An Educational Article for the 21st century Essay Example for Free

An Educational Article for the 21st century Essay Australian Ambassador to the Philippines Bill Tweddell and Philippine education officials opened recently the Assessment, Curriculum and Technology Research Centre (ACTRC). Located at the University of the Philippines (UP) College of Education building in Diliman, Quezon City, the facility will focus on research in support of the Philippines’ implementation of the K to 12 program, which is covered by a law recently signed by President Aquino. Tweddell, Education Secretary Armin Luistro, Commission on Higher Education Commissioner Cynthia Bautista, UP president Alfredo Pascual, other education officials and members of the academe attended ACTRC’s opening. The Australian government gave the P150-million grant for the establishment of the center in support of the country’s basic education reform program. ACTRC will focus on curriculum development, school assessment and the application of technology in upgrading the education system. â€Å"Australia strongly supports the Philippine government’s efforts in implementing the K to 12 program. Investing in a quality education system will provide better opportunities for all and a pathway out of poverty for the most disadvantaged,† Tweddell said in a statement. ACTRC will bring together the Philippines’ and Australia’s top research institutions—the UP College of Education and the University of Melbourne’s Assessment Research Centre— in â€Å"grounded research and evaluation activities in the areas of assessment, curriculum and technology as they relate to the implementation of the Philippine government’s K to 12 program.† Through grant-funding, the Australian Agency for International Development would support the center’s first three years of operation, the Australian embassy said. â€Å"Australia shares the Philippine government’s vision that K to 12, if implemented well, will bring the Philippines’ school system closer to international standards. The interaction of curriculum, assessment and the use of technology are important facets of a successful education program,† Tweddell said. â€Å"The curriculum is the blueprint of an education system. Assessment provides a picture of where we are in that blueprint today. Technology enables the curriculum to respond to the needs of the 21st century,† he added. K to 12 is the Aquino administration’s flagship education reform program that aims to improve the quality of Philippine high school graduates by spreading the clogged 10-year curriculum over 12 years. In essence, the program hopes to give Filipino youth longer time to learn and prepare for life after basic education, whether they hope to go on to college or find employment after graduating from high school. â€Å"The University of Melbourne and its Graduate School of Education is proud to be associated with this major initiative to inform the Philippines’ education and research communities. The center will provide an opportunity to put into practice evidence-based research outcomes through its collaborative activities with the Philippines’ Department of Education,† said Professor Field Rickards, dean of the Graduate School of Education of the University of Melbourne. UP College of Education dean Rosario Alonzo said the facility and the collaboration it allowed would help promote the professional development of the UP faculty. â€Å"This is crucial to the university’s (UP) fulfillment of its mandate as a research university,† she said. A. Summary of the Article The article discussed how the Australian Government supports the implementation of the K to 12 Program here in the Philippines. It is also written how they believe that the new curriculon that was founded by the current administration will make the Philippines educational system closer to the international standards. B. Words that I have learned from the article Academe The academic environment or community; academia. Assessment The evaluation or estimation of the nature, quality, or ability of someone or something: the assessment of educational needs. Collaboration The action of working with someone to produce or create something. Crucial Decisive or critical, esp. in the success or failure of something. Curriculum The subjects comprising a course of study in a school or college. Facets A particular aspect or feature of something. Implementation the act of accomplishing some aim or executing some order C. Ideas I have learned about the article At first i thought that K to 12 program was a bad idea, because it prolongs the years of study of students like me and making it a little much of a burden to my parents because of the added budget for the tuition but when i read articles pertaining to K to 12 implementation such as the likes of this one I simply realize that it isnt such a bad thing after all. I mean 2 years of added time is just a little sacrifice of what can be a result of a better future plus when you know that there are countries, like Australia, that are willing to support us on this kinds of program makes us a little more confident with ourselves that we can be more of a competative player in the international playfield when it comes to education. D. Comments about the article The article was really informative. For me, reading this article changed my point of view on K to 12 program and it also boosted my morale when i read the line â€Å"Australia shares the Philippine government’s vision that K to 12, if implemented well, will bring the Philippines’ school system closer to international standards.† because it gave me a heads up of what can be my potential in the future. E. Resources Site link: http://newsinfo.inquirer.net/412557/center-to-give-research-support-for-k-to-12#ixzz2blPK2DsX

The Language And The Gender

