History of furniture Essay

The meaning of domesticity in The Middle Ages took on a variety of interpretations. It typically encompasses anything from the family unit, their dwelling house and their friends and neighbors to rulers and their castles. The home, as the axis of domesticity could be viewed as a structure together with its contents and lay out. Naturally the growth and development of furniture runs parallel to the growth and development of domesticity throughout The Middle Ages. Nomadic culture was prevalent during The Middle Ages and domestic furniture was constructed to reflect the demands of transient lifestyles. Wealthy landowners together with nobility rarely remained in one place for an extended period as they often traveled between their domains. Heavy, bulky furniture was entirely undesirable in the circumstances. Therefore the furniture was designed for mobility and easy disassembly. The chest was perhaps the most common item of household furniture and reflected the nomadic culture of The Middle Ages more effectively than any other item of furniture. The chest proved to be a diverse item of domestic furniture. It was ideal for storing and transferring goods from one destination to another. Upon arrival at a destination the chest could be used as a table or a mantle. The Middle Ages which stretched over a period of about one thousand years commencing with the fall of Rome in 476 A. D and ending with the conquest of the Turk’s Constantinople in 1453 B. C. ‘It was the age of monasteries and convents, of religious persecutions and of heroic struggles of the Christian Church. ’ (Litchfield. 2004) The period was also marked by a progression of feudalism and war as well as chivalry. However, ‘towards the close, a time of comparative civilization and progress, of darkness giving way to the light which followed; the night of the Middle Ages preceding the dawn of the Renaissance. ’ (Litchfield. 2004) Constantinople, the capital city of the Eastern Empire began to grow in popularity and as a result the migration to the capital city, of families of respectable means grew. When they left their homes for Constantinople they carried with them all of their valuable possessions. The wealth homeowners gravitated toward more ornamental household furnishings and fittings. This represented a departure from the early Classic Greek to a more Byzantine style. (Rowling. 1973 p 17) The dictates of a prevalent Christianity significantly influenced the role of women in The Middle Ages. Ladies were permitted ‘to be seen in chariots and open carriages, the designs of which, therefore, improved and became more varied. ’(Litchfield. 2004) And there was a cessation of the old tradition of ‘reclining at meals’ (Litchfield 2004) was replaced by having guests occupying benches. Until the turn of the fourteenth century the ordinary dwelling house was simplistic in its furnishing, reflecting a slow growth in domesticity with the emergence of the well off merchant mentality. In France, for instance, the main room in a given home contained a ‘bedstead and a prie dieu chair, a table with plain slab supported on shaped standards. ’(Litchfield 2004) The rest of the furniture featured in the main room would typically be comprised of the signature Middle Age’s chest which would have been carved from oak or chestnut with a series of benches or stools. A basic table resembling a supported and elevated slab of wood also formed a typical part of the furniture arrangement in an ordinary dwelling house of The Middle Ages. It was around thirty inches in diameter permitting guests to sit on one side while the other side was reserved for the issuing of the meal. While there would be no family discussions across the table, family members and guests would be in a position to rub elbows, so to speak. This is indicative of socialization and explains the origins of the social term ‘rubbing elbows’. The period spanning the 11th -13th centuries was the hallmark of civilization in The Middle Ages. Religious reform fortified the pope’s position in the church and Medieval society but conflict between the pope and the emperor was unavoidable. Towns and farms witnessed a population explosion with the resulting merchant or middle classes. An unmistakable growth and development in culture and economics prevailed. By the thirteenth century Gothic architecture reflecting the religious culture and a shift toward education and the university had reached its peak. The Medieval peasant however was slow in domesticity although he formed a large part of the noble lord’s domestic make-up. The peasant population, primarily made up of farmers comprised about nine-tenths of the Medieval population and were serfs and villeins. ( Nurmiainen 1998) A typical peasant village was comprised of anywhere from ten to sixty families. (Morrison. 1970 p. 57) Their accommodations were dreary and rather dank in appearance, to say the very least. Their dwelling houses were usually consisted of a ‘dark, dank hut made of wood or wicker daubed with mud and thatched with straw or rushes. ’(Litchfield 2004) Sharing their homes with livestock such as pigs and chicken, the straw/reed layered floors were often defiled by livestock droppings. Dried leaves and straw represented a typical bed and animal skins were utilized as blankets. The stove was merely a fire made of wood and sometimes peat which burned continuously on a dirt patch which was cleared out on the floor of a hut. The stagnant domesticity among the peasants reflected resonantly in the typical furnishing of the village huts. It was a simple ‘plank table on trestles, a few stools, perhaps a chest, and probably a loom for the women to make their own cloth. ’ (Litchfeild 2004) If peasants did anything for the growth of domesticity throughout The Middle Ages, they did it for the nobility. They existed for the sole purpose of supporting their lord and master who in turn illustrated a steady growth toward domesticity as evidenced by the unwavering commitment of the peasant. ‘They gave about half their time to work in his fields, cut timber, haul water, spin and weave, repair his buildings, and wait upon his household. In war, the men had to fight at his side. ’ (Litchfield 2004) The idea and values of domesticity are saliently present in the development and retention of the domestic servant. In this vein, the peasantry can be viewed as a founder of the latter day domestic servant. Arguably, the dictates of the master/servant mentality takes its roots back to the feudalism system that reached its peak in The Middle Ages. (Keen. 2006) Demonstrative of domesticity was the ever present table. It was a shrine to refuge and an escape from the abrasive outside world. The table represented a coming together of family and friends at the end of a day primarily dedicated to bringing meals home. The Anglo-Saxons were no exception. Often a hall which