Girlhood in19th Century American Art Research Paper - 1

Girlhood in19th Century American Art - Research Paper Example al backgrounds, ages, and other demographic variables who illustrate different features and aspects of girlhood that condenses the aspect of beauty in the context of the nineteenth century America. Beauty, culture, and history are presented in multiple dimensions that effectively portray the subtle aesthetics and meanings as understood within the specific context. A huge travelling exhibition, â€Å"Angels and Tomboys: Girlhood in 19th century American art† includes eighty prints, paintings, photographs, sculptures, and texts depicting the concepts of 19th century girlhood. The exhibitions interprets the countless ways that artists at this time delineated, artistically, the perception of people of how girls were and ought to be and how the artist aided in the modeling the social and artistic perception of being a female at that time. It also intended to show what adults hoped for the future of their daughters and what they feared most. Indeed, it includes the works of an era when females were just beginning to appear in art, featuring the works of Winslow Homer, Thomas Wakins, William Merritt Chase, Cecilia Beaux and much more. The artwork portrays economic and social class and race. It is apparent how the civil war affects the artwork which is shown later in the exhibition. It expresses how perceptions of women were changing along with the education and work conditions. Throughout the 19th century, when thinking about a young woman or girl, the first thoughts would be angelic, sweet, innocent and domestic. This exhibition at The Newark Museum had a different take on this issue. It displays significantly different views than the â€Å"norm† just previously describes of girlhood. The first text you would see entering the exhibit is a quote from James’s novella Daisy Miller (1878), where Daisy is portrayed as an †inscrutable combination of audacity and innocence†. This is evident in the name of the exhibit. It is evident how much our perceptions have changed

Will Positive behavior Modification Decrease the Amount of Negative-Seeking Attention of a Child Essay Example for Free

Will Positive behavior Modification Decrease the Amount of Negative-Seeking Attention of a Child Essay Teaching is a challenging profession especially if the teacher is handling children. Children, when they want to have attention, will do anything just to have it. They do anything positively or negatively just to have the attention that he wants. Children most of the time do it positively, however some would do it negatively. Say for example, in a school setting, the child may seek for the attention of the teacher thus in class he misbehaves. He doesn’t really care as to what attention he would be getting, be it praise or a reprimand, for as long as he gets the attention, he likes it. To a child an attention from an adult is very important. Sometimes, it is just but normal that children seek approval and attention but if this is too much, this could become a problem because the child would tend to be controlling. This action may then result in a situation where the child controls your life. The very reason for misbehavior in young children is to get attention, and in their later life, this may cause discipline problems (Severe, 2000). One of my 5th grade students, a male one, misbehaves that he is disturbing the class and distracts me as well. When he does this, I reprimand him however what he does is that he behaves for a while and then misbehaves again. I wanted to figure out what seems to be the problem with this child and I found out that he just wants some attention. He has this negative-attention seeking behavior wherein he does tricks just to get anyone’s attention. Everyday he has new tricks that he plays so he can have the attention that he wants. One time he threw a crumpled paper towards his classmate just to get the attention of his classmate. Another day this same student loudly talked to his classmate that distracted our discussion. Everyday he gets reprimands from me and he does the same thing again after a while. I started observing the child when he is playing with his friends. He also does tricks to get the attention of his playmates. I asked the other teachers who handled this child if they have observed this behavior and they said yes. This child really needs attention, no matter what he does and what he gets as long as he can have the attention that he wants. He may act negatively just to get the attention he does not care. He wants attention. I observed this particular child from day to day and consulted some books and studies about this kind of behavior of a child and came up with a plan on how to decrease the negative-seeking behavior of this child. This plan would use the positive behavioral modification. The question however is, ‘Will positive behavioral modification decrease the amount of negative-seeking behavior of my 5th grade male student? ’ My plan of action was to employ a positive behavior modification wherein interventions would be done by using techniques such as counter-conditioning, reinforcement and shaping to modify one’s behavior. The first strategy that I employed is the ‘random positive attention’. In this kind of strategy, one must ignore the student’s attention-seeking behaviors while some positive attention would be given at the same time. Say for example if the child would make a noise, just try to look at him in the eye and smile at him. This way he would notice that he is being given the attention. Another strategy is to give positive attention and approval to their behavior when appropriate. This would help the child understand his behavior better (How to handle Attention, 2008). This could be helpful because the child would realize that he is appreciated. This may help lessen his attention seeking behavior because he may feel he is given due credit for. He is gaining the attention that he needs from the people that he wants it from. Say for example when the child perfects his score in his exam, the teacher praises him or if he fails the teacher gives him encouragement thus the child would feel that he has a worth in the class because the teacher noticed him. Another way to handle the attention seeking behavior is to appreciate his positive behaviors and do not give negative attention to his misbehavior (How to handle Attention, 2008). In this way the child may realize that he can only get the attention that he wants when he is doing well. In this way he might change his mind on misbehaving he would try to do positive things to get recognized rather than misbehave and get nothing. Say for example when a child makes noise that disturbs the class, the teacher would simply look at him and smile, that would let this child realize that he is recognized but this is just a temporary recognition and when the child keeps quiet the teacher should acknowledge this in front of the class that the child would feel that he is more appreciated when he is doing the things that are expected of him. Another way to handle the attention seeking child is to make him realize that there are other students who also need the teacher’s attention. He might then realize that he is getting the equal attention that the other children are getting. In this way he may learn to behave in an appropriate way. Say for example when this child sees that the teacher is giving enough attention to the well behaved student he may try to imitate that behavior thus decreasing his negative attention seeking behavior. Another way is to give due credits to the child when he is doing well in class. Give him praise in front of the class. This may make the child realize that he is getting the attention of the teacher when he is doing well in class thus this may make him more motivated in studying his lessons. Instead of investing his time bullying around, he may realize that he may take time on studying his lessons and participate in class. Say for example when the child delivered a good speech in class give him due credit by not just saying that it was wonderful but by further asking the child how he was able to come up with the good speech and that he has to keep it up. Other children may seek attention because they simply want to fell that they are also important. So another intervention would be letting them know that they are important but there are also other students who also need the attention of the teacher. In this way a child may realize that he is not the only student that needs the attention of the teacher. In this way a child may lessen his misbehaviors and learn to consider others. Give the child tasks that you are confident that he can accomplish. If he does, it would make him feel proud about himself and he may fell that the teacher trusts him and that he is important because he was given the task. Another intervention would be, ignore the negative behavior of the child when appropriate. Sometimes children have tantrums, whining, swearing and arguing, and these kinds of behaviors are not harmful to either the child or the other people concerned. This behavior may be ignored and the child may realize that he cannot get attention from this kind of an act thus resulting to the decrease of the negative seeking behavior of the child. A child when he doesn’t get the attention that he needs, he may think of other ways to get the attention from the person that he wants it from. The results were actually positive. I have discovered a lot of things in the case of this child. I learned that a child would really do whatever it takes just to get the attention that he wants. The child would not care if it’s positive or negative attention that he gets as long as he gets that attention then he is happy with it. He would do the same things over and over again if he does not get what he wanted thus we would be on a cycle and the child would not change. With the applied interventions the child’s attitude slowly changed for the better. He was starting to reflect on his actions because he does not misbehave frequently in class. He also became participative in the class. The child’s negative-seeking attention was not really changed but it was somehow slowly decreasing. Changes in attitudes are not that easy to achieve thus it needs patience to be able to achieve the outcome that we wanted. Changes in attitudes does not come overnight thus we need to give time for the child to improve. As the teacher of this child, I learned that my reprimand were not effective as we may got through the same cycle everyday. That if I always give an equal negative attention to the negative-seeking behavior of the child, I might just be tolerating the attitude that he is showing. I also learned that every child is unique. There may be a lot of interventions that are available however this may not be applicable to every child having this kind of problem. As a result of what I learned, I may not have reprimanded the child as I do everyday. The child may just like this kind of attention that he is getting from me but this would not help him change his behavior. The child may just do the same thing everyday. This study may help not just teachers but parents as well who have this kind of child. The children may just need something that they were not able to have either from their teachers or from their parents. A quantity time may not mean a quality time thus what we adults need to look into is the time that we spend with the children. Let us be sensitive to our children’s needs. If the child misbehaves, there might be a corresponding reason for that misbehavior and so we need to know that first before we decide what punishment to give because our reprimands may make the situation worse.