The Language And The Gender This study deals with the relationship between gender and language in this study we try to answer the flowing question: to what extend the differences in using prestige between male and female in Arabic language in terms of greetings, happiness, and sadness occasions? Due to this question the aim of the study is to find the reasons of differences between the two genders in Arabic language. this study find that the differences connected with female who try to add new words to their language which they connected these new words to the civilization and modern life and they try to use it out of their traditional way , in order to attract the attentions from others The samples of this study are males and females Arabic speakers. They are 10 persons, 5 males and 5 females native speakers of Arabic language. The questionnaire instrument is used in this study in order to take valued information. The questionnaire encompasses the terms of greetings, happiness and sadness occasions. It also in cludes other information such as gender, and age. Key words: male, female, prestige, sociolinguistic. 1.0 Introduction Language and gender research began in early 20th century. Language gender research concerned with male and female differences in their way of speaking. The study of language and gender related to sociolinguistics, this field mainly interests to study language in social context , in social context we can recognize that the speakers within same language used different ways of speech these ways different in term of gender, age, ethnic and social class; this is what we may call it social variation. The concept of prestige in sociolinguistics is related to standard language so according prestigious, dialect is likely to be considered the standard language. Many researcher deals with sociolinguistics studies and concern in language and gender Coates (1993) he recognized that female in speech community try to use a high degree of prestige than male. (Lakoff, 1975), the men use words like (damn, more than women (oh dear, goodness). Malkawi (2011) found that the females in order to attract t he attention they avoid using old words. Scherer (1979), states that the women consciously employ the use of more socially prestigious speech than men, while men tend to use more forceful speech than women. Women tend to use prestige in her language more than men do. Women use standard prestige norms while men used vernacular prestige norms. In general non standard language is low-prestige while standard connected to high- prestige but it is undesirable in many contexts. This study focused on sociolinguistic work through concentrate on the vernacular Arabic language when highlighted to find the differences between males and females in terms of greetings, happiness, and sadness occasions. This study dealt with linguistic variation in term of gender to find out the kind of prestige used by Arabic males and females in terms of greetings, happiness and sadness occasions. In this study we try to find out the answer to research question: Are there any differences in the talk of Arabic males and females in terms of greetings, happiness, and sadness occasions? In order to answer this question, the questionnaire instrument is used in this study in order to get valued information. The questionnaire encompasses the terms of greetings, happiness and sadness occasions. It also includes other information such as gender, age and etc. The samples of this study are males and females Arabic speakers. They are 10 persons, 5 males and 5 females native speakers of Arabic language. Above all we can attributed the differences between male and female may belong to the desire of women to use Words which are related to prestige in order to attract attention and most women Believes that the use of prestigious words in speech are more civilized than use The ordinary one. In sociolinguistic the concept of prestige refers to positive or negative values choose by the speaker in other word the speakers choose consciously or subconsciously when they make the speech act. Sociolinguistic Sociolinguistics is of the most important branches of modern linguistics .it deals with the study of language affected by social relations. Sociolinguistics includes pidgin, bilingualism and Creole languages .It refers to language variation, and language variation focuses on language different in contexts, where context refers to social class, age, gender, ethnicity, geography. In 1960 many researches in sociolinguistic focuses on the relationship between language and social structure and the relationship between language and gander. Sociolinguistics interests on language in the social context and language in the social context focuses on the linguistics norms and variations. Speakers who differ from each other in age, social class, and ethnic group will differ from each other in their speech and this is called social variation. Sociolinguistics is applied toward the different social situations and analysis the way that female and male speak to each other so , sociolinguistic we can say is a science that provide us with a brief description about the realities of human speech and how we can through a specific dialect describes the relation between language and age, sex and social function of a language . Studies in the field of sociolinguistics generally assesses the reality by taking a sample of people and interview them, typically it studies the variation of language and based on dialect in specific society. Sociolinguistic concern with grammatical and phonological features so, Variation in language connected with gender, male and female tend to use different styles female tend to use a particular style in her speaking more than male do. Gender with language The area of study gender and language connected with sociolinguistics. It investigates the speech varieties associated with gender and sometimes this kind of studies is called a genderlect. Dr. Adelaide Haas of the State University of New York in 1979 she observed general differences between male and female linguistic style. She made several observations and according to the results she found women tend to use standard English and non directive language while men used non- standard and directive language .women prefer to talk about her family and home while most men prefer talked about business, money and sports it is also found gender language from generation to generation that is means the age will also different in using language from one age to another. the differences between gender because the girls and boys socialized differently so according to this fact language different between gender, women always in her conversation try to make suggestion while men prefer to give commands, typically it is found that women used more emotion in her way of speaking than men do , also women focus on her feelings in her life while men focus on power in his life. Lakoff (1975) states that women try her possible to talk as a respected lady, comparing to men, women tend to use more hedges, intensifiers , a lot of polite forms and questions intonations. 