Academic literature on the topic 'Ganga Action Plan (GAP)'

Abstract In India, the implementation of river-cleaning operations through River Action Plans (RAPs) conventionally focuses on a reduction in concentrated or point sources of organic loading to the river, and is assessed by monitoring the consequent improvement in river water quality. However, in the case of Indian rivers or river stretches having substantial background pollution due to distributed or non-point loading of organic matter and nutrients, elimination of point sources of pollution may not substantially impact or improve river water quality. It is suggested that implementation of River Action Plans in India under such circumstances must be conducted using a multi-tier approach. The initial emphasis in such cases should be on the selection of priority stretches of the river, where pollution control will have maximum beneficial impact on the citizens, and interception and diversion of all concentrated or point loads of pollution from these stretches. In addition, measures to minimize non-point pollution and visible pollution to the river and initiation of riverfront restoration and development projects are necessary in these priority stretches. Such measures would result in aesthetic improvements, increase the beneficial uses of the river and its surroundings, and generate favorable public perception towards RAPs, though they may not be sufficient to enhance the river water quality to the desired levels. However, as a result of the above actions, public support for funding more expensive and longer-term river cleaning schemes, resulting in comprehensive reduction in organic and nutrient loading to the river from point and non-point sources all along its length, may be generated. The need for this alternative methodology for implementation and assessment of RAPs in India has been illustrated by taking the example of the Ganga Action Plan (GAP) and assessment of its implementation near the city of Kanpur in the state of Uttar Pradesh, India, as a test case.

Abstract-USP <797> is the culmination of the pharmacy professions’ low adoption of “recommended” Compounded Sterile Products’ (CSPs) guidelines and medication compounding incidents that were a result of these preparation practices. Currently, the Joint Commission on Accreditation of Health care Organizations (JCAHO) expects accredited health care agencies to comply with the provisions within USP <797>. This article depicts the Gap Analysis and subsequent Action Plan of a Level 1 trauma, academic medical center's structural and operational processes for the preparation of CSPs. The objective of this article series is to increase awareness, resources, and the body of information available for facilities’ assessing and strategically planning compliance and implementation of USP <797>.

Abstract This paper analyzes the main weaknesses and key avenues for improvement of nutrient policies in the Baltic Sea region. HELCOM’s Baltic Sea Action Plan (BSAP), accepted by the Baltic Sea countries in 2007, was based on an innovative ecological modeling of the Baltic Sea environment and addressed the impact of the combination of riverine loading and transfer of nutrients on the ecological status of the sea and its sub-basins. We argue, however, that the assigned country-specific targets of nutrient loading do not reach the same level of sophistication, because they are not based on careful economic and policy analysis. We show an increasing gap between the state-of-the-art policy alternatives and the existing command-and-control-based approaches to the protection of the Baltic Sea environment and outline the most important steps for a Baltic Sea Socioeconomic Action Plan. It is time to raise the socioeconomic design of nutrient policies to the same level of sophistication as the ecological foundations of the BSAP.

AbstractIn this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction (text) can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions (rules) for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral order of praxis that is not inscribed in instructions.

On November 24, 2013, the Islamic Republic of Iran, together with the E3/EU–comprised of France, Germany, the United Kingdom of Great Britain and Northern Ireland (UK)–as well as the People’s Republic of China (China), the Russian Federation (Russia), and the United States of America (US) agreed to the Joint Plan of Action on Iran’s nuclear program (Joint Plan of Action). The Joint Plan of Action aims at ensuring the Islamic Republic of Iran’s exclusive peaceful nuclear program through mutually-agreed steps between the so-called E3/EU+3 and the Islamic Republic of Iran. Though much has been said about the Joint Plan of Action since its adoption, not enough attention has been paid to its historical context; such neglect risks the Joint Plan of Action being, at best, viewed in isolation. This note bridges that gap by providing an overview of the events that led the Islamic Republic of Iran, the five permanent members of the United Nations Security Council (UNSC), and Germany (P5+1) to agree on the Joint Plan of Action.

Building an e-learning strategy and developing e-learning action plan requires two fundamental thing: first is adequate knowledge about what you want to accomplish, and the second is a willingness to articulate your plan in a meaningful way to all your stakeholders. Before the work begins, identify the key stakeholders who should participate in the strategy development. This paper intends to enlighten how to build an e-learning strategy in higher educations with some strategies that must be considered, such as defining who should participate; analyzing the current situation; setting visions; stating mission; analyzing gap; conducting force-field and SWOT analysis; creating strategy recomendations; and building an action plan. Additionally, this paper describes some steps for developing an e-learning action plan in higher education.

