pylades arrives bearing the sad news of Orestes death. He tells Clytemnestra that Orestes was killed in a chariot race at the Delphian games; his body was cremated and his ashes were sent to Mycenae.   Concealing his identity, Orestes arrives and with the help of Electra and Pylades, plots the murder of his mother and his mother's lover.   Orestes enter the palace, kills his mother and returns to Electra.   When Aegisthus arrives, Orestes kills him as well fulfilling his destiny.   Euripides's version is much more dramatic.   The play begins with Electra's marriage to a peasant.   Aegisthus had tried to kill Electra but Clytemnestra convinced him to allow her to live.   He decided to marry her to a peasant so her children will be humbly born and pose no threat to his throne.   Orestes and Pylades arrive.   Orestes says that he has come to Apollo's shrine to pledge himself to avenge his father's murder.   Orestes, concealing his identity, talks with Electra about the recent happenings in Mycenae.   She admits that she is sad that her brother had been taken away at such a young age and the only person that would recognize him would be her father's old servant.   She also discusses her scorn of Aegisthus desecrating the monument over Agamemnon's grave and his ridicule of Orestes.

Adolescent Psychology midterm

Identity formation is a complex and multifaceted process for adolescents, particularly during middle school and early high school. Therefore, it is far more likely that students who appear disengaged to school faculty and administrators are actually navigating the multiple pathways to finding their own unique identities. It is simply unfair to assume that a student is not personally motivated when he or she is constructing an identity that reflects diverse social and/or cultural backgrounds.Manila's Squad Nanas writes about a student named Amanda in her article regarding detent identities in learning contexts. Amanda is a highly achieving student â€Å"who spent her time In class appearing ‘disengaged†. Although Amanda performed near the top of her class, her academic success did not seem to reflect her classroom behavior. However, Manta's identity was shaped by the people she interacted with, particularly her peers. Nanas states, â€Å"People act in accordance with the ir local settings, and†¦ E cannot assume the meaning of those behaviors or determine which ones are identity relevant, and in which ways, without a perspective on what they mean In the local 2010). Therefore, it is a detriment to students eke Amanda and the ones at the tutoring program to suggest that their own lack of motivation Is at the root of their apparent disengagement. Rather, It Is relative to the context they live in. In Nanas†s article, Amanda self-identified as smart, and her peers looked to her for academic help.However, researcher field notes described Manta's apparent disengagement, involving the passing of notes and answering her cell phone, which seemed â€Å"incongruous with [her] perception of herself and others' perceptions of her as an exceptionally competent 2010). However, Nanas later explains that the school Amanda attended â€Å"had nonstandard norms for detent attendance, engagement. And conduct†(Nasal, 2010) that made Manta's behaviors n ot an indication of disengagement or low performance.Nazi's article suggests that students' level of perceived engagement depends on the norms and standards of the school they attend. Another identity-related factor to take into account is that students are finding a safe group to identify with and are simultaneously negotiating â€Å"the persistent adolescent endeavor to define, overdriven, and redefine themselves and each other In often ruthless and Brown). Students must grapple with various social groups and the labels that accompany them, like â€Å"socks† and â€Å"brains†.Particularly in middle school, â€Å"younger students, like those in 7th grade, prefer' to be normal, while more mature brains felt more comfortable with being brainy†. Therefore, it seems logical that the students at this tutoring program appear disengaged because they are managing their own identities, and therefore not acting overly enthused about learning so as not to appear â€Å"t oo brainy'. Dwellings students as unmotivated Ignores their searches for a â€Å"safe group identity' to belong to, and acting too enthusiastic about schoolwork may hearten their place in a social group with which theft like to identify.It's also feasible that students appear disengaged not due to lack of motivation, but because a key aspect of identity formation is questioning authority as they find their unique and authentic selves. â€Å"When adolescents express unpopular opinions, revolutionary normative expectations, they are trying on possible selves and testing the boundaries of their environment as part of their psychosocial moratorium†¦ In fact, that is part of their developmental Job. To dismiss such experimentation†¦ Is to devalue the unique opening this developmental era represents†.In short, students are investigating potential selves, attempting to find a peer group to which they belong, and Jumping over the hurdles of adolescence. When tutors at this middle school in Longboat dismiss their students as disengaged due to decreased motivation, they are assuming a deficit view of students and not taking identity formation into account. In the 1999 article by Cooper et al regarding being brokers for students, they explain that the transition from elementary to middle school is a crucial time in which students begin to define their own goals and look up to adults, including teachers ND tutors.