What Is A Buffer Biology Essay

What Is A Buffer Biology Essay A  buffer  is an  aqueous solution  that has a highly stable  pH. If you add  acid  or  base  to a buffered solution, its pH will not change significantly. Similarly, adding water to a buffer or allowing water to evaporate will not change the pH of a buffer. A buffer is a substance in a solution that can neutralize either an acid or a base. A substance is said to be naturally buffered if it has a buffering action in its natural state .Buffers are used in chemistry to modulate and stabilize the pH of a solution. A buffered solution can be made in a variety of ways, most simply by creating a mixture of a weak acid and its conjugate base. Buffers are chemicals that, when added to water, tend to maintain a certain pH. This is due to the buffers ability to either accept or donate a proton (hydrogen ion, H+) or hydroxyl (OH-) to keep the pH in a certain range. Buffers are different than strong acids and bases because buffers do not donate all of their protons or hydroxyls within their buffering range. A buffer is a substance, usually a salt, that can bind with either the positively-charged hydrogen ion of an acid or the negatively-charged hydroxide ion of a base. If a solution is buffered, acids or bases can be added to the solution without changing its pH as drastically as if the acid or base were added to an unbuffered solution Natural Buffers A solution is said to be naturally buffered if it contains buffering compounds as it exists in nature. Blood is an example of a naturally buffered solution. Blood must maintain a pH close to 7.4 in order to carry oxygen effectively and contains compounds that react to acids or bases in order to neutralize them.   PREPERATION OF BUFFER A compound can buffer the pH of a solution only when its concentration is sufficient and when the pH of the solution is close (within about one pH unit) to its pKa.   To make a buffer you must first pick a compound whose pKa  Ã‚   is close to the pH   you want for the solution, and then decide what the buffer concentration should be.   Typically, buffer concentrations are between 1 mM and 200 mM, depending on the desired ionic strength and the buffering capacity required.   If the pH is expected to decrease during the experiment, choose a buffer with a pKa  slightly below the working pH.   Conversely, if the pH is expected to increase during the experiment, select a buffer with a pKa  slightly above the working pH.   Having decided on the total buffer concentration, you must adjust the ratio of the protonated and unprotonated forms of the buffer in your solution so as to give the desired pH.   Typically, buffers are composed of   weak acids and their salts, or w eak bases and their salts.   If the protonated form is uncharged, it is an acid (like acetic acid), and its unprotonated form is a salt (e.g., sodium acetate).   Conversely, if the unprotonated form is uncharged it is a base (like Tris base), and its protonated form is a salt (e.g., TrisHCl). Four practical ways to make a buffer are described below: The Slow and Stupid Method    To avoid adding extra salt to a solution, prepare a buffer composed of an acid and its salt by dissolving the acid form of the buffer in about ~60% of the water required for the final solution volume.   Adjust the pH using a strong base, such as NaOH.   When preparing a buffer composed of a base and its salt, start with the base form and adjust the pH with strong acid, such as HCl.   After the pH is correct, dilute to just under the final solution volume.   Check the pH and correct if necessary, then add water to the final volume.   Advantages:  Easy to understand.   Disadvantages:  Slow.   May require lots of base (or acid).   If the base (or acid) is concentrated, it is easy to overshoot the pH. If the base (or acid) is dilute, it is easy to overshoot the volume.   Ionic strength will be unknown. Adding a strong acid or base can result in temperature changes, which will make pH readings inaccurate (due to its dependence to temperature) unless the solution is brought back to its initial temperature.   (2)The Mentally Taxing Method   Using the buffer pKa  , calculate the amounts (in moles) of acid/salt or base/salt present in the buffer at the desired pH.   If both forms (i.e., the acid and the salt) are available, convert the amount required from moles to grams, using the molecular weight of that component, and the weigh out the correct amounts of   both forms.   If only one form is available, you can prepare the buffer by adding all of the buffer as one form, and then adding acid or base to convert some of the added buffer to the other form.   Decide what the total concentration of buffer will be in the solution, and convert the concentration to amount (in moles) using the volume of solution, and then to grams, using the molecular weight of the buffer form available.   Then calculate the amounts (in moles) of each form that will be present in the final solution, using the buffer pKa  Ã‚  and the desired pH.  Ã‚   Then calculate how much strong acid or base must be added to convert enough of the buffer form added to the other form,   to give the correct amounts of each form at the pH of the final solution.   Dissolve the buffer and strong acid or base in slightly less water than is required for the final solution volume.   Check the pH and correct if necessary.   Add water to the final volume. Advantages:  Fast.   Easy to prepare.   Additional pH adjustment is rarely necessary, and when necessary, the adjustment is small. Ionic strength easily calculated. The Two Solution Method   Make separate solutions of   the acid form and base form of the buffer, both solutions having   the same buffer concentration (and ionic strength, if required) as the concentration of total buffer in the final solution.   To obtain the desired pH, add one solution to the other while monitoring the pH with a pH meter.   Advantages:   Easy to do.   Disadvantages:  Requires both forms of buffer.   The required solution volumes are proportional to the ratio of buffer components in the final solution at the desired final pH, so making equal amounts of each form may waste a lot of one solution. The Completely Mindless Method   Find a table of the correct amounts of acid/salt or base/salt required for different pHs, and dissolve the components in slightly less water than is required for the final solution volume.   Check that the pH and correct if necessary. Add water to the final volume.   Advantages:  Easy to do (with appropriate table).   Convenient for frequently prepared buffers.   Disadvantages:  May be impossible to find table.   Table may be incorrect.   Requires both forms of buffer.   Component amounts from table will need to be adjusted to give the buffer concentration and volume in your solution. Ionic strength is unknown.   Common Buffer Preparations   Buffer Stock Soln Components Amount per Liter Soln. Conc. Stock Soln Final Conc.   PBS  Ã‚   (Phosphate Buffered Saline)  Ã‚   adj. pH ~7.3   10X NaCl  Ã‚   KCl  Ã‚   Na2HPO4Æ’Æ’-7H2O  Ã‚   KH2PO4   80 g  Ã‚     Ãƒâ€šÃ‚   2 g  Ã‚     11.5 g  Ã‚     Ãƒâ€šÃ‚   2 g   1.37 M  Ã‚     Ãƒâ€šÃ‚   27 mM  Ã‚     Ãƒâ€šÃ‚   43 mM  Ã‚     Ãƒâ€šÃ‚   14 mM 137 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   2.7 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   4.3 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   1.4 Mm   SSC  Ã‚   adj. pH ~7.0   20X NaCl  Ã‚   Sodium citrate   175 g  Ã‚     Ãƒâ€šÃ‚   88 g   3 M  Ã‚     0.3 M   150 mM  Ã‚     Ãƒâ€šÃ‚   15 Mm   STE   (Saline Tris EDTA)     1X Tris base  Ã‚   NaCl  Ã‚   EDTA (acid)    1.2 g  Ã‚      0.6 g  Ã‚      0.29 g   10 mM  Ã‚     10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   10 mM  Ã‚     10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   TAE  Ã‚   (Tris acetate EDTA)  Ã‚   pH ~8.5   50X Tris base  Ã‚   Acetic acid (glacial)  Ã‚   EDTA   242 g  Ã‚     Ãƒâ€šÃ‚   57.1 mL    37.2 g     2 M (Tris acetate) 0.1 M      40 mM (Tris acetate)  Ã‚     Ãƒâ€šÃ‚   2 mM   TBE   (Tris borate EDTA)  Ã‚   pH ~8.0   10X   Tris base  Ã‚     Boric acid  Ã‚     EDTA   108 g  Ã‚     Ãƒâ€šÃ‚   55 g  Ã‚     Ãƒâ€šÃ‚   40 mL   (0.5 M pH 8)     0.89 M  Ã‚     0.89 M  Ã‚     0.02 M   89 mM  Ã‚     89 mM  Ã‚     Ãƒâ€šÃ‚   2 mM   TE  Ã‚   (Tris EDTA)  Ã‚   pH ~7.5   1X Tris base  Ã‚   H2  EDTA (acid)   1.2 g  Ã‚     0.29 g   10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   Useful buffer mixtures Components pH range HCl,  Sodium citrate 1 5 Citric acid,  Sodium citrate 2.5 5.6 Acetic acid,  Sodium acetate 3.7 5.6 K2HPO4,  KH2PO4 5.8 8  [3] Na2HPO4,  NaH2PO4 6 7.5  [4] Borax,  Sodium hydroxide 9.2 11   Universal buffer mixtures By combining substances with pKa  values differing by only two or less and adjusting the pH a wide-range of buffers can be obtained.  