Has the Arab Spring met the popular demands in North Africa A Case Thesis Proposal

Has the Arab Spring met the popular demands in North Africa A Case Study as Tunisia Negotiates an inclusive governance - Thesis Proposal Example Inspired by the social uprising in Tunisia, the Arab Spring caused similar impacts in other North African states like Egypt, Libya, etc. The extent to which the governments of the North African states have been able to meet the expectations of the Arab Spring and the demands of the people can be found in this thesis work. The thesis work has been conducted with the help of analysis on the secondary data and information on the North African states and the occurrence of Arab Spring that brought about the changes in those countries as desired by the common masses. The Arab Spring is a wave of mass protests and demonstrations that began in the Arab world for the time in the year of 2010. The wave of protests were not only limited to the Arab countries but also spread to the other parts and majorly in the North Africa. Tunisia which is the smallest country in North Africa and is a member of the Arab League has been in the forefront of the news with Arab Spring spreading to the country and other parts of North Africa. The uprising of the Arab Spring in North African States and Tunisia in particular has been mainly due to the discontent of the people in the region on the failure of their governments to establish an inclusive government that upholds the freedom and rights of the people (Perkins, 2013, p.57). The differential treatment of the North African governments on the different sections of the society and the lack of legitimacy of the Muslim brotherhood rulers in providing the basic infrastructure for the growth of the countries have led to the uprising of the people and opposition leaders against the ruling authorities. The North African government, namely Egypt, Tunisia, Libya, etc were unable to meet the rising demands of the people. There were lack of infrastructure for education, health, livelihood and investments. The availability of jobs in the countries was much below the demand for employments. Thus the income level of the people

Types of Teachers Essay Example for Free

Types of Teachers Essay Abstract This paper explains three different types of teachers and their role and impact over the educational system. By the same token it is emphasized that the teacher is an important part of the learning process who impacts the shaping of the lives of young children. The relationship between a student and a teacher is a difficult one in most of cases and it is something that raises problems which need to be resolved. At this point every teacher has different way of presenting and teaching the given material and the crucial role in establishing a good and fruitful collaboration with students is the approach of the teacher which should inspire positive attitudes and amiable atmospheres for learning. To illustrate such an approach, as well as the opposite of it, this paper consists of the following types of teachers: intimate, authoritative and indifferent teachers. Keywords: authoritative, intimate, indifferent teacher; Types of Teachers. Teachers are the ones that pass the knowledge over to the students and they utilize different way of presenting the given material. According to Jupp (2012), â€Å"Teachers make thousands of decisions each day, and they don’t do it about abstract ideas. They do it about a life of a child. You can’t imagine anything harder. † For instance, some teachers bear this in mind and manage to create a friendly atmosphere which gives the students the needed motivation for seeking knowledge, whereas some teachers are not so proficient. The reason for this can be the lack of motivation of the teacher, because there are many teachers who evolve in this profession only because there was nothing else to do and their interest is simply based on earning money. Their goal at the end of the class is a finished syllabus, not passing knowledge. Students find this kind of situation frustrating and their frustration is seen in the outer world. Balanced, positive classroom will bring out the best of students. Many psychological studies, such as Baumrind (1971) which shows the various parenting styles can correlate with various teachers’ classroom styles in the sense that a good model of a parent is an appropriate model for teacher. According to the study, the crucial elements of relationships are the responsiveness and demandingness. Considering these elements teachers can be classified as authoritative, intimate, and indifferent. Authoritative teachers will be characterized by a high response, and a high demand, and are considered to be the closest to the ideal picture of a teacher. Most of them can be described with personality traits such as: curious, creative, attentive, principled, astute, patient, hardworking, gregarious, communicative, and openhearted and perhaps the most important, proficient. They are eager to know something more about the student apart from their first and last name, something more about their individuality, more personal. They are more likely to build a good relationship with the students and will allow them participation in the class, as long as it is something relevant to the topic of the lesson, so the student involvement in the class is at a very high rate. These ways of participations are â€Å"important predictors of social and academic adjustment† (Hughes, 2002). The authoritative classroom might be an excellent opportunity for developing speaking skills, because an authoritative teacher is open to feedback and debates with the students. However, authoritative classroom might not be ideal for developing speaking skills because some authoritative teachers are closed to feedback as this may question their authority. An authoritative teacher would organize the class neatly and orderly and the discipline would be present throughout the class, so the students would feel comfortable and respectful. In ideal situation mutual respect and cooperation are the most important tools of an authoritative teacher for their approach of teaching, although not every authoritative teacher uses them. Intimate teachers are characterized by high response and low demand, i. e. high involvement in students’ lives but occasionally poor establishment of a control in the classroom. When making decisions, the students’ feelings might be taken into consideration and nothing else. Intimate teachers often ignore disrespectful behaviour and discipline will not be present in such a classroom. This atmosphere is more like to be friendly but chaotic and may result in a classroom which is entirely out of control. Being kind is good, still being too kind and ignoring the discipline will be a dead end. This kind of teacher will probably be liked by most of the students but the teaching can be poor and it may result in poor academic skills. Indifferent teachers are characterized by low response, low demand, and little or no control over the class. They are one of the worst types of teachers. The image that students get of them is that they seem to be bored with the class and are eager to finish with it as soon as possible. The involvement of the students is at a very low rate. Some of these teachers do not prepare for class and usually are sitting in front of the class, sighing and citing word by word the lesson from the book. Others will tell the students to read silently as they are gazing somewhere or contemplating matters not even close to the lesson material. An indifferent teacher lacks motivation and is not at all hardworking. This teacher appears generally uninterested and might not even bother to provide different materials during the course, so students are able to get the exams from the previous years. That will certainly have negative feedback and students will have low motivation and poor or no knowledge at all. Classroom discipline is a concept unknown for these teachers. They lack the skill and motivation to establish a discipline in the class needed to provide an orderly atmosphere class. The reason for the indifference may be due to the lack of motivation for teaching. As mentioned in the abstract, some of these teachers may be those who become teachers unintentionally, because there was nothing else to do. Students will respond negatively of the atmosphere. If one asks a student to describe an indifferent teacher, he/she will probably sigh and say something like learning is up to the students as far as that teacher is concerned. Students who have this type of teacher do not have the opportunity to exercise speaking skills at all. According to Rowe, K. (2003), the type of the approach of the teacher i. e. the established relationships result in creating certain characteristic behaviours. The statistics show that the authoritative type produce students who are responsible, socially competent, well prepared and knowledgeable, the intimate teachers produce irresponsible students with poor leadership skills; and indifferent teachers produces students with poor verbal skills and poor or no knowledge at all. Teachers are the ones that teach the lessons of humanity and should take more responsibility in creating their approaches towards students. Regarding these classifications the closest to an ideal teacher is the authoritative one. In addition, according to Baumrind (1971), the authoritative approach is the best approach because it correlates with appropriate student behaviors. It is true that to be an authoritative teacher is much easier to imagine than to accomplish. Since, the students are to be the next academic citizens who deal with various positions and for that purpose teachers should think twice before stepping into a classroom unprepared. However, even the least motivated teachers should simply consider if the teachers they are being at the moment are the ones they would prefer their children to have. References Baumrind, D. (1971). Cornell University College of Human Ecology. Parenting styles and adolescents. Retrieved from http://www. human. cornell. edu/pam/outreach/parenting/research/upload/Parenting-20Styles-20and-20Adolescents. pdf Hughes, Jan N. (2002) Authoritative Teaching: Tipping the balance in favor of school versus peer effects. Journal of School Psychology 40(6), 485-492 Retrieved from http://www. centerforcsri. org/research/improvement. cgi? st=ssr=SR005149 Jupp, B. (2012, January 18). Join ED and teachers for#teach talk discussion on twitter Retrieved from http://www. ed. gov/blog/2012/01/join-ed-and-teachers-for-a-teachtalk-discussion-on-twitter/ Rowe, K. (2003) â€Å"The Importance of Teacher Quality as a Key Determinant of Students’ Experiences and Outcomes of Schooling Retrieved from http://research. acer. edu. au/research_conference_2003/3.

Killer Angels by Michael Shaara Essay -- Essays Papers US Civil War Es

Killer Angels by Michael Shaara Most people think of the Civil War as a military battle between the North and South. Without studying the subject, they do not appreciate the facts that make up this historical event. When one reads the novel, Killer Angels, the reader is given a much better perception and understanding of what actually happened during the war. Killer Angels, by Michael Shaara, is a realistic historical depiction of the great battle of Gettysburg, which left 50,000 Confederate and Union soldiers dead, wounded, or missing. The novel is set up in chronological order of events that took place during the four days of the bloody and decisive battle of the Civil War. The tale is told from an alternating north and south perspective. In this manner, readers can have a good mental picture of how each event came about. It even shows maps for a better understanding of each step the North and South took. It is clear where each of the battles were taking place and why the generals try to use the land for their own advantage. It was very interesting to read about the different strategies and tactics the generals utilized in the attempted destruction of their enemies. The well-deserved rave reviews that litter the front and back covers drew me to it, but Shaara's powerful writing style and stunningly human characters drew me into it. Shaara has an amazing ability to portray the major players of the battle, whose real personalities must have since been lost over a...

