Saturday, August 31, 2019

Abstract for Literature review based on Dentists’ Knowledge of Ionising Radiation dental radiography.

Abstract for literature review Despite there is a rapid growth in the technology that has myriad benefits in improving the interventions of dental health, only a fewer dentists are well aware of the risk hazards of some these modern technologies (Praveen, et.al. 2013). Large body of evidence suggests the lack of knowledge in dentists in regards to the risks associated with ionising radiation while giving dental service (Rout and Brown, 2012). More importantly, only a handful of studies have attempted to unveil the facts and current state of knowledge and awareness associated with detrimental effects of ionising radiation in Australian and Jordanian dentists. This study, through questionnaires and interviews, examined the dentists that are giving services in Australia and Jordan and assessed their knowledge of such effects that are linked with ionising radiations. The study was carried through intense literature review was carried out to collect the current background in the subject area and the findings of these s tudies were critically reviewed. Focus of the literature review was based upon the different factors, such as the complications of ionising radiation, complications in different age group people, preventive measures and the current state of knowledge in the dentists all around the globe. Praveen, et.al (2013) suggests that radiation in dentistry is mainly used for diagnostic purposes and in a dental set-up usually the practicing dentist exposes, processes and interprets the radiograph. Although the exposure to such radiation is kept as very less, it is essential to reduce the exposure to the minimum to the dental personnel and patients in order avoid the carcinogenic and organ damaging effects that can be produced by it.. Several radiation protection measures have been advocated to ameliorate these effects. Dose dependent radiation exposure was identified as a one of the key measures in limiting the use of ionising radiation. As suggested by White and Mallya (2012), wise selection of patients to treat with ionising radiation and implement patient-specific reason, which ensures greater benefits than the harms are the two easiest ways to tackle with the risks associated with ionising radiation. However, Ayatollahi et.al (2012) suggests that this practice is not adequately implemented in majority of the dental clinics. Secondly, the review identified children as most susceptible to radiation exposure. Preventive measures such as use of special radiation protection equipments and dose dependent exposure were suggested to be central in minimising the effects of ionising radiation in children in dental clinics. Moreover, it was suggested that knowledge of such risks in dentists can make a significant contribution in the improvement of safe dental practice, ensuring adequate safeguards of both patients and dentists. The literature came up with a conclusion that up to date and evidenced based knowledge is still lacking in dentist regarding the risks of radiation hazard. This will need re-educating and re-training the dentists, make them aware of ionising radiation risks, and make them able to answer any queries from patients about the risks of ionising radiations (Praveen, et.al. 2013). As part of the clinical practice, all dentists are required to undertake radiography as part of the clinical practice in which dentists and members of the dental team, must understand the basic principles of radiation physics, hazards and protection, and should be able to undertake dental radiography safely with the production of high quality, diagnostic images (Rout and Brown, 2012). Although the grey area that was identified was that, dentists are poorly informed on how to use medical imaging tools safely and efficiently. Furthermore, they are found to underestimate the radiation risk and their devastating effec ts in patients’ long term health. In addition, some of the studies revealed that despite some knowledge on the harmful effects of ionising radiation in patients, as well as in their own health, the knowledge of patient’s protection including the exposure distance and prevention of radiation leakage, protection of personnel, i.e. the occupational risk hazards of ionising radiation, dentists were reluctant to employ these safety measures in day to day practice (Rout and Brown, 2012)). Considering the context of this study, no research has evaluated Australian and Jordanian dentists’ knowledge on the risks associated with ionising radiation in the dental clinics; suggesting the importance and need to carry out this study. This puts patients of different age groups in significant risk of developing pathological conditions that are induced by the exposure to ionising radiation. Thus, designing a training module to teach dentists about radiation safety and risk is mandatory for safe dental health practice. This study provides insights into developing new strategies, policies and practices to minimise or even avoid such risks in the future. References Gray, C.F. 2010, â€Å"Practice-based cone-beam computed tomography: a review†, Primary dental care : journal of the Faculty of General Dental Practitioners (UK), vol. 17, no. 4, pp. 161-167. Lalla, R.V., Saunders, D.P. & Peterson, D.E. 2014, â€Å"Chemotherapy or radiation-induced oral mucositis†, Dental clinics of North America, vol. 58, no. 2, pp. 341-349. Metsala, E., Henner, A. & Ekholm, M. 2013, â€Å"Quality assurance in digital dental imaging: a systematic review†, Acta Odontologica Scandinavica, . Praveen, B.N., Shubhasini, A.R., Bhanushree, R., Sumsum, P.S. & Sushma, C.N. 2013, â€Å"Radiation in dental practice: awareness, protection and recommendations†, The journal of contemporary dental practice, vol. 14, no. 1, pp. 143-148. Rout, J. & Brown, J. 2012, â€Å"Ionizing radiation regulations and the dental practitioner: 1. The nature of ionizing radiation and its use in dentistry†, Dental update, vol. 39, no. 3, pp. 191-2, 195-8, 201-3. Verma, S.K., Maheshwari, S., Singh, R.K. & Chaudhari, P.K. 2012, â€Å"Laser in dentistry: An innovative tool in modern dental practice†, National journal of maxillofacial surgery, vol. 3, no. 2, pp. 124-132. White, S.C. & Mallya, S.M. 2012, â€Å"Update on the biological effects of ionizing radiation, relative dose factors and radiation hygiene†, Australian Dental Journal, vol. 57 Suppl 1, pp. 2-8.