Citric acid  is a useful component of a buffer mixture because it has three pKa  values, separated by less than two. The buffer range can be extended by adding other buffering agents. The following two-component mixtures (McIlvaines buffer solutions) have a buffer range of pH 3 to 8. 0.2M Na2HPO4  /mL 0.1M Citric Acid /Ml pH 20.55 79.45 3.0 38.55 61.45 4.0 51.50 48.50 5.0 63.15 36.85 6.0 82.35 17.65 7.0 97.25 2.75 8.0 A mixture containing  citric acid,  potassium dihydrogen phosphate,  boric acid, and  diethyl barbituric acid  can be made to cover the pH range 2.6 to 12.[6] Other universal buffers are  Carmody buffer  and  Britton-Robinson buffer, developed in 1931. Significance:- An important number for any aqueous solution is its pH. The pH is the negative logarithm of the concentration of hydrogen ions (often represented as a hydronium ion, which is a water molecule with an extra proton attached). Anything with a pH of less than 7 is considered to be acidic, and a solution that has a pH of greater than 7 is basic. Pure water, which has an equal amount of acid and base in it, is defined as having a pH of 7. Identification:- Buffered solutions are used to make a solution that exhibits very little change in its pH when small amounts of an acid or base are added to it. A buffer can be made by addition of a weak acid and its conjugate base to a solution. Alternately, a weak base and its conjugate acid can be used. Buffers are most effective when the amounts of the weak acid/base and the conjugate base/acid are usedgenerally to be effective, neither quantity should be more than 10 times that of the other. Control of ph by buffer Buffers are chemicals that, when added to water, tend to maintain a certain pH. This is due to the buffers ability to either accept or donate a proton (hydrogen ion, H+) or hydroxyl (OH-) to keep the pH in a certain range. Buffers are different than strong acids and bases because buffers do not donate all of their protons or hydroxyls within their buffering range. Background:- The measure of pH gives the concentration of hydrogen ions in a solution. Pure water has a pH of 7.0 and has an equal balance of hydrogen ions and hydroxyl ions. The pH will be lower if an acid is added and higher if a base is added. For various purposes, it is useful to add a buffer so that the pH remains constant even if an acid or base is added to the solution. Buffers are used to maintain constant pH. Buffer Equilibrium:- Different buffers  work  at different pHs. A buffer is most efficient at maintaining a constant pH when the pH equals its acid dissociation constant, its pKa. At this pH, the buffer consists of an equal solution of protonated and de-protonated conjugate base. This often denoted by a theoretical buffer molecule, AH, dissociating into a proton, H+, and the conjugate base, A-. The pKa is determined by the pH where the concentration of AH equals the concentration of A-. Buffering Acids:- At its pKa, a buffer can maintain a constant pH by accepting free protons. Adding an acid to the solution, such as HCl, will cause free protons to enter the solution. The conjugate base will accept the free protons, causing the pH to be unchanged. The solution will remain at the same pH as long as there is enough conjugate base to accept the additional protons. The reaction can be written as the dissolution of the acid: HCLH+ + Cl- leading to free H+ in the solution. The further reaction with the buffer occurs: H+ + A- HA. This removes the free protons and constant pH is maintained. Buffering Bases:- Adding a base such as sodium hydroxide to a solution will cause an increase in the hydroxyl concentration. In a buffered solution, the protons attached to the undissociated buffer are donated to the solution, forming H2O with the free hydroxyls. This counters the effect of the base and maintains the pH of the solution as long as there is undissociated buffer available in the solution. In this case, the reaction can be written as the dissolution of the base: NaOH Na+ + OH- leading to the second reaction of OH- + HA H2O + A-. Different Buffers:- Different buffers have different pKas and can be used to buffer solutions at a wide range of pHs. Chemicals used as buffers often have the ability to donate or accept multiple protons or bases. These buffers hence have two or more different pKas corresponding to how many protons or hydroxyls per molecule they can donate or accept. Different buffer molecules can be combined to form customized buffer ranges. For a list of biological buffers, see Resources. WORKING OF BUFFER When hydrogen ions are added to a buffer, they will be neutralized by the base in the buffer. Hydroxide ions will be neutralized by the acid. These neutralization reactions will not have much effect on the overall pH of the buffer solution. When you select an acid for a buffer solution, try to choose an acid that has a pKa  close to your desired pH. This will give your buffer nearly equivalent amounts of acid and conjugate base so it will be able to neutralize as much H+  and OH-  as possible. PURPOSE OF BUFFER:- A buffer solution is used to resist changes in pH when a certain amount of strong acid or base is added to the solution. It is an important part of biological systems in living organisms as well as in the laboratory. The reason a buffer works to maintain a certain pH is that the concentration of weak acid and base is kept in a specific ratio in line with the acid titration curve. The titration curve A titration curve is a graph that relates the relative concentrations of a weak acid to its conjugate base by graphing pH versus amount of base added. In the region of the titration curve where the graph is almost flat, the pH changes very little with added base and therefore this would be a good pH for the buffer. Buffer in cells and blood The main buffer found in living cells is the H2PO4/HPO4- buffer pair. In blood, the main buffer is the H2CO3/HCO3- pair. This system relies on dissociation of carbonic acid, which has a pKa of 6.37. The pH of human blood needs to remain at around a pH of 7.4 and therefore the system also involves carbon dioxide transported to the lungs. Phosphate buffer The phosphate buffer is based on tris (hydroxymethyl) aminomethane or TRIS. This buffer has a pKa of 8.3 and is found both in living organisms as well as used in the laboratory. It is a good buffer because it does not tend to interfere with the system being studied. Buffers in enzymatic reactions Laboratory methods to isolate an enzyme use buffered solutions because an enzyme can only function in a narrow pH range. Enzymes are very sensitive to pH as well as salt concentrations. Therefore, it is important to use a buffer with a very good buffering capacity for the specific pH in order for the experiment to be successful. Physiological consequences Respiration plays a role in buffering of blood by controlling the rate of respiration depending on the need for hydrogen ions or increased acidity. Increasing the rate of respiration is helpful when there is a buildup of hydrogen ions or acidity in the blood. The H+ ions bind to bicarbonate to form carbonic acid. This raises the level of carbon dioxide in the lungs. Increasing the level of respiration removes the excess carbon dioxide. Therefore, here the buffering system is used to keep pH level of the blood within the required narrow range. Features:- The pH of a buffered solution is defined by the Henderson-Hasselbalch equation, which states that the pH of a solution is equal to the acid dissociation constant of the weak acid plus the logarithm of the ratio of the concentrations of conjugate base to the weak acid. The acid dissociation constant is a number that defines the tendency of an acid to dissociate and form hydrogen ions. A strong acid will have a very low dissociation constant, whereas a weaker one may have a significantly higher one, around 5. Considerations:- Buffered solutions have many applications in chemical manufacturing for processes that require a specific pH range to  work. This is also true for the human body, which contains many enzymes that are only functional at a specific pH. Outside of this range, the enzymes are either unable to catalyze reactions, or in some case will misfold and become broken down; thus, a mixture of carbonic acid and bicarbonate is used by the body to keep pH of the blood between 7.35 and 7.45.

