Similarties and Differences - 1340 Words

Similarities in Problems and Differences in Endings Every day in real life we go through a many struggles ranging from man vs. man, man vs. himself and even man vs. nature. The most common struggle we all face is that of man versus man. In the short stories â€Å"Cathedral† by Raymond Carter and Ernest Hemmingway’s â€Å"A Clean Well-Lighted Place† the main principal of the story is that of man versus man. In both short stories 3 characters are used, but in each story each character is completely different than the other. â€Å"Cathedral† and â€Å"A Clean Well-Lighted Place† share similarities and differences with the main principal of man versus man and the reasoning behind why one man is against the other. Both stories also share similarities and†¦show more content†¦The reasoning that the younger waiter is against the old man is that he doesn’t understand the actions of the old man and doesn’t want to. Both stories share that in common, that the antagonist does not unde rstand and does not want to get to know the protagonist. Both stories share similarities between man versus man and the reasoning behind this conflict. â€Å"Cathedral† and â€Å"A Clean Well-Lighted Place† also share similarities and differences between their settings. Both â€Å"A Clean Well-Lighted Place† and â€Å"Cathedral† take place at night time. The first line in â€Å"A Clean Well-Lighted Place† is: â€Å"It was very late and everyone had left the cafe except an old man who sat in the shadow the leaves of the tree made against the electric light†. In â€Å"Cathedral† the story starts around dinner time and goes into the night. Although both stories take place at night time- both stories have tremendously different places. In â€Å"Cathedral† the story takes place in the wife amp; husband’s house. In â€Å"A Clean Well-Lighted Place† the story takes place at a small cafà ©. Neither one of the stories gives a town’s name for the reader to associate the story with. Also, neither story gives too many details about the place of the story. The only indication of how the cafà © was in â€Å"A Clean Well-Lighted Place† was when the older waiter said â€Å"†¦ This is a clean and pleasant cafe. It is well lighted†. Both stories share the similarity in settingShow MoreRelatedThe Differences and Similarties Between the Gasb and the Fasb752 Words   |  4 Pages and is subject to oversight by the Financial Accounting Foundation’s Board of Trustees.’ The GASB is for state and local governmental accounting and financial reporting. Businesses such as nonprofits and churches and schools. This is the major difference between the FASB, which is for the non-governmental entities and the GASB which is solely for the governmental entities. A major comparison is that both the FASB and the GASB both report to the Financial Accounting Foundation’s Board of TrusteesRead MoreSimilarties and Differences of Islam and Christianity Essay1248 Words   |  5 PagesAbrahamic and monotheistic religions which means they share the belief in only one true existing God and are rooted to have many similarities. Their differences, however, are wh at make them two distinctive religions, which is why they are recognized and classified for being so. Similarities and differences arise in many topics and situations, but differences take over and divide them into dissimilarities. These topics include religious belief, teachings, rituals and practices. More specifically, whatRead MoreThe Medicine Bag And The Apache Girls Rite Of Passage Video769 Words   |  4 PagesWe all have differences and similarities between one another. Both similarities and differences can have advantages and disadvanteges. For example, â€Å"the medicine Bag† by Virginia driving hawk Sneve, and Apaches Girls Rite of passes video by Nation geographic do have their similarity and differences. However, each one does one advantage and disadvangatge to help us undertsnad each one in different ways. One of the similarities between the text of â€Å"The Medicine Bag† and the Apaches Girls rite of passageRead MoreThe Effects of Varying Horizontal G-Forces1539 Words   |  6 Pagespower graph) -It was difficult at first to come to the conlusion of using F(x) 1/x as the base for this demonstration. It took trial and error and realizing which shape the first graph took in order to decide which function to follow to view the similarties. - Although there were few differenes in both graphs, in order to adjust Graph 1 and turn it into a function similar to Graph 2, I had to adjust the parameters. Step 3 I started by adjusting my parameters: I began with the vertical stretchRead MoreThe Effects Of Postpartum Depression On Women871 Words   |  4 Pagespostpartum depression should be â€Å"restricted to mothers with a depressive illness,† asserting that this pathology exclusively affects women. Being that Thurtle’s study was published in 1995, within a decade of researchers beginning to study sex differences, and similarities, and only a year after women were allowed to participate in biomedical research, it is likely that they did not consider investigating the illness through a gendered lens. Failing to recognize that both men and women are affectedRead MoreThe Research Of Music Therapy951 Words   |  4 Pageswithout Amusia are