To Kill a Mocking Bird :: To Kill a Mockingbird Essays

To Kill A Mocking Bird To Kill a Mocking Bird is based in about 1935, right in the middle of the depression. It is set in a small town in Alabama called Maycomb. Maycomb, like most small southern towns, has a problem with widespread racism toward Negroes. The novel focuses on one family, the Finches. In the family there are three people, Scout, Jem and Atticus. Atticus is a lawyer and is defending a Negro man in court (Tom Robinson), something that was not often done in the south due to racism. Many people feel threatened by this and feel very resentful toward Atticus. Throughout the novel all the members of the Finches and many others display courage in their attempts to stand up for what they believe in. In the beginning of the novel we meet Jean Louise Finch, or Scout for short. Scout is an energetic little six year old. She still has her innocence and has not yet been able to understand the concepts of racial discrimination or hate. Scout is confused by what some of her classmates have been saying abou t her father, Atticus Finch. Many of her classmates call Atticus a nigger lover. Being only six Scout does not know how to handle such situations so she solves her problems by fighting. On the day that Tom Robinson was moved to the Maycomb jail to await his trial, Atticus left the house to go and sit outside of the jail to watch over Tom to make sure that nothing happens to him. Scout, Jem and Dill followed him there to make sure that nothing happened to him. Suddenly several cars pulled up at the jail. A mob got out of the vehicles and demanded that Atticus step aside so that they could get at Tom. Frightened the children came running to Atticus' side and asked him if everything was okay. Atticus told them to go home, but they refused. Suddenly, Scout saw a man that she knew, Mr. Cunningham. She said hi to him, twice before he acknowledged her. She began asking him questions about his entailments and talking about Walter, his son. At first he said nothing, Scout was afraid that she had done something wrong. Then finally he said something, he said that he would tell Walter that she said hey. After that, they all left. By singling out Mr. Cunningham she turned to mob into individuals and thus making them more aware as to what they were doing.

Do You Believe in Love at First Sight Do You Believe in Love at First Sight ?

â€Å"Do you believe in love at first sight ? Or .. um .. should I walk by again ? â€Å" Blush .. Blush .. Well , Ladies and gentlemen ! Honestly , even If I keep walking past you in ‘circles’ , you won’t fall in â€Å"love† with me . Yes , you might have a crush on me , my presence may cause a powerful infatuation , but it would not , my friends , be love †¦ To all those who immediately got those contradicting thoughts in their minds , Ladies and Gentlemen ! I speak †¦ of experience . . . 22nd October 2010 â€Å"Omg ! Omg ! Omg ! Did you See him † â€Å"Umm .. Who? † â€Å"That guy!!The one with the deep black eyes !! † â€Å"Uh well   Fatima , most boys here have ‘black’ eyes .. And secondly , we’re here for academic purposes .. not for mating ! † â€Å"I know , But .. but †¦ Omg ! He’s so .. so hawwtt ! I mean , so attractive .. so beautiful .. He’s , he’s like a d ream come alive , incredible †¦Ã¢â‚¬  â€Å"Woaaahh ! Wait , wait a minute ! Who is this guy ? † â€Å"The one , the one that just passed by us !! † â€Å"Umm †¦ ? † â€Å"The one with the light spikes†¦ ? â€Å" â€Å" Ughh , I dunno .. well common Fatima , I think we should get back to work †¦Ã¢â‚¬â„¢   Ã¢â‚¬Å"But .. †¦ †¦ †¦ †Three days Later â€Å"Fatima !! FATIMA ! WHAT . IS . THE . CHEMICAL FORMUALE OF HYDROGEN PEROXIDE !! â€Å"      Ã¢â‚¬Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Oh , Yes sir ? †¦ Sorry sir †¦ I dunno †¦. â€Å" â€Å"Out Of the Class !! † Later that day â€Å"Fatima , you were Actually day dreaming in the â€Å"Chemistry class â€Å" ! What were you thinking !? † â€Å"Umm .. you know , about Arham â€Å" â€Å"Arhum ? Who Arhum ? † â€Å"The .. the guy , the one I told you about the other day †¦ ’   Ã¢â‚¬Å"What ?! You were actually serious about him ? You don’t even know him ! And .. How do you know his name ? † â€Å"Yes ofcourse I was serious ! You don’t know .. e’s the one I’ve been waiting for .. My soullmate †¦ I know , God created us a pair .. I .. I just know . And Pluss , I spent 5 hours on facebook searching   and finally I found him !! I’ll send you the link !! † â€Å"Whaaaaaaaaaaaat?! Well , I think that’s stupidiy .. I mean .. I dunno †¦ Anyways , did you send him a friend request ? † â€Å"No, I didn’t †¦. Boys ask out girls first . † â€Å"But he doesn’t even know you !!! † â€Å"He does ! I’m sure we’re bonded . he’ll come to me one day . † â€Å"So what are you gonna do till then †¦ Day dream ? Listen to slow romantic songs?Smile in solitude like a freak? Or .. † â€Å"Enoughh! !! That’s it ! Lets go now .. â€Å" It continued like that †¦ Arh am played in my mind like a symphony . I felt my heart beat like â€Å" Arham †¦ Arhum †¦ Arhum †¦ Until , two weeks later , my friend told me : â€Å"Fatima ! Did you see Arhum’s display picture on facebook ? : â€Å"Omg ! No I didn’t , we were out yesterday ! â€Å" â€Å"You know what ? He was holding hands with this girl and there was an edited heart over it† â€Å"What †¦ ? †¦ †¦ .. She must be his cousin †¦ I know .. he’s not like that â€Å" â€Å"Cummon Fatima ! Use your senses ! † â€Å"No!You know when I looked at him †¦ O could see the purity , the decency in him .. He’s a good boy â€Å" â€Å"Well .!! You’re Impossible †¦ ! † With the passage of time and my , I guiltily say â€Å" desperate† condition , I came to know many facts about Arhum †¦ among which some of the slightly bad ones were that .. he smokes , he was once suspended for two days , umm à ¢â‚¬ ¦ he got just four D’s in his mocks and .. well , I had thought of censoring that one , but he’s the only , proud record holder of changing Seven genuine , pretty girlfriends in just grade ten .! At first , I defended his acts at my best .However it was only a matter of time before I came familiar to the devilish character underneath that sweet , angelic face . On the upcoming school gathering , miraculously , I locked eyes with Arhum the second time in my life   Ã¢â‚¬ ¦ who was enjoying the company of yet , another girl . I felt hatred run through my body †¦ Those eyes .. the ones which once struck me blind now appeared to be the eyes of the   Satan itself . His spikes , well now he looked as if he had suffered an electric shock . In my mind , I cursed him in â€Å"Four† different languages .So what became of the love I felt , eh? The la la la melody which made me dance in front of my mirror .. Well , you know what guys ? The feeling went as quick ly as it had come .. The â€Å"love† we call is more like a seasonal virus , or should I say more like dengue . This is where I say , I do not believe in love at first sight ! So , for God’s sake , please do not fall for   those falling pants , and yeah , those mascara and kajal clad eyes . It was my responsibility to warn you and now that I have , thankyou and goodbye . Well , now excuseme ladies and ‘not so gentle’men .! (:

Email in the Enterprise essays

Email in the Enterprise essays Email in the Enterprise has grown into a necessary evil for corporate leaders. In todays workplace, email has become as much a staple as the copy machine. Because of its speed, low cost, and efficient use of technology, it is a management headache for every C.I.O. on the list of Fortune 1000. Besides the worry of ever changing viral and worm threats, supervisors have to monitor and manage the personal use of the company email system. There is also the need for companies to provide a certain amount of email archiving to allow for data recovery without exposing the company to unnecessary expenses in the event of retrieving evidence in legal matters. Another consideration is the way email has grown from an informal Internet line of communication to a high level and formal way of communicating in the modern workplace. Email in the Enterprise has brought on new challenges for the CIO, forcing the Chief Information Officer to safeguard against mal-ware, to be prepared for legal respo nsibilities, and to establish guidelines for use. Email has several pitfalls, which managers must learn to deal with. Of these concerns the more serious and prolific are the guarding against mal-ware, preparing for disasters, and the onslaught of the unsolicited email known as Spam. All of these problems can cost a company a lot of money to safeguard against and prepare for. For most companies this means managers are trying to do more with less personal and resources in todays competitive global economy. Most of us can remember when, in March of 1999, we heard on the news of a new virus, Melissa that was shutting down email systems around the world. It was a simple exploit as described by CERT (originally called the "Computer Emergency Response Team formed by the Defense Advanced Research Projects Agency) that used a macro to spread itself by enticing the victim to open an email attachment. The reason this virus was so successful i...

Korean Conflict Essays

Korean Conflict Essays Korean Conflict Essay Korean Conflict Essay Abstraction In this essay you will larn about the Korean War struggle and how it ended and what went incorrect. Besides how the United States trades with the struggle of the Korean War. How did this war affect American esthesias. including the manner Americans viewed the war and themselves? There were many different effects occurred as a consequence of the Korean Conflict. which ended in 1953. with 1000s of human deaths but no clear master and no peace pact signed. The north continued to be occupied by communist forces. and the South becomes an American ally. Besides. Korea illustrated how a comparatively contained struggle could turn into a much broader regional inferno. As the struggle escalated. there were points in clip in which China and the Soviet Union could hold conceivably been drawn into the struggle. potentially ensuing in another regional. or even general war. Possibly most significantly. Korea illustrated how tenseness between the U. S. S. R. and the United States could go all-out struggles. Other long-run effects include the constitution of lasting atomic installings in South Korea and the committedness of conventional U. S. military equipment and military personnels to South Korea for decennaries afterwards. Make the war alteration America’s universe and why? Other of import legislative alterations include the transition of the War Power Act ( 1973 ) . necessitating U. S. presidents to have expressed blessing from Congress before forces could be deployed overseas for combat intents. Politically. the struggle resulted in an antipathy to farther American casualties. which basically changed U. S. intercession in ulterior international struggles. The Democratic party besides experienced serious effects in 1968. Democratic electors. split over U. S. engagement in Vietnam. divided their ballots between Hubert Humphrey and George Wallace. ensuing in a Republican presidential triumph a Democratic party whose political relations were changed basically. Economically. the Vietnam Conflict resulted in rising prices as disbursement for Vietnam continued. but the United States remunerated mostly through monetizing of the money supply. Because the Americans did non cognize if the Korean War was over or non so the Americans attempt to travel on with their lives but it was difficult to make so. Be the result of the war beneficial or detrimental to the United States ( or a combination of both ) ? I do believe that the Korean War was good to the United States than it was damaging. The United States gained cognition from the Korean War ; it was good to them in the long tally. The United States besides gained awareness from the War. The United States of America became cognizant and more apprehension of the falling domino consequence of communism. After the Korean War the United States rearmed and go a universe power and the United States realized that they needed to duplicate the size of their ground forces. For the following war that may to go of may be coming to the United States. Mentions My campus. aiu-online. com/library/CourseGuide/5/Tutorials/AIUAPA/ebook. htpl Editorial Board. ( 2012 ) . History. Schaumburg. Illinois: words of wisdom. Retrieve from hypertext transfer protocol: //mycampus. aiu-online. com/pages/bookshelf. aspx Course Materials: HIST105-1205B: U. S. History U. S. Relations: The Korean War hypertext transfer protocol: //www. phosphate buffer solution. org/newshour. uh. edu/database/Subtitles. cfm? titleID=75