Technology in the Classroom Essay -- Technology Education

Computers play a large role in today’s society, inside and outside of classrooms. Like many forms of technology, they have the power to hinder students learning in achieving goals in higher education classrooms. In her essay Lest We Think the Revolution is a Revolution: Images of Technology and the Nature of Change, Cynthia Selfe, a Humanities Distinguished Professor at The Ohio State University, discusses the continuous argument about the effects that computers have on education due to change in technology. As a college student, I am able to closely relate to various statements she makes because I deal with these â€Å"issues† on a daily basis. Thus, the subject of computers in higher education classrooms is a controversial to many people. However, I do not believe that computer technology is a necessity in classrooms. While growing up, it is apparent that students have always had the opportunity to engage in technology in classrooms. As a child, I remember computers in the school library at a very young age. Therefore, I was able to type, search the web, and do various other things on a computer. However, one would think that as students progressed and advanced to higher grades that the technology would also advance and become more challenging however, it did not. Students have primarily been utilizing the same types of technology in classrooms for years on end and no problems have arisen from that. However, other forms of technology could potentially be useful in classrooms such as projectors, smart boards, and tools that teachers are familiar with to use. If new forms of technology are not a major necessity, why spend the money to buy them and the time on them? Also, if a student is not planning to make a career out of utilizing ... ...y. "Lest We Think the Revolution Is a Revolution: Images of Technology and the Nature of Change Cynthia Selfe." From Inquiry to Academic Writing: a Text and Reader. Boston: Bedford/St. Martin's, 2010. Print. Wurst, Christian, Claudia Smarkola, and Mary Anne Gaffney. "Ubiquitous Laptop Usage in Higher Education: Effects on Student Achievement, Student Satisfaction, and Constructivist Measures in Honors and Traditional Classrooms." Jan. 2008. Web. 16 July 2008.

Insanity in The Tell-Tale Heart by Edgar Allen Poe Essay -- The Tell-T

Edgar Allen Poe's "The Tell Tale Heart" is a short story about how a murderer's conscience overtakes him and whether the narrator is insane or if he suffers from over acuteness of the senses. Poe suggests the narrator is insane by the narrator's claims of sanity, the narrator's actions bring out the narrative irony of the story, and the narrator is insane according to the definition of insanity as it applies to "The Tell Tale Heart". First, Poe suggests the narrator is insane by his assertions of sanity. For example, the narrator declares because he planned the murder so expertly he could not be insane. He says, "Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen how wisely I proceeded-with what caution-with what foresight-with what dissimulation I went to work!" In addition, every night at midnight the narrator slowly went into the room of the old man. He claims this was done so wisely that he could not be insane. The narrator thinks that if a murder is carefully planned then the murderer is not insane. Also, the narrator claims he suffers from over acuteness of the senses. Regarding the sound of the old man's beating heart, the narrator says, "And now have I not told you that what you mistake for madness is but over-acuteness of the senses? --now, I say, there came to my ears a low dull, quick sound, such as a watch makes when enveloped in cotton". The narrator claims he is n ot imagining the sound but he is hearing it because his senses are so sharp. The narrator believes he is justified in killing the old man because the man has an Evil Eye. The narrator claims the old man's eye made his blood run cold and the eye looked as if it belonged to a vulture. Poe shows the narrator is insane... ...arly shows that the narrator is insane because he heard noises, which could not possibly have occurred. As the police officers were sitting and talking in the old man's chamber, the narrator becomes paranoid that the officers suspect him of murder. The narrator says, "I could bear those hypocritical smiles no longer! I felt that I must scream or die". The narrator is deluded in thinking the officers knew of his crime because his insanity makes him paranoid. In conclusion, Poe shows the insanity of the narrator through the claims of the narrator as to why he is not insane, the actions of the narrator bring out the narrative irony of the story, and the character of the narrator fits the definition of insanity as it applies to "The Tell Tale Heart". The "Tell Tale Heart" is a story about how insanity can overtake someone's mind and cause one to behave irrationally.

Democracy in Iraq :: essays research papers

Democracy in Iraq The date is March 20, 2003; American forces enter Iraq in the form of air strikes over the capital city of Baghdad. The night sky lights up from anti-aircraft fire from Iraqi sites. The echoing sound of bombs and heavy explosions tremble in the night sky that knew of silence just decades ago. Now eighteen months have pasted, the regime is overthrown, and over one thousand American soldiers have lost their lives in the battle for Democracy in the Middle East. Everyday the numbers of American deaths spent to create Democracy increase. And everyday the number of dollars spent to create Democracy increase. Is it really a possible goal? Can the Americans establish Democracy in Iraq? The five fundamental ideals of Democracy support the common man, but in Iraq is this really what the common man wants? "It seems to me you hate the one thing that to us is most precious. You hate our freedom. Our individual freedom. Our individual freedom to live as we choose, to come and go as we choose, to believe or not believe as we individually choose." ~ Judge William Young in trial against Richard Reid (charged for intent to blow up jumbo jet on January 30, 2003. Reid used to be Iraqi citizen. This quote is said by an American judge who shares the passion that is needed for a democracy to work. ) Democracy requires freedom for all that is the foundation that a Democratic government is based on. This individual freedom can be restrained, but it can never be taken away. In Iraq the government that once controlled all people was a dictatorship led by Saddam Hussein. This government exists when those who rule do so without regard for the will of their constituents. This type of government does not take responsibility for its policies or the ways that the policies are carried out. The dictatorship form of ruling started with the famous Julius Caesar, dictatorships were common because of simplicity. The ideal of individual freedom was and is not present in dictatorships because the men in charge did not believe it to be a significant value to try to preserve. Throughout America's history, our democratic government, one where you can go where you will, leave when you will, and do as you will, has been looked up to by others. Iraq is a country marked by killing and bloodshed, a part of life which the citizens know and understand; there democracy is not yet the solution.