required. They each get the same set of questions to see the notable differences between the two. This form of questioning ass well with the other survey was to prevent bias answers and to locate similarties. I’ll ask them to inform me of the genres they listen to so I can understand its impact on the brain. There moods before and after they listen to music to see if there are really marginal differences. While questioning I was also looking for body language to see impressions basedRead MoreEvolution of Australian Biota Assessment Answers1116 Words   |  5 Pagessimilarities and differences between species, deducing certain evolutionary relationships. Other research includes radiometric dating, providing dates for when fauna died and the possible cause. Ideas about the ecological and environmental conditions of the time can also be foun d from fossils and other technology today. Fossils of the Diprotodon have been found all over Australia, in places such as the Wellington caves, which have assisted Palentologists in discovering similarties and differences betweenRead MoreHarriet Beecher Stowe s Uncle Tom s Cabin1015 Words   |  5 Pagescharacters throughout the novel. The two most notable characters we will discuss is Mrs. Shelby and Marie St. Clare. Throughout this paper we will compare and contrast these two characters and give specific examples to illustrate the similarities and differences between these two unique individuals. The first character we will discuss is Emily Shelby who is the wife of Arthur Shelby who is a Kentucky Plantation owner and the owner of Uncle Tom. Mrs. Shelby is a kind, loving, and ChristianRead MoreWhat Makes Up A Leader?1653 Words   |  7 Pagesbefore making a final decision on an issue. All these traits can describe great but lying leaders Adolf Hitler and Benito Mussolini. These leaders have many differences when it comes to political ideologies, how they treat their citizens, and their goals as a leader, but also share some similarities. Mussolini and Hitler shared many differences. According to Thomas Hobbes in World History: The Modern Era, he states that Mussolini served as a model for ambitious strongmen elsewhere in Europe. BalboRead MoreSubject Verb Agreement: Agreement with Conjoined Subjects Essay1393 Words   |  6 Pagesboth are singular, in which case the whole NP is dual. Ø §Ã™â€žÃ˜ ¨Ã™â€ Ã˜ ª ÙˆØ §Ã™â€¦Ã™â€¡Ã˜ § ÙÆ'Ø ªÃ˜ ¨Ã˜ ªÃ˜ § Ø §Ã™â€žÃ˜ ±Ã˜ ³Ã˜ §Ã™â€žÃ™â€¡ Al-bintu w-ummu-ha katabta al-risalta The-girl.fem.sg and-mother.fem.sg 3.fem.pl the-letter Differencessimilarties between subject verb agreement in English and Arabic: 1- In English SV orders show full agreement between subject and verb , while Arabics VS orders show only partial agreement. 2- According to Aleya (1992. p.61) The doubled subject

Essay on History of Roman Citizenship - 688 Words

Citizenship is highly coveted in many nations, so coveted in fact that through only a few processes can one become a citizen for most nations, might that process be natural birth or naturalization. Citizenship and its privileges were also highly valued in Rome, except becoming a citizen was extremely difficult if not impossible. Roman citizenship also leads to assassinations and war within the Italian peninsula. There is a complex history to Roman citizenship. Roman citizenship dates back to the founding of Rome in 753 BC. In the beginning, citizenship was only granted to those living in Rome. Providences and territories were excluded. Citizenship was deemed to be highly valuable because with it came the right to vote. But as†¦show more content†¦Subsequently, the Gracchi brothers were both assassinated for their attempts at reform. The provinces were growing more and more desperate and frustrated with the more time that passed. So in 91 BC another Roman politician made an attempt to reconcile with the provinces. Marcus Livius Drusus again tried to offer citizenship to the provinces. And again the Roman people were aghast at the outrageous attempt. Similarly he was assassinated, except now the provinces within the Italian peninsula had had enough. Consequently, the Social War erupted in 91 BC. There were two main tribes associated with the conflict, the Marsi and the Samnites. These two tribes, along with various others revolted against Rome in the hopes of obtaining citizenship, more specifically the right to vote. In the end of the war, Rome defeated and regained control of all of its land; however, the provinces did achieve their goal. In 90 BC Rome granted full citizenship to all the tribes who had not revolted and to those tribes that would return peacefully. Then in 89 BC another cession was made giving citizenship to all Italian that applied for it within sixty days. Roman citizenship now essentially covers the entire Italian peninsula. With the Social War new ways of becoming a citizen were also won. Before one of the only ways to become a citizen was to be a child of a legal marriage of a RomanShow MoreRelatedRoman Citizenship1198 Words   |  5 PagesThe Roman Republic became one of the most powerful and ruthless Empire s on the face of the planet and to be a citizen was very appealing. This was such an admirable and highly sought after position; that it would cause envy throughout the people of that time. There were