The Costs of Extending Sea Defences at Walton-on-the-Naze are too high and the Benefits are too small

Walton is the southeast of England; part of the town is situated on a headland called the ‘Naze'. To get to Walton we will go across the Orwell Bridge and along the A12, then we will travel onto the A113 and then go onto the B1033 and then up to Walton. This whole journey is fifty kilometres approximately. There is map of Walton and the route to it on page 3 Walton has got a colourful background: * The earliest human remains found at Walton are dated back to the Neolithic period of 4,000 to 2,500 BC. This was discovered when a large village settlement was found at the northern end of the Naze. * Romans were the next to inhabit the Naze. * After the Romans nothing much is known about the Naze until around 1527 when John Stone bought a farm about 1km from today's shoreline. * In 1924 the Naze was bought and made into a golf course. * In 1939 the area was taken over by the armed forces, where the first British guided missile system was developed. * The forces left the Naze in 1947 and it become rough grazing * Finally in 1963 the Essex County Council and Tendring District Council as a public open space bought it. There are many different reasons why people want to save the Naze, firstly, to lose the area would be bad financially, as the people who live there bring in money and pay taxes as do the businesses near the area. Secondly, the cliffs at the Naze are of geological significance, it is full of fossilised sharks teeth and wood. Thirdly a lot of migratory birds start and finish their journeys at the Naze. Some of these are often rare, such as Sanderlings, Oyster Catchers and Little Terns. There are also some very unusual plants growing on the Naze. Many of these plants, birds and fossils are threatened with extinction in Britain. The cliffs at Walton are being eroded in mainly two ways, the first is slumping, described in the diagram above. The second is when hydraulic action (when the waves are crashing into the cliff) and abrasion (pebbles rocks etc. thrown at cliff), causes undercutting at the bottom of the cliff. This leaves the base of the cliffs unprotected so the cliffs collapse into the sea. In doing this coursework I am trying to prove or disprove the hypothesis, ‘the costs of extending sea defences at Walton-on-the-Naze are too high and the benefits are too small. Chapter 1 Coastal Defences at Walton At present there are three main ways that are used to protect the beach, groynes, Rip-raps and breakwaters. All three of these stop Longshore Drift (LSD). Longshore Drift on a Beach A Groyne is a wall built a little way out into the sea that traps sand, this stops Longshore Drift, and so sand builds up on one side of the Groyne so the beach gets bigger. However, on the other side of the groyne, no sand builds up, so the beach is still lost. These cost à ¯Ã‚ ¿Ã‚ ½10,000 each, and are sited more than 200 metres apart. So to protect just one kilometre would cost à ¯Ã‚ ¿Ã‚ ½50,000. A rip-rap is a group of interlocking boulders, which break up the waves, therefore not allowing the waves to erode the cliffs or letting Longshore Drift take place. These cost à ¯Ã‚ ¿Ã‚ ½3,500 a metre. Breakwaters are basically just concrete groynes, they stop Long Shore Drift and also break the waves. A Rip-rap I feel that these methods have been very successful in stopping Longshore Drift, as you can see from the picture below there is a lot of sand. The Beach at Site C The groynes have worked and there is a beach To protect the cliff/promenade different methods have also been used. Rock Armour takes most of the energy of the wave as for it not to crash into the cliff and erode it away. The sea wall is probably the most important method to stop the erosion as it is the most effective, the sea wall reflects waves and withstands waves breaking on it so stopping the promenade being eroded, however it does have to be replaced because over time it to will get eroded away. The Sea Wall at the Promenade This is the most effective technique, but as you can see from the picture it has been beaten by the waves and has started to erode. Site D is generally the unprotected area. There are actually no sea defences to stop the erosion and removal of the beach. Also the groynes at the south of this area have made the problem worse. Even though behind the groyne the beach is protected it means less material heads further down the beach, so beaches further down the coast start to get smaller. This means that the waves concentrate all their energy on the base of the cliffs so they slump. There are very few defences to protect the cliff at site D, only a very old sea wall, an this has started to erode away so it is not really very useful. The methods used haven't been successful because basically there are no methods to stop the erosion. That area is very popular with dog walkers, horse riders and bird watchers. There is a lot of wildlife, a Martello tower, houses, farms and sewage works. So it would not be very good for it not to be there. Chapter 2 At sites A, B and C a vast amount of money has been spent on making sea defences and repairing them, and they have been working very well. At Walton there is a very big beach, nearly all the cliffs are not slumping and even though the defences were expensive, Walton is very economically valuable. If the groynes were never there or had been taken out the resort would have been very different, it would eventually become a ghost town. This is called the negative multiplier effect. This is shown in the diagram labelled ‘The Negative Multiplier Effect'. The Slumping Which Will Hopefully Not Happen Anymore For Walton to be worth saving for economical reasons it has to have lots of sources of income, the most important of these is