Succubus Blues CHAPTER 17

I woke to the sound of Aubrey purring in my ear. Sensing my consciousness, she moved closer and licked the part of my cheek near my earlobe, her whiskers gently rubbing against my skin. It tickled. Squirming slightly, I opened my eyes. To my astonishment, light, color, and shapes came through to me – albeit in a blurred, distorted manner. â€Å"I can see,† I muttered to Aubrey, trying to sit up. Immediately, myriad aches and pains screamed all over my body, making the motion difficult. I lay stretched out on my couch, an old afghan tossed over me. â€Å"Of course you can see,† Jerome's cold voice informed me. Aubrey fled. â€Å"Though it'd serve you right if you couldn't. What were you thinking, looking at an angel in full form?† â€Å"I wasn't,† I told him, squinting at his dark-clad shape pacing in front of me. â€Å"Thinking, that was.† â€Å"Obviously.† â€Å"Lay off,† came Carter's laconic voice from somewhere behind me. Straightening up and peering around, I made out his fuzzy form leaning against a wall. Peter, Cody, and Hugh also stood nearby in the room. It was a regular, dysfunctional family reunion. I couldn't help but laugh. â€Å"And you were there, and you were there†¦Ã¢â‚¬  Cody sat down beside me, his features materializing into sharp focus as he leaned in to study my face closer. Gently, he ran a finger along one of my cheekbones, frowning. â€Å"What happened?† I sobered up. â€Å"Is it that bad?† â€Å"No,† he lied. â€Å"Hugh was worse.† The imp made a nondistinct noise across the room. â€Å"I already know what happened,† snapped Jerome. I didn't need to see the demon's face in detail to know he was glaring at me. â€Å"What I don't understand is why it happened. Did you actually try to come up with the most dangerous situation possible? ‘Hmm, let's see†¦ dark alley, no one around†¦ ‘ That sort of thing?† â€Å"No,† I shot back. â€Å"I wasn't thinking of that. I wasn't thinking of anything except getting home.† I related the evening's events to the best of my ability, beginning with the footsteps, ending with Carter. When I'd finished, Hugh sat down in an armchair across from me, pensive. â€Å"Pauses, huh?† â€Å"What?† â€Å"The way you tell what happened†¦ you got hit, pause, then another one, pause, then another one. Right?† â€Å"Yeah, so? I don't know. Isn't that how fights work? Punch, draw back, get ready for another? Besides, we're talking about breaks of, like, a second or so. Not real breathing time.† â€Å"There was nothing like that for me. I had slashing too. It was an onslaught. A stream of blows, continuously. It defied understanding or ability. Definitely supernatural.† â€Å"Well, so was this,† I countered. â€Å"Believe me, I couldn't fight against it. It wasn't some mortal mugging, if that's what you're suggesting.† Hugh simply shrugged. Silence fell, and I gave the imp a sidelong glance to the best of my limited vision's ability. â€Å"They're looking meaningfully at each other, aren't they?† â€Å"Who?† â€Å"Carter and Jerome. I can feel it.† I turned to Carter, suddenly wondering if my trip last night had been for naught. â€Å"I don't suppose you salvaged the shopping bag I had on me?† Walking over to my kitchen counter, the angel produced a bag and tossed it to me. My depth perception still off, I missed, and the bag bounced off the couch onto the floor. The book slipped out. Jerome snatched it up in an instant and read the title. â€Å"Fuck me, Georgie. Is this why you were out skulking in dark corners? This is what you nearly got killed for? I told you to lay off the vampire hunter investigating – â€Å" â€Å"Oh come on,† cried Cody, jumping up in my defense. â€Å"None of us believe that anymore. We know there's an angel doing this – â€Å" â€Å"An angel?† I heard heavy amusement and even a scoff in the demon's words. â€Å"No mortal did that to me,† I agreed hotly. â€Å"Or to Hugh. Or to Lucinda. Or to Duane. It was a nephilim.† â€Å"A nephi -what?† asked Hugh, startled. â€Å"Isn't that a character on Sesame Street?† Peter spoke up for the first time. Jerome stared silently at me for a moment, then finally demanded, â€Å"Who told you about that?† Not waiting for an answer, he turned toward the angel. â€Å"You know you're not supposed to – â€Å" â€Å"It wasn't me,† retorted Carter mildly. â€Å"I'm guessing she figured it out on her own. You don't put enough faith in your own people.† â€Å"I did find out on my own, though I had help.† I briefly detailed my string of leads, how one had led to another, from Erik to the book at Krystal Starz. â€Å"Shit,† muttered Jerome, after listening to my spiel. â€Å"Fucking Nancy Drew.† â€Å"Okay,† said Peter, â€Å"compelling chase or no, you still haven't told us what a nephilopogus is.† † Nephilim,† I corrected. Hesitantly, I looked at Jerome. â€Å"Can I?† â€Å"You're asking me for permission? How quaint.† Taking that as acquiescence, I began uncertainly, † Nephilimare the offspring of angels and humans. Like in that passage in Genesis. Where the angels fell and took human wives? Nephilim are the result. They have certain abilities†¦ I don't know all of them†¦ strength and power†¦ like Greek heroes†¦Ã¢â‚¬  â€Å"Or like major nuisances,† added Jerome bitterly. â€Å"Don't forget that.† â€Å"How so?† Hugh asked. I continued when Jerome didn't. â€Å"Well†¦ what I read said they used to cause strife and slaughter among humans.† â€Å"Yeah, but this one's not going after humans,† pointed out Peter. Carter shrugged. â€Å"They're unpredictable. They don't play by anyone's rules, and honestly, we're not really sure what this one's intentions are. It's playing a game, that's for sure, what with its attacks on random immortals and that note it sent Georgina.† â€Å"Two notes,† I corrected. â€Å"I got another one just before Lucinda died, but I was with Seth all night and didn't read it until the next day.† Hugh and the vampires turned to stare at me. â€Å"You were with Seth all night?† asked Cody, astonished. â€Å"Which one's he again?† Hugh asked. â€Å"The writer,† provided Peter. The imp regarded me with new interest. â€Å"What'd you do ‘all night' then?† â€Å"Can we not discuss Georgina's love life right now, fascinating though it may be?† Jerome gave me a speculative look. â€Å"Unless, of course, this Seth person is someone of strong moral character and principle whose life energy you plan on stealing soon in support of the greater cause of evil and its goals.† â€Å"Right on the first, not on the rest.† â€Å"Damn it. I need a drink.† â€Å"Help yourself.† Jerome wandered over to my liquor cabinet and sifted through its contents. â€Å"So how can we spot this nephilim ?† asked Cody, getting us back on track. I glanced uncertainly at Carter and Jerome. I didn't know any of the technicalities. â€Å"You can't,† the angel announced cheerfully. â€Å"They can hide their signature too, then. Like higher immortals. â€Å" He nodded back at me. â€Å"Yes, they have the worst characteristics of both their parents. Ample power and pseudo-angelic abilities, mixed with rebelliousness, a love of the physical world, and poor impulse control.† â€Å"How much power?† I wanted to know. â€Å"They're half-human, right? So half the power?† â€Å"That's the clincher.† Jerome looked much more cheerful with a glass of gin in hand. â€Å"It varies wildly, just as each angel has a different level of power. One thing is clear: Nephilim inherit a lot more than half their parent's power, though they can never exceed it. It's still plenty – which is why I've been trying to knock sense into all of you to stay clear. A nephilim could easily blow one of you out of the water.† â€Å"But not one of you.† Peter spoke the words more as a statement than a question, despite the uncertain note lacing his voice. Neither angel nor demon responded, and another piece clicked into place for me. â€Å"That's why you guys are going around with your signatures masked. You're hiding from it too.† â€Å"We're merely taking appropriate precautions,† Jerome protested. â€Å"It ran from you,† I reminded Carter. â€Å"You must have been stronger than it.† â€Å"Probably,† he agreed. â€Å"I was more concerned with you, so I didn't get a good sense. An angel in full form will freak most beings out – it'll kill a mortal – so I could have been stronger than it or not. Hard to say.† I didn't like that answer, not at all. â€Å"What were you doing there anyway?† The angel's trademark sarcastic smile appeared. â€Å"What do you think? I was following you around.† I started. â€Å"What? Then I was right†¦ that day at Erik's†¦Ã¢â‚¬  â€Å"Afraid so.† â€Å"My God,† said Peter, amazed. â€Å"You really were on to something, Georgina. At least about him stalking you.† I felt semivindicated, even if Carter obviously didn't seem to be the culprit anymore. Hugh had been right in accusing me of bias. I had really wanted Carter to be the responsible party for all these attacks, as a sort of payback for all the times he'd mocked me. His timely intervention in the alley only muddled my opinion of him now. Carter explained, â€Å"After realizing that first note was probably from this nephilim, I thought it'd be prudent to pop in once in a while since our friend here seems to have an especial interest in you. My intention was to catch him or her off-guard, not to help you, though I'm happy to have been able to. Plus, that day at Erik's†¦Ã¢â‚¬  He looked over at Jerome. The demon threw his arms in the air. â€Å"Sure? Why not? Tell them. Tell them everything. They already know too much.† â€Å"Erik?† I prompted. â€Å"This thing, this nephilim†¦Ã¢â‚¬  Carter paused thoughtfully. â€Å"This being knows a surprising amount about us and about the immortal community.† â€Å"Well†¦ it's like you said, right?† asked Peter. â€Å"This nephilim would find one of us and follow him or her around.† â€Å"No. I mean, yes, that's possible, but evidence indicates this one knows much more than simple surveillance might give it†¦Ã¢â‚¬  â€Å"For Chrissake,† Jerome snapped, â€Å"if you're going to tell them, tell them. Stop speaking in riddles.† The demon turned to us. â€Å"He's saying this nephilim is working with a leak. Someone's feeding it information about the immortal community here.† Cody caught the insinuation just as I did. â€Å"You think Erik's doing it.† â€Å"He's the strongest suspect,† admitted Carter apologetically. â€Å"He's been here for decades, and he has the talent to sense immortals.† â€Å"And to think, he spoke so well of you,† I murmured, feeling aghast. â€Å"Well, you're wrong. It's not him. Not Erik.† â€Å"Don't get huffy about it now, Georgie. He's not our only lead, just the most likely.† â€Å"And I don't like it any more than you,† the angel added. â€Å"But we can't dismiss any possibilities. We need to neutralize this nephilim threat soon. It's out of hand; we'll get outside involvement before long, and that's always a pain.† â€Å"Then why aren't you letting us help you?† I cried. â€Å"Why all the secrecy?† â€Å"Are you deaf? It's for your own protection. This thing could blast you to Armageddon!† Jerome downed the rest of his gin in a flurry. I didn't buy it. There was more than just our safety at stake here. Jerome still hadn't come clean. â€Å"Yes, but – â€Å" â€Å"The committee meeting is over,† he interrupted me icily. â€Å"Would the rest of you excuse Georgina and me?† Oh shit. I looked desperately at my friends, hoping they might stay and defend me, but they all scurried out. Cowards, I thought. None of them would cross Jerome when he spoke like that. Okay, I wouldn't have either in their shoes. Carter, I noticed, did not leave. The directive apparently did not apply to him. â€Å"Georgie,† began Jerome carefully, once the others were gone, â€Å"you and I seem to be facing off more often than not lately. I don't like it.† â€Å"It's not exactly facing off,† I noted, squirming uneasily, recalling his display of power at the hospital and threat to â€Å"stash† me somewhere. â€Å"We're just having differences of opinion lately.† â€Å"Differences that can get you killed.† â€Å"Jerome, this can't possibly just be about – â€Å" â€Å"No more.† A wall of power slammed into me, throwing me back against the couch. It was like one of those carnival rides where people stand along the sides of a round room that spins faster and faster until inertia pins everyone's limbs to the walls. Moving became agony. Even breathing was a struggle. I felt like Atlas, bearing the brunt of the world's weight. Jerome's voice boomed inside my head, and some brave part of me cursed his parlor tricks, even as the rest of me recoiled. I need you to listen to me for once without constantly interrupting. You cannot keep poking around here. Doing so calls attention to yourself, and you already have a lot more of it on you from this nephilim than I would like. I neither need nor want a new succubus. I've grown accustomed to you, Georgina. I do not want to lose you. I am more lenient with you than I should be, however. You get away with things no other archdemon would allow. I haven't minded indulging you thus far, but things can change – especially if you continue to be insubordinate. I can have you transferred somewhere else, away from this cozy delusion of a human life you've established. Or I can call Lilithin and report your behavior to her directly. I'm sure she'd he happy to do a little retraining with you. My heart stopped at the mention of the Succubus Queen. I had met her only once, when I first joined the ranks. That encounter, rather like seeing Carter in all his angelic glory, was not an experience I wanted to repeat anytime soon. Do you understand? â€Å"Y-yes.† Are you sure? The pressure increased, and it was all I could do to manage a weak nod. The psychic cage abruptly dropped, and I slumped forward, taking in deep breaths. I could still feel where his power had touched me, rather like a tactile version of the afterimage one sees with a camera flash. â€Å"I'm glad you understand, and I'm sure you'll also understand if I don't entirely believe you. It's part of the nature of our side.† â€Å"Is this†¦ is this the part where you stash me somewhere?† He chuckled softly. Menacingly. â€Å"No. Not yet at least. Frankly, I think you just need a little supervision to stay out of trouble. I'm also not entirely convinced you and the nephilim merely have a passing relationship.† A retort was on my lips, but I bit it off, my skin still burning. â€Å"I'd have one of your friends do it, but I don't doubt you could wrap any of them around your smallest finger. No, you need babysitting by someone who won't bend, who won't fall for your tricks.† â€Å"Tricks? Who then?† For a minute, I half thought he referred to himself until I noticed Carter's smug smile. Oh man. â€Å"You can't be serious.† â€Å"It'll ensure you toe the line, Georgie. What's more, it will keep you alive.† â€Å"You're practically our best lead at the moment,† Carter explained. â€Å"This nephilim has some interest in you, even though that interest seems to have shifted a bit from note-passing to assault.† â€Å"Carter will be ready if it tries to finish what he interrupted. He can also shield your apartment from prying eyes.† â€Å"But it'll sense him when we go out – † I tried weakly. â€Å"No more than you can now,† Carter reminded me. â€Å"And I'll be invisible. A ghost at your side. An angel on your shoulder, if you will. You won't even know I'm around.† â€Å"Jerome, please, you can't do this – â€Å" â€Å"I can, and I will. Unless, like I said, you want me to have a chat with Lilith ?† Damn him. The threat of Lilith was stronger than any potential stashing, and he knew it. â€Å"Good. If there's no further discussion then, I'll take my leave and let you two get situated.† Jerome glanced between us, dark eyes resting on me a moment. â€Å"Oh, by the way. Do check yourself out in a mirror at some point.† I scowled, thinking of Cody's scrutiny of my injuries. â€Å"Thanks for reminding me.† â€Å"What I'm reminding you of is that you're a succubus. Those bruises are a manifestation of believing you're human. You are not. You have to feel them, but you don't have to wear them.† With that, the demon vanished in an eye blink, leaving a faint smell of brimstone in his wake that I suspected was pure showmanship. â€Å"So, do I get the couch?† Carter asked me cheerfully. â€Å"Go to hell.† I left the room to go check out my reflection. â€Å"Hardly a nice way to treat your new roommate.† â€Å"I didn't ask for your – â€Å" I stopped halfway down the hallway. I'd spent the last couple of weeks suspecting Carter of murder and other terrible things; I'd spent the last half-century hating him as a person. Yet he'd just saved my life, and I hadn't uttered one word of thanks. I turned toward him, dreading what I now had to say. â€Å"I'm sorry.† He wore a look similar to the one Jerome had had when I asked his permission earlier. â€Å"Really? For just now?† â€Å"For not thanking you earlier. For saving me out there. I mean, I'm not happy about you shacking up here, but I am grateful for what you did then. And I'm sorry, too, if I haven't exactly been†¦ nice to you.† The angel's expression was unreadable. â€Å"Glad to have helped.† Not knowing what else to say, I turned and kept walking. â€Å"What are you going to do now?† he asked. I paused again. â€Å"Look at the damage and then go to bed. I'm tired. And I hurt.† â€Å"Aw, no slumber party games or popcorn? No makeovers?† â€Å"Don't take this personally, but you could use a makeover. You look like a refugee. Why†¦Ã¢â‚¬  I swallowed and rephrased my words as I studied him. â€Å"When I saw you out there, on the street, you were†¦ you were so beautiful. The most beautiful thing I've ever seen.† My voice came out as a whisper. Carter's face turned grave. â€Å"Jerome's the same way, you know. In his true form. Just as beautiful. Angels and demons come from the same stock. He chooses that John Cusack wannabe shape by choice.† â€Å"Why? Why does he do that? And why do you choose to look like a junkie or a bum?† The edges of the angel's lips turned slightly upward. â€Å"Why does a woman who claims she wants to avoid the attention of nice men choose a form that makes everyone around her do a double take and stare?† I swallowed again, lost in the far reaches of his eyes, but not in the same way I had been lost in Roman's or Seth's eyes. It was more like the angel could see all the way through me, through all of my facades, down to my soul or what remained of it. With great effort, I broke that scrutiny, turning back toward my bedroom. â€Å"No one is punished forever,† he told me gently. â€Å"Yeah? That's not what I hear. Good night.† I went into my bedroom, closing my door behind me. Just before it clicked, I heard Carter call, â€Å"So, who's making breakfast?†

