Single sex schools Research Paper Example | Topics and Well Written Essays - 2000 words

Single sex schools - Research Paper Example ols are better than co-ed schools mainly because of the following three reasons: 1) Research has shown that children, both boys and girls obtain better grades in single-sex schools 2) Children can be their self in single-sex schools and 3) They are more comfortable in single-sex schools as both the sexes feel and think differently. If one accepts this reasoning than co-ed schools may not be the right choice. But then again there is not enough evidence to prove that single-sex schools are better than co-ed schools. A detailed study of the advantages and disadvantages of both the types of schools may perhaps help in arriving at a conclusion. . I t is generally believed that children can be themselves in same sex schools and take part in activities that suit them. For instance they can enjoy poetry or be a part of a band instead of marching without worrying about what the girls might think. Similarly girls can take part in sports like football or hockey without the fear of being labelled as a tomboy. Gils are able to shed their shyness. Children feel comfortable exploring subjects of their choice especially the non traditional ones. Girls feel comfortable studying subjects like advanced science or carpentry whereas boys can participate in orchestras or study languages like Latin without fear of being ridiculed for exploring subjects that are considered non-traditional. They need not don stereotypical roles and are encouraged to be curious and fearless. In short single sex schools allow children to be themselves. Today children face a huge amount of pressure from all quarters to become adults even before they are prepared. Children are forced to grow up too quickly. Some children are more comfortable in single-sex schools as the social pressures are less here. A child can grow at his own pace. As boys mature later than girls boys need more time to grow and single-sex schools may allow them to grow at their own pace. The atmosphere in single sex schools is

Improving Business to Business Marketing in TCL Business Research Paper

Improving Business to Business Marketing in TCL Business - Research Paper Example Over the past two years, most small and medium businesses have been badly impacted by the recent economic downturn with TCL not having been spared from the impact. During this period most businesses are cutting costs in order to remain competitive in the business, this grossly affects TCL’s business as its revenue stream is mostly reliant on the marketing budgets that companies set. Over the past year, with reduced business, TCL recorded a drop in revenue by 25%, and the business is increasingly finding it hard to get new business and establish new clients. It is imperative that TCL make a change to its current business to business marketing. In view of this, this business report analyses and addresses various aspects of a business to business marketing that TCL needs to address in order to be able to efficiently meet its objectives. In doing so, the report will focus on how TCL can restructure its marketing mix, how the business networks and relationships impact TCL’s business, how it can rearrange its sales team for effective impact at low cost. With the recession, most of TCL customers are cutting back on their marketing spending. As can be noted from TCL’s product portfolio, TCL gives precedence to offline business marketing using tools such as radio and television for their clients. The very nature of such advertising means being expensive implies that TCL is losing a lot of money in this area. Since TCL also offers other marketing services such as online marketing, it is important for the company to explore its product portfolio and see how it can restructure it well enough for the business that is focused on cost-cutting. Trends in the recession show that more companies which are cutting costs are tending towards online marketing not only because it is cheaper, but because of the reasoning that most end consumers being thrifty during these periods also tend to go online in search of better and cheaper deals (Chlebisova, et al, 2011:1 234-1236). Indeed Court (2009:71) note that key advertising tools that most companies use for advertising and marketing during the recession are the use of the internet, mobile devices and the social networking which are far cheaper and much more effective in a recession-stricken economy. Most companies prefer to use a combination of these with traditional media (Bulearca, & Bulearca, 2010).