1.3 Prestige Dialects are mainly related to the concept of prestige within a society. Usually, the standard dialect is associated with prestige in the society but thats not mean all prestigious people must speak the standard but there are factors to prestige with non standard dialects and by group may develop a prestige factors. The prestige concepts: Overt Prestige: refers to speakers of non-standard varieties who adopt the standard variety. The speakers are associate themselves with the general prestigious dialect within a society. Covert Prestige: This refers to speakers who not adopt a standard dialect. The speakers in convert prestige are associated with what they gained from group in social identification. So, overt prestige is assimilate standard, while convert prestige refers to assimilate non standard. The concept of prestige in sociolinguistics is related to standard language so according prestigious, dialect is likely to be considered the standard language but in other hand non standard may also refers to prestige factors and the creative of prestige factors by non standard group. In general prestige means a specific prestige dialect used by people in their way of speaking, it represent the language community , prestige dialects are associated with greater social, political, and economic power, sometimes people who speak prestige dialect are generally considered well-educated. but is that mean who does not speak a prestige dialect is uneducated according to preceding studies they found the people who didnt speak prestige dialect is may face difficulties in their academic community or social difficulties which effected directly in their way of speaking in other hand factors to prestige with non standard dialects may developed by group as prestige. We can say a prestige differ from state to state for example modern standard Arabic which is considerd high prestige it is used of social and political Arabic media in order to accessible a large number of Arabic people but it is not used as a conversation in their daily life and if someone speak a standard Arabic in streets people will laugh about it so according to Arabic language standard is not prestigious unlike English or French language which they considerd the standard as prestigious so prestige dialects differ from language to language . 2.0 Data for study: The aim of this study is to find the differences between Arabic males and females in terms of greetings, happiness and sadness occasions. The samples of this study are males and females Arabic speakers. They are 10 persons, 5 males and 5 females native speakers of Arabic language. 4.0 Research in the field: Ferguson (1959), states that sociolinguistics of Arabic language began as an academic unit and it has two discriminative varieties. These varieties are the high and the low ones. As for the high variety, it is related to the classical Arabic which is used in formal occasions and religious functions. The low variety is used in everyday communications between for instance, friends, and home. Sociological studies have shown that women are more likely to use linguistic forms thought to be better or more correct than those used by men. Trudgell (1983) provides an important reason for this. According to him, women are more conscious than men, therefore, they are more sensitive to linguistic norms. Lakoff (1975) states that due of the low states of women and the pressure upon them to talk as a respected lady, comparing to men, women tend to use more hedges, intensifiers , a lot of polite forms and questions intonations . Prestige is in two types. Overt type is seeking a prestige by assimilating to the standard language. Covert type is choosing not to talk in the standard, Manue and Campoy (2009). According, Coupland (1997) mentions that women prefer to use an overt standard prestige. However, men favor to use covert vernacular prestige. Coates (1993) states that female speakers tend to use a higher rate of prestige than male speakers in different speech communities. In other words, the prestige norms seem to have a great influence on women than on men. In addition, Sociolinguistics literature reveals that women employ and adopt the speech of rich people more than men do where the difference between rich and poor people speech is in standard language and dialect one, Angle and Biber (1981). According to Lackoff (1973), in the case of gender, women are expected not to use strong insults and expletives such as damn the same as men do, while they are encouraged to use weaker ones like oh dear. Therefore, women have to change or substitute the strong insults with weaker ones. Scherer (1979), states that the women consciously employ the use of more socially prestigious speech than men, while men tend to use more forceful speech than women. Abu-Haidar (1989) investigated the occurrence of prestige in the spoken Arabic language in Baghdad, Iraq. Her study reveals that prestige is attributed to the standard Arabic language rather than the vernacular one. She adds that women tend to favor this variety. On the other hand, in the case of the Iraqi society as claimed by Jaber and Krishnasamy (2012), female prestige is associated with the meaning of the words not with the standard language. Rather, men tend to use the standard features more women. In a study was made on the Jordanian society, Malkawi (2011) found that the females respondents in her study avoid using old words when they want to attract the attention Females and males tend to use more prestigious words rather than the ancient ones. As noticed by Bassiouney (2010), educated men and women in Egypt tend to talk in standard language because they think that it is more civilized than the dialect one. On the other hand, the uneducated women use the urban variety rather than the rural one for it is more prestigious as they think. Arafa and Al-Ali (2010) proposed that females in Jordan adopt the urban non local varieties which are considered as civilized varieties, while males tend to use the local ones. As they state, the adoption of the varieties by both males and females are not arbitrary. Rather, it is limited to gender motivations and social expectations Gordon in (1997) clarifies the reasons behind using a more prestigious language by women in the New Zealand society. He says that the usage of this prestigious language by women in New Zealand is a stereotype. According to his, it is a stereotype for it explains the avoidance of middle class females against the lower class females. Publications: Who Practitioners in the field / lineage of the thought (others working in the area) What are the landmark studies? What are the theoretical and empirical contributions of the research area? 6.0 Implications of the study: We can summarize the implication of this study: 6.1 Purpose of the study The purpose of this study is to find the differences between Arabic males and females in using prestige in terms of greetings, happiness and sadness occasions. 