was usually dimensionally off balance because its height was disproportionate to its width and length was occupied by a long table made of oak. The table was ‘formed of planks rough hewn from the forest, and which had scarcely received any polish—stood ready prepared for the evening meal. ’(Litchfield 2004) A typical Anglo-Saxon apartment had walls adorned with war relics, a representation of triumph and defeat as well as a desire to be reminded of those events within the snug confines of a domestic setting. The Anglo-Saxon decorum was simple with a floor made up of a earth and lime concoction not unlike today’s barn floorings. It might even be viewed by modern standards as harsh and crude. Be that as it may, it was the Anglo-Saxon taste and they obviously saw it differently. The Anglo-Saxon dwelling house contained a floor which had a raised step about a quarter of the length of the apartment. This dais was reserved for important visitors and family members and represented the hub of domestic activity. Typical of Medieval domestic leaning, ‘a table richly covered with scarlet cloth was placed transversely across the platform, from the middle of which ran the longer and lower board, at which the domestics and inferior persons fed, down towards the bottom of the hall. (Litchfield 2004) The entire setting of the Anglo-Saxon apartment was reflective of an escape from the outside world. It represented a warm and dry refuge and the T shaped table reflected domestic harmony and socialization in the home. The dais functioned to harvest a coming together, a calming of the minds and an escape from toil. Huge chairs occupied the dais and a cloth canopy hung over the collection of chairs and tables as a means of protection from leaks as rain often escaped the poorly built roof tops. (See figure 2) The dais was domesticity personified. At the upper level of the hall, the walls were shrouded by curtains and the floor was covered by carpet of some embroidery or tapestry, although the color was rather harsh on the eyes. This color choice by no means operated to keep occupants out of the home. It was merely a matter of the fashion of the times. Its primary function was to make the home a fashionable and comfortable place as more and more time was spent at home with the emphasis on the family unit and fostering close relations with ones friends, relatives and neighbors. See figure 3) The table is deserving of further comment in that it speaks to the importance of feudalism and its infiltration of domesticity. Litchfield observed that ‘over the lower range of table the roof had no covering, the rough plastered walls were left bare, the rude earthen floor was uncarpeted, the board was uncovered by a cloth, and rude massive benches supplied the place of chairs’ (Litchfield 2004) More telling however was the tw o chairs that occupied the upper table’s center. These two chairs were elevated more so than the other chairs and was reserved for the male female heads of the household. ‘To each of these was added a footstool curiously carved and inlaid with ivory, which mark of distinction was peculiar to them. ’ (Litchfield 2004) The Norman civilization began to infiltrate Medieval times and the citizens found themselves warring with neighboring communities. This, together with the move toward trade and migrant farming obviated the need to change residence from time to time. As noted previously this nomadic lifestyle encouraged light furnishings and the ability to travel lightly if one wanted to secure valuable possessions. The Anglo-Saxons were adamant in their perception of the necessity for a bed. The bed was reserved for royalty and ladies of nobility. However, as the Medieval period settled into a more stable state the gradual growth into domesticity became more grounded. Ladies began to dress more formally, and the upper classes became more polished. New and more pronounced domestic furnishings sprung up in the Medieval home. For instance, upper floors were added and stairs would follow this alteration. Domestic socialization reached its peak with the introduction of ‘the parloir’ or ‘talking room’. (Gella 2002 pps 5-10) Completing this domestic setting fire places made of brick or stone were inserted refining the overall decorum where previously a gaping hole was utilized for escaping smoke. Even the sleeping quarters took on a new look, one of domestic harmony and comfort. ‘Bedsteads were carved and draped with rich hangings. Armoires made of oak and enriched with carving, and Presses date from about the end of the eleventh century. ’(Litchfield 2004) Medieval France was no different from Anglo-Saxon decor. The domestic chamber was similar to that of the Anglo-Saxons and typical European knight and lady ‘bedroom’ settings. (Kauper 1996 p 146) ‘The prie dieu chair was generally at the bedside, and had a seat which lifted up, the lower part forming a box-like receptacle for devotional books then so regularly used by a lady of the time. (Litchfield 2004) As the fourteenth century came to a close Medieval France and much of Europe witnessed a propensity toward loud colors. A typical room in a castle or palace was adorned with ‘cloth of gold, bordered with vermilion velvet embroidered with roses. ’(Litchfield 2004) A Duke’s room would contain trimmings of gold material of embroidered windmills whereas a Duchess’s room would contain similar trimmings of an em broidered crossbow. Carpets were generally glossy and cushions of gold or some other rich coloring were typically placed on the floor during summer months. The time spent at home was evidenced by the detail and attention given to arm chairs of the time. Litchfield describes a typical chair for a princess as . ‘a chamber chair with four supports, painted in fine vermilion, the seat and arms of which are covered in vermilion morocco, or cordovan, worked and stamped with designs representing the sun, birds, and other devices bordered with fringes of silk and studded with nails. (Litchfield 2004) As commerce developed through the Empires of The Middle Ages there was a development of the middle classes. The domestic values of the middle classes are also manifested by the furnishings and fittings of a typical home of a dealer. The retail dealer’s wife dressed in silk and was provided pillows adorned with buttons made of Oriental pearls for resting her arms and head. (Boissonnade 2002 pp 3-8) The chair which represents comfort and stability is prominent throughout Medieval Europe also had a place in the German community. (See figure 1) Litchfield pays homage to a typical chair of German construction of the times. ‘The famous choir stalls in the Cathedral of Ulm, which are considered the finest work of the Swabian school of German wood carving. The magnificent panels of foliage on the front, the Gothic triple canopy are adorned with the busts of Isaiah, David, and Daniel. ’(Litchfield 2004)