The Values and beliefs of mentoring

The Values and beliefs of mentoring Mentoring is a dynamic complex developmental relationship between two. They share experience, values and beliefs (Palmer 1987).Through this partnership the mentee, with assistance from the mentor sets goals for purpose of the development of the mentee. Enhancing skills, gaining new knowledge and implementing new behaviours are the intended targets of the mentoring journey. To achieve these goals in personal development, professional development and learning, the relationship requires time, patience, dedication and to some degree selflessness .In medicine , mentoring is changing the culture of sink or swim attitude.(20) The concept of developmental mentoring therefore, with its emphasis on peer support, self managed learning, development contracts and reflective practice has the potential to challenge the individual mentors and mentees. While it is a close relationship, it is not a friendship .Problems can arise and lead to dysfunctional relationship .Some measures are recommended to avoid such outcome. Mentoring is a relationship between two people in which trust and respect enables problems and difficulties to be discussed in an open and supportive environment (Whittaker and Cartwright 2000). It is psychological bond between two people .Connor (2006) suggests that mentors provide a safe place for reflection; they listen and support, explore strengths and blind spots, enable self challenge, generate insight and focus on goals. .The focus in mentoring is emotional and behavioural aspect of knowledge transfers rather the processes or techniques as compared to tutoring. (Fig 1) It has benefits and satisfies needs of both. Once grasped, this is often seen as one of the most liberating aspects of being a mentor/mentee (3) Fig (1): Tutoring v Coaching v Mentoring What the mentor do (activities)? (6x5x5) I can summarize these as: 6 attitudes and 5 skills in 5 phases Attitudes: Fig (2) (mentor= MENTOR) In the mentee centred model which I prefer, the mentor helps the mentee set goals in personal and career development and learning objectives. We know that self discovery and self experience are important facets of learning (Rogers1983) and as (kobbs1984) (Knowles 1984) observed in adult learning theories. Mentee are expert in their own right. The mentor just motivates, empower, nurture self confidence, and teach by example, and sometime, offer counsel and advice and raise the performance bar (Scouba 1999). He helps the mentee to grow and achieve his goals. These goals should be specific, measurable, achievable, and realistic and time bound (SMART). He recommends and creates learning opportunities, transfer knowledge in such areas like critical thinking, problem solving, and points strength and areas for development Motivate Empower Nurture self-confidence Teach by Example Offer counseladvice Raise performance bar Fig (2): mentor = MENTOR= 6 attitudes He wears these different hats according the situation and mentoring moments In simple words he involves the mentee in mentoring conversation (the five mentoring phases) (fig3) 2-Undersatnding The mentee 5 Implementation Review 1-Contraction and Building rapport 3 Analysis Mentee needs/Mentor perspective 4 Action planning Options/choice Fig (3): Mentoring: The 5 phases During this special conversation the mentor applies the 5 mentoring (communication) skills: Fig (5) Mentoring skills: 1-Rapport: is the ability to relate to others in a way that creates a climate of trust and understanding. Rapport is also the ability to see each other point of view (not necessary agree with), to be in the same wavelength and to appreciate each other feelings.(24) To build rapport different techniques can be used starting with small talks to explore common interest, day to day chat and progress to opinions, beliefs, feeling and emotions. With time as the relation becomes stronger and people become comfortable, unspoken rapport can be reached. Fig (3) Unspoken Rapport Feeling and emotions Judgement, values and belief Ideas and opinions Facts, opinions and small talk Ritual and clichà © FIG (3): Building Rapport steps 2-Effective listening: This is an art and skill to learn. Active and then deep listening requires the listener to understand, interpret, and evaluate what they hear. This involves tuning in to what the mentee is saying, giving them complete concentration, and waiting patiently for them to finish, without diving in or making assumptions about what they are likely to say. The provision of maximum attention is displayed both verbally and non-verbally through body language and eye contact. Words and actions should be used to convey encouragement to the mentee and benefit from active listening to get people to open up. (8)The ability to listen actively can improve personal relationships through reducing conflicts, strengthening cooperation, fostering understanding and building trust . Mentor should avoid cosmetic listening only. Fig (4) COSMETIC LISTENING CONVERSATIONAL LISTENING ACTIVE LISTENING DEEP LISTENING Fig (4) Listening types: mentoring level social level 3-Asking powerful Questions Questional skills are fundamental to effective mentoring. The role of questioning here is how to draw out learning and ideas from mentee In mentoring one need to ask open question rather than close ones, probing and challenging than leading. Even sometimes smiles, pauses, nods or gestures are as effective as spoken questions (14) Contracting Giving constructive Feedback Asking Powerful