6.2 Main Objective: The study of sociolinguistics concentrates on language in the social context. Studying language in the social context focuses on the linguistics norms and variations. Speakers who differ from each other in age, social class, and ethnic group will differ from each other in their speech and this is called social variation. As for this study, it will focus on the linguistic norms and variations related to the gender of the speaker. More specifically, this study aims at studying the differences in speech between Arabic males and females in relation to their gender. 6.3 Findings: Male Female Results Greeti ngs happiness sadness occasions 6.4 Limitation of the study This study limited on small group who consist from Arabic male and female in order to discover the differences between Arabic males and females in using prestige in terms of greetings, happiness and sadness occasions. 6.5 Conclusion This study tries to investigate the differences between Arabic males and females in terms of greetings, happiness and sadness occasions. According to the data analysis in this paper found that the female try to use a high level of prestige she try to use modern words and tries as possible to exclude the old words in order to attract attention while mail try to use medium level of prestige but also it is found that male tend to use modern prestige words than the old words.

Computers :: essays research papers

COMPUTERS Could one imagine what the world would be like today without computers? For one, I would not be typing this paper right now. Computers were actually developed in early history. The first major use for a computer in the U.S. was during the 1890 census. Two men, Herman Hollerith and James Powers, developed a new punched-card system that could automatically read information on cards without human intervention (Chaney 52). This caused many other people to develop computers for various tasks. Each new computer helped to perform a different function and make it easier. Eventually IBM made a computer that could perform various tasks such as: figure out equations, store data, and draw graphics (Chaney 53). From there the computer industry exploded. Now computers have changed many aspects of life. Computers have had a major effect upon business. One area deals with the advertising industry. It has completely re-arranged the advertising business. Before computers companies used to advertise only on magazines, billboards, and T.V. The internet has spawned a new world for advertising. If anyone has ever been on the Internet; they know that it is a major contributor to this. Instead of companies paying around 1 million dollars to advertise for a 30 second commercial during the Super Bowl; they could just pay a certain amount to be advertised forever on the net. People can also notice the changes of advertising on the T.V., also. Not until the last few years have people noticed that a great deal of the commercials on T.V. are computer-related. These two combined have made the advertising businesses boom. Not only just on the T.V., but also on the net. Another area affected is the stock trading business. Computers have actually hurt the majority of stock brokerage firms. The reason is because computers allow it’s users to have access to the same information the actual brokers have. They can log onto the internet and go to their online firm to download information on stocks. This way they have the knowledge to trade and buy stocks for themselves without paying a certain percent to the broker. People can become a member of online firms such as: Ameritrade, DLJ Direct, SureTrade, and others. Here they can trade for a mere $8-$10 dollars. People also have responded th at they feel more comfortable when they have total control of their money ( Maney 45). A final area deals with the actual computer-related companies. Computers :: essays research papers COMPUTERS Could one imagine what the world would be like today without computers? For one, I would not be typing this paper right now. Computers were actually developed in early history. The first major use for a computer in the U.S. was during the 1890 census. Two men, Herman Hollerith and James Powers, developed a new punched-card system that could automatically read information on cards without human intervention (Chaney 52). This caused many other people to develop computers for various tasks. Each new computer helped to perform a different function and make it easier. Eventually IBM made a computer that could perform various tasks such as: figure out equations, store data, and draw graphics (Chaney 53). From there the computer industry exploded. Now computers have changed many aspects of life. Computers have had a major effect upon business. One area deals with the advertising industry. It has completely re-arranged the advertising business. Before computers companies used to advertise only on magazines, billboards, and T.V. The internet has spawned a new world for advertising. If anyone has ever been on the Internet; they know that it is a major contributor to this. Instead of companies paying around 1 million dollars to advertise for a 30 second commercial during the Super Bowl; they could just pay a certain amount to be advertised forever on the net. People can also notice the changes of advertising on the T.V., also. Not until the last few years have people noticed that a great deal of the commercials on T.V. are computer-related. These two combined have made the advertising businesses boom. Not only just on the T.V., but also on the net. Another area affected is the stock trading business. Computers have actually hurt the majority of stock brokerage firms. The reason is because computers allow it’s users to have access to the same information the actual brokers have. They can log onto the internet and go to their online firm to download information on stocks. This way they have the knowledge to trade and buy stocks for themselves without paying a certain percent to the broker. People can become a member of online firms such as: Ameritrade, DLJ Direct, SureTrade, and others. Here they can trade for a mere $8-$10 dollars. People also have responded th at they feel more comfortable when they have total control of their money ( Maney 45). A final area deals with the actual computer-related companies.