My Personal Ethics and What They Mean to Me Essay

Everyone has their own personal ethics, for me this means being honest to my self in everything I do. I use my personal ethics to help in making choices that affect every aspect of my life. Personal ethics for me mean that I choose to be who I am and don’t let others effect the way I think or behave. Ethics are what makes us who we are and how we react to situations. In school it is important to have personal ethics, this helps us to be honest, uphold the academic integrity, and be able to follow the rules that are set for us. When at work, home or while dealing with others your personal ethics come into play. People don’t even realize that they use these every day to make choices that will affect them. I always think before I say something and how it will affect the other person. There are some who do not do this however, and for them their personal ethics are different. I find it hard to understand those who do not have the same kind of personal ethics as myself. I know the reason why others do not think as I do, but it is hard to understand when someone is mean or dishonest and thinks nothing of it. I have always tried to be an honest and caring person. I take care of others and I am responsible for a lot of their personal items. I have to deal with small amounts of their money, cell phones, clothing, and jewelry every day. Without my ethics I would think nothing of taking things that didn’t belong to me. I know that I have had coworkers who have done this and I hate that it happened. They of course are no longer working here. It amazes me that people have bad personal ethics that they can even think about doing something to someone who has been placed in their care. I will as long as I live use my personal ethics to make me a better person to all I come in contact with.