Hull House essays

Hull House essays While in Europe, Jane Addams and Ellen Starr visited the university settlement of Toynbee Hall which had inspired them to start a similar project in Chicago. Helen Culver agreed to rent them Hull House for $60 a month. Most of the people living in the area were recently arrived immigrants from Europe. Addams and Starr moved in to Hull House on September 18th 1889. They started out by inviting the people living in the area to the House. Addams and Starr decided to start a type of school. Addams attended to the boys and Starr taught the girls basic home skills. The women then decided to turn Hull House into an art gallery. Starr began art and developed a system where people could borrow art and hang in their own homes. The locals preformed songs, dances, games and food associated with their home country. Jane Addams said that it was obvious that the object of the settlement program should be to "help the foreign-born conserve and keep whatever of value their past life contained and to bring them into contact with a better class of Americans." Women were influenced by Christian Socialism which had also been the base of Toynbee Hall. And Florence Kelleys arrival at Hull House attracted other social reformers to the settlement whom then influenced the working-class women. Kelley and several other women at Hull House contributed to the passing of the Illinois Factory Act. Wealthy people in Chicago contributed money. This enabled the group to expand its activities. The Hull House settlement has received a lot of support and is spreading to other cities in the United States. So far there are 74 settlements in the United States. These women are just beginning a revolutionary change throughout the U.S. ...

What Were The Political, Economic, And Social Circumstances That Led Essay

What Were The Political, Economic, And Social Circumstances That Led To The Holocaust - Essay Example However, the Jews were not the only victims of Nazism. It is estimated that as many as 15 million civilians were killed by the Nazi regime, including millions of Slavs and 'asiatics', 200,000 Gypsies and members of various other groups. Furthermore, thousands of people, including Germans of African descent, were forcibly sterilized.1 The word holocaust originally derived from the Greek word holokauston, meaning "a completely (holos) burnt (kaustos) sacrificial offering", or "a burnt sacrifice offered to God". In Greek and Roman pagan rites, gods of the earth and underworld received dark animals, which were offered by night and burnt in full. Holocaust was later used to refer to a sacrifice Jews were required to make by the Torah.2 Initially, the Nazis used killing squads, the Einsatzgruppen to conduct huge open-air killings, in some instances murdering as many as 33,000 people or more in a single day, as in the case of Babi Yar. However, by 1942, the Nazi leadership decided to implement the Final Solution, the genocide of all Jews in Europe, and increase the pace of the Holocaust. While concentration camps and labor camps to contain political enemies had existed since soon after the Nazis came to power in 1933, the Nazi leadership built six extermination camps, including Treblinka and Auschwitz, specifically to kill Jews. Millions of Jews who had been confined to diseased and massively overcrowded Ghettos were transported to the "Death-camps" where they were either gassed or shot, usually immediately after they disembarked from trains.3 As the war started, massive massacres of Jews took place, and, by December 1941, Hitler decided to completely exterminate European Jews. In January 1942, during the Wannsee conference, several Nazi leaders discussed the details of the "Final Solution of the Jewish question" (Endlsung der Judenfrage). Dr. Josef Bhler urged Reinhard Heydrich to proceed with the Final Solution in the General Government. They began to purposely deport Jewish from the ghettos and all occupied territories to the seven camps designated as Vernichtungslager, or extermination camps: Auschwitz, Belzec, Chelmno, Majdanek, Maly Trostenets, Sobibr and Treblinka II. Sebastian Haffner published the analysis in 1978 that Hitler from December 1941 accepted the failure of his goal to dominate Europe forever on his declaration of war against the United States, but that his withdrawal and imminent calm thereafter was sustained by the attainment of Hitler's second goal-the annihilation of the Jews.4 The execution of the Final Solution resulted in the most deadly phase of the Holocaust. However, mass killings of over one million Jews had already begun before the plans of the Final Solution were fully implemented in 1942, but it was only with the decision to eradicate the entire Jewish population that the extermination camps were built and industrialized mass slaughter of Jews began in earnest. This decision to systematically kill the Jews of Europe was made by the time of, or at the Wannsee conference, which took place in Berlin, in the Wannsee Villa on January 20, 1942.5 In addition to the Jews, the Roma and Sinti were also targets of the Holocaust which resulted in about 220,000 deaths in the Holocaust (some estimates are as high as 800,000), between a quarter and a half of the European population. Other groups deemed "undesirable", especially Poles, Soviet military prisoners of war including Russians and other Slavs, the mentally or physically disabled, homosexuals, Jehovah's Witnesses, Communists and political dissidents and criminals, were also persecuted and murdered.

Imperialism Essay Example | Topics and Well Written Essays - 1500 words

Imperialism - Essay Example n instance, Michael Parenti depends on the economic exploitations of imperialism as the basis of his definition, as he says, â€Å"By imperialism I mean the process whereby the dominant politico-economic interests of one nation expropriate for their own enrichment the land, labor, raw materials, and markets of another people† (24). A true impartial tone about the core nature of imperialism is Lake’s definition, as he says, â€Å"Imperialism is a form of international hierarchy in which one political unit, or polity, effectively governs or controls another polity† (7232). Since Lake’s political perspective focuses on the core political aspect of imperialism, it, though implicitly, implicates other aspects also through the two terms â€Å"effectively governs or control† and â€Å"another polity†. The term â€Å"effective control† refers to suppressions in various economic and cultural forms because the dominant polity in imperialism cannot assimilate â€Å"another polity† within itself by obliterating the otherness and the distance that prevails between the dominant and the dominated. Lake refers to this failure of the imperialistic dominant to shed the otherness as a primary cause of suppression in the following quote: â€Å"Exploitation of the weak by the stron g is not essential to imperialism, but it is an often natural outgrowth of effective domination. The affinity between domination and exploitation explains the typically pejorative status of the term.† (7232) In fact, the definition of imperialism is such that it cannot shed off its oppressive and repressive apparels. The existential basis of Imperialism essentially lies in the early European Colonialism. Though the overall concept of imperialism is different from early European colonialism, the underlying motif to rule the weaker people is existent at the core of these two forms of dominance. Indeed the later one is more associated with the political systems of ruling the people of an area than the colonialism

Plato's design systems that reduce the apparent irregularities in the Essay

Plato's design systems that reduce the apparent irregularities in the motions of the planets to regular motions in perfectly re - Essay Example Plato's later dialogues abound in mathematical allegories. Timaeus begins with a very long one, Statesman contains a short one, the Republic has three, and both Critias and Laws are permeated with them from beginning to end. When Plato died in 347 B.C. his pupils and friends immediately began to argue about these mathematical constructions and about Plato's purpose in using them for models of souls, cities, and the planetary system. By the beginning of the Christian era much of Plato's mathematics had become a riddle. Many rivals clamored for recognition as the â€Å"single harmony† Socrates heard from the planets.1 A certain number which he confidently proclaimed â€Å"sovereign† in political theory was labelled â€Å"numero Platonis obscurius† by Cicero (c. 100 A.D.), with the hearty concurrence of later scholars; an interpretation which Nicomachus promised at about this time was either lost or never written. By the fifth century A.D., Proclus, one of the last to head the Platonic Academy, could not pretend to understand Plato's arithmetic, although he was astute enough to label as spurious a then popular interpretation of the Timaeus â€Å"World-Soul.† Down through history Plato's mathematical allegories defied Platonists either to reconstruct his arithmetic or to find in it the implications he claimed for it. In 1937 Francis Cornford, concluded that the difficulties which arise in abstracting a planetary system from Plato's musical arithmetic in Timaeus were due to a metal â€Å"armillary sphere† which the Academy possessed. â€Å"Plato probably had it before him as he wrote.†5 In 1945, in his translation of the Republic, Cornford not only omitted â€Å"the extremely obscure description† of Socrates' â€Å"sovereign number,† but he also allowed himself to â€Å"simplify the text† of the tyrant's allegory. The theoretical cosmic psychologies proposed by Plato found practical application in the wo rk of Claudius Ptolemy. Ptolemy has a claim to being the most influential of classical astronomers on account of the respect with which his encyclopaedic work on mathematical astronomy, the Syntaxis, or Almagest. While the Almagest, is usually the centre of attention when Ptolemy's astronomy is examined, if his cosmology is to be understood on its own terms, its purpose cannot be understood independently of two of his other works, the Harmonics and the Tetrabiblos, in both of which he raised the soul's relationship with the stars. Ptolemy his work in two phases, the first was concerned with the measurement of celestial positions and the second with the measurement of their effects which was foundations of western astrology. Those effects might be felt in the natural world but also in the psychological, the realm of the soul. Ptolemy's psychological astronomy can be divided into two forms, the contemplative and the analytical. Kepler was also influenced by Plato's Ideas. He used Plat o's regular solids to describe planetary motion. He assigned the cube to Saturn, the tetrahedron to Jupiter, the dodecahedron to Mars, the icosahedron to Venus, and the octahedron to Mercury. He is remembered in the history of sciences for his three planetary laws. Kepler's first law abolishes the old axiom of the circular orbits of the planets. The second law breaks with another axiom of traditional astronomy, according to which the