Questions Effective Listening REFLECTION Building Rapport MENTORING SKILLS (Applied in mentoring 5phases) Fig (3) Fig (5) Mentoring: The 5 skills 4-Giving constructive feedback A mentor can apply the principles of johari window (fig 6) during the mentoring process of giving feedback and encouraging self disclosure and to move information from blind spot and facade into the ARENA therefore increasing the size of the arena. (8)The blind spot will decrease as individual accept and own new information about themselves .The faà §ade get smaller as they disclose more information about their feeling, perception and opinions. Fig (6) Fig (6) : Principles of Feedback is the mechanism to enable people to develop, improve and change. One myth is that feedback is always negative, and it always a description of someones inadequacies and failures in developmental mentoring it is important to feedback successes as well as failures. What is important is that feedback is designed to help the person learn (constructive) while destructive feedback simply undermine and devalue them. What make the feedback effective when it is specific, nonjudgmental and given with purpose e.g. to improve performance (4) 5Contraction this more or less about mentoring agreements and helps (as I shall explain later) to resolve conflicts and problems that may arise 6- Reflection Both mentor and mentee must reflect at all the times to see that is learned and redefine more goals. A mentor can support the mentee by recognizing that each mentee is different. Some mentees may come with the solution himself/herself the mentor here is just acting as sound board. In other occasions the mentor must be prepared to respond in a number of ways called influencing styles as per need of mentee(6) These range from listening and interpretation, challenging, probing and diagnosing, gathering and adding new data, identifying options or last resort even planning for the mentee( defeat the issue, generally not recommended ). At end, the degree of intervention chosen by the mentor is : what mentoring is all about. Problems challenges Like any relationship things may not run smoothly. Problems usually stem from poor implementation of mentoring process. Nevertheless, this may exist at outset such as conflict between the mentoring and supervisory roles of the mentor; Mentors should not be the mentees educational supervisor or line manager or otherwise be involved in their appraisal to avoid blurring of these distinct roles Shaw (1983) has also referred to these inherent tensions in the role of the mentor if he or she also contributes, at whatever distance, to any assessment or performance at work (14) Another potential downside of mentoring is that over a period of time mentors tend to develop a considerable personal and private knowledge about their mentees and this knowledge base Safeguards of confidentiality are of vital importance in maintaining the integrity of the mentoring process. A dysfunctional mentoring relationship could also result from possession of certain personality traits that are not compatible with the process. Hence the importance of the mentor and the mentee having some common interests to give the relationship a good start..There should be matching and some choice given to mentee in mentoring programme. It is very important to have the right chemistry, to really, be able to mentor anyone in addition there must be a sense of win-win in both the mentor and the mentee. Both should want to participate, then the relationship can stretch over months or even years. Good mentoring is a facilitative, and during the mentoring process sometimes it is easy for the mentor to develop a patronizing attitude towards the mentee and it is important for the mentor to be aware of this tendency and resist it. Hence, mentoring should not always be about the mentor advising the mentee what to do in a particular situation, but rather should be about the mentor facilitating exploration of the issues by the mentee, at his or her own pace.(8) Thus by encouraging critical reflection on the issues the mentee should be able to find solutions to his or her own problems. Other difficulties include frustration due to lack of progress. Mentoring relationships that can be unproductive, unfulfilling, or (at an uncommon extreme) dysfunctional. i.e. primarily characterized by conflict. It occurs when a mentoring relationship is not working for one or all people involved because needs are not being met or individuals experience distress as a result of the relationship (Eby an d Allen1997) Problems and challenges in mentoring @ The Outset (avoidable) Mix of roles matching Lack of progress Patronizing attitude, confidential breach Boundaries /Emotions Too close or dysfunctional Dysfunctional Fig (8): Mentoring: the challenges There are a number of things that mentors can do to avoid or cope with conflict that may arise in a mentoring relationship like avoid self defeating behaviour: slow down, engage in critical self reflection( appendix1 appraisal check list ), consider ethical and professional obligations as a Mentor, be proactive and seek consultation. Also being too close to mentee can be a problem. I see it as one of the biggest challenges. Mentor should remind himself and his mentee that although the relation is a psychological bond but still not a blind friendship. There are boundaries and limitation to be observed. People can refer to their mentoring agreement ( see appendix ) to resolve these issues. There is always the option to end the relation with