Caret Internet Cafe Essay

1. Executive Summary Internet becomes one of the most important aspects in communication. Not only for browsing, do research, communicating, but also playing game and access social media. Internet already becomes a lifestyle, without it some people will get frustrated. Warnet are very popular in Indonesia, for they allow those who cannot afford computers the advantage of being online and participating in global communications,† Rudy Rusdiah, the chairman of the Indonesian Internet Kiosks Association (Awari) said. During the economic crisis in 2008, it was very difficult for a great number of the population to purchase a computer, let alone afford the cost of installing a phone line. The introduction of Internet cafes or kiosks and their growth in the nation has been beneficial to the public. There is a diverse variety of warnet in Jakarta. They range from the street-side computer terminals to plush cafe environments. In current situation, the competition of computer manufacturer and the increasing of income level of people in Jakarta made the situation a bit change; many of people can affordable computer, smart phone and mini gadgets become people choice to suitable with their needs. Still the need of internet connection is become bigger a line with the growth of population in Jakarta. This business plan will make a design of what internet cafe can provide as a new unique services that different with common warnet in the past. The price war of computer and electronic device make an affordable price for people to buy it, therefore focusing in providing computer is no longer effective in 2013. Instead the traffic of internet user is become an issue, for example the telkomsel 3g connection become bad and the price is high. Selling the internet connection itself can help people to get high speed connection for downloading, playing, browsing, and do their stuff. Most warnet in Indonesia providing thei r customer a computer access which is need extra capital for it. Usually warnet offer internet access and rent per hour for using that computer. The cost to invest and maintain the desktop is quite high comparing with the productivity income that one desktop can give. Moreover if the customer didn’t have the sense of belonging that will decrease the durable of computer. Because the rapid growing of technology and the price of  electronic device is decrease easily after new technology appears, the consumptive of customer become booming and if investors follow to invest their money in electronic device such as computer the depreciation will dramatically go down. CARET Cafe Internet offer customer with high speed internet access without providing customer the desktop. The computer or the gadget itself is already become prime device that almost everybody have. This place also offer games that can be access by giving copy game trough HD or flash disk. The game will be updated twice a month to make customer feel enjoy playing the game without buffering the update. Customer can bring their own laptop and the place will be p roviding sockets. The internet access for each room will have password for Wi-Fi access and each user will need to register the id and password in the counter in order to access the internet. The place will be as big as 200m2 separated with 5 rooms that each rooms can fit 15 persons. And each room can be booked for gaming tournament or even for meeting room. The room will be sound proof and also have chair and table set. There will be a cleaning service that will maintain the cleanliness of each room. This business will sell high speed internet access, cozy place, food and beverages. The unique point of this business is no need investment in desktop, only focusing on high speed internet access and the router. CARET will have a canteen that offers food with low medium price range of 20.000-50.000. For the drinks customer can have a coffee and tea blended drinks. The food and beverages will only become complement as the business grow, this element can be improve further more. Target market of this busin ess will aim. Student: Student that need a fun place to spend their time with friends and playing together Student that need a place to do their assignment with internet connection Gamers: People that have passion in playing game and searching cozy and fast internet Businessman: People that search a place to conduct meeting during lunch break The business is unique that we provide place and connection with a cozy moreover, what they need such as meal and drinks are there. It’s a place where people can spend a lot of their time to play, do assignment, hanging around, and as a meeting point. The main investment in this business will be: Investment a place in good place near campus. Investment in IT support such as modem, Wi-Fi routers, and software that can create multiple ID and password for same Internet connection. Investment in furnishing the place to create a signature of modern and cozy place. Investment in Sofa, chair and table approximately 75 chairs and 10 sofas at beginning. Investment in coffee roasters and cafe stall. Investment in kitchen and food equipment 2. Description of the Business This business focusing on give a convinience place for the customers, and the customer will be paid based on hourly for accessing the Wi-Fi. The front counter will have HD or flash disk that contain of many game customer can play just ask to copy it trough their laptop. The mission is to bring modern and fun athmosphere in the place. Cleanliness of the place Fast connection Comfortable seat Variety of updated games provided. Usually common warnet will be fully of the customer because of the game trend, and this business will also trying identify what kind of games that trend in this time. Objectives Short-term Description Gain awareness from people around the location