Blog proposal Essay Example | Topics and Well Written Essays - 750 words

Blog proposal - Essay Example In addition, media has allowed increased educational gains for the audiences. Increased research has allowed mediums of communications to serve better than ever (Ward). However, in the recent times, the impact of media has been adverse on the political economy. It is being proposed here that the story that will be written within the field of journalism will be about media terrorism. The concept of media terrorism will be introduced in the blog post as an English expression where it will be studied in the context of news mediums being used for terrorists’ information. The best example that can be taken in order to study the aspect of news terrorism can be Al-Jazeera channel through which the information regarding terrorists’ activities and protocols are broadcasted. Some of the news agencies believe that giving out such information to the general public is extremely dangerous because it is more likely to increase panic within the civic life. Also, it is more likely to ma ke the defensive operations halting or prone to have loopholes. However, at the same time, there are arguments which are posed against keeping secrecy from general audiences. It is stated that nation needs to understand and get informed about problems that may occur in the longer run. It is mainly because anything terrorist activity that is more likely to happen within a country would directly impact the lives of people. Therefore, they must be educated about such issues and aspects (Ward). It should be noted that there are different dimensions to this subject matter. As mentioned above, there are two schools of thought when it comes to the subject of news terrorism. At one point, there can be people who are against the aspect of informing about terrorists threats while on the other hand, there are people who claim that one must be aware of such threats because it can allow respective authorities to take relevant actions to stay alert

The European sovereign debt crisis dominated international financial Essay - 1

The European sovereign debt crisis dominated international financial markets during 2010-2012. Economies fell into recession and financial market volatility was high - Essay Example d not be contained as the problems only in the Greek region, given the economical and financial structure governing the European nations it was apparent that this crisis was a truly ‘European’ crisis and couldn’t be handled in isolation with any one country. The Greek deficit was a direct result of the The European Nation came into being in 1992 through the signing of the Maastricht Treaty. The treaty established the euro as legal tender for all the participating nations, with the exclusive responsibility of forming the monetary policy for the euro zone falling on the European Central Bank. The treaty promised great benefits for the nations admitted to the euro zone. There were two major economic rewards firstly it increased the ease of borrowing for individual governments based on the average rating for the whole of euro zone; nations with high deficits and low GDP would enjoy the same average rating as a benefit from the high economic performance of stronger euro zone economies. Secondly, the uniform monetary policy meant that no nation could devalue its currency or lower interest rates etc to increase their competitive advantage. This leveled the playing field for all participants of the Euro zone. However, the mechanics behind these ‘benefits’ were risky and the major criticism for the treaty. The countries were still held responsible for designing their fiscal policies in order to positively influence the economy, but without the control of monetary measures, they could not manage their sovereign debt problems through devaluation of currency or lowering the interest rates. Another concern, which would later prove to be true, was the idea that some economies might become ‘free-riders’ and depend on other participating nations in the euro zone to indulge in high debt to finance economic activities without the required increase in productivity. In order to put a check and balance on the system, a â€Å"convergence criteria† was set upon for the

Blog proposal Essay Example | Topics and Well Written Essays - 750 words

Blog proposal - Essay Example In addition, media has allowed increased educational gains for the audiences. Increased research has allowed mediums of communications to serve better than ever (Ward). However, in the recent times, the impact of media has been adverse on the political economy. It is being proposed here that the story that will be written within the field of journalism will be about media terrorism. The concept of media terrorism will be introduced in the blog post as an English expression where it will be studied in the context of news mediums being used for terrorists’ information. The best example that can be taken in order to study the aspect of news terrorism can be Al-Jazeera channel through which the information regarding terrorists’ activities and protocols are broadcasted. Some of the news agencies believe that giving out such information to the general public is extremely dangerous because it is more likely to increase panic within the civic life. Also, it is more likely to ma ke the defensive operations halting or prone to have loopholes. However, at the same time, there are arguments which are posed against keeping secrecy from general audiences. It is stated that nation needs to understand and get informed about problems that may occur in the longer run. It is mainly because anything terrorist activity that is more likely to happen within a country would directly impact the lives of people. Therefore, they must be educated about such issues and aspects (Ward). It should be noted that there are different dimensions to this subject matter. As mentioned above, there are two schools of thought when it comes to the subject of news terrorism. At one point, there can be people who are against the aspect of informing about terrorists threats while on the other hand, there are people who claim that one must be aware of such threats because it can allow respective authorities to take relevant actions to stay alert

Distributive Justice Term Paper Example | Topics and Well Written Essays - 1000 words

Distributive Justice - Term Paper Example The benefits are obvious in that everyone potentially has the same chance and ability as a result of the use of distributive justice. The drawbacks are also clear however, in that this approach means that the individual’s property may not in fact be theirs, which can lead one to potentially question the idea of the individual’s right to own property in the United States today. Robert Nozick would argue that while there is a place for government that place should not extend to property. He promoted the idea that the majority cannot take from the minority unless they agree to it. Justice was outlined with three principles by Nozick, the principle of justice in acquisition, principle of justice in transfer and principle of the rectification of injustice. These principles were all sound, and when presented with a set amount of property and an increasing population the principle of transfer becomes important. Each individual may share what they have however; none of the indi viduals can be forced by the governing body to do so. Each individual can purchase property or trade for property from another but no individual can be forced to do so. Nozick stated, â€Å"The principle of distribution in accordance with moral merit is a patterned historical principle, which specifies a patterned distribution† (156). With less government intervention as he sees it is possible to see some parts of society have more property than another, however, if everyone is working to provide for and purchase property with the intent of generating either personal gain or simply a stable life for one’s family unit than these patterns as Nozick says would adjust themselves based on need and the natural tendency of society as an entity’s to grow and change. The principle of justice in acquisition was directly connected to the principle of justice in transfer for Nozick. He saw that some people steal, defraud, enslave, seize and utilize force to exclude others f rom competing. It was his idea that none of these were beneficial or right. However, contrary to his approach and views regarding the right or wrongness of these others actions he still supported the use of state based decision making with regards to what is fair or not. He wrote, "Social and economic inequalities are to be arranged so that they are to be of greatest benefit to the least-advantaged members of society." And yet he also believed that stealing, defrauding, enslaving and more were wrong. If we use a distributive approach as he would have us do we are in fact ensuring that the less fortunate will gain much needed items, however, we are also ensuring that the state is made to forcibly or through the threat of force take from others to supply this. While the idea of distributive justice is a fair minded one it is a difficult approach to rectify when attempting to prevent civil crimes or crimes against the individual. We see by looking at Nozicks approach that it is impossi ble to promote absolute equality without taking from someone which in turn immediately discards the idea of equality. While the balance has been accomplished with product and property there will now be impropriety within the system of law which translates to inequality within the law. This approach would in effect cause the state to be a criminal simply by its

Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay I am a Registered Mental Health Nurse working for a private company and was given the opportunity to work as an in-house trainer when the regional trainer left the company last year. It was my responsibility as the trainer to ensure all staff was brought up to date with Mandatory training such as Health Safety, Moving Handling, Data Protection, and Safeguarding Vulnerable Adults Children to name a few sessions. So the question had to be asked: What is the role and responsibility of the teacher in the lifelong learning sector? To find this out I would need to do some research to find the evidence as well as go to college to gain the relevant qualification to support my role as a teacher. Gravells, A (2012) believes, it is not just about the teaching but also about the learning that takes place; and that it is not just the students who will be learning but also the teacher. The sessions will have to be specific, at a language and stage the students can understand as well as assessing them as we go along to ensure learning has been achieved and at what level before we can move onto further sessions. Not only that, there will have to be feedback for the students as well as the teacher to assess if anything needs to be done to improve future sessions, as teachers can also learn from constructive criticism; this was something I had not thought about and will have to cope with as not everyone is perfect; Walker, G (10. 6. 2013) goes on to say that having critical feedback can promote good constructive growth in both relationships and the individual. It was at this point I decided to go to college and gain the relevant qualification that would help me gain insight and knowledge to ensure I was doing the teaching sessions correctly. The Institute for Learning (2008) is an independent professional body for tutors, trainers, teacher’s student teachers in the further education and skills sector who support excellence in professional teachers and trainers practice for learners in worked based learning so this was a good place to start for me to gain knowledge on behaviours expected of my students so that the company I work for, my students and myself and most of all the wider community would benefit. As part of my Professional Nursing Body NMC Code of Conduct (2008) my first concern would be to treat all individuals with respect and dignity, this also ties in with the Institute for Learning, who have similar codes of professional conduct. I would have to be professional in my role, although I know this is going to be a challenge as some of the people I will be teaching are my friends and I know that boundaries can be challenging at the best of times. As a teacher I will have professional boundaries to which I need to work within; it is all too easy to get involved with the personal lives especially as I will know my students on personal and professional levels; I will need to stick to the planned sessions and if I need to speak to anyone about their personal lives I will refer them onto their clinical supervisors. But I am sure I will remain professional and show respect to them, then the same will be reciprocated. I will uphold the reputation of the company, my nursing profession and that of the teaching role to ensure no damage is done. I will take reasonable care to ensure all members of staff who attend training will remain safe and I will protect and promote their health and well-being and help them develop knowledge at their level of learning. It was my role as a trainer to ensure people were first of all motivated to come to the training in the first place and once they were there I had to gain their interest by involving and engaging them in the sessions I was going to teach. I would need to identify their needs as each member of staff have done different learning schedules and some were more up to date on their mandatory training than others. I would then be able to assess, evaluate and mentor them throughout the days of training. According to Rogers (2001, p. 15) if you are not motivated you cannot and will not learn. She goes on to say, as a tutor, it is my role to keep them motivated by keeping the current flowing; to do this I need to research the information I will be teaching and ensure the students I will be teaching will understand the subject. Although this is a mandatory requirement of the company and policies and procedures had to be followed and are available both in the staff office and on the intranet of Lighthouse Healthcare for all to read and gain insight in what the company would expect from us as employees. As the trainer I would have a list of all the staff members personal details, under The Data Protection Act (1998 amended 2003) I would ensure all details are kept secure, relevant, used in accordance with the individual’s rights and kept no longer than necessary; if a member of staff leaves then all records will be archived until such a time it can be shredded. It would be my responsibility to identify the needs of each member of the group; if there was someone who was disabled or used a wheelchair, or they may be pregnant and could not do some of the techniques taught in some of the sessions such as moving and handling. If so then it was my responsibility under the Equality Act (2010) to ensure I have researched my attendees and provided them with the facilities and sessions appropriate to their needs. The Health safety at Work Act (1974) states staff should have a safe working environment, it is the duty of every employer to ensure, as far as is reasonably practicable, all employees have their welfare, health and safety at the workplace. At this point one member of staff did approach me and stated they found it really hard to work more than 2 days in a row due to their depression, as the training was going to be for 3 days I suggested we did their 3rd day on another set of training days I had planned for the next month. This made the member of staff happy and we as employers showed we had fulfilled their needs under The Equality Act and the member of staff had not been discriminated due to their illness. I would need to book the appropriate room, ensuring the room is the right temperature and appropriate to the group’s needs. Maslow (1954) believed you must satisfy the lower levels of basic needs before you can progress to the higher levels; therefore, if his theory was to work, if all my students had their basic needs like food and warmth they should progress up the pyramid and achieve fulfilment and learning. Maslow (1954) ‘The earliest and most widespread version of Maslows (1954) hierarchy of needs includes five motivational needs, often depicted as hierachical levels within a pyramid. ’ As well as having the appropriate resources available, with a backup plan should there be any issues. I would need to plan the daily sessions according to the needs of the company training schedule which would need to reflect on the Health Inspectorate Wales (HIW) (2013) regulations and what they deem as necessary for mandatory training. These sessions would be spread over a course of 3 days so that it is not rushed and the needs of the students are thought of; they would need regular breaks to take away any boredom, as mandatory training is not the most exciting of subjects to teach or indeed learn but they are a company requirement that need to be completed yearly in accordance with HIW recommendations. It would also be my responsibility to provide hand outs, that are relevant and researched, at he beginning of the session with pens in case anyone wanted to take notes during the session; then at the end I would hand out evaluation forms to gain feedback on my teaching sessions; what have I learned from this, what went good and what could be improved on. This would then improve the quality of my work ready for future training sessions. Pennington (2008) explains that: According to Thorndike’s (1911) Law of effect, if the effect is rewarding for the organism, then the behaviour will tend to be reproduced again in the future. If the effect is punishing, the behaviour is not likely to be reproduced in the future. Therefore, I would need to ensure my sessions were interesting for people to learn so they would want to return back to my sessions over the next few days and for any future sessions I will have planned. If they have enjoyed the first sessions chances are they will enjoy the next ones. First of all I would explain the Health and Safety aspects of the room, what to do should the fire alarms sound and show them where the nearest fire exits were. Then to start the session I would do an ice breaker session as this would help people to relax and relieve any anxieties they may have, it will hopefully break down barriers, give people belonging to the group and help people remember names. It will promote team work and encourage people to share their interests and common grounds and it will give me some idea of how each person reacts and interacts in a group ready for the sessions I will be teaching. There are many books devoted just for ice breakers sessions but it all depends on what your needs are and who you will be working with but their main aim is to give ideas of how to get your students to work as a group and feel they are fully present; if you are not fully present in a group then you cannot learn. Rogers, J. 2001) I would need to stick to the schedule and not digress as this could delay the day and sessions may get rushed near to the end and important information may not be taken in; therefore the learning needs may not be met which could have a knock on effect putting theory to practice in the workplace. Whilst presenting I would have had to gain the knowledge to present it with confidence. According to Blooms Revised taxonomy Anderson, L. Et al. (2000), I would have to be creative, evaluate, analyse, apply, understand and remember my information teaching for it to work. Therefore, to be creative, I will need to bring in new ideas and a different way of viewing things should help with my planning. I will be able to evaluate and analyse through observation by doing an evaluation form for the students to complete when their training is finished. I will apply theory to practise with the knowledge I have gained and where I found the sources so the students can gain further knowledge themselves by reading and looking at the relevant websites. I will finally put my information on paper and powerpoint to ensure I have prompts to remind me and the handouts would reflect the knowledge with an area for the students to take notes to help them remember the information I have taught. The final part of the day would be the quiz I had prepared to see if they had taken in any of the knowledge I had taught over the previous days. My week would not end when the students left the room for the final day of training; I would then have to assess whether they have met the criteria of a pass or whether they would need to be referred back for further training. This is defined by scoring over 40/50 on the knowledge quiz, which was previously discussed at an executive meeting with the regional training officers at head office. I would also need to add the people who attended training onto the database of attendance to ensure they receive their certificates of attendance, it is also evidence they have attended mandatory training and it would allow them onto the unit to continue with safe practice after gaining knowledge through mandatory training and following the companies Policies and Procedures.