mutual respect. ( life cycle of mentoring by Hay(1995) appendix 2 What makes a good mentor? Mentors should enjoy helping others, has genuine interest in the mentee not only professionally but as human being. A good mentor accept their mentees, is empathetic, and free of judgment or rejection , maintains a positive outlook, yet is able to be realistic and have a strong interest in their own growth and self-development. A good mentor is committed to the role of mentoring and believes in the value of mentoring. He shows a desire and a willingness to give up time to help others with an open mind and a willingness to support the relationship. This good intention should by be supported with knowledge about mentoring techniques (8) Successful mentorship requires mentors with a balance of skills, attributes, and qualities. Some of these attributes can be learned or developed while others are inherent individual qualities that are part of who the mentor is. The attributes of a good mentor are widely discussed in the mentorship literature. Drawing from years of experience designing formal mentoring programs, Bowley offers these essential qualities of a good mentor: commitment, acceptance for mentee, teaching, learning and optimism.(8) Mentor should possess certain virtues, abilities and competences.(Johson2003) MENTOR Competent, committed, Confident Virtues Integrity, caring Prudence pru Abilities Cognitive, emotional Relational Competencies Teaching, mentoring Communication Fig (9) : Mentor Attributes 1Virtues Integrity, Caring, Prudence Mentor virtues of integrity, caring and prudence are described as The foundation to mentoring. Integrity reflects the ability to establish and maintain trust in a mentoring relationship, drawing from the presence of honesty and mutuality. Caring as a virtue means that the mentor shows respect and empathy to others-both within and outside of the mentoring relationship. Prudence indicates the intentionality and appropriateness of the mentor as shown through decision making (8) 2- Abilities Cognitive, Emotional, Relational Cognitive abilities include a sense of curiosity and dedication to experiential and theoretical learning. Emotional abilities reflect the individuals emotional self-awareness and receptivity, the persons engagement in self-reflection finally, relational abilities include the capacity to communicate empathy, respect and compassion. 3-Competencies Teaching, Mentoring, communication : These are specific skills, knowledge or techniques that mentors can develop through training and education. Teaching competencies include an understanding of adult learning processes and of the developmental needs and transitions commonly experienced by mentees. A facilitator to enable the mentee to open up new possibilities and set/achieve goals and models continuous learning, actively engaging mentees in their own learning and reflective processes, stimulates the students thinking and reflection and net worker who helps to develop useful connections for the mentee.(14) Mentoring competencies This compasses all technical aspects of mentoring: knowledge and Skills (fig 6) in the structure and process of the mentoring relationship, Skills to cope with challenges arising within a mentoring relationship (fig8)and understanding of the roles and responsibilities Of a mentor, recognition of dysfunction in a mentoring relationship. Communicating competencies address the interpersonal communication capacity and the self-awareness of the mentor. Conclusion What mentor do ( in mentee perspective) is to put in place achievable development plan, act as sounding board or devil advocate ,open doors and support in seeking opportunities .(9)The effective mentor gently probes to understand the relevant issues, asks open-ended and fact-seeking questions and understands that silence is useful when information is being digested or breathing space is needed.   Questions should be used to obtain information and/or steer the discussion in a particular direction. Appreciative listening is also important (7) It is important for mentors to convey understanding through feedback, reflecting back the mentees feelings and accurately summarizing or paraphrasing their thought processes. Overall good mentorship is about empowering the mentee to become self aware, self directing, develop a sense of their own purpose and understand their personal needs.(2) They also enjoy the reward from feedback about accomplishments in which they have shared. At the end a happy mentee is an evidence of a good mentor. References 1)D. a. l. Macafee: Is there a role for mentoring in surgical specialty training? medical teacher jan 2008, vol. 30, no. 2, pages e55-e59: e55-e59 2)S.Rramani, L Gruppen, E. Kachur :Twelve tips for developing effective mentors ,medical teacher Jan 2006, Vol. 28, No. 5, Pages 404-408: 404-408 3) T.Stenfors-Hayes, S Kalà ©n, et al : Being a mentor for undergraduate medical students enhances personal and professional development Medical Teacher Jan 2010, Vol. 32, No. 2, Pages 148-153: 148-153. 4) K Taherian, M.Shekarchian: Mentoring for doctors. Do its benefits outweigh its disadvantages? medical teacher Jan 2008, Vol. 30, No. 4, Pages e95-e99: e95-e99 5)Exploring mentoring: Board of medical education,BMA August 2004 6)Mentoring for doctors, guidance from doctors forum , DH 2004 7)B Buddeberg-Fischer, K-D. Herta :Formal mentoring programmes for medical students and doctors a review of the Medline literature medical teacher, Jan 2006, Vol. 28, No. 3, Pages 248-257: 248-257. 