the beach. The beach is a reason for people to come to the town, and once they use the beach they use the pier, the amusements, the restaurants and the leisure centre, all of these things bring in money and also all of these businesses pay taxes which means the council gets more money, which in turn means the services (health, education, environmental, emergency) get more money so they are better. As the towns services are better then more businesses are attracted to Walton, because of all of these things Walton becomes a thriving tourist town, with lots of money. When the four classes went to Walton we filled in economic and environmental evaluation sheets of the four different sites we visited, for economic 1 was the least valuable and 5 the most, and with environmental 1 was the least environmentally valuable and 5 the most. Then I took an average or 2 classes results. Then using Excel I made graphs of these results, I also made graphs of my own, personal results. These are the graphs entitled Bi-Polar Environmental/Economic Index Scores or My Own Bi-Polar etc. As you can see from the class average graph for the economic value of Walton and my own results, we all thought that Site A, the Pier Area was the most economically valuable. This is because of the pier and all the amusements on it these all bring in money but it was also the leisure centre and all the restaurants that also bring in money. However I thought that Site B was also very economically valuable while the class average showed it was quite valuable but not as valuable as site A. I felt this because in site B there is the beach, and this is probably the biggest money earner, as without the beach all of the other things would not be there (see Negative Multiplier Effect diagram). Also site B has the beach huts that are quite costly to buy so this would bring in money. Both the class graphs and mine show that neither sites C or D are very economically valuable, but these do bring in some money, sites C and D have a cafà ¯Ã‚ ¿Ã‚ ½, a farm, houses and a sewage works, which all pay taxes to the council, so they are not hugely lacking in economic value. This was completely the opposite for the environmental evaluations, sites C and D scored the highest both in the class graph and mine, but I scored sites C and D slightly higher than the average. I thought they should both score highly because they had had a high scenic quality, the habitat for birds and animals was very good, and the location is important for the study of geology and ecosystems. In site D there is a lot of salt-loving vegetation that helps stop the cliffs eroding so if this was taken away they are effectively taking away sea defences. The area is also very popular with bird watchers, dog walkers and horse riders. The ‘Save The Naze' Protection society desperately wants to save the Naze from falling into the sea. On their website they had an article about why the Naze is not being saved. Beaurocracy hinders any real progress to Save the Naze Via the local MP both the Environmental and Heritage departments of the Government has been written to asking for action to save the Naze and the Naze Tower, which is a listed building. The environmental department confirmed its approval for the agreed three hard point scheme to retard erosion but will not finance it saying action needs to come from Tendring District Council. The Heritage department say it is concerned about losing the Tower but cannot do anything because it is down to the environmental department to do something. They also say Tendring District Council should be the organisation taking the initiative. The Chief Executive of Tendring District Council and others have been written to about the major slippages and asking what they intend to do but they still await the results of research expected in spring 2002. There is a real danger then that they will use results to discredit the currently approved scheme and want to spend more time and money investigating and getting approved alternative schemes. From past experience this could well take 5 to 10 years in which time the Tower will be lost together with more acres of the Naze. The Tower At Walton Tower at risk in next few years The cliff edge at the Tower groyne is now within 25m from the cafe. The cliff edge at this point is now estimated to be around 100m back from the end of the existing sea defence constructed in 1977. This means that erosion here is 4m a year and the cafe and the tower near to it, a Grade II listed building, are in serious danger of being lost in the next two or three years unless something is done soon. The decision whether the Naze is worth saving is very difficult. Both sides have very good arguments whether or not to save the Naze. I think that the Naze is defiantly worth saving, just because some sites are not economically valuable, or some are not environmentally valuable, all of the sites are at least one of those. Sites A and B are worth saving for economical reasons and sites C and D are worth saving for environmental reasons. Eventually the whole town will erode away if the sea defences are not put in everywhere. There is still a lot of cliff erosion in the unprotected parts of the Naze, as the articles below on the save the Naze website shows. Cliff footpath goes into the sea Another huge piece of the Naze cliffs has slipped losing a further half acre of public amenity space and causing Tendring District Council to create a new path along the cliff because of the danger to the public. The slippage was at the spot where the centre hard point of the approved coastal defence scheme was to have been erected for which Tendring District Council would not support a submission for lottery funds. This hard point would have saved this from happening. Heavy Winter rain takes its toll. This