Fulfill the place 80% of capacity Distribute pamphlet around campus and office Using buzz marketing Give a free one hour internet connection To make the place active and attract more customer to come, by inviting gamers to conduct a game tournament. Long-term Description Remapping people mind set about warnet Noticed by businessman Open franchise Give a positive value that warnet not always need to provide computer rather providing high speed internet connection Create a unique place that comfort not only for student, but also for customer which need a place to conduct a meeting. Leverage the business trough other investor capital Picture 2.1 Business Process Diagram Key Elements Type of business Warnet Product or services High speed internet connection and cozy place Unique selling point Only providing connection and comfort place without providing desktop Growth Potential Can attract new segment customer, that not only focus in gaming customer, but a worker staff that want to conduct a meeting during break time. 3. Marketing Range population in South Jakarta shown as bellow, the target market is age around 15-50 which reach 1,375,570 peoples and if the 22.1% is willing to connected with internet there will be 304000 people that will be our target market. The market is targeted for people who in the productive age that use internet as a tool to gain information and have fun with friends. Based on internet research, there are listed 12 warnets spread out around South Jakarta. There will be 25000 target markets for each warnet if the target equally distributed. Barriers to entry Warnet have common things on sale, which are computer rental and internet connection, while CARET will follow the market behavior that only focusing on internet connection and cozy place. There are several things that can avoid competitor to copy such a business: 1. Strategic location(Near Campus Bina Nusantara JWC and Moestopo) 2. IT technology that make a modern business model and secure place 3. Focusing on high speed internet connection that can reach 20mbps 4. Can freely download without any limitation 5. Facility that include projector and good place to even conduct a meeting 6. Clean and full furnish place that make it cozy and different with common warnet 7. Have a cafà © inside that provide drink and meal Competitor Analysis Based on research in South Jakarta, HANANET have quite high internet connection around 7.2 mbps that in average warnet in South Jakarta only have 2-5mbps. The strength on HANANET: 1. Stable and high internet connection 2. Unique product that can give package play for 100.000 in whole day Weakness: 1. Bad environment for play, no separation smoking area 2. The properties not managed well The rate per hour is Rp6,000,- Sales Projection The full capacity of CARET is for 100 peoples in the first month of opening, the target capacity will be 80% loaded because the need of internet connection, roughly 20% only from BINUS INTER student will spend their free time connected with internet. People around such as student will be delight to buy these services. 1 CARET will be better than the competitor because of the modern environment there are: 1. Separated smoke room 2. Cleanliness that maintain by cleaning service /hour 3. Cafà © that provided food and drinks 4. High speed connection that reach 50mbps 5. Facility that also support for meeting purpose Promotion First of all to make customer notice that there is a new place that provide high speed connection, CARET will give a brochure and a free one hour coupon for new customer. Latter on the data will be collected for customer behavior analysis. The brochure will be spread around 2 campuses BINUS INTERNATIONAL and Moestopo. Under CARET management team, the business will be handled by creating a basic goal for each semester. The main goal will be become a pioneer in developing warnet without computer and be the first top tier warnet in South Jakarta. Picture 3.1 BizNet Package promotion For the Internet connection CARET will use BizNet that have a business package that can reach 50mbps. The Advantage using BizNet: Internet access services up to 20 Mbps Safe, fast and very stable The connection uses RJ-45, can be directly connected to a router, firewall, proxy or existing LAN switches Direct peering with multiple Tier-1 provider in the world, large bandwidth capacity for the International and local Picture 3.2 BizNet Internet connection Expense for each month will be define as bellow, for Internet connection CARET will use the best package from BizNet which is can reach 50Mbps, and for router itself, CARET using approximately 10 routers that can cover 100 user at the same time. The technician has a credible skill focusing in maintain stability and sustainability of the connection. ATK are including markers, paper and operational worksheet. Identification and planning for key risk The risk that warnet usually face is the electricity problem or unstable connection for external risk. For the internal risk there will be unprofessional staff in the wrong management that use the facility for own interest. Risk can be avoid, acceptance, mitigate, or transfer. The risk will be classified as: External Risk 1. Electricity problem and unstable connection: Risk avoid: By using genset, power supply and for the connection there will be a technician that can handle such a problem by issuing some teamwork with BizNet 2. Irresponsible Customer Risk avoid: By placing security and CCTV camera around the place 3. Second Liner competitor Risk mitigation: Reducing the risk by creating a unique services such as Saturday tournament and get a link for food and beverages trough franchising example: Chat time, share tea Internal Risk 1. Undedicated staff, low morale staff: Risk avoid: Conduct a month meeting to evaluate work performance and conduct a briefing in the morning.