8) Module Two:: Competency in Mentoring,:Canadian coalition for global health research,2007 9) Oxley et al, 2003: Mentoring for doctors: enhancing the benefit (behalf of the Doctor Forum) 10) Megginsion, Clutterbuck, Garvey :Mentoring in Action A Practical Guide., Stokes, Garrett-Harris, 2006 11) Klasen and Clutterbuck, : Implementing Mentoring Schemes A practical guide to successful programmes. 2007 12) Megginson and Clutterbuck: Techniques for Coaching and Mentoring -2007 13) http://www.rcplondon.ac.uk/mentoring:RCP Pilot Mentoring Scheme in Wales 14)N.Cooper, k Forrest, Educational supervision in postgraduate medical education, wiley-blackwell,2009 15) SCOPME 1998 report in mentoring : Standing Committee On Postgraduate Medical Education 16) L H. Toledo-pereyra : Mentoring Surgeon ,Journal of Investigative Surgery Jan 2009, Vol. 22, No. 2, Pages 77-81 17) M. F. Longhurst: The mentoring experience ,medical teacher Jan 1994, Vol. 16, No. 1, Pages 53-59: 53-59 18)M.G.Moller,J.Karaichalis et al : Mentoring the modern surgeon, bulletin of the American college of surgeon, july2008 19)M.PConner, ,J.Pokora,N,Redfern : Developing senior doctors as mentor,medical education,34:747-75 20) C.Doherty: Introducing mentoring to doctors( challenging the of sink or swim culture), developmentlearning organization journal ,18:1, 6-8,2004 21)R. Alliot: Facilitatory mentoring in general practice,BMJ supplement,sep1996 WEB SITE 22) www.academicmedicine.ac.uk à ¢Ã¢â€š ¬Ã‚ º Mentoring and Outreach 23) www.academicmedicine.ac.uk/mentoring 24) www.nwmentoring.nhs.uk : northwest mentoring programme 25) www.rcseng.ac.uk/support/mentoring 26)www.emccouncil.org/uk Appendix 1 Mentoring agreement Some questions for mutual agreement 1what is aim of relationship? 2- What each contributions will be? 3- When, where to meet? 4-how to contact each other? 5-will meeting be structured and how? 6- How to deal with difficulties? 7- What confidentiality mean in this relationship? 8-how to review progress? 9- How (and under what circumstances) we end the relationship? Other issues can be added Mentor appraisal checklist for mentoring sessions (Hay 1999) à ¢Ã¢â€š ¬Ã‚ ¢ Was there rapport between us? à ¢Ã¢â€š ¬Ã‚ ¢ Did we feel able to challenge each other if appropriate? à ¢Ã¢â€š ¬Ã‚ ¢ Was the content of our discussions relevant to our contract? à ¢Ã¢â€š ¬Ã‚ ¢ Was I genuinely pleased when the mentee made his own decisions? à ¢Ã¢â€š ¬Ã‚ ¢ How well was I using the skills of listening, questioning, reflecting, feedback and review etc? à ¢Ã¢â€š ¬Ã‚ ¢ Was I avoiding the mentee becoming dependant? à ¢Ã¢â€š ¬Ã‚ ¢ Did the mentee have ownership of his/her decisions? Was he/she the decision maker? à ¢Ã¢â€š ¬Ã‚ ¢ Have we identified alternative options? à ¢Ã¢â€š ¬Ã‚ ¢ Is she/he accepting responsibility? à ¢Ã¢â€š ¬Ã‚ ¢ Have we celebrated achievements? à ¢Ã¢â€š ¬Ã‚ ¢ Do we need to plan for an ending yet?

Interview with an Elderly Woman Essay -- Interview An Elderly Person

In the early 1940’s Marie was born into a small tight knit family living in a small rural Kentucky town. Marie is now in her seventies and has led a very interesting life traveling the country, raising four children, and shaping her chosen profession. Our interview sessions were conducted over a period of time, as Marie is very active and has little â€Å"free time† to spare. Early Life Her parents meet at a social gathering in town and where married shortly thereafter. Marie’s name was chosen by her grandmother and mother, â€Å"because they loved to read the list was quite long with much debate over each name.† If she was a boy her name would have been Francis, so she is very happy to have born a girl. Marie’s great uncle was a physician and delivered her in the local hospital. Her mother, was a housewife, as was the norm in those days and her father ran his own business. Her mother was very close with her parents, two brothers, and two sisters. When her grandmother was diagnosed with asthma the family had to move. In those days a warm and dry climate was recommended, Arizona was the chosen state. Because her grandma could never quite leave home, KY, the family made many trips between the states. These trips back and forth dominated Marie’s childhood with her uncles and aunts being her childhood playmates. Marie’s grandparent’s had an old farm house, which was one of many homes in which she lived, that she remembers most. The house was huge, she learned to walk, climb stairs, and find hiding places in it. The house had a wide wrap around porch with several wide sets of stairs both in front and in back. She remembers sitting on the steps and playing with one of the cats, with which there was a lot of cats living on the farm... ...anizing the boxes of memorabilia into albums for her children, if time permits. The only thing she’ll commit to is that everyone in her family will have a croquet blanket made by her just for them. When looking back over her life, so far, she says not a bad life. Then again she’s not done yet and hopes to have another good ten years. I leave you with her life’s message. â€Å"Follow your heart. Life is not a straight line there are lots of curves, circles, and detours. Each and every experience will give you something valuable. Keep close to those you love and who love you. Family is so important. Always do your best, be honest with yourself and others, have integrity, be dependable, like who you are, change what you don't like, keep learning, keep trying, you are better than you think.† (Rodrà ­guez) Bibliography Rodrà ­guez, Marie. Personal Interview.