also pre-requisites recorded in the requirements of becoming a Roman citizen and keeping that role. Roman citizenship itself was originally difficult to obtain but once won, life as a citizen was easier and more refined thanRead MoreGreek and Roman Concepts of Citizenship and Government1361 Words   |  6 PagesGreek and Roman Concepts of Citizenship and Government Joe Wickenden, Sarah Dowling, Ginger Snyder, Leone Hansen HIS/341 October 27, 2014 Joel Getz Greek and Roman Concepts of Citizenship and Government The definition of citizenship in Greek and Roman cultures can be described much differently than the current democratic definition of contemporary nations. The Roman Empire differed from the Athenian Amphictyony and the Assyrian Empire as well as the sunder later emperors such as VespasianRead MoreIssues of Citizenship of Indigenous Populations in Republican Rome1601 Words   |  6 PagesTable of Contents Introduction 2 Indigenous populations in Republican Rome (ca. 500 BCE 31 BCE) 3 Citizenship in colonial era 4 IV Comparison and Contrast 5 Conclusion 7 References 8 Introduction The issues citizenship of indigenous populations in the Roman Republic and during the colonial era in Europe provides comprehensive information regarding how the indigenous populations were treated by Europeans. The right to get justice and to self-determine their politico-social life is the mainRead MoreIs National Citizenship Irrelevant Outside the United States?1256 Words   |  5 Pagesï » ¿Introduction The question of whether national citizenship is still relevant as a nationally-ascribed designator of membership and rights is best answered with a single word: Depends. Within the United States, national citizenship has conferred rights and duties that remain viable hundreds of years after their creation. Outside the United States, national citizenship is essentially irrelevant. National Citizenship Is Still Relevant as a Nationally-Ascribed Designator of Membership and RightsRead MoreA Brief History Of Rome And Its Strategic Relationships With Latium863 Words   |  4 PagesIntroduction To answer this question, I will first provide a brief history of Rome and its strategic relationships with Latium in particular over the period from the 7th to the 2nd centuries BC. I will then explore why the treatment of the outlying Latium towns was so important to the Roman government. Latium refers to the coastal plains south of the river Tiber. Today it forms part of the Lazio region. Etruscan city-states were to its north-west, the Sabines occupied the north and there were GreekRead More The Fall of the Roman Empire Due to Army, Citizens, Barbarianism1587 Words   |  7 Pageseventual fall, of the Roman empire. The deficient Emperor role led to the lacking military response to invasions, civil war and peasant uprisings.   Ã‚  Ã‚  Ã‚  Ã‚  ROMAN EMPIRE AND ITS EMPEROR   Ã‚  Ã‚  Ã‚  Ã‚  Ever since the adoptive system which was installed by Marcus Aurelius was never reinstalled after his death, effective leadership in governing Rome was lacking. 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Technological advance did not increase at a rate proportional to the increase of the people per square mile. This lead to the inability of the Romans to become self-sustaining. Once again the slave trade was a reason that their technology levels failed to increase. The bulk of work done in the Roman Empire was always carried out by the slaves. This providedRead MoreSimilarities Greeks and Romans Essay896 Words   |  4 PagesRome. | Essay. | | Zack Skone | 4/18/2013 | This document is about the similarities and differences between Ancient Greece and Rome. | Comparisons and differences between the Ancient Greeks and Romans The Ancient Greeks and Romans both began their histories as city-states. While the coastline and the mountainous terrain of the Greek peninsula isolated the various Greek cities from one another, the city of Rome was located in the middle of north-south boarder. 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Develop Professional Relationships with Young People Free Essays

string(70) " time for young people to digest information and respond accordingly\." Outcome 1 Due to my job role in guidance and welfare, it is not often that I am in a situation where I have a whole groups needs to think about. Much of my work is designed on a 1:1 basis, arranging time frames when I can dedicate a set amount of time to one young person to discuss their current needs and situations. However when I have been in a class situation with students, I tend to move from one young person to another throughout the lesson. We will write a custom essay sample on Develop Professional Relationships with Young People or any similar topic only for you Order Now I would spent 2-3 minutes working 1:1 with a pupil, working through their current task with them, ensuring they understand the work and can complete a task unaided. I would then check that they could complete the next set of answers or understand their next task and then move onto another pupil. After three or four 1:1 tasks, I would then address a table group, to check that everyone is still on task and understands what they are doing. I would then resume 1:1, returning to pupils with a higher need throughout