Education marginalization Essay Example | Topics and Well Written Essays - 750 words

Education marginalization - Essay Example In the Rich era, women marginalization was extremely persistent such that people saw women education as not only a sin but also a sin. In her essay, Rich gives us a picture of how women got marginalized in her time as a student and a teacher. She argues that different genders do not get the same education because out of the classroom women get not perceived as independent beings but as prey lacks the capacity to think autonomously and to take intellectual possibilities. She further says that women lack the opportunity to assert them mentally stands inseparable from their physical way of existing in the world, lacking feelings of personal integrity (Langdell 54). I can see where she comes from talking about women teachers and students not getting equal treatment, as opposed to men counterparts. I honestly do not think it is not that pathetic anymore. It was perhaps much worse then unlike now, and I actually do not see much discrimination in classrooms as she must have seen. One thing I do concur with her is the issue of rape and female verbal abuse. It is quite correct that most times women can not even walk down a street or walk in a group of males without having something uttered to them. A report titled â€Å"Reaching the Marginalized† got launched in a prolific event at the UN Head Quarters in New York. In the report, it was evident that 72 million children still remained out of school in 2010 despite education getting cherished as a fundamental human right within the UN affirmation of Human Right ever since its initiation. UN tries to make all possible exertions to accomplish achieving non marginalized education as part of Millennium Development Goals. It should make an effort on enhanced funding to encounter the development financing gap. Donors should also be asked to deliver their pledges. Other than women, there stand many groups that get marginalized in the education system depending on their place of education. Marginalization may be practiced by teachers against students or students against fellow students. This marginalization gets based on racial, disability, educational dullness, origin, age, among many other factors. For instance, there exist scho ol where by a teacher will fail a student mainly because is of a certain race or family. Some students will turn down others in their academic group discussions on the basis that they are dull or non productive in the group, hence leaving the poor student marginalized (Langdell 39). The mentally ill students also significantly get marginalized in the educational systems of many societies. Considering that not all people have the average intelligence quotient, it is particularly devastating and inhuman to marginalize certain student or group of student on the basis of intelligence. Children suffering with autism often get this form of marginalization from their fellow students or even worse, from their teachers (Langdell 207). To make the matter worse, these students get marginalization from the least expected persons like family members and even

Property law Case Study Example | Topics and Well Written Essays - 750 words - 1

Property law - Case Study Example This means that with Barney as the surviving owner, the actual owner of the piece of land was Barney and not Opie. In effect, Opie did not have the right to use the property as collateral, and the lender did not have legal possession in the property for foreclosure to take effect. Generally, foreclosure is applicable because foreclosure applies as a legal right given to a mortgage holder, who in this case was the lender to take total possession of the property or sell the property out so as to use the proceeds to pay an outstanding debt (Alfredo, 2012). The lender therefore had no covering for this as he had used a property that was not the legal ownership of the borrower. Hitherto, the only form of plea that can be available for Andy’s son is for him to seek repayment negotiations with the lender with more favorable terms of payment. As Barney’s lawyer also, a direct claim shall be made on the property forthwith. Abandoning of property for 20 years According to Article 1 to 40 of North Carolina Adverse Possession Law, The person in possession thereof, or defendant in the action, or those under whom he claims, has possessed the property under known and visible lines and boundaries adversely to all other person for 20 years. What this means that as the lawyer of Barnie, the best form of legal redress that can be sought to incriminate Ernest of his actions and thus get Barney back as the legal owner of the piece of land is by investigating into the time that Ernest had actually started any work on the land. This is especially important as construction of a cabin has already started taking place on the land. Even though Kubasek (2012) explains that adverse possession entitles a person to acquire ownership of property, with neither protest nor permission for the real owner, the North Carolina adverse possession law seems to supersede this in interpretation by giving a definite time frame when adverse possession can take effect. As investigations go on to claim the land back, law suits will also be made against the approach used by Ernest, which could be said to be a threat on the life of Barney. Eviction from residence due to eminent domain The eviction that Barney faces from his Carolina Beach residence is not just an ordinary eviction from a property but one that is explained in legal terms as eminent domain. In simple terms, this is a situation whereby the government is given the right to takeover a private property, once payment has been done for a purpose that benefits the general welfare (Kubasek, 2012). Since government has showed evidence that the property that was to be taken was going to be used for a resort, which will clearly generate jobs and income for the area, it is strongly posited that Barney would have no legal justification to litigate the claim of the property. As the lawyer however, what will be done is to ensure that the government through the town attorney is taken on its words to ensure that Barney gets the full compensation that is due him. In the bargain for compensation, it will not only be the market value of the property that will be looked at but also the personal interest that Barney will loss in having to relocate to a totally new

Transgender Essay Example | Topics and Well Written Essays - 2500 words

Transgender - Essay Example The discrimination rates for transgendered people are usually high as compared to people with other sexual orientations. The transgendered people also face a range of legal issues more than other people do. The eradication of discrimination against transgender people is essential, because it is harmful and pervasive. There is a relative increase in transgendered people. Psychological research has placed focus on transgendered populations. There has been an acknowledgement of heterogeneity of transgendered communities. This has led to diversification of transgender identities. Specificity needs to be balanced in order to accomplish diverse transgender identities. Racial and ethnic identities may affect one’s mental and psychological state. Gender dysphoria is the dissatisfaction with one’s biological sex. This dissatisfaction may cause anxiety, depression or even restlessness. For individuals who resolve to transition, certain psychological issues may arise. There might be fears of finding a partner, impact on relationships at home and at work. There are also violence and prejudice concerns when one discovers that they are transgendered. However, not every transgendered person is able to transition. Such individuals must learn to adapt to the tensions that are produced by gender dys phoria. Lucas Cassidy Crawford argues for an alternative subjectivity of transsexual models. Transgendered characteristics of being stuck in the wrong body are the major mode. The author observes that body modification experiences have led to the production of metaphors of territoriality. This dominant characteristic is argued to provide a radical comprehension of trans-bodily sensations. Such metaphors give value to the city and all that it guarantees (Cassidy 2014:127). Crawford makes people understand that effects of the body and its environment relate to each other. The beliefs of transgendered are no longer