Friday, August 30, 2019

Gwen Harwood “Father and Child” Essay

The poem â€Å"Father and Child† by Gwen Harwood shows Harwood’s father teaching her the concepts of life and death, from when she is a young child in â€Å"Barn Owl† up to when she is around forty at the time of his death in â€Å"Nightfall†, coming to accept the idea that life is not never-ending. In part one called â€Å"Barn Owl†; she has learnt to accept death as a component of life. The persona of the poem experiences a loss of innocence with the discovery of the tragedy of death. Before shooting the owl, the child believes they are the â€Å"master of life and death,† with the noun, â€Å"master,† reflecting the power that the child feels and the ignorance that the child has about the nature of death. This description of the child is later contrasted in the fourth stanza, â€Å"I watched, afraid by the fallen gun, a lonely child who believed death clean and final, not this obscene bundle of stuff.† The emotive term, †Å"afraid,† represents the change in the persona’s attitude after being exposed to the harsh reality that is mortality. However, the rhyme and last line â€Å"what sorrows in the end, no words, no tears can mend† releases an element of inexpressible sadness that she has towards the death of her father showing that although she accepts death, it still upsets her as it did in â€Å"Barn Owl†. Father and Child† Nightfall† is more metaphorical and symbolic suggesting a more mature persona like an adult. The poem represents a human’s journey over time of learning to mature and accept death. The poem â€Å"Father and Child† explores the reversing roles of fathers and children’s roles as time goes on. Nightfall† is more metaphorical and symbolic suggesting a more mature persona like an adult, and is about a child grown to adult age spending time with her father before he dies. The symbolism of the imagery presented through the poem is of the passing of time, this is shown in words like â€Å"temporal†, â€Å"transience†, â€Å"late†, â€Å"night and day†, â€Å"grown† and â€Å"ancient†, this represents the ageing of the father and child and emphasises how they have grown both physically and mentally. The use of the word â€Å"angel† in â€Å"Barn Owl† suggests the closeness of the father-daughter relationship. Also the line â€Å"I leaned my head upon my father’s arm, and wept,† shows the caring and comforting nature of the father. However, â€Å"Nightfall† shows the childish nature towards her father starts to disappear and that she has developed great respect for her father. This is first implied through the phrase â€Å"Father and child, we stand in time’s long promised land† which shows they have a united front facing death  together. This is further emphasised through the rhetorical question of â€Å"Who can be what you were?† showing the appreciation for her father, as she recalls her father’s â€Å"marvellous journey†. Also, the use of direct speech from the father asking, â€Å"Be your tears wet?† is an allusion to Shakespeare’s play â€Å"King Lear†, where King Lear asks this same question to his upset daughter Cordelia on his death bed, this is where King Lear discovers that Cordelia was the only child that truly cared for him, suggesting that the persona has been faithful in caring for her father up until his death. â€Å"Old king† is a similar allusion again implying that the persona appreciates her father’s life thinking it was great and it needs to be treasured. â€Å"Nightfall† is suggesting that although loved ones pass, it is important to hold the memories shared close; so spiritually, they are never really gone even though physically they have passed.

Thursday, August 29, 2019

Motor therapy for children with cerebral palsy (Neurodevelopmental Research Paper

Motor therapy for children with cerebral palsy (Neurodevelopmental Therapy, Hippotheray , Aquatic Therapy) - Research Paper Example There is enormous evidence about the benefits of motor therapy in the management of children with cerebral palsy (Batshaw, 2007). In this research article, the role of motor therapy in cerebral palsy will be discussed through review of suitable literature. Physical therapy plays a main role in managing cerebral palsy and the focus of physical therapy is movement, function and optimal use of the potential of the child. Physical therapies which have found to be effective in cerebral palsy are neurodevelopmental therapy, conductive education, strength training, postural control, constrained-induced movement therapy, hydrotherapy, passive stretching, orthotic devices and hippotherapy. Through these treatments, promotion, maintenance and restoration of the psychological, physical and social-well being of the child is achieved. Which form of motor treatment is effective is difficult to ascertain owing to lack of high-quality research. The goal of management in individuals with cerebral pal sy is not to achieve normalcy or not to cure but to increase the functionality of the patient, improve the capabilities of the patient and sustain health of the child in terms of cognitive development, locomotion, social interaction and independence. Early intensive management yields best results. The most common treatment strategy is neurodevelopmental treatment or NBT like the Bobath method (Batshaw, 2007). In this treatment, specific handling techniques are employed to control muscle tone, abnormal patterns of movement, control of posture, perception, sensation and memory. However, there is not much evidence to ascertain the role of NBT in changing abnormal motoric responses, prevention of contractures and facilitation of functional motor activities. In the Bobath method, after precise determination of the motor tasks of the child and after establishing the goals of NDT by the therapist, a structured program will be set for the child. The program consists of stretching of the leg s, followed by techniques to decrease spasticity inorder to facilitate normal patterns of movements. Functional motor activities involved in the program are sitting, walking and standing up from sitting. The motor functions are practiced in a random order in several environments through augmented feedback that matches various stages of the learner (Bar-Haim et al, 2010). The goals of NDT are to normalize the tone and improve the control of movement during various functional activities. Recently, another method of therapy, known as the constraint-induced therapy has been introduced which involves the more functional arm or hand to force use of the less functional upper extremity. (Batshaw et al, 2007). In the study by Antilla et al (2008), the researchers assessed the effectiveness of various forms of physical therapy interventions on various aspects of functioning in children with cerebral palsy. The study was a systematic review which reviewed 22 trials of which four were high meth odological quality studies. Based on these studies, the authors opined that there was moderate evidence to ascertain effectiveness in upper extremity training. Retarekar et al (2009) evaluated the benefits of aquatic aerobic exercise for cerebral palsy. the intervention was administered 3 times a week