Management and Chemical Engineering Essay

I have completed my Bachelors of Technology in Chemical Engineering at Indian Institute of Technology, Guwahati, India (IITG). I am seeking a position in your organization in order to enhance my skills and practical experience, while being resourceful and innovative. I have worked hard in my undergraduate studies, striking a balance between compulsory courses like Fluid Mechanics, Process Equipment Design, Process Control and Instrumentation, Chemical Engineering Thermodynamics, related wet lab courses and supervised research under the guidance of Dr Chandan Das (Associate Professor, Department of Chemical Engineering, IITG) & Dr AK Golder (Associate Professor, Department of Chemical Engineering, IITG). My Bachelor Thesis Project was on Biosorption of heavy metals to purify industrial effluents under the guidance of Dr. Chandan Das (Associate Professor, Dept. of Chemical Eng., IITG) and Dr. AK Golder (Associate Professor, Dept. of Chemical Engineering, IITG). When I look back now, I realize the role of an inspiring mentor in a student’s life. Dr. Das and Dr. Gloder gave me a whole new direction to explore my research skills and the interest in reading research articles while doing my undergraduate courses in mainstream Chemical Engineering. After graduation I joined Jindal Steel and Power Ltd as a Project Engineer where I practiced what I learnt during my educational life. Post completion of one year, I joined SPI Pvt. Ltd. As an Assistant Manager. I choose this as apart from technical skills, I also wanted to gain a good understanding about the business processes and its various elements. While working there my interest became more focused towards managerial skills. It was there where I decided to go for my higher education in Masters in Management as managerial knowledge via a reputed and esteemed university will help me to learn a wider scope of business management skills which was missing in my technical career. In my education thus far, I have been actively involved in sports and co-curricular activities including making manual robot, organized Rock-o-Phonix for three consecutive years (2008, 2009 & 2010) and represented IIT-Guwahati in Inter IIT sports meet in Football which has helped me to develop upon simplicity in approach, patience, team work, confidence, loyalty, ability to manage loads of stress and adaptability. To work using the in-hand knowledge and indigenous creativity simultaneously is my biggest asset. Education I believe is not just excelling in courses that we take and cracking their exams but a continuous process of development and self-realization. Not just asking â€Å"what to do† or â€Å"how to do† but â€Å"who am i† and â€Å"what is my purpose† too. My long term career goals are to become socially responsible individual and to get the dream job of working in the field of interest. If given the opportunity of pursuing the graduate study in field of management I would be getting involved in a project that will help me grow intellectually and professionally and result in useful outcomes.

The impact of ozone depletion

The ozone is a thin bed of triatomic O molecules located within the ambiance which is capable of absorbing deadly UV ( UV ) radiation from the Sun. Ozone occurs of course within the stratosphere, and it accounts for approximately 90 % of the entire ozone molecules in the ambiance, compared to the tropospheric ozone which forms a major air pollutant and histories for only10 % . Ozone bed in the atmosphere extends vertically up to about 50Km, and there are about 12,000 ozone molecules per 1 billion molecules of air, while less measure exist in the troposphere of about 20-100 molecules per billion molecules of air. Stratospheric ozone is formed through a uninterrupted complex procedure of photochemical reaction affecting the splitting of O molecules into two O atoms by solar energy and each atom farther combines with O molecules to bring forth ozone. Because the procedure is sunlight dependant, more ozone is produced at lower latitudes due the concentration of high solar radiation around the equator ; as such ozone is continually produced and destroyed in these complex chemical reactions. The planetary distribution of ozone depends on conditions such as the handiness of Br and Cl in the ambiance, high solar strength and latitudinal location that favour the production of the molecules. Without this bed, UV-B radiation when making the Earth is capable of damaging works and animate being tissues, increasing the hazard of wellness jobs such as skin malignant neoplastic disease in worlds every bit good as destructing both tellurian and aquatic ecosystems. Depletion of the ozone has been observed over the old ages due to the release of chemical substances into the ambiance by worlds. In 2005, scientists have observed the addition in ozone depleting substances ( ODS ) which consequences to the cutting of this protective bed over Arctic and Antarctic poles by about 30 – 50 % , and a planetary mean decrease of about 3 – 6 % compared to the pre – 1980 degrees. The procedure of depletion begins with the release of the ozone depleting substances ( ODS ) such as Cl and Br and CFCs ( CFCs ) largely from human beginnings. These gases farther accumulate into the ambiance for some clip depending of their occupant times and so transported to the stratosphere through perpendicular commixture. These non-reactive gases are farther converted into reactive