U.S. Intervention in Panama Essay Example | Topics and Well Written Essays - 750 words

U.S. Intervention in Panama - Essay Example This of course is a tapestry of stories that was later on exposed, together with the hubris of a presidency that did not want to be humiliated. Manuel Noriega swiftly came to power after a series of effective endeavors that included among other things being a confidant of no less than the United States government. He had strong ties with the government by proving himself a worthy ally and asset during the tension between the US and the then equally powerful USSR. Throughout the feud, Noriega became a trusted source that his link to the country was directly through the Central Intelligence Agency that was headed by George H. W. Bush himself. Noriega came to power with his strong U.S. support after the death of Omar Torrijos which was just in time after he no longer has the superpower’s favour. Manuel Noriega remained included in the payroll of the agency and this very influence has led him to amass the confidence of many important people that apparently included drug dealers in lieu of their exportation transactions. He â€Å"was seen as a valuable "asset," as a ruthless man whose loyalty could be bought, who would do whatever was needed to serve U.S. interests† (Revcom.us). ... The Panama Canal serves as the gateway to a greater presence in South America and directly to Asia. Originally under the control of Colombia, the United States grabbed control in the early 1900s and established bases in it. After the Second World War the SOUTHCOM, responsible for intelligence and other schemes, created its epicenter there. Led by the tyrannical government of Noriega the suffering of the people Panama and especially of American residents was used to justify the need for his deposition. Among other things, â€Å"He was involved in drug trafficking, arms smuggling, money laundering, and the ruthless oppression of his people. He also systematically violated the American-Panamanian Canal treaties and harassed U.S. forces and institutions in Panama† (Gilboa, p.539). The media played an important role in the execution of Operation Just Cause as utilized advantageously by the Bush government and it was the same venue that candidly exposed the controversies of the issu e. It is by the very image of the president as a ‘wimp’ because of his inability to deal with the Panamanian dictator despite serious allegations of drug trafficking and other oppressions that further agitated George H.W. Bush’s presidency. The final thread that validated the Panama invasion and its popular acceptance was the death of a Marine Lieutenant which was depicted as a definitive demonstration of unprovoked oppression. But this claim was soon probed by the media such as the Los Angeles Times that exposed that the marine actually belonged to a rogue group whose primary function was to rouse trouble that will ultimately provoke the PDF. This group, called ‘Hard Chargers,’ systematically engaged in acts and stratagems that will agitate the Panama

Implementing Qualitative Approaches to the Dissertation Research Paper

Implementing Qualitative Approaches to the Dissertation - Research Paper Example The problem is aggravated by lack of concern among members of the society and relevant stakeholders. Algebra is an essential part of mathematics. Learning mathematics is considered a basic feature of all education systems around the world (Hyde & Mertz, 2009). The importance associated with the subject can be linked to its ability to develop individuals with strong analytical and problem solving abilities. As a result, it is an important requirement for a workforce that can solve the challenges of the modern economy. In particular, algebra teaches individuals critical thinking. However, it is unfourtunate that the American society does not seem to be worried about the poor performance in intermediate algebra. In addition, an internet search revealed that few people have focused on the poor performance in intermediate algebra. Instead, the existing studies appear to have focused on basic mathematics or other stages of learning algebra. Understanding the causes will enable all the stakeholders to solve the problem in an effort to enhance the quality of the education system. The primary objective of this study is to establish the level of poor performance in algebra in the United States. The research will set the stage for comprehensively understanding the problem by evaluating the underlying causes. The focus on the causes of this worrying trend is influenced by the belief that the formulation of effective intervention measures depends on having a strong garsp of the challenges facing the instruction and learning of intermediate algebra. The secondary objective is formulating appropriate measures to deal with the problem. The last objective is to contribute towards the existing literature on the issue so that policy makers have a large body of work to use in creating policy measures. The qualitative nature of the study will influence the design that will be adopted (Englander, 2012). For instance, the process will rely on