Wednesday, August 28, 2019

Any engineering ethical issue. i prefer Bp oil spill if possible Essay

Any engineering ethical issue. i prefer Bp oil spill if possible - Essay Example By October 2010, it had reached the West Bay in Texas and started to have underwater oil plumes as well (Gillis 2010). The ethical efforts used to prevent offshore oil spill included in remotely operating underwater vehicles so that a closure could be found for the blowout preventer valves with regards to the well head (Whitney 2010). It was on 20th September that BP was effectively able to bring an end to the oil spill carnage after it had erupted on 20th April due to an explosion. The strategies used to contain the oil spill comprised of holding it back on the surface so that minimum damage was done (Borenstein 2010). The endeavors of BP after this explosion included in the fact that it did everything in its might to take care of the problems as it maintained daily response efforts on its website. This spill is indeed one of the worst environmental disasters of the time and more specifically which US has faced. The ethical role of BP is something that one should delve into deeply a s it shook the world like nothing else in the past. Works Cited Borenstein, Seth. "Major study charts long-lasting oil plume in Gulf". Associated Press, 2010 Gillis, Justin. "Gulf Surface Oil Vanishing Quickly". The New York Times, 2010 Kerr, Richard. "A Lot of Oil on the Loose, Not So Much to Be Found". Science 329: 734, 2010 Whitney, Michael. Two Workers Dead in BP Oil Disaster Recovery Effort, 2010

Tuesday, August 27, 2019

Cross culture Essay Example | Topics and Well Written Essays - 2500 words

Cross culture - Essay Example The international transfer department is responsible devising policies related to the international assignments. As regarded by LVMH â€Å"international mobility† is the essence of career development which helps the potential candidates to acquire the requisite competencies. This case study delineates the procedure of international mobility. This assignment focuses on some of the key issues of international mobility so as to bring in light the challenges faced by the company and ways to tackle with them. Challenges faced by LMVH: LVMH, being a global company, required the expertise of personnel having international experience. To assure the availability of potential human resource who could operate anywhere in the dominated market, company decided to build in a pool of such asset by moving them internationally as part of their career development process. International mobility is the reality which has become pertinent for almost every global organization to work effectively in a cut throat competition. International assignments are considered as one of the most potent means of developing â€Å"Global leaders† (Stroh & Black, 2005). ... This at times become quite frustrating, time consuming and even more expensive when dealing with the potential subject’s non-technical requirements. The situation grows even more problematic when people try to compare there package with others holding same position in different companies within the group. LVMH follows a â€Å"balance sheet approach† to devise an appropriate salary for the expatriates. This approach is widely used owing to its advantages for an international assignments; it treats all the employees with equity without creating a difference in their salaries owing to the market rate of the host country, this in turn reduces the chances of uncertainty thus encouraging employees to take on the assignment (Stroh & Black, 2005). However, the increase in the firm size surges the administrative burdens and thus the cost. â€Å"Security benefits† is yet one other concern that needs to be dealt with appropriately when laying out the package. Security packa ges generally differ in each country. Devising a package keeping in view the host countries requirement at times is problematic owing to the complexities involved in it. Every country has its own rich culture strongly held by its dwellers. Cultural differences strongly impede the process of adjustment by a foreigner because of differing managerial values (Bigoness &Blakelly, 1996). Thus to ease out the process, LVMH believes in the training its employees. However training process is time consuming and the adjustment is left on the employees to deal with. Moreover devising and then implementing appropriate cost effective policies for managing international assignments and recruiting process pose a significant risk to

Monday, August 26, 2019

Nurse as Educator Essay Example | Topics and Well Written Essays - 2250 words

Nurse as Educator - Essay Example In today's healthcare arena, the unique holistic perspective of nursing practice mandates that nurses possess the knowledge and skills necessary to educate various audiences in a variety of settings with efficiency and effectiveness. The fundamental ideas related to person as caring and nursing as a discipline and profession that serves as the perspective grounding for the theory Nursing as Caring. A new generic understanding of caring or of discipline and profession, but to communicate some of the ideas basic to Nursing as Caring. Caring is an essential feature and expression of being human. The belief that all persons, by virtue of their humanness, are caring establishes the ontological and ethical ground on which this theory is built. Persons as caring are a value which underlies each of the major concepts of Nursing as Caring and is an essential idea for understanding this theory and its complications. Being a person means living caring, and it is through caring that out being and all possibilities are known to the fullest. The concept of nursing situation is central to every aspect of the theory of Nursing as Caring. ... Being a person means living caring, and it is through caring that out being and all possibilities are known to the fullest. NURSING SITUATION AS THE LOCUS OF NURSING The concept of nursing situation is central to every aspect of the theory of Nursing as Caring. The nursing situation is both repository of nursing knowledge, the context for knowing nursing, shared lived experience in which the caring between the nurse and the one nursed enhances personhood. It is to the nursing situation that the nurse brings self as caring person, expressing unique ways of living, attends to calls for caring, creating caring responses that nurture personhood, in the fullness of aesthetic knowing. The nursing situation comes into being when the nurse actualizes a personal and professional commitment to the belief that all persons are caring. It should be recognized that a nurse can engage in many activities in an occupational role that are not necessarily expressions of nursing. When a nurse practices nursing thoughtfully, that nurse if guided by his or her conception of nursing. The concept of nursing formalized in the Nursing as Caring theory is at the very heart of nursing, extending back into the unrecorded beginnings of nursing and forward into the future. Remember that the nursing situation is a construct held by the nurse, any interpersonal experience contains the potential to become a nursing situation. In the formal sense of professional nursing, the nursing situation develops when one person presents self in the role of offering the professional service of nursing and the other presents self in the role of seeking, wanting or accepting

Sunday, August 25, 2019

Sexual violence Essay Example | Topics and Well Written Essays - 500 words

Sexual violence - Essay Example The majority of the victims tends to blame themselves, and thus fails to give information about the heinous acts of sexual violence, which the offenders perpetrate on them. The reasons that compel victims not to report cases of rape encompass fear, feeling of helplessness, and perceived powerlessness of the security agents such as the police. Similarly, the victims fail report the sexual assaults because of the threat of further victimization from the authorities. The speech indicated that personal fear and lack of trust in the security agents contributes to the unreported cases of sexual assault. These are the lessons that everyone should draw, and then explore ways of dealing with the fear because sexual assault has emotional, physical, and psychological ramifications. It seems that people do not have hope in the police, and thus they chose to remain silent on cases centering on sexual violence. In fact, the event drew a significant lesson that people should take the responsibility of reporting any case of sexual violence. The victims should view that sexual assault is heinous and a disrespect for an individual’s dignity. No one should go silent on issues that violate one’s right to live a respected life devoid of interference of any sort. In fact, the higher education should organize such events regularly in order to equip the students with the right skills that are integral in their lives. Many students are subject to the se xual violence, and events discussing issues central to student life ought to feature prominently in the institutions’ calendars. The student involvement in the campus community plays a critical in ensuring that the learners live a success life in college. The activities foster a sense of togetherness and promote the growth of a community of scholars who exhibit a prime target of acquiring knowledge to apply it in the future

Saturday, August 24, 2019

The American model of judicial selection vs. the civil law model of Essay

The American model of judicial selection vs. the civil law model of judicial selection - Essay Example iece discusses the legal issues on appointment of judges either by the American model of judicial selection or the civil law model of judicial selection. The selection process in the American model is open and highly unlikely to face interference from the politicians. Usually, authorities consult before appointing the judges (Whittington, Kelemen & Caldeira, 2008). The nominee ought to have practiced as lawyers before their appointment as judges. The American model has several weaknesses; for instance, the public can foretell who is likely to be appointed as a judge. Moreover, it is a democratic process of selecting judges because it does not interfere with the constitutional court structure. In the process, the supposed judge should be a person of high integrity. According to Tarr (2009), prior to selection, the candidates list their servings to the public for scrutiny. This provides an opportunity for the public to elect competent judges from a panel of lawyers. Furthermore, in the American model, a candidate has to seek endorsement from non-governmental authorities before their appointment to serve as a judge. For example, in Oregon, an endorsement of the judge by the public signifies credibility in services as a lawyer. The appointing body that uses the civil system has a wide selection to choose from as opposed to the American model (Tarr, 2009). Authorities can incorporate their traditional values to the civil system when appointing judges. The Civil law model focuses on the overall development of the justice system and the society. Countries prefer the model of appointment because it allows for flexibility in the choice of individuals to serve as judges. Moreover, there is anonymity on who will be the judge. However, the public can play a role in the process by influencing the appointments. This can result to unfairness in the delivery of justice to the public. As such, an extremist can become a judge. Indeed, a civil law model promotes democracy in

Friday, August 23, 2019

Commercial Real Estate Development Essay Example | Topics and Well Written Essays - 2500 words

Commercial Real Estate Development - Essay Example The current trend as indicated in the recently published, Estate Gazette Feb 2009 states the impact of the economic downturn which has resulted in very low pent up demand as not many can afford to do so and who did have already traded . Location, layout, storey of building, area, height, storage space, interior decoration and construction framework, possibility to sub lease, inter changeability of formats, ownership distribution, availability of utilities, central air conditioning, and the level of management fee. Each of these factors will be elaborated in detail further, which will help in correctly inferring that supply and demand are not the sole factors affecting the value of commercial real estate and its development and regeneration. Business Improvement Districts (BIDs) gained popularity because of rising crimes, emerging anti social behavior and the environmental problems. In London this evolved as a quite recent phenomenon where the formal drive occurred for the first time in April 2001. Earlier some private were operating already, but then the government announced its very first. Schemes like Town Centre Management had started in 1980s, which were a part of public private partnerships for the benefit of businesses and other stake holders. Since concept of Business Improvement Districts kicked off as a tool for financing the revamping of residential neighbor hoods. Later Government in the Environment Committee of the House of Commons took up a project termed as town improvement zones, this was a bold move for the regeneration of inner city areas. Then in December 2001, further favor in these kind of zones was given Labour Government's white paper Strong Leadership Quality Public Services and this was in reali ty the first step towards urban regeneration policy. In 2003 testing was started with some areas - towns and cities, labeled as pilot locations, aimed at discovering the methodology to be adopted in making a Business Improvement District scheme a success; process and experience for managing and evaluating. Following this testing stage, government passed a resolution in 2004. As earlier mentioned, possibility of sub lease affects the value of a commercial real estate development which will now be further elaborated. Since restrictions on sub leasing affects the flexibility of further renting out a property and thus hugely affects. Since there are two sources of return from property - one, the savings that comes in the form of opportunity cost too and another from the rental income that is earned when property is given to be utilized by someone else. And unlike other assets, since property does not depreciate but there is always a hope of potential development and there is always a risk and return that is uncertain how these returns will move in future. All developers and investors base their decisions on number of factors - current income and future return generation capacity. Leasing patterns have a great impact on the development and regeneration of the commercial real estate. This is visible from the 1989 UK's market crash which tended to change the relationship that earlier governed between landlords and business tenants (Estates Gazette). Earlier it was