this process to keep them on track and ensure they were receiving the support they require. It is important to maintain regular input with the whole group, as well as addressing individual’s needs. This means that the whole group can stay on task and be focused as well as including every pupil in that lesson in their education. Outcome 2 Effective communication is the best way to build a positive relationship with a young person. Spoken word and body language are everyday forms of communication between people, but one we most often take for granted. Body language is probably the most important way of expressing how we feel and making someone else understand what we want to tell them. It is important to use the correct body language, give clear signals and make young people feel comfortable. I would always lower my height to that of a young person’s so that I can use direct eye contact whilst talking to them. This will help to put them at ease, as they are not being stood over by an adult. If a person is angry or upset, this also communicates that there is no threat coming from me and that I am there to listen to them, and am interested in what they need/want to say. Spoken word should be clear and positive. Use language that the young person will understand and check for acknowledgment of what you have said. When giving instruction, ask them to repeat back what you have asked them to do, this is an effective method of checking nderstanding and confirming key points. Show that you are listening, nod your head, and acknowledge emotion, â€Å"I can see that you are angry or upset†. Paraphrase information to check your understanding and show that you are listening to what they are saying. This will build confidence in the young person to communicate with you. 2:1 – There may be times when how you communicate will need to be different; you may be dealing with situations where specific needs will require you to adapt your communication skills further: * The age of the young person, * The situation you are in, The personal development of the young person, * Language or Physical Barriers to communication. When dealing with such situations, clear thought should be given to how you chose to communicate. Adapt language to suit the understanding of the young person. If required use sign language or images to explain work or communication. Show that you are listening, by using positive body language and clarifying key points, or summarizing to ensure you have heard and understood properly. Try not to make assumptions either, let the young person explain, engage with the information they are telling you. If you are dealing with a situation where you think another side of the story may also have taken place, ask them, â€Å"what about this? † or â€Å"I heard that †¦. Can you explain? † this will give the young person the chance to explain and reflect on their choices, and also build up trust in you because you don’t jump to conclusions. If communication is planned, i. e. a meeting or mentoring session and you are aware of barriers to communication, plan before hand. For example, when dealing with a young person or adult who does not speak English as their first language, plan how you can effectively communicate. Do you require an interpreter? Can you use a computer to interpret language between you? Case Study – I have had to use Google systems before to speak with a child who spoke no English at all, when dealing with a situation that happened during lunch. This then led to me using our Sims system to show photos of pupils so she could identify children who she did not know. A letter was then translated to send home so that parents could be informed of what had happened. Translated texts are also a common use of communication between our school and some parents when English is not their first language. Thought should also be given to the environment in which the communication is taking place, if you are in a noisy place or a public area, it may be better to take the conversation to a quieter or more private place. If a meeting space is required, ensure the room is cool, there is adequate seating, all of which is on the same level, and that exits are clearly visible and accessible, ask if they are ok for you to close the door before you do so, or leave the door slightly ajar, it reduces the anxiety of being closed in and feeling vulnerable, it will also help to safeguard both yourself and the pupil/parent. The most important key to all communication is positive interaction. SMILE, talk clearly and calmly and give time for young people to digest information and respond accordingly. You read "Develop Professional Relationships with Young People" in category "Papers" Don’t be afraid to correct a young person if their language or reaction is not acceptable and if a situation requires, don’t be afraid to walk away, but let the young person know you will be returning to them to talk. Outcome 3 Effective communication between adult to young person and adult to adult is not actually that different. The key points still apply to any person you have a form of communication with: 1. Smile! 