Educational expenditure as a percentage of GDP has indeed been protected and over the first phase of SAP (1993-1996) has increased by about 0.2 per cent of GDP. However, despite SAP protection, it declined to the pre- SAP level for 1998-99. While there is evidence that, in some aspects, the gender and regional gaps have closed, the poorest continue to be excluded from schooling, the rural female income gap in schooling has widened and, if the poor do attend, they are the most likely to drop out. Also, net enrollment rates for boys and girls actually declined over the first SAP period.

In this article, an overview is given of the proposed and actual activities that are undertaken to reduce the pollution from the approximately 180 tanneries in Kanpur, Uttar Pradesh, India. As a part of an action plan to reduce the pollution of the river Ganga, this project includes in-house measures to reduce the output of chromium by the tanneries, and pre-treatment at the tanneries to reduce the solids content of the wastewater and to facilitate maintenance of the sewer system. A treatment plant consisting of two Upflow Anaerobic Sludge Bed (UASB) reactors, followed by a post-treatment facility, reduces the wastewater pollution by approximately 80% of BOD, COD, and TSS. However, sulphide output is still high, owing to the high sulphate concentrations in the wastewater. The sludge produced during the operations is projected to be used as a fertilizer.

PEMANFAATAN KEGIATAN INFORMATION GAP DALAM PENGAJARAN BERBICARA (Penelitian Tindakan Kelas di SMK)Abstract The purpose of the research was to test to what extend the applying Information Gap Activities could improve the students’ speaking ability and how students respond about the use of these activities. Classroom action research procedures (plan, act, observe and reflection) were used to study the process and participants outcomes. The participants of this research were the twelfth year students of Drawing Department A of SMK Negeri 1 Padang consisted of 23 students. One of English teachers took part in the research as collaborator to assist the implementation of information gap activities and to observe the outcomes. The research was conducted in two cycles with four meetings for each. Observer played a role in evaluating, suggesting, and revising the program. Data from the second cycle were presented to show the final outcomes and changes. Data were collected through observation checklist, test, and interview. The result of the research indicated that the implementation of information gap activities can better improve the students’ speaking ability. Students’ centered class included pair work and group work also contributed to improve the outcomes. Moreover, students were active to interact with their teacher and other students. The students participated at all activities in the class. The students showed the good responses about the use of information gap activities in teaching speaking. Finally, the classroom action research process itself helped students and teacher reflect on their successes and failures in teaching learning process.Key words: speaking ability, information gap activities AbstrakTujuan dari penelitian ini adalah untuk menguji sejauh mana penerapan Information Gap Activities dapat meningkatkan kemampuan berbicara siswa dan bagaimana siswa menanggapi tentang penggunaan kegiatan ini. Prosedur penelitian tindakan kelas (plan, act, observasi and refleksi) digunakan untuk mempelajari proses dan hasil peserta. Peserta penelitian ini adalah siswa kelas dua Drawing Department A SMK Negeri 1 Padang yang terdiri dari 23 siswa. Salah satu guru bahasa Inggris ikut serta dalam penelitian ini sebagai kolaborator untuk membantu pelaksanaan kegiatan kesenjangan informasi dan untuk mengamati hasilnya. Penelitian dilakukan dalam dua siklus dengan empat pertemuan untuk masing-masing. Pengamat memainkan peran dalam mengevaluasi, menyarankan, dan merevisi program. Data dari siklus kedua dipresentasikan untuk menunjukkan hasil akhir dan perubahan. Data dikumpulkan melalui daftar periksa observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan kegiatan gap informasi dapat lebih meningkatkan kemampuan berbicara siswa. Kelas yang berpusat pada siswa termasuk kerja pasangan dan kerja kelompok juga berkontribusi untuk memperbaiki hasil. Selain itu, siswa aktif untuk berinteraksi dengan guru dan siswa lainnya. Para siswa berpartisipasi dalam semua kegiatan di kelas. Para siswa menunjukkan tanggapan yang baik tentang penggunaan informasi kesenjangan kegiatan dalam mengajar berbicara. Akhirnya, proses penelitian tindakan kelas itu sendiri membantu siswa dan guru merenungkan keberhasilan dan kegagalan mereka dalam proses belajar mengajar.Kata Kunci: speaking ability, information gap activities