Thursday, August 22, 2019

Life Span Research Paper Example | Topics and Well Written Essays - 3500 words

Life Span - Research Paper Example He cherished the time they were able to spend together; because before he became ill, his father was too busy to spend much time with him. Mr. Asad said that he was definitely close to his mother, a stay-at-home mother who took care of household, the children and sometimes helped with her husband’s business. Mr. Asad admitted that still misses his mother very much. Mr. Asad was born and raised in Egypt. When he was a teenager, his father got sick and he was sent abroad to live with relatives. At first, he did not really know why his parents sent him to England but he realized they only want him to get a good education. So on he went to study high school and college there and then went on to become an English professor. Asked what he would like to do if he had the chance to be young again, he said he wanted to have enjoyed his youth. He was forced to grow up too fast because that he had to take care of the family business. He had to stand in for his father, because he was the o nly son. However, he has no regrets. He just missed his adolescence and laughingly admitted that he had not had enough opportunities to meet girls back then. Mr. Asad speaks 4 languages: Arabic, Spanish, French and English. That is why he was able to become an English teacher. He taught English to other Egyptians. He told me that he really loved teaching English and missed his work as a teacher. As a young adult, he worked as an archeologist at the British Broadcasting Company, Ltd. (BBC) and he produced a television show about Egypt but he did not mention the title or year. For Mr. Asad, it was the most memorable and enjoyable job he has ever had. At time that he met a special lady but her family did not approve of their relationship so he had to let go of their chance to be together. Even now, he says he does not understand why her family did not like him. It was difficult because she was so special to him. A few years later he met and married someone else. Soon he realized that h e had married the wrong woman. However, due to his religious beliefs, he did not divorce her. He worked very hard and supported his family and raised two children with her. In 1980 he lost his father. Four years later 1984 he lost his mother; thirteen years ago he lost his wife. Shortly after his wife passed away, his Parkinson’s disease became worse. He said he missed his parents, especially his mother. He did not talk much about his wife and he told me that before she passed away, he found out that she had saved money behind without his knowledge and had given all of it to her church instead of to their children. He seemed to still be upset about that. He talked much about his daughter but less about his son. He also talks about his grandchildren, especially his daughter’s daughter. When asked why he did not talk about his son, he said that his son reminded him so much of his wife, who had been so attached to money. He believes it is okay to save money but at the sam e time, his son needs to know how to enjoy spending money too. In contrast, he his daughter are very close, and every chance he gets, he sees her and her family because they always have fun together. Because of his Parkinson’s disease, he does not have much mobility so he has a live-in caregiver all who takes care of his everyday needs. They seem to get along well together, as they joke and laugh all the time. Although there have been advances in the study of Parkinson’

Alcoholics and Liver Transplants Essay Example for Free

Alcoholics and Liver Transplants Essay Cohen and Martin do not believe that someone that has induced this disease by alcohol abuse is no less deserving of a liver transplant than someone that takes care of their self. They support the moral argument by stating, â€Å"If alcoholics should be penalized because of their moral fault, then all others who are equally at fault in causing their own medical needs should be similarly penalized†. One of the medical arguments that the authors combat is that liver transplants performed on alcoholics have a lower success rate then non-alcoholics. Statistics are presented in the text to argue this notion which really strengthens this aspect of the argument. They also state that a candidate for any other procedure would not be excluded because of the risk of success rate. This argument rises and falls based on what side you’re on. One could assume that most people waiting for a liver, who have never had a drink in their life would be very reluctant to side with this argument. However, an alcoholic or recovering alcoholic that needed a liver would more than likely be behind this passage all the way. One of the weaknesses of this argument was the comparisons that were made with other procedures. A reason why a doctor may be reluctant to transplant a liver to an alcoholic is the scarcity of the organ itself so comparing it to another organ that may be more abundant is asinine. Overall, this argument was moderately effective for the aforementioned reasons but I do not personally agree with the sentiments of the authors.