winter the substantial rainfall has caused a greater than normal slippage of sections of cliff, particularly at the Tower groyne and mid-way between there and the northern end. The normal high and vicious winter tides have done their worst and carried away tons of the Naze Conclusion I have been trying to explore the hypothesis, ‘the costs of extending sea defences at Walton on the Naze are too high and the benefits to small'. I do not agree with the hypothesis, I feel that Walton-on-the-Naze is worth saving. I think that sites A, B and C should definitely be saved, this is because without these sites, Walton would have no source of income, site A has the pier, restaurants, cafà ¯Ã‚ ¿Ã‚ ½, amusements, a leisure centre and a car park. All of these pay a business tax that goes into the towns funds, which in turn, helps fund important services (health, emergency, education and environmental). Site B has the most important source of income of all, the beach, without the beach people would not have a reason to come to Walton, the beach not being there would a have a knock-on effect for the rest of the town, this is shown in my negative multiplier effect diagram, labelled Fig.10. Site C is quite a big money earner for the town; it has a cafà ¯Ã‚ ¿Ã‚ ½, which pays business tax, houses which pay residential tax, a sewage works and a farm. Also it has a Martello tower, which is a grade 2 listed building, there was an article about the tower on the save the Naze website (fig.15-16), it states that if that area is left and the current rate of erosion stays the same the tower will be gone in 3-5 years. I think that site D should be protected, even though it has no real economic value, the environmental value is great, there are some very rare birds which visit, also some very rare plants grow there as well. The area is very popular with dog walkers and horse riders; also once people are drawn to Walton because of the wildlife they may well visit the town and the pier and spend some money, so even though the Naze itself does not earn any money it is a way to attract people to the town. There was a lot of evidence that helped me come to this conclusion, the evaluation sheets we filled in at Walton (Fig 8 & 9) and the graphs I then made of these results (figs 11-14) were especially helpful to me. They helped me understand what other people felt about saving/not saving the Naze. The Save the Naze website was also very important, it showed some of major slippages that have happened recently, and also that Tendring District Council really don't care about Walton. In one of the articles (fig 17) the website tells of how another huge piece of cliff, along with a footpath fell into the sea, and all the council did was erect another footpath alongside the old one, somewhere along the line someone will be walking on a footpath when it collapses and get killed, then everyone will be saying to the council, why wasn't anything done before? They will have no answer. Part of the Cliff That Has Fallen Down The most important evidence that helped me to make my decision was the things I saw when we went to Walton, I saw a building that had fallen onto the beach below, where there were no defences, and then to see the site where the defences have been put and have been working. When we went to Walton it was not a particularly nice day but there were many, many people on the beach and again many people in the town itself. Evaluation I used many methods to test the hypothesis; these were notes, photographs, field sketches, bi polar graphs and evaluation sheets of each site. The notes and photographs I took were very useful, the photographs really showed the extent of the damage that has been done by erosion and slumping, the sea defences that have been put in place and what is going to be destroyed if more sea defences are not put in. The bi-polar graphs and evaluation sheets were also very successful, the class graphs allowed me to see what other people thought about the Naze. There are two other methods I would have liked to use, but were not able to. The first of these is a questionnaire; these could have been handed out to walkers and owners of homes and businesses to see how they felt about their council and the place they live being eroded away, this could of enabled me to see if the people of Walton want their town saved. Another way of doing this would be to interview people connected with Walton, someone from the Save the Naze website, someone from the chamber of commerce, someone from the council and owners of homes and businesses. The only problem with this is that it would not give a fair idea, as it is only 4 peoples opinion and not 10 times that if we sent out questionnaires. In presenting my work, I word-processed my text, added a lot of photographs and used the Internet to find some sources of information from the Save the Naze website. I feel that my work was well presented, as I word-processed everything it looks a lot neater as there are no mistakes and the pages are numbered so to not mix up the pages. One method I would like to have used was Microsoft PowerPoint, so I could show things e.g. How to get to Walton and how slumping happens, in 3.D to help understand what slumping is. One problem we encountered when we visited Walton was the weather, it rained heavily just as we were going to site B, having been to sites C and D already we had done half of the trip but it was cut short as the rain wouldn't stop. I think I was very organised with the way I did my work, but one thing I would have preferred is that if we would have gone to Walton before we had started the written work, because we had already done the introduction the week before we went, so I feel that if we went before I would have been able to get more information in the introduction.