Mine safety and environmental health challenges

1. Sketch some of the cardinal wellness and safety challenges that is faced by a excavation company you are familiar with.The industry has experienced both high effect low frequence events ( catastrophes such as Moura and Gretley ) every bit good as low frequence high events ( such as faux pass, strains and falls ) contribute to the industry ‘s high lost clip hurt rate ( LTIR ) . It has besides had its portion of occupational diseases. Historically, pneumonocosis ( lung disease caused by inspiration of mineral dust ) , asbestosis and mesothelioma have been cardinal countries of concern. Noise, quiver and weariness are issues of important wellness concerns. The direction and control of major jeopardies associated with structural prostrations, fires and detonations are cardinal safety issues of the twenty-four hours.Moura:During the past 40 old ages at that place have been three mining catastrophes in the Moura territory at a cost of 36 lives.The first occurred at Kianga Mine on 20 September 1975. Thirteen mineworkers died from an detonation which was found to hold been initiated by self-generated burning. The mine was sealed and the organic structures of the work forces were ne'er recovered.The 2nd occurred on 16 July 1986 at Moura No 4 Mine when 12 mineworkers died from an detonation idea to hold been initiated by one of two possible beginnings, viz. frictional ignition or a flame safety lamp. The organic structures of the mineworkers, in this instance, were recovered.The tierce of the catastrophes occurred on 7 August 1994 at Moura No 2 Mine. On this juncture eleven mineworkers died as a consequence of an detonation. The mine was sealed and, at this clip, the organic structures have non been recovered.2. What is the model of the mine safety statute law in your state/country?Since Australia is a federation of provinces, each province sets out its ain Torahs, which include its ain regulative criterions for occupational wellness and safety. At get downing, each province was separate and used the old wellness codifications ( i.e. , statute law ) and criterions from the British system. This system relied to a great extent upon really specific ( i.e. , Numberss based ) system which was easy to implement and simple to understand. However jobs ensured as clip and engineering progressed which led to the wellness and safety reform that began in 1972.The Current Framework for Mine Safety in Australia in 3 ways:Regulations under a general OHS Act ( VIC/SA/TAS/NT )In separate Mine Safety Acts and Regulations ( WA/QLD )In separate mine Safety Act and Regulations Subordinate to a general OHS Act ( NSW )Since Victoria is my province, the undermentioned legalization will be used under 3 chief classs given as below.Dangerous Goods ActEnvironment Protection ACTOccupational Health and Safety Regulationsa ) As per Occupational Health and Safety Regulations:Occupational Health and Safety Act 2004. Act No. 107/2004: Enabling act. Sets out the cardinal ru les, responsibilities and rights in relation to occupational wellness and safety ( OHS ) . Occupational Health and Safety Regulations 2007, Statutory Rule No. 54/2007: Specifies the manner in which a responsibility imposed by the OHS Act must be performed, or prescribe procedural or administrative affairs to back up the OHS Act ( eg requiring licenses for specific activities, the maintaining of records or giving notice ) . WorkSafe Positions: Are guidelines made under subdivision 12 of the OHS Act that province how WorkSafe will use the OHS Act or Regulations or exert discretion under a proviso of the OHS Act or Regulations. WorkSafe Positions are intended to supply certainty to duty holders and other affected partiesB ) As per Environment Protection ACT:Version No. 171, Environment Protection Act 1970, No. 8056 of 1970, Version integrating amendments as at 1 January 2010. This sets out the cardinal rules, responsibilities and rights in relation to Environment Protection Act. degree Celsius ) As per Dangerous Goods Act: This sets out the cardinal rules, responsibilities and rights in relation to Dangerous Goods Act. But here separately they all made for single classs as mentioned. Version No. 081 Dangerous Goods Act 1985 No. 10189 of 1985 Version integrating amendments as at 1 January 2010 Version No. 003 Dangerous Goods ( HCDG ) Regulations 2005 S.R. No. 96/2005 Version as at 14 March 2008 Version No. 005 Dangerous Goods ( Storage and Handling ) Regulations 2000 S.R. No. 127/2000 Version integrating amendments as at 1 January 2009 Version No. 001 Dangerous Goods ( Transport by Road or Rail ) Regulations 2008 S.R. No. 166/2008 Version as at 1 January 2009 Version No. 013 Dangerous Goods ( Explosives ) Regulations 2000 S.R. No. 61/2000 Version integrating amendments as at 1 January 20093. Robens suggested two cardinal issues were of import in accomplishing high criterions of safety.What are these two key issue?Where in the Act ( or ordinance ) are these two issues addressed in themine safety statute law of your state/country?In 1972, the British Robens study sought to modify the old codifications of pattern utilizing two base principals.The first rule recognised the demand to unite all the difference OHS Torahs under one system. It was proposed that this would be accomplished by making â€Å"general duties† into one opinion ( Robens Report, para 41 ) .The 2nd rule observed that a ego ordinance theoretical account be implemented where workers and decision makers ‘come together ‘ in order addition the criterions of wellness and safety ( Robens Report, para 41 ) .The Federal Government in 1985 passed statute law to organize the so National Occupational Health and Safety Commission ( NOHSC ) ; though , because Australia is a federation, each state/territory has to sign federal statute law in order to for the committee ( NOHSC ) to be apart of the Commonwealth and hence have any legal evidences. Each province reformed OHS Torahs, based on the Robens theoretical account and beyond. In fact, the OHS operates in a three manner system. The first is the general responsibilities which cover all employees irrespective of occupation position ( Internet Explorer, contracted or non ) and require the employee as practically possible to guarantee a safe working environment. The 2nd are the â€Å"provisions in regulations† are compulsory Torahs that are specific to each province. Finally, codifications of pattern are used as counsel which set the criterions for the general responsibility of attention. These aid in puting criterions the responsibility holder is required to place the jeopardies and buttocks and control hazards and hence helps Robens 2nd rule nevertheless there remains some critical spreads.4. What is the chief end of industrial hygiene?List the four key processes that play a function in accomplishing this end.Main end of Industrial hygiene is risk decrease and/or hazard riddance wherever possible.AnticipationRecognitionEvaluationControl of workplace e nvironmental jeopardiesSpecify the undermentioned footingsHazardHazardHazard directionHazard AppraisalProbabilityFrequencyBadnessDoseTLV-TWATLV-STELHazard: A jeopardy is any ‘thing ‘ that may do injury or hurt to a individual or belongings. Besides this is the potency of any agent or substances to do injury, normally ill-health or disease.B ) Hazard: The hazard tells how likely an accident ( An accident is any unexpected or unintended event that may do injury or hurt to a individual or belongings ) will do injury or hurt to a individual or belongings. Hazard is a map of the type of jeopardy times the sum of exposure ( Risk = Hazard x Exposure )Hazards direction: The procedure of ordaining general responsibilities of attention in order to extinguish, replacement, or cut down the likeliness of an accident ( i.e. hazard ) through technology or administrative solutions, or through using personal protection equipment ( PPE ) .Hazard Appraisal: Hazard Assessment is the procedu re by which a particular hazard is quantified or qualified in order to understand how to pull off a specific jeopardy. It is based upon the consequence that a specific jeopardy may hold, the magnitude of the jeopardy ( I, e, how terrible it may be ) , and the continuance that the jeopardy may impact a individual or belongings. The hazard appraisal helps determine how a jeopardy may be managed and how a hazard may be controlled.Probability: the likeliness for an event to happen. One of the factors that serves as the dependent variable for hazard ( I.e. Risk=Probability * Severity ) orIt is a manner of showing cognition or belief that an event will happen or has occurred. In mathematics the construct has been given an exact significance in chance theory, that is used extensively in such countries of survey as mathematics, statistics, finance, gaming, scientific discipline, and doctrine to pull decisions about the likeliness of possible events and the implicit in mechanics of complex s ystems. degree Fahrenheit ) Frequency: Frequency is the rate at which a individual may come into contact with a jeopardy over a defined length of clip. Or The figure of times that a periodic map repeats the same sequence of values during a unit fluctuation of the independent variableBadness: Badness is the magnitude, or strength, with which a risky substance is exposed to a individual. It is the dimension for sorting earnestness for Technical support issues.Dose: Is the sum of the jeopardy which we are exposed. It is defined by the concentration of the risky substance times the length of clip a individual is exposed.Dose is the construct of dosage is paramount for occupational hygiene and hazard direction. Dose refers to the sum of a substance to which we are exposed, and is a combination of the concentration of exposure and continuance of exposure. Dose= concentration*duration of exposureI ) TLV-TWA:TLV values by and large refer to a national exposure criterion for a jeopardy ( i.e. chemical, dust, or radiation ) . It is a agency of quantifying the maximal concentrations of a peculiar substance in an country over a specified length of clip, and so using it as a criterion for wellness and safety inspectors and responsibility bearers to utilize as a manner of measuring hazard. TWA is an acronym for clip leaden norm. In this instance, the continuance of contaminant exposure is expressed over an eight hr working twenty-four hours and a five twenty-four hours working hebdomad. In this manner, this exposure criterion incorporates the upper limit and minimal exposure rates a individual experiences during a regular on the job twenty-four hours. The accent of an exposure free clip is implicitly involved ( as would be the instance for noise ) so that certain organic structure thresholds are non passed.J ) TLV-STEL:STEL is an acronym for short term exposure bound. For some substances, a short term exposure criterion is needed since ague and chronic wellness affects may ensue. Alternatively of an eight hr twenty-four hours, this exposure criterion is step over no more than 15 proceedingss.6. Whatare the chief airborne contaminants/pollutants that can do health-related jobs at mine sites?The Dust and particulates ( arsenic, lead, quicksilver and etc ) ;The Toxic gase s ( C monoxide, sulfur dioxide and etc ) ;The Carcinogens ( asbestos, aromatic hydrocarbons, and etc ) ;The Flammable gases ( methane and C dioxide and etc ) ;The Radiation toxicant ( radon, U, Th and etc ) ;The Mixture of viruses and bacteriums.7. For a peculiar legal legal power ( state/country ) what are the legal demands for the concentration of the followers in the general organic structure of airing air flow ( maximal or lower limit ) ?Harmonizing to the HSISa ) Oxygen Pure O: no limitations Oxygen diflouride: TWA=.05 ppm B ) Methane ( as a gas ) Pure methane: TWA=0, STEL=0 Bromomethane: 5ppm STEL=0 degree Celsiuss ) Carbon dioxide In coal mines: TWA= 12,500 ppm STEL= 30000 ppm Regular: TWA= 5000 ppm STEL= 30,000 ppm vitamin D ) Carbon monoxide: TWA= 30 ppm STEL=0 vitamin E ) Hydrogen sulfide: TWA= 10 ppm STEL= 15ppm degree Fahrenheit ) Respirable dust ( no silicon oxide ) Coal Dust: TWA = 3 mg/ M3 STEL=0 Soapstone: TWA = 3 mg/ M3 STEL=0 Vanadium: TWA = 0.05 mg/ M3 STEL=0 Graphite: TWA = 3 mg/ M3 STEL=0 g ) Respirable dust ( with silicon oxide ) : TWA= 2 mg/m3 H ) Oxides of Nitrogen: Nitrogen Triflouride: TWA= 10 ppm STEL=0 Azotic Oxide: TWA= 25 ppm STEL=0 Azotic Oxide: TWA=25 ppm STEL=0 Nitrogen dioxide: TWA= 3ppm STEL=0 Nitrogen tetroxide: TWA= 0 STEL=08. Define Dust, list and briefly describe the general preventive steps, which can be used to command or forestall exposure to high dust exposures.Dust caused by the mechanical decomposition of stuff can be defined as a aggregation of solid atoms which:Are dispersed in a gaseous medium ( normally air )Are able to stay suspended in the air for a comparatively long clipHave a high surface country to volume ratio.So briefly, over the full scope of airborne stuffs, dust by and large has the largest atom size although it can exhibit a broad particulate scope. In general, dust can be defined an merger of assorted particulates ( solid affair ) that can divide and stay in suspension in air. Dust is by and large caused by mechanical weathering through, in the instance of mines, the usage of really big machines ( drills and crushers ) and blasts. Dust can either present an immediate jeopardy ( I, e, oculus annoyance ) or long term wellness effects ( radioactive atoms that stick to respirable dust which are later inhaled ) . Whether the effects are long term or short term, there are a figure of ways that duty callings can command or even extinguish dust. 1 ) Preventative steps ( Elimination ) :This is the best manner among all.This includes irrigating to cut down dust formation when film editing and boring ; guaranting that cutting equipment is crisp, and utilizing oils to transport mine cuts to an enclosed country.Under these conditions, â€Å"the means of control† is through riddance.A concluding piece of equipment is a unsighted hole bore bit which traps the dust generated through an enclosure.2 ) Ventilation ( Engineering ) :This is an technology agencies of control dust through a proper airing system.Here the air must be able to be strong plenty to pick up the heavy dust atoms to cut down the sum of dust concentrating in the air or on the land.Dust extraction and filtration systems that pump in the ‘dusty ‘ air, filter out the atoms and so throw out ‘cleaner ‘ air.3 ) Removal of employees ( Administrative ) :This is an administrative attack where the employees are fundamentally removed from the jeo pardy thereby extinguishing exposure.This is frequently non really practical, particularly in medium/small operations, or in rural operations where all employees are needed, or working rotary motion is non an option.4 ) Use of inhalator ( PPE ) :This is the least manner control nevertheless we have no other option.Here a worker uses a inhalator in order to filtrate out the dust, thereby understating hazard by cut downing exposure.However, many inhalators can be excessively heavy or cumbrous to cover with, particularly belowground.9. Discourse how methane is generated in mines. What are the cardinal hazards associated with methane, and how can the hazards be managed?Methane coevals in mines:This is produced by bacterial and chemical action on organic stuff and is evolved during both the formation of coal and crude oil. One of the most common strata gases. It is non toxic but is unsafe as it can organize an explosive mixture with air. A methane/air mixture normally called firedamp. Methane is normally associated with coal mines but it is besides normally found in other mines which are over or underlain by carbonous formations. Methane is retained within breaks, nothingnesss and pores within stone either as a tight gas or adsorbed on mineral surfaces. When mining disturbs the stone the gas force per unit area gradient set up between the reservoir of methane and the airing system induces flow of methane along natural or excavation induced breaks towards the gap.Key Hazard:Methane has no smell, but it is frequently accompanied by hints of heavier hydrocarbons in the paraffin series, which have a characteristic oily odor. The denseness of methane is a small over half that of air. This gives rise to the danger of methane layering in pools along the roof of belowground gaps. The perkiness of methane can besides do jobs in inclined workings. Methane Burnss in air with a pale blue fire. The explosible scope for methane in air is by and large quoted as 5-15 % with maximal explosibility at 9.8 % . The lower bound remains reasonably changeless, the upper bound reduces as the O content of air falls. To track the flammability of methane air mixtures a coward diagram as shown in figure 2 can be used. With relation to calculate 1: Figure 1: The coward diagram for methane in air.In zone A the mixture is non flammable but is likely to go so if farther methane is added.In zone B the mixture is explosive and has a lower limit nose value at 12.2 % OZones C and D illustrate mixtures that may be in certain countries.Methane beds have two chief jeopardies associated with them:Layers extend the zones within which ignitions can happenWhen an ignition occurs the methane bed acts as an effectual fuse along which the fire can propagate, sometimes taking to much larger accretions in roof pits or in the mariner.Methane and Carbon dioxide ( mixtures of the two gases ) if mixed with N will do the dangers atmosphere. Because this associated with gas effusions are:Suffocation of mineworkers by gas and dust. Compressed air line of lifes may be maintained on or shut to faces that are prone to effusions.The force of the effusion may damage equipment, doing triping that may light the extremely flammable gas/dust mixture.The sudden e nlargement of a big volume of gas can interrupt the airing system of the mine.To command and Manage:To command and pull off the hazard of