Wednesday, August 21, 2019

Issues in Adult Learning Programmes

Issues in Adult Learning Programmes CHAPTER V: DISCUSSION OF FINDINGS Introduction This section shows a synopsis of the results, implications and conclusion of the research, and afterward gives proposals to further research. At the outset, the research was to explore whether certain demographic social-economic variables affected the view and experiences adult learners received at a further education institution. Rather than observing the adult learner through a universal philosophy of one best approach, this research tried to decide the level of discrepancy in the perception of adult learners across different areas of teaching and learning. Discussion The running of adult education is a massive industry of huge significance to the UK. As rivalry increments in the industry it will turn out to be progressively imperative to take part in wide-ranging customer research. In this way this research was intended to test the observations and encounters of adult learners on a further education course. The research uncovered a few issues that assumed a part in their choice to study. The most alluring bait was the chance to gain a qualification. Further inspirations included local further training, chance to create and enhance basic skills it was uncovered by those individuals who left school with no formal skills. In addition, the results likewise uncovered that learners were inspired to learn for own development. They saw learning process as an experience which developed them personally and mentally. They are happy about new ways of thinking and moving themselves into the digital age, which empowers development and freedom. For a few adult learners, this was their first time into adult education. They felt an increase in self-assurance and pride in what they have accomplished. Adult learners look at a bigger picture, seeing learning as a long haul asset in professional success and deep rooted self-awareness. Adding to their point was they see education as mode to expand and develop their ability for thinking and acting locally and nationally so as to improve the capability of their life directions. Learning accomplishes more than academic improvement and self-awareness. As highlighted by majority of the students it also enhances their employment prospects. The research shows that for adult learners, a further education college is a site of important learning that goes past vocational planning. The learners in this research felt they had changed considerably as a consequence of their involvement. Practically every one of the learners given a questionnaire and those taking part in focus group were extremely happy they had returned to FE and said that they had an exceptionally positive experience in spite of challenges with finance, juggling other responsibilities and assessments. Most came to FE as a result of the level and structure of the course(s) on offer or in view of the adaptability of the course to address their wants. Some were obligatory to go to the course through their job advisor at the Job Centre. The participants in the research offered some reasons why they chose to come back into education. Not having worked or being struck in an unsatisfying job, becoming unemployed and a yearning for a qualification were ordinarily expressed purposes behind the choice to go back into education. There were as well other factors, for example, children grown up or started school that allowed learners to come back into education; suggestions from friends and family also helped. Noteworthy too was some affinity for learning and education and, by and large, a long-held desire to go back and an inclination that they had missed out a major opportunity by not seeking education earlier. The focus group, nonetheless, uncovered that there were other complex inspirations best comprehended with regards to the individuals life. The research was carried out in order to look at whether certain demographic social-economic variables such as age, gender, ethnicity, mandatory/voluntary attendance, and children at home influenced the perception of adult learners concerning their experiences at an FE institution. Findings in this research recommended that there was a considerable connection between the age of an adult learner and whether it had an impact on their perception when it came to their educators providing feedback. In this research, it creates the impression that the older the learner, the more prominent the probability that respondents were more favourable to the different parts of teaching and learning than young learners. Findings in this research are consistent with past research, which recommends that while all learners require help with evaluating their learning, many adult learners feel uncertain about their learning capacities, and need direct and significant feedback (Clardy, 2005). The literature is full with conclusions that feedback helps to reinforce the learners recently learned knowledge, and also give recommendations to change (Knowles, 1984; Merriam and Caffarella, 1999). Learners need acknowledgment about their learning in the event that it is viewed as well done; if correction is given, it additionally adds to their change (Knowles, 1990). The older adult learners become the more they want thorough and consistent feedback (Lowry, 2006). This research uncovered that those learners in the older age groups (between the ages of 46 and 55) were less happy with feedback received from educators than learners in the younger age groups (between the ages of 25 and 35). There was no major relationship found between the age of the adult learner and whether age impacted learners perception when it came to the remaining aspects of teaching and learning. There is a lot of research literature with information about the relative impact ethnicity has on adult development and perception (Merriam and Caffarella, 1999), and that numerous minority learners encounter trouble learning in situations developed inside an ethnic model not the same as their own (Chavez and Guido-DiBrito, 1999). Findings from this research reinforce past research writing that adult learners ethnic origin affected their perception concerning whether their educators had made the learning interesting. Contrasts were found among the ethnic groupings; most remarkably amongst White British and Asian learners. In such manner, the information in this research showed that White British learners were the most happy with how their educators made the learning interesting; while Asian learners were the least pleased. In the rest of the research, there was no major relationship found between the ethnicity of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. Past research suggests that there are gender related examples in how both genders perceived the importance of their learning experiences (Merriam and Caffarella, 1999). While looking at the gender variable, findings in this research demonstrate that gender impacted the learners perception when it came to the Quality and accessibility of the learning materials. Male learners were less happy with the quality and accessibility of the learning materials than females. Existing writing on this subject demonstrates that adult learners learn in a range of ways (Knowles, 1998); subsequently, adult learners should be provided with methodologies to adjust the learning materials to suit their individual learning styles. Variety of materials can increase the adult learners interest, inspiration and fulfilment with their instructional experience. In the rest of the research, there was no major relationship found between the gender of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. When looking at literature relating to mandatory or voluntary attendance (initial assessment), the data suggested that the initial assessment affected the view in how learners perceived learning and how there educators understood them. In such manner, adult learners who volunteered to come back into education were more positive to specific parts of learning than the individuals who were mandated to attend. In all aspects of teaching and learning those who came into education on their own accord were happier and more motivated in their learning. This is illustrated in existing research which shows that unemployed learners on a mandatory government funded course are less happy and less motivated. Findings in this research showed that there were significant variances in the perception of learners who were married rather than the individuals who were single. The information found in this research back the accompanying arguments; the marital status of learners impacted their view of their educators knowledge of the subject matter. Single learners were the happiest with their educators knowledge of the subject. Separated or divorced learners were somewhat less satisfied, and married learners were the least happy with the educators knowledge of the subject. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. Past research literatures demonstrate that educators information of the subject is thought to be the fundamental trait for effective teaching and learning (Knowles, 1990). With the end goal for learners to assemble their own particular information, their educators must have a thorough comprehension of significant ideas in the subject they teach (Cross, 1987). Adult learners enter their education experiences with previous knowledge and experiences they have collected over their lifetimes. When adult learners learn something new, they try to integrate it with their previous knowledge (Knowles, 1990). While looking at whether there was a measurable contrast in the view of adult learners by the number of children and certain parts of teaching they received. In such manner, adult learners with children were better to specific parts of teaching than those without any children. Adult learners confront major difficulties when taking part in further education. Family obligations and duties pose commanding obstructions for adult learners (Cross, 1987). Learners in this research with two children seem, by all accounts, to be most happy with the quality and accessibility of the teaching materials than they counterparts in this research. The least pleased with the quality and accessibility of the teaching materials were learners with one or no children at home. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. The findings had shown that adult learners endure to manage the issues identified with various demographic factors. The indication from the questionnaire and focus group demonstrates that the vast majority of these learners experienced issues in juggling home and learning so they have been depending on their families to keep up this stability. Adult learners seeking education in the FE institution encounter a horde of difficulties. As expressed in the findings age and ethnicity were important challenges when it came to learning. Eastern Europeans and Pakistani learners specifically had highlighted that they experienced issues communicating their perspectives in the classroom because of language barrier. Most learners thought that they didnt have enough self-confidence in class on account of insufficient social interaction. A few learners thought that it was difficult to adjust to the different type of teaching. For example a learner in the focus group said that their previous education was classroom teacher teaching from the front. In this way greater part of the learners viewed learner inclusion as another encounter. They would rather have an educator teaching them directly as opposed to working alongside exercise manuals or in small groups. The conclusions demonstrated that numerous adult learners may have diverse ideas of information and feel good with surface learning styles. Reprimanding and testing others feeling was viewed as troublesome. Ballard and Clancy (1997) clarified that it is critical to perceive the adult learners distinctive presumptions and states of mind to knowledge. This findings bolsters the past research that learning in the classroom is mostly created by the past encounters and presumptions from culture contrasts. Most adult learners are frequently thought to be quite in the class, and in this review most participates expressed that they were hesitant to make inquiries in class. Their reasons exposed a few perspectives, for example, absence of certainty and lack of comprehension. In any case, a few learners contended that the motivation behind why they didnt make inquiries was that they needed to think about the substance conveyed after class. This finding is steady with Cortazzi and Jin (1996) co ntention that some adult learners are not inactive but rather intelligent and they need some time to absorb the information to make a sound judgment. At the end of the day, FE educators seemed to connect more significance to useful abilities as opposed to hypothetical learning. Adult learners face many difficulties and challenges. Keeping in mind the end goal to beat these difficulties learner needs to create mindfulness, understanding and have sufficient support to manage diverse issues. The learners have uncovered that they get more support from other learners and their family. Adult learners originate from a diverse of demographic background with differing methods for seeing things. Some conveyed that educators contribution has been incredible. The direction and help they offer during the introduction period, class exchanges and feedback was accounted for to have contributed immensely to their academic enrichment. Nevertheless, learners seemed, by all accounts, to be unsatisfied with a portion of the teaching. Along these lines, they have proposed that the institution needs to give more developed criticism to help learners who are mature, and make learning including exercise manuals all the more intriguing. Summary This part has depicted various issues identified with adult learners coveted to learning. The study uncovered that adult learners choice to study was a compelling of push and pull elements. The results additionally recommend that irrespective of the difference of socioeconomics in which the adult learner originate from actually they all have one principle objective they shared, that is to accomplish basic skills. Though, the ride back to learning was not a simple procedure and the findings have revealed these boundaries which serve to annihilate the chain of studying, for example, age, ethnicity and family. The part likewise has demonstrated the components which serve to cripple the enthusiasm, inspiration and strength of adult learners to be specific language barriers and age. The following section takes a look at the conclusions drawn from the research, addresses suggestions for the review and makes proposals. CHAPTER VI:Â  CONCLUSION AND RECOMMENDATIONS The aim of this study was to explore the experience and perception of the adult learner. To see whether certain demographic social economic variables such as age, gender, ethnicity, looking after children and voluntary or mandatory attendance influenced these perceptions and experience. Instead of viewing the adult learner within a universal philosophy of adult learning, the study attempted to determine the degree of discrepancy in the perception of adult learners. As more and more adult learners select further education institutions, it will be essential for these institutions to deliver ideal learning situations to their adult learners (Nesbit, 2001). Coordinating educational techniques to the abilities and necessities of adult learners has turned out to be one of the greatest matters confronting further education institutions (Ackerman, 1998). With a specific end goal to create educational methods that are adapted to meet the particular needs and goals of the adult learner populace, it turns out to be progressively obvious that these institutions should have a more noteworthy comprehension about how it will serve this constantly expanding number of adult learners (Merriam Brockett, 1996). While past research plans have concentrated on the extraordinary needs and necessities of adult learners, few reviews have centred of the impacts of educating and learning and how it might affect adult learners (Nesbit, 2001). As the age of the UK populati on grows, it is normal that there will be an expansion in the intake of non-traditional learners. This change will affect further education institutions as far as how they will serve this ever growing populace. Clearly, there will be a huge need to adjust the way in which this populace will be educated. Discussion The learners in this research found their time in further education pleasant and useful; nevertheless, the findings offer some insight about the working of the industry. The expansion in numbers of adult learners in further education arose by default, much like the development of further education in general, with no expressed strategies or target standards. This should be addressed to with regards to a review of the role and purpose behind the sector. At present, while further education for the most part is comprehensive in its approach and practice, there is no consistency between further education institutions. This as a result capitulates it over to the program administrators or those on the frontline in interviewing new learners to understand admission rules and procedures. In a period of great demand for places and in a framework whose fundamental expressed reason for existing is to get ready learners for business, adult learners, particularly older learners, might be viewed as less worthy of a place than younger learners. In this specific situation, it is critical to ask how further education institution can reinforce a promise to enhancing access and achievement and improving the experience of non-conventional learners. This could include taking a look at targets and standards and liaising with community training facilitators and adult education institutions. In any case, these areas work independently with almost no consid eration given to co-operation or empowering learner movement. Further education offers progression courses to higher education particularly essential for the individuals who lack traditional admission prerequisites. Many adult learners dont come to further education aiming to progress but, having come through to further education, many progress more higher. Closer cooperation between the FE and HE institutions undoubtedly should be created. This could incorporate the growth of access courses or taking a look at different provisions, for example, those in Warwick college in the UK whose 2+2 degree offers adults who do not have any formal qualification a chance to study for a degree by putting in two years in a further education institution (the equivalent of one year of a traditional degree) and the last two year in the university. In spite of the fact that there have been strategies set up for a long time at government level which urge access to HE by non-traditional groups, no such strategies exist for FE. This mirrors FEs second level status and the unsatisfactory quality of these structures for what happens in the sector. At the FE college level helpful and positive attitudes of educators and others were considered of key significance by the learners and crucial to their prosperity. This was especially imperative when things got challenging. Having informal access to staff that is eager to give their time and listen was exceedingly valued. Recommendations Rather than observing the adult learner inside the one viewpoint, this research analysed the variance in the perception held by adult learners at a FE institution in north of England. While this research discovered measurably important relationships between adult learners when categorised by certain demographic socio-economic factors, it was distinctly clear that there are still various factors that have not been analysed. Thus, the following recommendations are offered. It is suggested that this research be reproduced. This research found that there were factors that swayed the change in adult learners perception with respect to their educational experience. While this research was led in one department of a FE College, there is a need to extend to incorporate the whole college and other FE institutions in the north of England to see whether comparative outcome will be achieved. Aside from expanding the number of participation, future research studies ought to find a way to guarante e that the populace incorporates a more noteworthy representation of learners based upon ethnicity, social class, gender and marital status. In regards to further education institutions it is recommended that they create strategies that will cater for the needs and aspirations of adult learners. Summary The information picked up in this research on adult learners encounter, their impression of learning and struggles with education all have a part in the management of proficient learning. Brookfield (1989) notes that learning is not a vacuum but rather has its relationship to learners other demographic social-economic factors. Providing adult learners an environment that imparts the ideals of life experience, helpful feedback, acknowledgment of self-uncertainty, and support in building up the capacity to adapt to demands is to give the adult learner space to develop and to change. With no claims to generalisation, this research uses participants own stories and grounded hypothesis to highlight the experience of a group of adult learners and to build comprehension of the factors that contribute to it. It is trusted that this will contribute to an understanding of what goes on in FE College and what it offers adult learners and its imperative role in education in the UK.