Theory Of Tensile Test Engineering Essay

Theory Of Tensile Test Engineering Essay Tensile test is a standard engineering procedure to characterize properties related to mechanical behavior of materials. The properties describe the response of the material during the actual loading conditions. The variation in geometry of the specimen has to be considered. Although the behavior of the material inside elastic limit is of considerable importance but the knowledge beyond elastic limit is also relevant but plastic effects with large deformation takes place in number of manufacturing processes. The Fracture toughness acts to stop the progress of fracture in a material. Fracture toughness vary according to the loading rate, environment, temperature, the composition of material and its microstructures together with geometric effects. These factors are important for welded joints when metallurgical and geometrical effects are complex. Theory of Tensile Test, elastic constant, surface energy, fracture toughness and derivation of fatigue potential energy, lethargy coefficient, surface energy per unit area / per unit mole, and fracture toughness using dynamic fatigue. life equation are presented in this chapter. 2.2 TENSILE TEST The engineering Tensile Test is also known as tension test which vary widely used for providing the base of the design information on the strength of material and as an acceptance test for the specification of the materials. Tensile Tests are very simple, relatively, inexpensive, and fully standardized. Under the pulling type of loading something, it can be very quickly determined how the material will react to the these type of forces being applied in tension. As the materials are being pulled, its strength and elongation can be find out. A lot of about a substance can be learned from tensile testing. As the machine continues to pull on the material until it breaks, a good, complete tensile profile is obtained. The curve shows how it reacted to the forces being applied. In the tension test a specimen is subjected to a continually increasing one directional tensile force while simultaneous observations are made of the elongation of the ductile specimen. Fig 2.1 shows a typical stress -strain diagram for mild steel. Fig 2.1: Typical Stress-Strain Curve for mild steel [1] A: Proportional limit B: Elastic limit C: Upper yield point D: Lower yield point E: Ultimate stress point F: Breaking point Proportional limit: Stress is a linear function of strain and the material obeys Hookes law. This proportionality extends upto point A and this point is called proportional limit or limit of proportionality. O-A is a straight line portion of the curve and its slope represents the value of modulus of elasticity. Elastic limit: Beyond proportional limit, stress and strain depart from straight line relationship. The material however, remains elastic upto state point B. The word elastic implies that the stress developed in the material is such that there is no residual or permanent deformation when the load is removed. Upto to this point, the deformation is reversible or recoverable. Stress at B is called the elastic limit stress; this represents the maximum unit stress to which a material can be subjected and is still able to return to its original form upon removal of load. Yield point: Beyond elastic limit, the material shows consideral strain even though there is no increase in load or stress. This strain is not fully recoverable, i.e., there is no tendency of the atoms to return to their original position. The behavior of the material is inelastic and the onset of plastic deformation is called yielding of the material. The point C is called the upper yield point and point D is the lower yield point. The difference between the upper and lower yield point is small and the quoted yield stress is usually the lower value. Ultimate strength or tensile strength: After yielding has taken place, the material becomes strain hardened (strength of the specimen increases) and an increase in load is required to take the material to its maximum stress at point E. Strain in this portion is about 100 times than that of the portion from O to D. Point E represents the maximum ordinate of the curve and the stress at this point is known either as ultimate stress or the tensile stress of the material. Breaking strength: In the portion EF, there is falling off the load (stress) from the maximum until fracture takes place at F. The point F is referred to as the fracture or breaking point and the corresponding stress is called the breaking stress [1]. The stress-strain curve is constructed from the load-elongation measurements (fig.2.2).The stress used in this stress-strain profile is the average longitudinal stress in the Tensile Test. It can be obtained by dividing the load by original area of cross-section of the specimen. Stress = (2.1) The strain used for the engineering stress-strain curve is the average linear strain, which is the rate of the elongation of gauge length of the specimen, and its original length. = = = (2.2) Fig 2.2: The Engineering Stress-Strain Curve [2] The magnitude and shape of the stress-strain curve of a metal will depend upon its prior history of plastic deformation, heat treatment, composition , and the strain rate, temperature, and state at which stress imposed during the testing. The different type of parameters which are used to describe the stress-strain curve of a metal are the percentage elongation, reduction of area, tensile strength and yield strength. The first two are ductility; the last two indicates strength parameters. In the zone of elastic limit, strain is measured by an extensometer attached to the gauge length. In the elastic limit stress is linear proportional to strain. When the load exceeds a value above the yield strength, the specimen undergoes to plastic deformation. It is permanently deformed if the load is released to zero. The stress, to produce continuous plastic deformation, increases with increasing plastic strain i.e. the metal strain-hardens [2] . The volume of the specimen remains constant during plastic deformation, = o o (2.3) Where = Final area of cross section of specimen = Final length of specimen o = Original area of cross section of specimen o = Original length of specimen And as specimen elongates, due to this it decreases uniformly in cross sectional area. At the beginning the strain hardening more than compensates for this decrease in area and the engineering stress continues rises with increasing strain finally a point is arrived where the effect of decrease in specimen cross-sectional area is higher than the increase in deformation load arising from the strain hardening. This typical condition reaches first at some point in the specimen that is slightly weaker than the rest. The further non elastic deformation is concentrated in this region, and the specimen begins to neck or thin down locally. For the reason that the cross-sectional area now is decreasing far more rapid rate than the deformation load is increased by strain hardening, the actual amount of load required to deform the specimen falls and the engineering stress in the same way continues to decrease until fracture occurs. Many varieties of fractures can occur during the processing of m etals and their use in different types of application. One of them is the Ductile Fracture. [3] 2.2.1 DUCTILE FRACTURE Ductile fracture has been defined as fracture occurring with appreciable gross deformation. Ductile fracture in tension is usually defined by a localized reduction in diameter called necking. Very ductile metals may actually draw down to a line or a point before separation. This kind of failure is usually called by rupture. Consider segment of a cylindrical bar of length , cross-sectional area A0 and subjected to a load as shown in fig 2.3(a) when the load is increased to 12 and further to , the area of cross-section decreases to 12 and and length elongates to 12210 as shown in figs. 2.3 b-c-d. The conventional stress and conventional strain are obtained in each case by It clearly shows that the original A is assumed constant .This criteria may be true for elastic range only as elastic reduction in cross-sectional area is negligible , being only about 0.1% . The strains are also very small. However, while dealing with the plastic range, the reduction in cross-sectional area and the strain are large (compare Fig. 2.3 a and b). Hence cannot be taken as constant, and may not be used for strain calculations at all the loads. Thus the need arises to obtain true stress and true strain in plastic range. These are determined in steps as follows [4]. Fig 2.3: Stages in the formation of a cup-and-cone fracture [4]. 2.3 Universal Testing Machine The servo hydraulic testing machines provide both load controlled and displacement control machine. These versatile machines are well adapted to computer control. With modern computer control it is possible to conduct tests based on the control of calculated variables such as true strain or stress intensity factor. Fig2.4 shows a picture of Universal Testing Machine. In UTM top cross head can be adjusted to three positions for extended tension tests (the left hand side of the machine). There are two main hand wheel controls, one for applying and the other for releasing the load. The loading valve is designed in so manner that at any setting, needed for applying incremental loads, for applying the loads quickly, for holding the loads steady and for removing the loads. An autographic recorder is used to plot the stress-strain curve during the test itself. Specimens are attached to a movable grip and to a fixed side-gripping device. A parallel spring is made of four thin plates to serve as the straight guide mechanism for the movable grip. The movable grip and straight guide mechanism are lifted over the base of the tensile testing machine so that they were not affected by friction which would otherwise seriously impair the accuracy of the Tensile Tests. Load is applied by pulling (using a precision translation stage driven by a D.C. motor) one end of steel belt, the other end, is connected to the movable grip. A load cell with a rated capacity is used to measure the load, which is the sum of the loads applied to the specimen and parallel spring. The load applied or the specimen is calculated by subtracting the load applied to the parallel spring, calculated from the Fig 2.4: Universal Testing Machine. [3] Characteristics of the parallel spring measure in advance, from the measure load. The elongation was determined by measuring the relative displacement of the two gauge marks on the specimen. The characteristics of the testing machine have a strong influence on the shape of the stress-strain diagram and the fracture behavior a rigid testing machine with a spring constant is known as a hard machine. A screw-driven mechanical machine tends to be hard machines, while hydraulically driven testing machines are soft machines. A hard testing machine produces the upper and lower yield point, but in a soft machine only the extension at constant load will be recorded. Universal Testing Machine is used to conduct the Tensile Test. There are two types of machines used in tension testing. 1. Load controlled machine 2. Displacement controlled machines [3]. 2.4 ELASTIC CONSTANT Materials may be isotropic, orthotropic, and anisotropic. Isotropic materials posses four elastic constants named Youngs modulus Poissons ratio shear modulus and bulk modulus These constants are invariant and do not ordinarily change under any effect . Strain and stress on basis of atomic theory Force versus distance of atomic separation curve and bond length described in fig 2.5.The inter-atomic equilibrium distance decreases to when a compressive force is applied. Similarly on application of a tensile force the inter-atomic equilibrium distance decreases to this externally applied force is equal in magnitude but opposite in nature of inter-atomic force Therefore (2.4) Fig 2.5: Change in inter atomic distance on application of compressive forces [5]. Where is the potential energy which in the most general way can be expressed as (2.5) Hence are constant in which .The increase in length of interatomic distance is called elongation, and is given by to (2.6) Similarly the decrease in length of inner -atomic distance is called contraction ,and it is express as, (2.7) (a). The Strain is then defined as the change in length of inter atomic distance over bond length . The tensile strain ÃŽÂ µt and compressive strain ÃŽÂ µc are related as [5] ÃŽÂ µt = = and ÃŽÂ µc = = (b). The Stress à Ã†â€™ is defined as the internal resisting force i.e. inter atomic force F per unit cross sectional area A of a material. Therefore à Ã†â€™ = Due to Eqs. 2.4 and 2.5 it can be written as à Ã†â€™ = = = (2.8) The stress can be either tensile or compressive in nature. Poissons Ratio: A material, subjected to a tensile stress, elongates in the direction of tensile axis but contracts in the transverse direction the transverse strains always bear a constant ratio, with the longitudinal strain. This ratio is called Poissons ratio and is expressed by (2.9) Youngs modulus: In the fig 2.5 a tangent is drawn at .It coincide with the curve over a small range and . AB is in elastic region. This slope is proportional to the youngs modulus E of a material, Thus [5] It may be approximated that the force acts on area which is the average area per atom since number of bonds per unit area is 1/ and also knowing macroscopically that stress is proportional to strain within elastic limit (Hookes law), (2.10) (2.11) The youngs modulus is also known as modulus of elasticity or elastic modulus. Its value for a material is influenced by factor such as bonding character, temperature, and anisotropy strongly bonded solids with three dimensional network possess high values of elastic modulus [5]. The effect of temperature is to lower down the elastic modulus by 10% to 20% between 0 K to melting point .The variation of as a function of temperature for carbon steel can be expressed by (2.12) Where is in Kelvin and is in kgf/cm2 Shear Modulus: The ratio of shear stress and the shear strain ÃŽÂ ³ is defined as shear modulus or modulus of rigidity It is related to the Youngs modulus and Poissons ratio by (2.13) Bulk Modulus: A material under three dimensional loading is subjected to the stresses axes respectively. The initial volume of the material changes by then lk modulus or modulus of elasticity of volume is defined as the ratio of average stress to volumetric strain and is expressed by [5] (2.14) Where (2.15) And (2.16) (2.17a) (2.17 b) (2.17c) Here are the linear strains along axes respectively.is related to and by = (2.18) The three elastic modulii are related as (2.19a) In materials such as gels, pastes, putties and colloidal system, therefore (2.19b) 2.5 FRACTURE TOUGHNESS Fracture toughness, is defined as resistance of a material to failure from fracture starting from preexisting crack. Mathematically, it is expressed as = (2.20) Where is a dimensionless factor which depends upon the following: The geometry of the crack and material. 2. The loading configuration if the sample is subject to tension or bending. 3. The ratio of crack length to specimen width. 4. Amount of load (stress) applied to the specimen Where = crack length. = width of specimen Fig 2.6: A specimen with an interior crack [6]. Note that the entire crack length is equal to a Fig 2.7: A specimen with a through-thickness crack [6]. Fig 2.8: A specimen with a half circle surface crack [6]. Figure 2.6 shows that a is not always the total length of the crack, but sometimes it is half of the crack length in case of Interior crack [6]. The values for Y vary with respect to the shape and location of the crack. Some important values of Y for short cracks subjected to a tension load are as follows: For an interior crack which is shown in fig 2.6. For a through-thickness surface crack which is shown in fig 2.7 For a half-circular surface crack which is shown in fig 2.8 Fracture toughness,has the English customary units of psi inch1/2,and the SI units of MPa m1/2 2.5.1 Plane strain fracture toughness For thin samples, the value decreases with increasing sample thickness, b, as shown in Figure 2.9. Finally, becomes independent of b, called as the conditions of plane strain. This fixed value of becomes known as the plane strain fracture toughness. Mathematically, it is expressed as: = [7]. (2.21) Fig 2.9: A fracture toughness vs. thickness graph [7]. This value for the fracture toughness is the value normally specified because it is never greater than or equal to. The I subscript for, stands for mode I, or tensile mode [7]. 2.5.2 Fracture toughness testing machine A sharp fatigue crack(break) is inserted in the specimen, which is loaded to failure. The crack driving force is measured for the failure condition, giving the fracture toughness [9]. g Fig 2.10: Fracture mechanics testing. [9] 2.5.3 Test specimens for fracture toughness The mostly uses fracture toughness test configurations are the single sharp edge notch bend (SENB or three-point bend), and the compact (CT) specimens, as shown in fig 2.11. These type of compact specimen has the advantage that it requires less amount of material, but is more expensive to machine and more difficult to test compared with the SENB specimen. Special requirements are needed for temperature control, for this purpose we use an environmental chamber. The SENB specimens are typically immersed in a bath for low temperature tests. Although the compact specimen is loaded in tension, the crack tip conditions are predominantly bending (high constraint). If limited materials are available, it is possible to construct the SENB specimens by welding extension pieces (for the loading arms) to the material sample. (Electron beam welding(EBW) is typically used, because the weld is narrow and causes little distortion). Fig 2.11: Examples of common fracture toughness test specimen (a) SENB Specimen (b) CT Specimen [10]. Other specimen configurations are the centre-cracked tension (CCT) panels, single edge notch tension (SENT) specimens, and shallow-crack tests. These special types of tests are connected with lower levels of constraint, and can be more structurally representative than standard CT or SENB specimens. The SENT specimens are being used to determine fracture toughness of pipeline girth in submarine pipelines, especially where the installation method involves plastic straining. The position and orientation of the specimens are important. The location and orientation of the notch is critical, especially for welded joints. The orientation of the notch is defined with respect to either the weld axis or the rolling direction or forging axis of other components. In the standard SENB C T specimens are shown in Fig 2.11, the notch depth is range of 45 to 70% of the specimen width, W, giving a lower-bound conservative estimate of fracture toughness, because of the high level of crack tip constrai nt generated by the specimen design only [10]. 2.5.4 Fracture toughness Measurement Fig 2.12: Two ASTM standard compact specimen of different Widths (b). [8] There are many different experiments which can be used to obtain a value of. Almost any size and shape of sample can be used as long as it is consistent with mode I crack displacement. A possible and very simple experiment that can be performed to find a value for fracture toughness by screw-driven universal testing machine. This testing machine loads the specimen, at a constant strain rate, while a Load vs. Displacement curve is plotted by an X-Y recorder. From this plot, a possible value for Y can be calculated. With this value can be calculated. [8] 2.5.5 Effect of temperature on fracture toughness Fracture toughness varies with temperature, crack size and crack location and does not change with sample thickness. Fracture toughnessdoes also vary with strain rate, shown in figure 2.13 [9] Fig 2.13 : Fracture Toughness vs. Temperature for several steels. [9] 2.6 SURFACE ENERGY Surface energy is defined as the potential energy per unit area of surface film. It may be also defined as the amount of work done in increasing the area of the surface film through unity. Surface energy per unit area is also known as surface tension of liquid [11]. 2.6.1 Surface energy measurement of the solid The surface energy of a liquid may be measured by stretching a liquid membrane (which increases the surface area and hence also the surface energy density). In that case, in order to increase the surface area of a mass of the liquid by an amount, , a quantity of work, is needed (where is the surface energy density of the liquid). However, such a method cannot be used to measure the surface energy of a solid materials for the reason that stretching of a solid membrane induces elastic energy in the bulk in addition to increasing the surface energy. The surface energy of a solid is usually measured at high temperatures. At such temperatures the solid creeps and even though the surface area changes, the entire volume remains approximately constant [11]. 2.7 FATIGUE POTENTIAL ENERGY (U0) AND LETHARGY COEFFICIENT (ÃŽÂ ³) The dynamic fatigue equation for high-cycle fatigue under fully reversed tension-compression loading is given by [12]. =constant (2.18). From Eq. (2.18) we can say that (2.19) Where is alternating stress amplitude that gives and=1 Eq. (2.18) is rewritten as â‚ ¬Ã‚   (2.20) Lethargy coefficient can be calculated from S-N curve, to the a variation of stress amplitude to the logarithm of number of cycles to failure, as shown in fig 2.14 Fig 2.14: The S-N curve [12]. 2.8 MICROSTRUCTURAL PROCESS UNDER HIGH- CYCLE FATIGUE LOADING For high-cycle fatigue conditions, stress amplitude is below yield strength of the material, so that the strain is normally elastic. If strain is purely elastic, These will be no fatigue because elastic straining is, a reversible process. However, this difficulty is associated with over-simplification introduced by concept of a yield strength and assumption of purely elastic deformation below this yield strength. All metals undergo a minor amount of plastic strain even at low stresses. This is called microstrain, because at stresses well below yield strength the magnitude of plastic strain is small as compare to elastic strain. Microscopic examination of surfaces of samples that have been subjected to cyclic loading reveals that micro strain occurs in homogeneously in the sample, with the entire strain seemingly concentrated in a relatively few slip bands. These slip bands form during the first few thousand cycles and remain active until after a crack is formed. Because straining in these bands continues after the bulk of material has stopped undergoing strain, they are called persistent slip bands. Since the strain is so inhomogeneous, plastic strain amplitude in persistent slip bands is quite large compared to average strain amplitude. Thus damage accumulation leading to crack formation can continue in persistent slip bands at very low average plastic strain amplitude. The nature of damage which leads to crack formation in high cycle fatigue seems to be related to formation of intrusions and extrusions within slip bands. In this phenomenon, material is pushed out of surface at one point in the band and material is drawn in to form deep valleys at other points in the bands. Once a true crack has formed in a material, the presence of the crack itself dominates the stress and strain behavior in its vicinity. The development of the theory of fracture mechanics to describe the behavior of bodies which contain cracks has been quite useful in reaching an understandi ng of the process of crack propagation in fatigue [13]. 2.9 SURFACE ENERGY AND FRACTURE TOUGHNESS The Arrhenius model for the fatigue life equation and Zhurkovs static fatigue equation are of the same type, given as [14] = (2.21) Where = fatigue life of the material = material constant = Kelvin temperature =bonding energy constant of material = lethargy coefficient = function of dynamic fatigue model The fraction of the life already passed by as follows , (2.22) = fraction of the life passed in the time interval dt. The whole life is integrated like = 1 (2.23) In ordinary uniaxial Tensile Test, it is assumed that temperature is constant and that the stress increases linearly Eq. (2.23) becomes Where is the time from the start of loading up to fracture. Because fracture begins at the ultimate tensile strength, the stress is maximum at Eq. (2.23) is simplified as (2.24) The surface energy per mole is defined as (2.25) and the surface energy per unit area as = (2.26) Where surface energy per unit area for elastic brittle fracture is the time for elastic brittle fracture In terms of displacement, the surface energy is given as = (2.27) Eq. (3.27) can be written as = (2.28) Finally fracture toughness may be given as . (2.29) 2.10 CONCLUDING REMARKS In this chapter we have discussed that fracture toughness is very important for welded joints where geometric effects are complex .Theory of Tensile Test, elastic constant and surface energy and fracture toughness are presented in this chapter. The derivation of fatigue potential energy, lethargy coefficient, and surface energy per unit area, surface energy per unit mole and fracture toughness from dynamic fatigue equation are carried out.