Methane, foremost of all demand to cognize the beginnings and nature of methane, and how the methane is let go ofing and migrating. And so apprehension of hazards can easy take to larn of the methane hazard direction. The major systems as follows,In its of course happening province in a coal seam, firedamp does non represent an explosive hazard. However, where firedamp released from next seams meets â€Å" fresh-air † in the goaf, the firedamp is diluted and explosive mixtures ( around 5 % to 15 % methane in air ) are formed. Effective firedamp control is indispensable for safe working and involves supplying either:Face-End Ventilation and Gas Control: good designed Ventilation flow avoid the hazard of methane gas.Firedamp Drainage on Retreat Longwalls: Firedamp gaining control efficiencies on longwall faces typically lie between 60 % and 8 0 % of the entire gas on progressing faces and from 30 % to 60 % of the entire gas on retreat faces. Options and Addendums to Firedamp Drain: There are airing options applicable to some retreat longwall coalfaces which can rid of the demand for dearly-won firedamp drainage. Such methods ( eg. hemophiliac roads and sewer gate systems ) are aimed at deviating gas off from working coalfaces along paths separate from those used to serve the face. Goaf Flushing: Goaf flushing has been used for temporarily betterment of firedamp concentrations in a territory return but it is non a recommended gas control solution. The method is by and large applied to a fully-developed goaf ( Internet Explorer. where sufficient goaf has been created to organize a significant gas reservoir ) . The airing force per unit area across a territory is reduced, after work forces have been withdrawn, leting high gas concentration gas to migrate frontward into the return airway. Transport activities in the chief return may hold to be suspended. Finally, the equilibrium between gas flow into the waste and gas flow into the return is restored, the gas concentration in the territory return being at a higher concentration than earlier due to the reduced air measure. On reconstructing the original air flow, the gas is forced into the goaf, off from the face, therefore cut downing the emanation into the return until equilibrium conditions are one time once mor e obtained. This attack is non advised due to the uncontrolled release of elevated firedamp concentrations into air passages and across electrical equipment.Methane Drain: To bring forth gaseous fuel and/or to cut down methane emanations in to airing system its been used. Methane that is drained demands to be transported safely to the point of bringing, the substructure that is required to accomplish this consists of the followers: Pipe ranges, Proctors, Safety devices, Controls, Extractor pumpsOther than all above mentioned, in single states they are following up regulations and ordinances to command and pull off the hazard of Methane. Here is an illustration UK statute law provinces,Electrical power must be switched off when the general organic structure concentration of methane exceeds 1.25 % .If methane concentration exceeds 2 % forces other than those associated with bettering the airing in the country should go forth the country.10. Discourse the beginnings and hazards associa ted with arsenic, quicksilver and nitriles. How can the hazards be managed?A ) quicksilver Beginnings:Natural beginnings:VentsVolatilization from oceansErosion of natural sedimentationsHuman Activities:Estimated to be 1/3-2/3 of the entire quicksilver released into the environment.Beginnings include:Stack losingss from cinnabar roastingThe working and smelting of metalsCoal fired power workssDischarges from mines, refineries and millsCombustion of coal and municipal wastes, industrial wastes and boilersMedical waste incineratorsPesticidesOverflow from landfills/croplandsB ) quicksilver Hazards:Continuity:Can alter signifier,Can non be destroyedSolubility:Cinnabar ( HgS ) is indissoluble ( and resists enduring ) ;Liquid Hg is somewhat soluble in H2O.Bioaccumulation:Hg methylation signifiers CH3Hg+ which is easy absorbed by beings and biomagnifies from the underside to the top of the nutrient concatenationBioaccumulates ( dressed ores ) in musculus and tissue of fish and other wildlif eCH3Hg+ by and large increases by a factor of 10 or less with each measure up the nutrient concatenationC ) Arsenic Beginnings:Arsenopyrite ( FeAsS ) is the most common arsenic mineral in ores and is besides a by-product associated with Cu, gold, Ag, and lead/zinc excavation.Arsenic trioxide ( Fe2As3 ) is present in flue gases from Cu ore roastingcoal-burning power workss and incinerators besides may let go of As into ambiance.Water: mean concentration is 1 ppb, but can be & gt ; 1,000 ppb in mining countries ; As+5 most prevailing ; many compounds dissolve in H2O.D ) Arsenic Hazards:Arsenic is a human carcinogenIn worlds the primary mark variety meats are the tegument and vascular systembirds, animate beings, workss, and freshwater fish can go contaminatedToxicity in H2O is determined by H2O temperature, pH, organic content, phosphate concentration, suspended dirts, presence of oxidizers, and speciationTocopherol ) Cyanides Beginnings:Can leach from landfills and cyanide-containing route salts every bit good as to the ambiance from auto fumes ( hydrogen nitrile gas – HCN ) .Some nutrients ( Prunus dulciss and lima beans ) contain nitriles of courseIt can be produced by some bacteriums, Fungis, and algaeSpills: Cyanide and other heavy metal pollutants overflowed a dike at Baia Mare, Romania, polluting 250 stat mis of rivers, and killing 1000000s of fishMost persistent in groundwater & A ; at higher pHF ) Cyanides RisksOral lethal dosage of KCN for an grownup is 200 milligramAirborne concentrations of 270 ppm is fatalLong term exposure to lower degrees consequences in bosom strivings, take a breathing troubles, purging, blood alterations, concerns and thyroid secretory organ expansionCN does non bio-accumulate in fishG ) Cyanide hazard Control Methods:Production: Encourage responsible nitrile fabrication by buying from makers who operate in a safe and environmentally protective mode.Transportation system: Protect communities and the environment during cy anide conveyance.Managing and Storage: Protect workers and the environment during nitrile handling and storage.Operationss: Manage cyanide procedure solutions and waste watercourses to protect human wellness and the environment.Decommissioning: Protect communities and the environment from nitrile through development and execution of decommissioning programs for nitrile installations.Worker Safety: Protect workers ‘ wellness and safety from exposure to cyanideEmergency Response: Protect communities and the environment through the development of exigency response schemes and capablenesss.Training: Train workers and exigency response forces to pull off nitrile in a safe and environmentally protective mode.Daily review of leach residue storage pools and shadowings bringing grapevines ;Incident coverage and a system of exigency processs ;Systems for informations recording, rating, reading and coverage ;Procedure technician preparation and consciousness of possible nitrile related j obs, including personal safety and impacts on the environing natural environment ;systematic records direction and certification of carnal mortalities ;Integrating cyanide direction processs into the site Environmental Management Plan which is presently being updated.H ) Arsenic and quicksilver hazard control methods:The above mentioned methods are suited to follow Arsenic and quicksilver every bit good. However in practical universe, it depends upon the harmness, will change to importances of handling.11. Specify the intent of airing in belowground mines. What types of airings systems are common?The intent for airing in mines is to thin assorted signifiers of gases. These gases could be either a chemical jeopardy ( as in carbon-monoxide and dust ) or explosive physical jeopardies such as methane accretion along the roofs of mine shafts. Ventilation systems frequently come in the signifier of,fans which control air flowarrests and seals will seal escapes in peculiar to older minesDoors and air locksRegulators which is a door with an appropriate transition to keep air force per unit area gradientsAircrossings which allow suction and blowing airing systems to easy by base on balls one another and non let for cross taint12. Electrical power is normally employed in mines, what work patterns would you specify for the care of electrical equipment?Always to be Maintained, reviewed and modified mine power supply systems.Make certain Consistently inspect machineraries and carry out trials for mistakes and jeopardiesMake certain ever the electrical equipment is decently viewed, so that arrange some visible radiations near electrical equipment in belowground mines to guarantee to be seeable.Make certain while Create processs to guarantee noise and electrical jeopardies ; over