2. Show Positive Body Language, . Talk clearly, calmly but assertively, 4. Show active listening, 5. Show acknowledgement for emotions and 6. Confirm understanding. As adult’s we are more aware of situations and differences and how that can effect communication. I would like to think that w orking within the education system also gives us a good knowledge of how best to deal with this. Cultural and social differences require some understanding of what will make the communication most effective. Will there be any barriers to understanding or language? Would two members of staff (one male, one female) have a more positive effect or make communication easier? Is there any confidentiality or child protection concerns based on the cultural or social difference of the adults involved? (Especially if discussing their child). Thought would need to be given to such barriers and ensuring you adapt communication appropriately. The situation of the communication can be the biggest variant, as meetings are not always planned or parents can arrive at the school unannounced. Conflict could be the cause of the communication taking place, which would therefore present a more challenging situation to adapt to. However for all these circumstances the basic positive interaction would still apply. The six key points above would ensure that you stayed focus, that effective communication could take place and that adults would feel that they could trust you to communicate fairly with them. Even if you disagree on something, effective communication will still build trust between you. 3:1 – There may be situations where you don’t have all the answers required or are able to offer the support needed. It would be in these situations where you could refer an adult to either: * Another member of staff, either more appropriate to the subject (specific subject teacher) or Senior Leadership. In house support staff, (Guidance Welfare, or SEN) * Information on another service to contact who could offer more appropriate support or advice. Doing this would ensure that you are offering all the support and guidance that you can to an adult, you are confirming that you have listened and understood the individual’s needs and you have provided them with further support. Case Study – An unannounced adult complaint, I was called to reception because a member of the public had arrived demanding to speak with the headmaster. He was very angry because of an incident which had happened on the bus that morning. I escorted the gentleman to an office which had easy access due to his disability, and apologized for the fact that some of our pupils had behaved so badly. I then asked him to explain to me exactly what had happened on the bus; Some young people wearing our uniform had been rude to him and had purposely knocked his leg whilst sitting on the bus, after he had explained to them that his leg was pinned and he was unable to bend or move it, which was why he was sitting at the back of the bus. What had enraged him more was whilst sitting in reception the same group of boys had walked past; recognized him and then ran off laughing. I confirmed key points and wrote them down. As he did not know names, we then used the Sims system to look through photos, so that he could identify the pupils involved. I also wrote these onto the statement. I then discussed what our next actions would be and assured him that a member of the Guidance Team would be in touch at the end of the day to inform him of what had been done. His contact details were taken and I escorted him back to reception, commenting that the majority of our students are very well behaved and polite and that I was sorry he had had a poor experience of some of our pupils. As arranged, my colleague who dealt with the pupils in question, called him back to inform him of what had been done and ask if anything else was required of the school for him. This was a conflict situation which was dealt with promptly and effectively, leaving the gentlemen in question with a positive experience of dealing with staff at our school, and knowing that behavior is addressed appropriately and effectively by staff. Outcome 4 Too often you hear adults say to a child â€Å"Do as I say, not as I do†. I however feel this is not the most productive way to teach young people how to be responsible people. Every adult has a part to play in being a role model for the younger generation, whether you are a parent, relative or just an adult in the street. If young people see us behaving in a certain way, they will see that as being acceptable and will behave accordingly. As the adults in society it is our responsibility to teach others what being a positive role model and member of society means. Within the school setting, I find that I have adopted the guidance role in my manor when dealing with all pupils. I do not instruct pupils to do things, I not TELL them to behave a certain way. I aim to guide them into making the right choices. I treat all pupils fairly, I do not shout or raise my voice at people, and I do not use inappropriate language or actions towards people (both staff and pupils). I aim to treat people as I would expect to be treated myself, and have high expectations in this! If a young person is not compliant, I will offer choices and give clear instruction as to what each choice will lead to. It is then up to the pupils to choose their path and face whatever consequence