Tuesday, August 20, 2019

International Terrestrial Reference Frame 2000

International Terrestrial Reference Frame 2000 Transformation coordinates from International Terrestrial Reference Frame 2000 to World Geodetic System 1984 Geodetic network is an essential frame of spatial data. Also it is an information system for geodetic and engineering surveys, land management, geodetic support of construction, monitoring of buildings and structures deformations, topographical mapping, development of geographical information systems, transport navigation. There are several coordinate systems to solve tasks as described above. Using Global Navigation Satellite Systems cause a problem of installing communication between coordinate systems. G.I.S. specialists should know how to work with various kinds of geospatial data, that are acquired from terrestrial surveying, Global Navigation Satellite System observations and online GNSS processing service. Besides coordinates can relate to global, regional and local reference systems (Bosy J., 2014). Geodesists should understand and be able to handle with reference frame conversions in order to get high-quality geospatial data: maps, digital models of the Earth. The aim of thi s research is to find better transformation model between ITRF2000 and WGS84 by comparison Bursa-Wolf and Molodensky-Badekas models. First of all, short definitions on two reference frames should be done. The ITRF is stands for International Terrestrial Reference Frame. It is earth-centered and earth-fixed datum. It was presented in 1988. Coordinates are based on the GRS80 ellipsoid, which was designed to suit the shape of the geoid. The geoid is an irregular surface, which coincides with the surface of the water in the seas and oceans. It is perpendicular to the direction of gravity at any point. ITRF is sustained by the International Earth Rotation and Reference Systems Service (Altamimi Z., 2011). Also it is a global network with points that have accurate coordinates. Coordinates are derived from geodetic measurements using GNSS and different laser rangings (Jannsen V., 2009). This network contains 800 stations that are distributed over the globe. The latest realization of the ITRF was done in 2008. The realization is a defining of stations' coordinates and linear velocities (Altamimi Z., 2011). In contrast, WGS84 is a regular Terrestrial Reference System. It is geocentric, right-handed, orthogonal coordinate system used in geodesy and navigation (NIMA, 2000). The WGS84 Coordinate System center is a geometric center of the WGS84 Ellipsoid. The National Geospatial Intelligence Agency operates this common Terrestrial Reference System. Due to National Imagery and Mapping Agency (1997) the last reference system is developed in order to match International Reference System. The X and Z axes are consonant with the Reference Meridian, Reference Pole consequently. Also Y axis is stationed on ninety degrees from X and Z axes (NIMA, 2000). Furthermore, ITRF coordinates might differ from WGS84 coordinates in different regions at sub-metre level (Winter S., 2014). Consequently, two reference systems' convention increases with time (Jannsen V., 2009). Aghamohammadi in his work stated that those varieties might be solved at the centimeter level by using seven-parameter conversion (Aghamohammadi A.). Therefore, one datum can be transferred to another datum by the Helmert 7-parameter transformation (Knippers R., 1998). Those parameters are: three rotations (ÃŽ ±, ÃŽ ², ÃŽ ³), origin shift of three coordinates (ΔX, ΔYandΔZ) and scale (s). The Helmert transformation model is a seven parameter transformation. It is either a position vector and coordinate frame conversion. In the coordinate frame transformation parameters are transformed for the whole reference system. The Bursa-Wolf transformation model is the position vector transformation (Deakin R., 2006). In contrast to the coordinate frame transformation it uses rotations that are refer to the point's vector. These two models are almost the same. Yet their rotations have reversible signs. Moreover, Aghamohammadi tested two transformation models Bursa-Wolf and Molodensky-Badekas (Aghamohammadi A.). The first model's formulas were done by Bursa in 1962. In 1963 Wolf had improved it. It is a seven-parameter model. It transfers three dimensional Cartesian coordinates between two datums. This model uses origin shifts of coordinates, rotation angles and scale change. Below its matrix-vector form: The second model is Molodensky-Badekas model. It was introduced by Molodensky in 1962, then developed in 1969. It is also seven-parameter conformal conversion of Cartesian coordinates between different datums. The formula of transformation is: Where ΔX, ΔY, ΔZ are the shifts between the barycenter and centroid of two networks. And rx, ry, rz are rotation of positions, ds is a scale change. Moreover, Aghamohammadi stated that Molodensky-Badekas model dissimilar from Bursa-Wolf model by the point about which axes are rotate and scale is changed (Aghamohammadi A.).The Molodensky-badekas model is often used for the conversion coordinates between terrestrial and satellite datums. Yet for that condition the central point should be the barycentre (Aghamohammadi A.). In contrast the Bursa-Wolf transformation model does not need the centroid coordinates as in the Molodensky-Badekas model. Aghamohammadi described those two models in his work (Aghamohammadi A.). That author wrote that research was done in Iran region, where he compared transformation models to find appropriate model. The main issue of that work was that Iranian Permanent Network's coordinates are estimated in ITRF. National GPS network coordinates are in WGS84 coordinate system. And differences from two reference systems can be more than  ± meter. Due to results and some parameters concluded that Bursa-Wolf model is better that Molodensky-Badekas model (Aghamohammadi A.). The author wrote that the first model is simpler and easier to use than the second. Also it is better suits to the satellite datums. Finally, there are many computer programs that allow us to transfer coordinates from one system to another. However, it is important to know which method you will choose in order to achieve expected result. I suppose that this work covered theoretical part of the issue. Besides the Bursa-Wolf model can be proposed as good model due to its simplicity. In the future work I can choose this model to transform coordinates from ITRF2000 to WGS84. References Aghamohammadi A., Nankali H. R., Djamour Y. Transformation from ITRF2000 to WGS84. [e-journal] Available though: National Cartographic Center of Iran website http://ncc.org.ir/_DouranPortal/Documents/a-aghamohammadi.pdf [Accessed 2 November 2014]. Altamimi Z., Boucher C., Sillard P. (2011) New Trends for the Realization of the International Terrestrial Reference System. [e-journal] Available through: University of Liege website http://www.ltas-vis.ulg.ac.be/cmsms/uploads/File/ITRS.pdf [Accessed 2 November 2014]. Bosy J., (2014) Global, Regional and National Geodetic Reference Frames for Geodesy and Geodynamics. [e-journal] Available through: scientific publisher Springer link.springer.com/article/10.1007%2Fs00024-013-0676-8#page-1 [Accessed 2 November 2014]. NIMA (2000) Its Definition and Relationships with Local Geodetic Systems. [e-journal] Available through National Geospatial-Intelligence Agency website http://earth-info.nga.mil/GandG/Publications/tr8350.2/wgs84fin.pdf [Accessed 2 November 2014]. Deakin R., (2006) A note on the Bursa-Wolf and Molodensky-Badekas transformations. [e-journal] Available through ResearchGate social networking website http://researchgate.net/publication/228757515_a_note_on_the_bursa-wolf_and_molodensky-badekas_transformations [Accessed 1 November 2014]. Knippers R., (1998) Coordinate systems and Map projections, ITC-notes. [e-journal] Available through: International Institute for Geo-Information Science and Earth Observation website http://kartoweb.itc.nl/geometrics/publications/kt20003coordtransuk.pdf [Accessed 1 November 2014]. Jannsen V.,(2009) Understanding Coordinate Systems, Datums and Transformations in Australia. [e-journal] Available through: University of Tasmania Library website http://eprints.utas.edu.au/9489/1/Janssen_2009_SSC2009_proceedings_version.pdf [Accessed 1 November 2014]. Winter S., Rizos C., (2014) Dynamic Datum Transformations in Australia and New Zealand. [e-journal] Available through: CEUR Workshop Proceedings publication service http://ceur-ws.org/Vol-1142/paper6.pdf [Accessed 2 November 2014].

Monday, August 19, 2019

My Experiences as a Medical Social Worker Essay -- career, medical soc

Within the past week, I was able to meet a patient that had been through a very difficult life. He was admitted into the hospital almost one month ago because he had a stroke. He was a carnival worker and was only planning to be in Lexington for a temporary amount of time until the carnival left. When he was admitted into Saint Joseph Hospital, there were no indications that he had family and/or friends that should be contacted. At first, he was unable to talk, and his mobility was extremely limited. Last week, I was shadowing a social worker that had been asked to help fill out an application for this patient to qualify for Social Security because he now had a disability and would be unable to work. This patient didn’t have insurance, and we were determined to help him in any way possible. We went into his room to ask him very simple questions that were on the application, and he was helpful about remembering his past work history over the past 15 years. Unfortunately, he did not have a bank account, had no assets, and had been working as either a company driver and carn...

Sunday, August 18, 2019

Queen Nefertiti as a Significant Historical Figure in the Coloring Book :: History Queen Nefertiti Essays

Queen Nefertiti as a Significant Historical Figure in the Coloring Book The influence and admiration of Ancient Egypt's Queen Nefertiti in the modern world is quite apparent, particularly in children's literature. "A Coloring Book of Queen Nefertiti" is a prime example. This 18-page coloring book includes black-outline illustrations of various aspects of ancient Egyptian history pertaining to Queen Nefertiti. Also incorporated are brief anecdotes pertaining to the pictures, written in simple language appropriate for ten to 13 year olds, though this was probably not the intended target age bracket. The language is probably too complex for younger children, (ironic as the prime age for coloring book use is three to eight years old); however these passages can easily be read to them by a parent, teacher, or older sibling, and hold great educational value for the child and adult alike. Placed prominently on the glossy front cover is an image of Nefertiti's famous bust portrait from a well-known Berlin museum. The Nefertiti bust portrait, from Ancient Egypt's 18th Dynasty, was created sometime between 1348 and 1336 B.C. and now resides in the Staatliche Museen zu Berlin, Preussischer Kulturbesitz, Agyptisches Museum. (Stokstad, 120) It was found in the studio of its believed sculptor, Tuthmose, at the then-capital city, Akhetaten. Because bust portraits during this time were a rarity, scholars believe that Tuthmose may have created the bust simply as a model for future sculptures and paintings of Nefertiti. Though it is generally known from ancient depictions of sculptors at work that statues were sometimes created in parts and then assembled, it is believed that this bust was never intended to be part of a full-bodied statue. (Stokstad, 120) The illustration of the Nefertiti bust on the cover of the coloring book and the actual bust itself are physically similar in many ways, but they also differ significantly. The basic depiction is the same; Nefertiti faces towards the viewer's right side, has the same general facial and dress features, and features the same proportions. The physical similarities end there, however. The actual bust measures twenty inches (51 cm) in height, while the coloring book's depiction is a mere 9.5 inches (24 cm). The true bust, of course, gives us more definition in facial features because of its use of three-dimensional representation. For example, Nefertiti's cheekbone is prominent on the bust, but is completely absent on the coloring book cover. The two representations also differ drastically in color.