The American Dream in F. Scott Fitzgeralds The Great Gatsby Essay exam

The American Dream in F. Scott Fitzgerald's The Great Gatsby The Great Gatsby, by F. Scott Fitzgerald, is a brilliant illustration of life among the new rich during the 1920s, people who had recently amassed a great deal of wealth but had no corresponding social connections. The novel is an intriguing account about love, money and life during the 1920s in New York. It illustrates the society and the associated beliefs, values and dreams of the American population at that time. These beliefs, values and dreams can be summed up to what is termed the 'American Dream'; a dream of money, wealth, prosperity, and the happiness that supposedly came with the booming economy and the get-rich-quick schemes that formed the essential underworld of the American upper-class society. This withering theme presents itself in the novel through many of its characters. The writing style throughout The Great Gatsby is terse and though the book is depressing at times, its overall message of hope and the American dream is inspiring. The story begins when Nick Carraway, a young man, moves to New York from the Midwest to join the bond business. There, he soon becomes acquainted with his wealthy neighbor Jay Gatsby, and they become good friends. Gatsby confides in Nick and tells him that he is in love with Nick?s cousin, the beautiful Daisy Buchanan. However, she is already married to the young and successful Tom Buchanan, who is unfaithful and has an affair with poor George Wilson?s wife. ?Daisy and Tom were sitting opposite each other at the kitchen table? They weren?t happy? yet they weren?t unhappy either? (Chapter 7, pg.148). Later, Nick arranges a meeting between Gatsby and Daisy but soon after, they became involved in a love affair. It is revealed that many years ago, Gatsby and Daisy were in love, but Daisy would not marry him because he was rather poor. Gatsby, however, made his fortune and became determined to win Daisy?s heart. ? [Gatsby] wanted to recover something, some idea of himself perhaps, that ha d gone into loving Daisy. His life had been confused and disordered since then, but if he could once return to a certain starting place and go over it all slowly, he could find out what that thing was? (Chapter 6,pg. 111-112). Towards the end of the story, however, Tom finds out about Gatsby and Daisy and a heated argument ensues. That fateful night, returning to th... ... intriguing way. [Gatsby] stretched out his hand desperately as if to snatch only a wisp of air, to save a fragment of the spot that she had made lovely for him? (Chapter 8, pg.153). Moving beyond style, the book pushes past the basic story line and becomes very symbolic. The characters, setting, and events that take place are all telling of the American dream in the twenties. It depicts people who let wealth determine their lives. It emphasizes how money and people?s desire for money can stand in the way of true happiness. The Great Gatsby realistically portrays both the best and the worst of human attributes and allows any reader to identify with the characters, no matter how far-fetched this might seem. F. Scott Fitzgerald?s novel is the epitome of the American literary accomplishment and a must read. In writing this novel, Fitzgerald achieved in showing future generations what the early twenties were like, and the kind of people that lived then. He did this in a beautifully written novel with in-depth characters, a captivating plot, and a wonderful sense of the time period. Works Cited: Fitzgerald, Scott F. The Great Gatsby. Simon and Schuster, New York. 1925.