comes from that choice. If a pupil is using inappropriate language or behavior I will address them by stating that is not the correct way to behave and thank you for not continuing to act that way. (this may need repeating! ) However being a good role model is not just about being the ‘perfect’ human being all the time. That is impossible! Young people need to learn that all adults are people, we have bad days, days when we feel ill or tired or angry, just the same as them. The important thing is that we teach them how to behave when we are feeling like that or put in situations where we have to deal with others who feel like that. It is teaching them that it is ok to be angry, but there are still some things you can’t do, like physical violence or shouting/swearing at people. It is ok to make mistakes, but learn from them and apologize if you have done something wrong. I often talk behaviours through with young people. â€Å"Is it ok to behave like that? † they will often respond â€Å"No†. Ask them â€Å"what should you do in that situation? † 9 times out of 10 they can actually give you a decent answer, if they struggle, again give two options and ask them to choose which would be the best. This gives them ownership over their decisions but also teaches then the understanding of consequences for actions and choosing to make the right decisions. Being a good role model is about being a positive member of society, having manors, saying please and thank you as a matter of normality and teaching people to be responsible for their own actions, both positive and negative. If young people see the adults around behave like this all the time, they too will make the right choices and grown into positive citizens with high expectations of themselves and what they achieve. 4:1 – One would like to think that working within the education system that all the adults you work with have a like mind when it comes to working with young people and values. Encouraging adults to have positive relationships with young people, works much the same way as encouraging young people to have positive relations with each other. Leading by example is the best way to teach people how to treat each other, but sometimes it requires more than this. Mediation can be a good way of helping to restore negative relationships between staff and pupils, it gives them a chance to explain things to each other, reflect and restore trust in their relationship. Sometimes it can become necessary for staff to exchange helpful information with each other about how best to work with particular students. Some staff may have certain tactic that they find work well with a specific young person and can encourage other staff to use them to enhance their working relationship with the pupil in lessons. Outcome 5 All policies and procedures are clearly set out in our staff handbook, which is reviewed and republished at the beginning of each school year (September). All staff have access to this through the intranet and paper copies are kept by our DHR. Sharing information is encouraged and necessary for effective communication within school, weekly briefing meetings are held for all staff to share information and fortnightly Inclusion meeting are held to keep staff up to date with key pupils and strategies. Confidential information is shared between key staff members: Staff information is handled by out DHR and their Line Manager, Pupil information would be dealt with by guidance and welfare staff. Staff who have a concern about a pupil, would report this to the guidance and welfare department, this would then be dealt with accordingly between the department. If child protection concerns are highlighted, this information would be passed to the Designated C. P Officers, Mr. Cooley-Greene and Mrs. Godfrey (Myself), we would then liaise between each other and our Senior Officer Miss Greenhalgh. Staff information is kept on file by the DHR, and only she has access to this information, all staff queries are dealt with by Mrs. Beynon and she is responsible for ensuring that data is protected and stored correctly. Pupil information is stored on the school Sims system. All staff have access to the information on this system, but only specific staff have access to edit or view certain parts of the system. All C. P Files are stored in a separate file, which is password protected and a locked file. Contact details and parents information can be seen by any staff, but only edited by reception staff, all staff are aware that no information should be given out to other parents or pupils. The Sims system is password accessed so only staff who have been given access to the school system can view this information. Information is shared and reported in many different ways depending on the content. Informal concerns, or non-confidential information is usually reported through staff verbally or through email. Once the information has been dealt with a communication log on Sims, or an track of emails will be saved into the pupils file in the guidance drive. This information can be accessed by all staff and be shown to a parent in required. More significant information is often still share verbally, but in confidence, a significant event sheet, will them be completed and auctioned and again saved to the pupils file. Child protection information would be disclosed verbally to a C. P Officer, and all relevant paperwork completed and auctioned, saved either electronically in password protected files or on paper, stored in a locked C. P file. Information regarding staff would be dealt with in much the same way, again dependant on content but reported to the appropriate Line Manager or DHR. How to cite Develop Professional Relationships with Young People, Papers