electromotive forces, current ordinance, noise degre e decreases etc. , are maintained to allow legislative criterions.Without excessively much emphasis, seek to supply machinery that can be moved easy that are besides within legislative demands and can provide equal electricity Create an alternate power supply beginning in instance of machinery dislocation which allows to make care activities. For the speedy designation, install proper mine overseas telegrams with appropriate coloring materials coding system. And following safety regulations and ordinances besides makes the good work patterns for the care of electrical equipment.Failure to exert cautiousness may ensue in hurt, so cautiousness must be used when runing or mending electrical equipmentWhen executing electrical work, ever use the proper protective equipment, such as: safety spectacless, protective baseball mitts, and a decently rated metre.State ordinances, Australian Standards and company policies are designed to guard against electrical jeopardies in the excavation industry. So following up those are really indispensableWet conditions may eat metal electrical constituents and do their failure. Falling stone may damage an electrical overseas telegram or constituent. So need to avoid those sort of unsafe conditions before put ining at specific topographic points or demand to take attention to avoid those jobs.Exercise cautiousness to be used to utilize proper protective equipment when working with batteries. Because batteries could detonate and do hurt or could light and do fires.All have to be cognizant and particularly all electrician decently trained to Be watchful and knowing of the jeopardies of electricity.Make certain ever maintaining attitude tono electrical work can be performed until the electrical circuit is knocked, locked, and tagged.Always make certain the frame land is decently connected.No electrical work shall be performed except by a qualified individual. Circuit surfs and gulfs shall be marked for designation. Circuit interrupting devices or proper fuses, shall be installed to protect against short circuit and overloads.u Unpluging devices shall be locked and tagged out. All electrical equipment shall be examined, tested, decently maintained, and consequences recorded as required13. Your mine employs grapevines to convey the followers:Compressed airService H2OMethaneRun of mine drainage H2OHow would you guarantee that each grapevine can be readily identified by a speedy ocular review?C oloring the pipes with different sort of colorss may give solution to this instance. Examples:Blue coloring material for service H2ORed coloring material for Compressed airGreen coloring material for MethaneYellow coloring material for mine drainage H2OThis manner each pipe is easy visualised in the mine. A mark that demarcates the coloring material coding system will besides be necessary to clear up the coloring material cryptography system.14. Distinguish, with the usage of illustrations, the difference between major, chronic and minor incidents. What are the legal demands for describing these different types of incidents in your legal power?Incident is a happening of an event that has a non human component to it ( unlike accidents ) . Major incidents: Are sudden alterations which are dramatic, necessitate immediate responses, and are by and large dearly-won and a figure of human deaths. An illustration is methane gas effusions in belowground coal mines. Examples:Major fire, detonationFatalityStructural prostrationMajor equipment harmMajor loss of productionTypically cost 1000000s of moneysChronic Incidents: Are events that result in an hurt ; is related to a figure of causes, and have effects that are lower in magnitude and strength than major incidents. Sometimes these events may do change in the normal processs in mines. Examples:Recuring quality divergence.Recuring equipment failure.System corrosion/erosion.Fleeting emanations.Slips, trips and falls.Minor Incidents: Or near miss incidents which do non involved in any loss or hurt but if a different event occurred, could do hurt or injury. When these incidents happened, the legal demand is 5 stairss:ReportingGathering the FactsDetermine Cause ( s )Develop and Implement Corrective ActionMonitor and Review15. Discourse four theories of accident causing.1. Domino theory:It is developed by Herbert Hinrich ( Travelers Insurance Co ) in 1920.Says that hurts occur from actions that interact. The hurts are caused by insecure Acts of the Apostless by workers and are by and large preventable given proper safety preparation. It includes:Injuries arise from a set of complete actionsMost hurts arise from insecure Acts of the ApostlessAccidents are mostly preventableInsecure Acts of the Apostless can hold ulterior effects vs immediateManagement should take controlHarmonizing to Heinrich, five factors can take up to an accident:Lineage and societal environmentMistake of a individualInsecure mechanical or physical state of affairssThe accident itself ( falls, being hit )Injury: Typically lacerations and breaksUnder this rubric, direction should take control and supply safety to workers.2. Human Factors Theory:Accidents are caused by human mistake under three chief factors:Overload ( instability in a individuals capacity )Inappropriate Response: How a individual responds to a state of affairsInappropriate Activity: Human mistake in judgement, action, way, etc. )3. Accident and Incident Theory:Asper this theory, the environment is a cause alternatively of human mistake. The design and excessively high of outloo k in work end product are the causes of accidents. Therefore, there is an indirect influence of direction and economic factors ( deadlines, agenda, budget, peer force per unit area etc. ) that can take to bad judgement and therefore accidents. The Accident and Incident Theory proposes a causal relationship exists between direction clime and focal point, and accident causing.4. Epidemiologic Theory:Accidents are caused bysensitivity features ( cultural, physical charecteristics, societal norms )Situational characterisitics ( unequal preparation, small counsel, or direction â€Å"climate† ) .Under this theory there is a causing nexus between the environment and societal or mental factors. The Epidemiology theory holds that theoretical accounts used for survey and finding of disease can be utilized for accident causing as good16. ( a ) What is occupational hearing loss?A signifier of hearing loss due to the disfunction of the auditory nervus, ( i.e. hearing loss ) that is caused by the overexposure to noise degrees of high strength ) . This is besides called acoustic injury hearing loss( B ) Define the footings frequence, strength, dubnium, dubnium ( A )Frequency: The rate at which sound atoms vibrate through an elastic medium that the ear can comprehend as ‘sound ‘ .Frequency = Cycles per Second = Hertz = Hz 1000 Hz = 1 Kilohertz = 1 kilohertz = Human Voice Intensity: Intensity is the sum of energy going through a unit volume of air during a certain timeframe. dubnium: The dB ( dubnium ) is a logarithmic unit that indicates the ratio of a physical measure ( normally power or strength ) relation to a specified or implied mention degree. Amplitude = Loudness = Decibels = dubnium 60 dB = Average Speaking Voice dubnium ( A ) : It is the frequence response curve which is resembles the normal frequence hearing curve for most people. A metre utilizing this web will give a consequence which does hold some resemblance in degree to that degree which is experienced by most people The other manner we can state that, Noise is measured in dBs ( dubnium ) at a certain graduated table, such as A or C. The dB graduated table is logarithmic. That means, with a 5dB exchange rate, 95 dubnium is 100 % more noise than 90 dubnium.( degree Celsius ) Define the term Daily Noise Dose ; what factors influence this?Daily Noise Dose:The Daily Noise is an exposure criterion that measures the grade a individual working is able to be exposed to resound. Worksafe states that a degree of 85 dubnium ( S ) ( ie not additive criterion ) over 8 hr twenty-four hours ( much like the clip weight norm ( TWA ) exposure standard ) should non be breached, nor a peak degree of 140 dubniums at any specific clip should non be breached ( much like the TLV-STEL ) . If exposure to resound is to happen above these degrees a step of control upon noise is required. Harmonizing the National Institute for Occupational Safety – NIOSH – the day-to-day dosage degree – D – should non be or transcend 100. When the day-to-day noise exposure consists of periods of different noise degrees, the day-to-day dosage can be calculated as: D = ( te1 / td1 + te2 / td2 + †¦ + ten / tdn ) 100 % ( 1 ) where D = day-to-day noise exposure ( % ) Te = exposure clip at a specified noise degree td = maximal continuance clip at a specified noise degree The day-to-day dosage can be converted to an 8-hr Time-Weighted Average -TWA by the expression TWA = 10 log ( D / 100 ) + 85 ( 2 )