The Incredible Peanut :: Botany

The Incredible Peanut According to Webster's New Collegiate Dictionary, a peanut is "a low-branching, widely cultivated, leguminous, annual herb with showy yellow flowers having a peduncle which elongates and bends into the soil where the ovary ripens into a pod containing one to three edible seeds" (7). However, this definition does not even begin to give any indication of the importance of the peanut as an agricultural power in the world today. Therefore, this paper will discuss the peanut including its history, economic uses, and other pertinent information regarding this amazing plant. The scientific name for the common, commercially grown peanut is Arachis hypogaea L. Contrary to popular opinion, however, the peanut is not really a nut such as a pecan or walnut. It is actually a close relative of the black eyed pea in the family Leguminosae. Legumes are plants in which the roots contain nodules of nitrogen fixing bacteria which return remarkable amounts of nitrogen to the soil. Logically, the peanut is a perfect crop to rotate in with soil depleting plants like cotton and is used extensively for this purpose (8). The peanut plant is a sparsely hairy, taprooted, annual bush about 45 cm tall when mature. The four main botanical varieties are Virginia, Spanish, Valencia, and Peruvian Runner. They are distinguished from each other by branching habit, branch length, and hairiness. The most interesting facet of peanut growth is the development of the seeds. After the small, yellow flowers pollinate themselves, the stalks at the bases of the ovaries, called pegs, elongate rapidly and turn downward due to geotropism. The peg then buries itself several inches in the ground to mature in approximately four months (6). In order for peanuts to be grown efficiently, several habitat criteria must be met. One of these is a suitable climate. For best yields, peanuts require a growing period of 4-5 months with a steady, rather high temperature and an annual rainfall of about 50-100 cm. The growing season must be long, warm and moist, but the harvest season must be dry so the pods will pull out of the ground. Another requirement is a light-col6red, well drained, sandy loam soil. If the peanuts are grown in too heavy soil, the pods will remain in the ground when the plants are harvested (4). Peanuts are grown in countries with warm climates all around the world. India produces about six million metric tons annually and is easily the world's leading producer.

Management of Learning Disabilities

This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. Management of Learning Disabilities This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator.

Why Kedarnath Happened

A scientific analysis of the reasons for the disaster that struck Uttarakhand, particularly the temple town. THE primary trigger for the Uttarakhand disaster following the very heavy rain during June 16-18 was the extremely unusual behaviour of the monsoon this year over north India. The incessant, heavy rainfall over three days, perhaps accompanied by a few cloudburst-type events (which cannot be confirmed), resulted in flash floods and associated landslides. The devastation all round in their wake has been huge but the largest impact has been at the temple town of Kedarnath, which was in the midst of the annual pilgrimage season, with tens of thousands of people thronging the town and the downstream region along the Mandakini river . 1). Rainfall measurements for June 16 and 17 at the Dehradun station, of 220 millimetres and 370 mm respectively, indicate the severity of the rain during these days in the region. Haridwar received 107 mm and 218 mm of rainfall on the two days. Uttarkashi received 122 mm and 207 mm. While Mukteshwar (altitude over 2,000 metres) received 237 mm and 183 mm respectively on June 17 and 18, Nainital on the same days received 176 mm and 170 mm. Though rainfall over a 24-hour period in different parts of Uttarakhand has greatly exceeded these figures in the past (on many occasions above 450-500 mm and once even 900 mm at Rajpur near Dehradun), prolonged heavy rainfall for nearly three days over a large area is perhaps unprecedented, and the cumulative effect, compounded by geophysical, meteorological and environmental factors, may be the reason for the enormity of the disaster. More pertinently, these numbers do not give the actual quantitative picture of the very heavy rainfall in the higher reaches of the Himalayas (above 3,000 m) in Uttarakhand, where Kedarnath, Gangotri and Badrinath are located and where the impact has been most severe. This is because the rain gauge stations of the India Meteorological Department (IMD) are all located largely in the lower Himalayan reaches (below 2,000 m) and there are no stations in the higher reaches (above 3000 m). This is probably because snowfall data is regarded as more important than detailed rainfall data in these regions. As a result, there is no proper estimate of the rainfall in the affected regions. Unexpected advance What was peculiar about the monsoon this year? On June 14, the monsoon front was located over eastern India. In fact it was a trifle sluggish compared with the normal progress of the front (Map 1a). But within a day (Map 1b), the front advanced right across Uttar Pradesh and the western regions to cover the entire country by June 15, exactly a month ahead of its normal date of July 15. While the IMD had forecast a rapid advance with the announcement that the monsoon would strike Delhi before the normal scheduled date of June 30, its advance right across to the west just within a day was entirely unexpected. This has never happened in the past, according to M. Rajeevan, Adviser in the Ministry of Earth Sciences (MoES). A system of westerly winds from the Arabian Sea had also been active during the same period and had covered Pakistan. It was a strong westerly system, and Rajeevan noted that it was similar to the system that stayed anchored over Pakistan in July 2010 and caused