compounds by UV radiation, so chemical reactions takes topographic point to destruct the ozone bed. Finally, these gases are transported back to the troposphere where they are re moved through precipitation. Climate alteration and ozone bed depletion are interlinked because ozone itself is a nursery gas and together with other ozone consuming substances such as Br ( Br ) and Cl ( Cl ) contribute to planetary heating. Therefore any alterations in the atmospheric concentration and distribution of ozone will hold important impact on the planetary clime system. Release of these ( ODS ) substances including C dioxide and CFCs has a chilling consequence on the stratosphere. This chilling consequence favours the chemical reactions in Cl and Br thereby lending to the formation of Polar Stratospheric Clouds ( PSC ) , a status that consequences in the depletion of ozone. Surveies have proved that the lessening in stratospheric ozone observed over Antarctica led to alterations in the interactions between the stratosphere and the Earth. These alterations alter the atmospheric circulation peculiarly the North Atlantic oscillation ( NAO ) , which in bend has an consequence on fluctuation of clime around the Atlantic. Depletion of the ozone has another important consequence on the planetary biogeochemical rhythms which has profound consequence on the clime system. Increase in the sum UV-B modifies the C rhythm by impacting the consumption of CO2 by workss during photosynthesis, every bit good as C storage in workss tissues as biomass. Because the tellurian ecosystem serves as a net sink for C, alterations in the sum of UV radiation is capable of upseting the photosynthetic and respiration procedures which link the atmospheric C and tellurian C consumption and release. Within the tellurian ecosystems, certain works species become more susceptible to increased UV radiation, therefore cut downing their ability to gaining control and shop atmospheric C dioxide. Furthermore, a alteration in the UV radiation increases the rate of productiveness of dirt micro beings such as fungi thereby increasing the rate of C release from biomass decomposition. This accelerated bend over clip of C through this procedure of exposure debasement or exposure transmutation decreases the storage capacity of the dirt as a major C sink, as such lending to planetary heating. Scientific projections from theoretical accounts suggest a major displacement in planetary ecosystems from ice chest and wetting agent to warmer and drier conditions in response to climate change-UV interaction. Another of import linkage between ozone depletion and clime alteration is the change of the marine biological pump of atmospheric C dioxide into the ocean underside under the influence of UV radiation. Coloured dissolved organic affair ( CDOM ) nowadays in aquatic primary manufacturers which is utile in absorbing UV in the ocean undergoes exposure decoloring under higher dosage. Thereby ensuing in the loss of the pigment and accordingly let more UV incursion into the ocean and cut down the ability of aquatic workss to repair C during photosynthesis. Besides, thermic stratification of ocean Waterss occur as a consequence of increased CO2 from human- induced emanations decreases mid-water O around the deepness of 200-800m, which affect C consumption by the oceans. This stratification impact perpendicular commixture of substances such as bromocarbons found in tropical Waterss. Under the influence of UV, certain ozone consuming reactive groups such as Br oxide ( BrO ) are produced. Conversely, clime alteration besides has a important influence on ozone bed depletion. This influence may either accelerate or slow the ozone procedure of recovery. Climate alteration induces the formation of Polar stratospheric clouds around the high latitudes which when exported to mid-latitudes bring forth farther depletion of the ozone around such countries. Surveies have shown that radiative forcing from planetary heating may assist the ozone to retrieve because it tends to cut down the formation of such clouds that interact with gases in the ambiance to destruct the ozone. Evidence was observed in the decrease in the loss of ozone over Antarctica between 2001 and 2004 during the spring period. Since ozone depletion is the chief cause of decrease in temperature of the stratospheric ozone by about ( -0.17 & A ; deg ; C/ decennary ) , addition in the emanation of Green House Gases ( GHG ) into the ambiance will hold a warming consequence thereby change by reversaling this loss. Re actions affecting compounds of halogen are straight affected by UV-B and clime alteration. Halomethane emanations attributed to climate alteration react with UV-B and accordingly modulate ozone handiness in the ambiance. Climate alteration induced addition in temperature stimulates the release of methyl bromide and methyl iodide from certain species of workss under the influence of UV radiation. Besides, clime alteration consequence in the change of the planetary hydrological rhythm by increasing the rate of precipitation and eutrophication of organic C into rivers and watercourses from land. Mineralisation of this organic stuff takes topographic point under the influence of UV to foster release C into the ambiance and contribute to planetary heating. In add-on, planetary heating caused by human-induced addition in Nitrogen oxide ( NO ) , Carbon monoxide ( CO ) , and Methane ( CH4 ) from shrub fires increases the rate of