The Importance of Diagnosing and Treating Inmates With Mental Illness

In the early and mid 1900’s the U.S went through a period know as deinstitutionalization, where patients in mental facilities were reintroduced into society. This action was sparked by the introduction of antipsychotic drugs and the lack of funding to house and maintain mentally ill patients. This was to help not only the financial restraints of the government but to help each of the patients within the facilities by giving them the ability to live a fulfilling life without confinement. In the last few decades changes in the United States judicial system such as mandatory prison sen ¬tences, longer prison terms, and more restrictive release policies have lead to an exponential increase in the number of inmates located within the jails and prisons. Currently, there are more than two million individuals incarcerated in the United States. Psychiatric illnesses within correctional populations are excessively higher compared with the general population. Currently more than half o f all in ¬mates have a diagnosis of a mental illness. Correctional facilities are legally obligated to diagnosis and treat the medical and mental health needs of the individuals committed to them. As a result, more psychologists and psychiatrists are practicing in jails and prisons. While the act of deinstitutionalization was to help people with mental illness live fulfilling lives it seems to have made a full circle back to institutionalization. This paper will discuss the view points of how the current system is inadequate in all areas and must have a complete overhaul so that mentally ill prisoners are not lost in the system, how the current U.S prison system adequately diagnosis and treats prisoners suffering from mental illness, and how the current system is... ...on is underdeveloped, funding for correctional facilities to house, diagnose, and treat inmates with mental illness is lacking, and finally the ratio of psychologists to inmates is such that there is a definite need for incentives so that psychologists are willing to work in such facilities. Works Cited Burns, K. (2011, February). Psychiatry behind bars: Practicing in jails and prisons. Current Psychiatry, 10(2), 15-20. Retrieved from http://www.currentpsychiatry.com/pdf/1002/1002CP_Article1.pdf Lamb, H. R. (2009, January). Reversing criminalization [Editorial]. American Journal of Psychiatry, 166, 8-10. Retrieved from http://ajp.psychiatryonline.org/cgi/content/short/166/1/8 NCCHC (2008, August). Managing mentally ill inmates in prisons. Criminal Justice and Behavior, 35(8), 913-927 . Retrieved from http://cjb.sagepub.com/content/35/8/913.short#cited-by

The Zipper :: essays research papers

The zipper is a very common fastener used to secure all kinds of things, especially clothing. But the zipper wasn't always around. Before the zipper was invented, buttons were used in fastening clothes, and so were hooks and eyes that had to be fastened manually. When the zipper first came out, it was somewhat of an oddity; it wasn't widely accepted. But slowly, more and more people started noticing its convenient applications, and soon it could be seen everywhere. The zipper started off as a novelty, and because of its convenience, it is now a necessity.The first zipper was invented by Whitcomb Judson. He devised it to do up boots, and got the device patented on August 29, 1893. He called it the "clasp locker". The clasp locker was much bulkier than the zipper we know today. It was a series of two rows of hooks and eyes that could be fastened by a "slider" (which was the most important part of Judson's invention). Another big difference from today's zipper is that after zipping up the fastener, the slider would detach right off the garment. Then to open the clasp locker, the slider would be re-attached at the top of the locked clasps, upside down, and then pulled down.About a year after the patents were issued, a close friend of Whitcomb Judson, named Harry Earle, and a lawyer named Lewis Walker met up with Judson, and they formed the Universal Fastening Company. They weren't very successful. One of the main reasons was that the clasp locker didn't work very well. The fastener frequently jammed, and easily rusted. But in April of 1896, some Post Office Department representatives went to the company and inspected the Judson fastener on a mailbag and pronounced it satisfactory. Twenty mailbags equipped with the fasteners were ordered. That was one of the first orders Universal Fastening Company got, and it wasn't repeated. It's assumed that the mailbags were discarded due to faulty fasteners.While Judson tried to improve his fastener, the company struggled to get customers. But soon they weren't so worried about trying to sell it, and more worried about finding useful applications for it. In early promotion, it was described as a "20th century device". Also "remarkable in its simplicity, rapidity, security, utility". The fastener would be shown applied to skirt plackets, gloves, corsets, boots, shoes, and leggings. A little later in the decade, Judson came up with a new separable fastener, called the C-curity fastener, although its patent wasn't issued until 1905.