widespread flooding in Sindh, Punjab and Baluchistan. Of course, by July 2010 the south-west monsoon had covered entire India, but this time around the system had formed in June itself. It was the interaction between the well-formed low-pressure system of the south-west monsoon from east to west and the upper air westerly trough running from north-west Rajasthan to the east that resulted in the heavy rainfall over Uttarakhand. In fact, the westerly system dragged the monsoon trough, which was anchored over Rajasthan and central India until then, towards the north across Haryana. A monsoon trough facilitates the movement of rainfall-causing low-pressure systems along its path. Its rapid movement northwards enabled the low-pressure system that was in the eastern part of the country to quickly traverse and locate itself over north-west India. According to Rajeevan, while the phenomenon of the monsoon trough being dragged northwards by the advancing strong westerly trough is known to occur, the exact dynamics of interaction between the two systems is not well studied. Thus, as the press release of June 20 of the IMD noted, â€Å"North-west India became the zone of an unusual confluence of the two branches of the monsoon—the Arabian Sea branch and the Bay of Bengal branch. The geology and orography of [the Himalayan regions] of Uttarakhand and Himachal Pradesh resulted in the unprecedented impact in these two States. † While the IMD had issued warnings of widespread severe rainfall in the region soon after the observation of the advancing monsoon systems, the scale of impact could not be anticipated. Geophysical dynamics The peculiarity of the monsoon apart, the other interesting question is what geophysical dynamics channelled the major part of devastation along the Kedarnath valley and downstream of Kedarnath on the Mandakini. The region around Kedarnath is known to geologists to be prone to landslides. This is also clear from an early 1882 Geological Survey of India photograph of Kedarnath (Picture 2), which shows that the temple site is located not far away from the snouts of two mountain glaciers. David Petley, an expert on landslides at the Department of Geography at Durham University, United Kingdom, has analysed the calamitous event at Kedarnath on the basis of images from the remote-sensing satellites of the Indian Space Research Organisation (ISRO) and the U. S. Landsat. He points out that the amount of debris and rubble below the glacier on the left side of the 1882 picture suggests that transportation of sediment and debris from the upper reaches was active even then, and adds that the steep slope that is visible would have aided rapid transportation. It should be borne in mind that the geology is still roughly the same (Picture 3). It is evident from the post-event images of Kedarnath town around the temple that the massive destruction was the result of largescale debris carried by the huge volume of water from the upper reaches above the town. One of the compounding factors was that the glacial regions above Kedarnath had received fresh and excess snowfall when heavy rainfall hit the region (Pictures 4a & b), according to scientists of the National Remote Sensing Centre (NRSC) of ISRO. Rainwater, with higher temperature, falling on the snow must have led to heavy snow melt and this runoff would have added to the rainwater runoff, resulting in a huge water flow that carried with it a huge debris flow, which struck the town with enormous ferocity. The snow cover has, in fact, increased in general subsequent to the extreme rainfall and flooding events (the satellite image on May 28/June 1 shows less snow cover). According to the NRSC scientists, the detailed dynamics of water flow due to snow melt caused by rain, particularly when snowfall is in excess, and the hydrology of it are not well understood. The NRSC recently released excellent high-resolution pre-flood and post-flood images of the Kedarnath region (Pictures 5a & 5b) taken by ISRO’s remote-sensing satellites Cartosat-2A and Resourcesat-2. The NRSC, on the basis of remote-sensing images from Resourcesat-2, has carried out an inventory of the landslides that occurred between Kedarnath and Sonprayag, a distance of approximately 20 km on the Mandakini. According to the preliminary report, the study identified a total of 192 landslides in this Himalayan stretch (Picture 6). Many landslides were triggered in the glacial regions in the mountains above Kedarnath. The large-scale debris flows from above were the result of these massive landslides. Double whammy Actually, for Kedarnath it was a double whammy. The massive damage caused to Kedarnath town can be seen clearly in the post-flood image. Just as there was an unusual confluence of two monsoon streams up in the atmosphere, in the mountainous terrain around Kedarnath, too, there was a coincidental reinforcing of two massive debris flows from above, one from the north-western side of the Kedarnath temple and the other from the north-eastern side. Petley has analysed these images to arrive at a plausible scenario as to what caused the massive onslaught on the town, virtually flattening it. This flow cascaded further and caused heavy damage downstream as well. The NRSC scientists, too, in their analysis, have come roughly to the same general conclusion. According to Petley, the two different but reinforcing events that caused the disaster were landslide-induced debris that came from the glaciated area in the north-east and a glacial-related flow that originated from the north-west glacier. From the images, one can distinctly identify the two flows. Petley, from his analysis of the images, the-cause -of-the-debris-flow-disaster-is-now -clear/), has inferred the following: 1. The flow from the north-east came down the margin of the glacier and spread out to strike the town. 2. The north-west flow descended from the other glacier to hit the town. 3. While a large part of the flow from the north-west passed the town on its west side, a part also struck it