production of ozone in the troposphere. As such planetary heating may increase the sum of aerosols nowadays in the ambiance which later affects the rate of ozone photolysis by about 6-11 % . Other natural factors lending to climate alteration such as volcanic eruption and fluctuation in sun-spot activity affect ozone bed depletion. Because ozone depletion in the stratosphere is formed under the influence of solar energy, any addition in the sum of radiation coming from the Sun will increase the sum of ozone in the ambiance. Variation in the 11-year Sun topographic point activity indicate an ascertained addition and lessening in ozone concentration with matching maximal and minimal solar rhythms severally. Furthermore, The Brewer-Dobson circulation is responsible for the conveyance of sulphur gases from volcanic eruptions into the stratosphere. The go uping subdivision of this circulation conveyance gas from the Torrid Zones upwards while the falling subdivision return the gases back to the troposphere in the high latitudes. Volcanic eruptions besides release sulphate gases into the ambiance. These gases significantly cut down the rate of extension of incident radiation from the Sun and diminish the production of ozone. Other natural factors such as the release of methyl bromide into the ambiance from rice cultivation deplete the ozone and therefore increase the incursion of UV radiation. There is a strong relationship between UV radiation, C and N cycling which has a important clime alteration deductions. Increase in UV can impact the N rhythm through alterations in the rate of organic affair decomposition of N incorporating compounds through nitrogen arrested development. Nitrogen compounds such as ammonium hydroxide and nitrate are continuously cycled within the biosphere in series of complex procedures. Dissolved organic Nitrogen ( DON ) reacts with UV radiation to interrupt it down into more soluble ammonium compound through the procedure of photoammonification. All these procedures determine rates of C consumption and decomposition in the planetary C rhythm. Report from the World Meteorological Organisation ( WMO 2003 ) indicate feedback mechanisms from increasing H2O vapor into the ambiance, which increases the handiness of odd-hydrogen extremist that leads to ozone depletion by upseting N and Cl rhythms. Within the marine ecosystem, hydrolysis of Br and I takes topographic point by photolysis reaction in the ocean to bring forth ozone consuming substances. Marine phytoplanktons like algae found in tropical Waterss emit halogen compounds into the troposphere. Besides, the interaction between UV-B radiation and the sulphur rhythm contribute to climate alteration. Pollutants such as dimethyl sulfide ( DMS ) and carbonyl sulfide ( COS ) are emitted as aerosols that have chilling consequence on the ambiance. Climate alteration can besides impact the extension of planetal moving ridges into the ambiance ( Rhind et al.,2005a ; 2005b ; Scott and Polvani, 2004: Scott et al. , 2004 ) . Climate theoretical accounts suggest a important impact of clime alteration on troposphere-stratosphere interaction. Surveies by Rhind et Al. ( 2001 ) estimated in approximately 30 % in this interaction resulted from duplicating of C dioxide sum in the ambiance. Appraisal by Scaife ( 2001 ) shows a decadal addition of approximately 3 % as a effect of clime alteration. All these interactions have profound consequence on the conveyance of ozone depleting substances into the stratosphere every bit good as their remotion from the stratosphere back to the Earth surface. In order to minimise or extinguish the impacts of ozone bed depletion, the Montreal Protocol on Substances that Deplete the Ozone Layer was signed in 1987, and so came into force in 1989. Under this understanding, assorted states that signed up the pact pledged to cut down the production and ingestion of harmful halogen gases.This decrease mark begins with the decelerating down the production and so their eventual stage out through the usage of replacement gases. The usage of ozone friendly Hydrochloroflourocarbons ( HCFCs ) was adopted to replace the usage of CFC-12 in the industry of refrigerants and froth devising agents. The Montreal Protocol has successfully achieved a decrease in the concentration of Cl in the planetary ambiance in the late twentieth century. Another of import accomplishment is the decrease in the production of methyl trichloromethane and Chlorofluorocarbons to a close zero degree at the planetary graduated table. Towards the terminal of this century, substances such as methyl chloride and methyl bromide are expected to be eliminated from the ambiance due to the projected stabilization and subsequent decrease in their production. Complete recovery of the ozone to pre 1980 degree is expected under rigorous conformity to the Montreal Protocol by the center of this century, with slower recovery rate predicted by computing machine theoretical accounts around the â€Å" Antarctic ozone hole † . In decision, human induced clime alteration and ozone bed depletion are closely inter-related. With ozone depletion worsening the rate of planetary warming while clime alteration continues to consume the ozone. Therefore necessary steps must be taken under the Montreal and Kyoto Protocol commissariats to cut down the emanation of ODS and other green house gases in order to salvage the planet from effects of farther warming effects on human wellness and the environment.