How policies and procedures promote health, safety and security in a health and social care setting Essay

The employer’s position is to supervise the health, security and safety of all the staff, visitors, volunteers to the grounds of the building and also its service users. Employers may assign accountability for health and safety to the employees, health and safety agents, administrators and the service users as well. But, it is still the employer’s job to have supreme accountability for health and safety . Another of the employer’s roles is to make sure that all of the staff that is working under the employer is CRB checked. For under the Independent Safeguarding Authority’s’ (ISA) Vetting and Barring Scheme all staff also including any volunteers that work with people that are vulnerable have to be CRB checked. The reason for this is to make sure that the staff or volunteers are appropriate for the part that they are applying for and have not beforehand injured a child or a vulnerable adult or put then in danger of injury. It is a criminal offence for a person that is barred by the ISA to apply to work or work, with vulnerable adults or to work with children. It is also the employer’s role to reduce the risk of abuse and the way that the employer does this is by the CRB checks because it stops or reduces the chance of the staff harming the service users. Another way that the employer could stop this is by training the staff so that they will work better and so (for instance) not to be tempted to abuse a service user because the staff member is angry. The employer should also monitor the staff so that they are not doing things that they should not be doing. The ways that the employer can monitor the staff can be by monitoring the staff’s phone calls, their computers and also their accounts to see if they are doing things that they should not be doing and which could harm the service users . It is also the employer’s role to report abuse from the employees to the police The Employers responsibilities The Employers are accountable for the health and safety of employees, any visiting workers from other institutes and also visitors when they are on the grounds of the building. There are legal and organisational requirements that they have to abide by to keep people safe. In an organisation an individual will be selected to supervise health and safety for the employer. Who to make sure that they can do this say that it is vital that the person selected to supervise health and safety has to have or is keen to start a Health and Safety at Work qualification. This will obtain for the person a detailed understanding of legislation and also how to succeed in health and safety in the place of work. This will make the individuals will have a bigger chance of being safe . Records have to be maintained of all incidents and accidents as after an occurrence, the employer has a duty to evaluate the settings policies and procedures and reflect on whether the reason the occurrence was because of a fault in the system. This will stop the same hazard from happening again and also to see who is at fault for if an employee is badly hurt, because of a fault in the system, recompense would be required to be paid to the person hurt for any charges gained or loss of salary consequently because of the damage. This is why an employer should make sure that the place of work is entirely insured. The â€Å"Employers Public Liability Insurance and Compulsory Liability Insurance† is what will have to be taken out . The employer has to foresee any hazards and put into position dealings to decrease these risks from happening. To do this they do a risk assessment. This is when they observe a service user doing something and then decide the possible dangers that there are and how to overcome these dangers. ( This job can be given to suitable employees) For example, they could observe manual handling, where the capability of a service user to move themselves, possibly from their chair to their bed, will be viewed by the employer, and the best appropriate gear recognized to reduce the danger of the service user falling or acquiring uncomfortable skin from the abrasion . The employer has to make sure that the setting has health and safety procedures and policies written specifically for it. Which the employer has to check frequently to certify that the procedures and policies are keeping staff, service users and visitors safe from coming to any harm. The employer also has to put on training sessions for staff. All the staff ought to be given health and safety training in the first week of have being employed, to make sure that they will know what to do in the case of any immediate hazards to a person’s health and safety. The employer should ensure that any staffs do not manually handle any service users minus the proper training. This will ensure that that people do not pose a risk to another person because they do not have the knowledge to deal with the problem. The employer is also accountable for making sure that hazardous waste is got rid of properly, this means that it is put into specialist containers and then be put into lockable bins outside the building where certain members of staff can put the waste when the specialist containers are filled. The local council or a specialist private company will pick up these containers. This is all done to stop the spread of infection. The employer must also provide safety equipment like throwaway protective aprons and gloves for the staff to get rid of and transport the bodily waste. It is also the employer’s duty to make sure that all the staff is appropriate or fit for the job. Under the Department of Health’s Protection of Vulnerable Adults order all staff working in care homes, adult placement and domiciliary care has to be CRB checked against the Department of Health’s Protection of Vulnerable Adults list, to check if they have before injured a vulnerable adult or placed a vulnerable adult at risk of any harm. It is furthermore the duty of the employer to foresee danger or harm to a person and to install ways to decrease a risk occurring . Employers have to make a fire evacuation plan in case of any fires to ensure that the people the setting are safe and that they know what to do. To achieve this the employer have to make sure that fire evacuation regulations are on display so that everyone can see then and will know what to do in cause of an emergency so that they can get out as quickly as possible. The employer ought to make a member of staff a fire chief who trains all new staff on the evacuation design. The employees in charge of the evacuation plan have to have a comprehensive evacuation map and have precise information on evacuation as they are probably going to be the last persons who are left in the construction. There must also be evacuation actions, fire principles and fire exits in place. There furthermore should be routine fire drills. Employers have to make available suitable accommodations to preserve personal sanitation and have the kitchens designed suitably to evade contamination from other food supplies. This will stop/hinder the spread of infection. The employer has to keep a safe atmosphere for the staff and theservices users and have to track abuse and violence against employees and other professionals. They have to certify the safety of prescription medications and other supplies. Employers return to assessments yearly and proceed to confirm control procedures are in home. Employee’s roles in a care setting Employees also have the responsibility to keep safe themselves, their co-workers, service users and visitors from injury. It is the role of the employees to keep themselves, their colleagues, visitors and service users safe from harm. There are legal and organisational requirements that they have to abide by to keep people safe. The Employees responsibilities Employees must follow organisational policies and procedures otherwise the money financed in health and safety by the employers will be irrelevant. Also Employees will not be able to claim compensation if they have an accident or incident because they were not following procedures. So an employer has to use the equipment given, be present at the training sessions, and follow all the guidance that is there for their safety. This will ensure that they are safe and the people under there care are as well. All the employees have to sign in and out of the workplace so that it is known whether or not they are in the building. Employees have to be careful that everyone who entering the building has a genuine reason for being there. Employees must always ask who the person is and why they are there and who there are to visit. An employee should know what to do if a visitor arrives who is not allowed access to a certain service user . An employee must recognize hazardous circumstances and must not ignore it. For instance, a spillage might cause a person to slip and fall, or if it is a hazardous material, it might cause an infection to spread. An employee must report the spillage and put up a sign warning people. Any Items that will obstruct fire exits or will produce a tripping risk must always be moved and put away. And any defective equipment should be reported, so that accidents may be avoided in the future and also so that maintenance can be done on the faulty equipment. As an employer you have to shut and lock any external doors that have been left open or unlocked, and then check why/what it was open for. This will stop strangers getting in and children or patients with problems (like dementia) getting out. As an employee it is vital that you use and store supplies and gear as stated by the producer’s instructions, policy, guidance and legislation. An employee has to make sure that any dangerous materials are stored away in a suitable place when people do not use them. For instance, combustible ingredients have to be kept away from a heat supply. Staff that are in charge for medication have to make sure that the cupboard where the drugs are kept is locked and that the trolley with the drugs on is locked also to the wall when not in use. Also employees have to make sure that the distributing of medication is recorded so that if someone steals any it will be found out quicker as there will be inconsistencies. And furthermore employees have to make sure the temperature where the medication is stored is reserved at the right temperature as the wrong temperature can change the nature of the medication making it poisonous to the patient. When service users do their own medication it has to be unreachable for the other residents. Some groups give the service users a key to a little drug cabinet which will be in their room. This is all done to stop others from gaining access to the person’s drugs. All medical stocks, like needles and syringes, have to be locked away. Certain substances might be required to be kept in a refrigerator, like liquid drugs. Neatness is vital when you are working in a care setting, as it will stop people tripping and falling over but also so that objects may be found rapidly in an urgent circumstance. Furthermore dry things have to be stored in a place that does not contain any moisture as this will make them unusable. It is moreover an employee’s duty to inform of every threat that they recognize. They should not leave is so that someone else can deal with it. Employees have to uphold hygiene in their work place this is very important as it is very easy to get ill and pass on infections through food so to prevent this, employees have to cook food at the right temperature to stop the food being undercooked to throw away food when it pass its use by date, to wear personal protective gear to stop infection increasing/spreading and using separate knives and cutting boards for vegetables, fish and meat. Lone workers still have to abide by rules and regulations to keep themselves safe and the people that they work for. Lone worker have to comply by the Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999 which state that lone workers have to recognize dangers of the work that they are doing and Measure the hazards encompassed and furthermore they must put in place actions to gauge and limit these hazards . Sources: Health and Safety book 1