Saturday, August 17, 2019

Draft

So it only means that segregation is very important! The students, teachers and school response health are at risk if wastes are not segregated. Everyone has to imply with the rules of segregation for us to be healthy. But now let's differentiate the non-biodegradable and biodegradable wastes. There are many kinds of biodegradable and non-biodegradable wastes and some of the examples of biodegradable wastes are: left-over, paper, wood ad etc. And the example of non-biodegradable wastes are: Styrofoam, plastics, hardstands and etc.Then non-biodegradable wastes are the ones who caused the calamities that happen in our society now a day. It takes more than 50 years for them to decompose. It is also the waste that will never break down into part of the earth. Non- biodegradable wastes are the main problem of the society. We humans are the major cause of the non-biodegradable waste everywhere; we create all sorts of plastic bags, glass, Styrofoam and etc. Even if we know that this waste w ill not decompose easily. How are we going to lessen the use of this non-biodegradable material?What can we do to help prevent calamities cause by this waste? Segregation is very important especially when we are talking about waste. We as an ordinary citizen of our country or as an ordinary student can help even in little hints that we do. We can prevent the calamities that get many persons life when we imply ourselves in the rules of waste segregation. We the research students choose to experiment the effect of mixing two kinds of waste. Why do we need to separate biodegradable wastes to non-biodegradable wastes?Why do we need to know the importance of segregation? In this way, we research students can help people who don't know the importance of this in solving environmental problems. Statement of the Problem: Since waste is one of the problems in this country, we conducted a research to help people know the importance of segregating waste. . In what way can students of SAPS help in lessening waste? 2. Is it possible to recycle mixed biodegradable and non-biodegradable wastes? 3. How can we help people know the importance of segregation? Hypotheses: 1 .We as student of SAPS can help lessen wastes by knowing the proper segregation and helping minimize the waste in our society. 2. We think that we can recycle mixed biodegradable and non-biodegradable waste because mixed bio and non- biodegradable wastes is a new substance. 3. We as student think that we can help people know the importance of segregation if we do a creative project that explains hat segregation is truly that important. Significance of the Study: The study aims to give information about the importance of segregation inside and outside the campus.This study also has a goal to improve the use of non- biodegradable and biodegradable waste in our daily life. This study also aims to help in recycling the waste around us. This study has a goal to minimize calamities caused by the waste that don't deco mpose. The study aims to inform that if we know how to segregate we know how to take care of our environment. This has a goal to tell people to lessen the use of non-biodegradable waste or materials because this is the effect why our environment is polluted.This study aims to give the importance, cause and effect and the meaning of segregation of wastes. Scope and Limitations: This research is limited only to papers and plastic bottles. The researchers will get papers and plastic bottles in the trashcans they will find in Sat. Clara Parish School. Definition of Terms: Non-Biodegradable Waste It is the waste or object that cannot decompose or cannot easily decompose. Biodegradable Waste It is the waste or object that easily decompose. Mixing It is the process of combining two or more substances to form another substance.

Develop Health and Safety and Risk Management Policies,

Legislative frameworks for Health and Safety and risk management within our work setting include: ?The Health and Safety at work Act 1974. This is in place to ensure that all people are kept safe at work or entering a workplace. We have the Health and Safety policy in place to protect all people. The staff are given a copy and this is reviewed to ensure that the nursery if keeping within the guidelines. ?Health and Safety (First Aid) Regulations 1981. This is to make sure that all staff has access to first aid within the workplace.At Roselodge we have a first aid kit on each floor and the kitchen. This is checked regularly by the Health and Safety Officer to keep the stock correct. ?Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995. This is in place to give settings responsibility for reporting any injuries and illnesses to the HSE or local authority. Any of these are reported within the nursery and we ensure that accident forms are completed correct ly and that everyone is aware of the illnesses and exclusion periods.Control of Substance Hazardous to Health (COSHH) 2002.This is to ensure that workplaces minimise the risk of substances being hazardous to health. This is covered within the Health and Safety policy and all staff are made aware of the substances and how to correctly store these around the nursery. We have COSHH reports in case of an emergency with any of the COSHH products within the nursery. ?Data Protection 1998. This is to ensure that all personal information is kept safe and confidential. We have a confidentiality policy in place which all staff are made aware of. This is a written policy and reviewed.All information stored on paper is locked away and electronic information is password protected. ?Personal Protective Equipment at Work Regulations 1992. This is to keep people safe and be provided with the appropriate protective clothing when dealing with a situation that could cause cross infection, free of char ge. ?Food Safety Act 1990, Food Hygiene Regulations 2006. This is to ensure that risks with food handling are minimised. Food Safety policy is written and people are made aware. Hygiene facilities are available through-out the nursery and procedures are adhered to at all times.Staff dealing with food has attended training on Food Safety.Children Act 1989, Children Act 2004. This sets boundaries and gives help to local authorities so that they can regulate official intervention in the interest of children. We ensure that the children are kept safe and any concerns are deal with appropriately and efficient. Our setting has over 5 employees and to keep with the Health and Safety Act 1974 we have written policies in place and people are made aware. We review these annually or more regular if needed.We have recently updated the policies to come in line with the Early Years Statutory Framework. We have risk assessments that are reviewed annually or if an incident occurs then more regularl y. It is stated within the staff contract and job description that all must comply with the written Health and Safety policies in place. The staff are regularly updated on Health and Safety in the staff meetings. All staff follow the procedures and if there is a case that they do not then it could be a risk of losing their job or causing injury to themselves or others.HSE inspectors can enter the workplace at any time. If finding a problem or breach of the law is made, then we would need to follow the HSE Enforcement Policy statement: ?Informal – minor incident. We would be advised to comply with the law and be given written confirmation with the legal requirement and the best practice advice. ?Improvement notice – served when a serious breach of the law has been committed. The inspector discusses the improvement notice and clarifies the issues. Notice will be given and that will state what issue is, when it needs to be completed and why it has been served.21 days is g iven to remedy or time for the workplace to go to an industrial tribunal if they wish ?Probation notice – situation which could be a risk to serous personal injury. The issue will be immediately halted and job stopped and the staff will not be able to carry this out again until the issue has been rectified. Risk assessment and risk management are essential within a childcare setting. It is important for all involved to be aware of how to minimise risk and control risk, this supports the children to then be able to assess and take controlled risk within the workplace.These assessments are completed and reviewed annually, new risk assessments are made when necessary. Health and Safety checks are completed daily at the start and end of the nursery day. If any risks or hazards are highlighted, these are dealt with immediately or the hazard is removed so not to cause an injury to anyone in the workplace. It is essential that all staff are aware of how to control risk and understan d how to support risk taking safely. This is done in house training and discussions also through external courses.

Friday, August 16, 2019

Reflection Journal

Answer the questions in a full and complete manner. Use complete sentences, including proper spelling and grammar. When you are ready to turn in your assignment, add a check mark to the Submit for Grading box and then select Submit. Module 3: Natural Forces Affecting the Driver Vocabulary: Please define six (6) of the following terms in your own words. Please do not Just copy and paste the definition. 1. Gravity-A force that attracts the body toward the center of the earth. 2. Inertia- A tendency to do nothing or remain unchanged. 3.Potential Energy- 4. Kinetic Energy-Energy that a body possesses by virtue of being in motion. 5. Friction-The resistance that one surface or object encounters when moving over another. 6. Traction-The action of drawing or pulling a thing over a surface, especially a road or track. 7. Centrifugal Force- 8. Centripetal Force- 9. Deceleration- Is the term used for acceleration that causes an object to slow down. 10. Force of impact- Module 4: Signs, Signals & Pavement Markings 1. Explain the purpose of the following A. The difference between solid and broken lines is: You may not cross through solid lines but you can cross broken lines.B. Yellow lines (broken or solid) indicate what type of traffic flow: Separate lanes going in different directions. If broken you can pass or cross the broken yellow line. If it is solid you should not cross or pass over the solid line. If there is a solid and a broken yellow line you can only pass if the broken yellow line is on your side of the road or else passing is not permitted. C. White lines (broken or solid) indicate what type of traffic flow: Separate lanes going in the same direction if broken you can pass or merge or cross the broken line. If solid you usually cannot cross over or should not pass or cross the solid line. Observe and describe the different signs in YOUR city. Give specific examples of each (include color, shape, what the sign is for, etc. ). A. A regulatory sign: Is a red and white square that tells you which regulations to follow. B. A motorist services sign: A sign indicates what services are off that exit for people driving motor vehicles. They are usually blue. C. A recreational sign: Are rectangular and brown the indicate historical and cultural interest along with state and federal parks. D. A sign that you know what it means because of its shape: A stop sign is an octagon and it's red.It means you're supposed to come to a complete stop before entering the intersection. *If each of the above signs do not appear in your town then describe any 3 different types you see in your community. 3. Explain 3 interesting or important facts from Module 3 and 4. A. An interesting fact is you can make a right turn on a red light after stopping and yielding for pedestrians and vehicles in your path. B. Another interesting fact is that you a flashing red light means the same thing as a stop sign. C. Another interesting fact is you can't pass solid double yellow l ines.