Environmental Management In Oil Production â€Myassignmenthelp.Com

Question: Discuss About The Environmental Management In Olive Oil Production? Answer: Introducation In the past few decades, the production of olive oil production has increased drastically. The production includes two types of centrifuge systems. Both the research papers Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy` and `Adding Value to Olive Oil Production Through Waste and Wastewater Treatment and Valorisation: The Case of Greece` deal with the pollution that occurs during the oil production. Lastly, the research articles give an in-depth analysis on carbon footprint and energy footprint during extra virgin olive oil production and the generation of solid and water waste from the olive-pomace industries respectively. The given article Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy` provides an assessment of carbon footprint and energy footprint during the extraction of extra virgin olive oil. The research is centred in an Italian province, Perugia. The first research article is based on the study of olive cultivation, extra virgin olive oil production, packaging, storage and exportation to the foreign countries. The storage requires -18?, which emits a certain amount of carbon monoxide to the atmosphere. The article tried to evaluate the intensity of the impact on the environment through ISO certified life cycle assessment method or LCA (Rinaldi, Barbanera and Lascaro 2014). The LCA result showed that distribution of extra virgin olive oil contributes the largest amount of carbon footprint and energy footprint in the environment. The olive production emits 86% of production of extra virgin olive oil along with packaging in the glass bott le and electricity emit 73% of the greenhouse gas in the environment (Salomone and Ioppolo 2012). The second research article `Adding Value to Olive Oil Production through Waste and Wastewater Treatment and Valorisation: The Case of Greece`, deals with the production of wastes during olive oil production in Greece. The process produces a huge amount of solid and water wastes. The pomace olive oil production generates a greater amount of waste than extra virgin olive oil production process as it goes through two-phase or three-phase centrifuge system. The respective paper works on the alternative process of utilizing the wastes in the production and for that Hellenic Ministry of Rural Develop and Food, Regional Chamber of Commerce and Industry collect secondary data from the Greek olive oil factories. The paper states that three-phase production process produces higher waste than two-phase production (Valta et al. 2015). In terms of reducing the solid and water wastes evaporation pond is considered as a solution. The process of collection of oil, neutralization of acidic substance s and disposal of sediments to the evaporation pond, prevailed in Greece. The evaporation pond is responsible for producing sludge. Sludge can be recycled as soil improver if mixed with other substrates (Tortosa et al. 2012). This is known as valorization process solid waste management. From the production to the recycle of the wastes, every step has to have the economic feasibility to carry on the process. According to me, the application of life cycle assessment method is effective in measuring the greenhouse gas emission during extra virgin olive oil production in Italy. The availability of data from the local area is not always accurate. Through this study, it can be inferred that usage of lighter bottle and ammonia during cooling may help to reduce carbon emission in the environment. I am also of the opinion that if the waste is turned into bio energy then it will be beneficial for the environment as well as economic to the industries. To reduce the imbalance in the environment an advanced alternative process other than evaporation pond and valorization process is needed. References Rinaldi, S., Barbanera, M. and Lascaro, E., 2014. Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy.Science of The Total Environment,482, pp.71-79. Salomone, R. and Ioppolo, G., 2012. Environmental impacts of olive oil production: a Life Cycle Assessment case study in the province of Messina (Sicily).Journal of cleaner production,28, pp.88-100. Tortosa, G., Alburquerque, J.A., Ait-Baddi, G. and Cegarra, J., 2012. The production of commercial organic amendments and fertilisers by composting of two-phase olive mill waste (alperujo).Journal of Cleaner Production,26, pp.48-55. Valta, K., Aggeli, E., Papadaskalopoulou, C., Panaretou, V., Sotiropoulos, A., Malamis, D., Moustakas, K. and Haralambous, K.J., 2015. Adding value to olive oil production through waste and wastewater treatment and valorisation: the case of Greece.Waste and Biomass Valorization,6(5), pp.913-925.