directly. On the basis of the pattern of overlay of sediments and their nature, Petley concludes that the flow from the north-west occurred after the one from the north-east. According to him, the debris flow from the north-east was triggered by a large, 75 m wide, landslide caused by heavy rainfall high on the mountains, which then came down the steep slope about 500 m, gathering the debris in its path. The flow was initially channelled into a narrow gully formed by the glacier and on exiting it the flow spread out in the floodplains before striking the town over a large area. The steepness of the slope would have given the debris enormous velocity when it struck the town. The total length traversed by this debris flow is estimated to be about 1,200 m. The event from the north-west was, however, quite different, points out Petley. The spot marked 1 in Picture 7 is a moraine, which had created a block for a basin to form, allowing the water to build up in it as a pool or a lake. This is what the local people call the Chorabari Tal, to which, in fact, pilgrims trek a few kilometres along the west side of the valley to have a dip. The Chorabari glacier has been retreating constantly in modern times, and according to D. P. Dobhal of the Wadia Institute of Himalayan Geology, it has retreated about 300 m since 1960. The effect of the retreat is to leave a moraine that can allow lakes to form, which can then collapse,† pointed out Petley in an e-mail message to Frontline. â€Å"In Kedarnath, this is exactly what happened. I am not sure when the lake basin formed—it may not have been in modern times—but this is a dangerous situation. Of equal concern is the trend towards more intense rainfall, especially if this occurs early in the year (that is, during snowmelt),† Petley added. Wall of water Eyewitness accounts say a huge wall of water swept the Kedarnath town in a flash. The spot marked 2 shows that the moraine had been breached by the rapidly building up water because of heavy rainfall and the water overtopping the moraine wall. The breach led to the sudden release of the impounded water and resulted in a massive wall of water sweeping across the Kedarnath valley and the town and causing a huge flash flood. According to the NRSC scientists, this lake would have had a depth of about 15 m, and the event was not exactly a glacial lake outburst flood (GLOF), which occurs when a dam or moraine wall is breached because of the sheer pressure exerted by the stagnant glacial water and ice that it encloses. This was a case of lake flooding because of excessive rainfall and consequent overtopping of the moraine wall, which eventually breached. The flow was so huge and forceful that it overtopped the moraine on the other side of the glacier as well, at the spot marked 3, resulting in three flows: one moving south-east to join the earlier debris flow from the north-east and enhancing it before turning southwards and striking the town. The third flow is a new channel that opened up, perhaps exploiting an existing old channel, because of the breach at spot 3. Heading down the slope towards the town at great velocity, it gathered sediment and debris en route and resulted in a muchwidened flow closer to Kedarnath. However, the bulk of the debris flow, as Picture 7 shows, moved southwards towards the town down the main channel on the south western side, which is the normal channel for glacial water flow. The spot marked 4 shows heavy erosion due to the flow in the area, suggesting that the flow must have carried a huge volume of water. According to Petley, this flow must have carried the many huge boulders and rocks seen in the post-flood image of the temple town. Closer to the town, the flow spread before striking. As a result, the debris and water flow moved to the east side of the town as well, engulfing the town from both sides. According to this picture supplied by Petley, which others too are in general agreement with, Kedarnath was first pounded by an earlier debris flow from the north-east, then a later pounding by the flow from the north-west. Petley suggests that the latter flow must have been more efficient because of the preceding events and also because it struck the town from both the west and the east simultaneously. The image also shows a dark patch just above Kedarnath on the north-eastern side (to the right of the spot marked 5) suggesting the formation of a new depression, which could have turned into a small-sized lake because of the heavy rainfall. It is also possible that water built up in this new depression, which would have been substantial, overtopped it and hit the town from the eastern side, enhancing the effect of the runoff and debris flow from the north-eastern side, an aspect that Petley has not considered. Downstream of Kedarnath, the flow remained contained within the channel. As a result, there was massive erosion of the banks of the Mandakini Further, smaller villages downstream were also severely damaged, and some of them, such as Rambara, were totally destroyed ). The damage caused to the Kedarnath region and downstream villages by the natural destruction resulting from unusual meteorological and geophysical processes was undoubtedly greatly enhanced because of the general environmental degradation caused by the massive and unregulated influx of pilgrims year after year, the haphazard development fuelled by tourist traffic, and the unplanned and poor construction of buildings and roads. Given the vulnerability of the region, the town itself has come up in a very dangerous location, points out Petley. Therefore, how much of the destruction in this event was actually man-made is a moot question. Besides the challenges of disaster management on such a massive scale, the Uttarakhand floods have also thrown up a lot of scientific challenges in the detailed understanding of monsoon dynamics as well as in the geophysical processes of landslides and large-scale debris flow and the heavy damage they can inflict on life, property and the ecology of a region.