Madonna and Child Essay Example | Topics and Well Written Essays - 1000 words

Madonna and Child - Essay Example Her eyes are narrow. Her skin is fair with a touch of pink upon her cheeks. She wears a loose, smaller scarf underneath the shawl, further covering her hair. We observe no appearance of any hair on Madonna’s head as it is covered by the scarf and shawl. Her shawl has a golden trim along the edges. She holds the Child with her left hand while her right hand is there to add further support. We note that her index finger, on the right hand, points downwards, either casually or perhaps a deeper meaning than the one that appears upon the surface. A light trace of a circle, which surrounds her head, can be noticed in the background on the canvas. The Child on the other hand has some peculiar features. For one, the first thing that is very visible is the colour of the skin, which appears to be of dark shade, perhaps light brown, with short hair. He wears a red tunic-type clothing with a shawl that partially covers the body. The Child appears to be holding onto Madonna’s shawl and scarf at the head. Again, like Madonna, there appears to be a halo like circle behind the child’s head, detailed with patterns. With Berlinghiero’s Madonna and Child immediately you will notice the higher level of details especially around the eyes and hands. Madonna appears to be wearing three different types of garments, a headscarf, a shawl and tunic or shirt type clothing underneath the shawl. Her right hand appears to be pointing towards the child who is held up by her right hand. We can also observe a white head covering underneath the large headscarf.

Special Educational Needs Essay Example for Free

Special Educational Needs Essay This is a transition time for Special Educational Needs and Disabilities – new legislation in the form of a green paper â€Å"Support and Aspiration† is advancing through the necessary stages and considerable changes are promised to be implemented by 2014. An understanding of the historical perspective and the future proposals contained in â€Å"Support and Aspiration† will therefore be helpful. Definitions: (From the current SEN Code of practice 2001) The Educational Act 1981 laid down a legal definition of Special Educational Needs in schools. That definition was repeated in the Educational Act 1993 and in the consolidation Education Act 1996. According to law: 1. A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. 2. A child has a learning difficulty if he or she: a) has a significantly greater difficulty in learning than the majority of children of the same age b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority c) is under five and falls within the definition at (a) or (b) above. The following children fall outside the legal definition of Special Educational Needs a) Those whose language at home is different from the language in which they are taught at school b) gifted children Anticipated changes Summarized from https://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf The Green Paper, Support and Aspiration: A new approach to special educational needs and disability, sets out the government’s intention to radically reform the current system for identifying, assessing and supporting children and young people who are disabled or have SEN, and their families. The Green Paper proposals and the Government’s wider reforms in education and health will make the best use of limited resources through better planning, streamlining assessment processes, making the system less adversarial and focusing on achieving better outcomes. Reforms are already being tested through local pathfinders, developing the knowledge and skills that will be needed for their successful implementation, and making sure that the right measures are in place to hold services to account. The lessons learnt from the pathfinders will help shape the changes. In the Green Paper the government pledges by 2014 to introduce: †¢ A single assessment process which is more streamlined, better involves children, young people and families and is completed quickly; †¢ An Education, Health and Care Plan which brings services together and is focused on improving outcomes; and †¢ An offer of a personal budget for families with an Education, Health and Care Plan. The government intends to introduce legislation through a Children and Families Bill to implement the changes to the law required for the Green Paper reforms. A draft bill will be published in summer 2012 for consultation and pre-legislative scrutiny. Application It is not yet clear how the changes will impact schools or what adjustments will be required in administration and â€Å"grass-roots† provision. Tutors will inform students of changes as they emerge.

Isolation Purification and Characterisation of Rubisco

Isolation Purification and Characterisation of Rubisco Carbon is essential for life. Unfortunately, carbon in the earth and atmosphere is locked in highly oxidized forms, such as carbon dioxide. In order to be useful, this oxidized carbon must be fixed into organic forms. Plants perform this taks by carbon-fixation through photosynthesis. There is an enzyme inside plant cells, called Ribulose bisphosphate carboxylase/oxygenase (Rubisco). It takes carbon dioxide and attaches it to ribulose bisphosphate. In spite of its central role, rubisco is a very slow catalyst, when compared to other enzymes. Typical enzymes can process a thousand molecules per second, but rubisco fixes only about three carbon dioxide molecules per second. This slow rate is compensated by its increased production. Rubisco comprises of half of the protein in the chloroplasts making it the most plentiful single enzyme on the Earth. Rubisco also shows lack of specificity. in rubisco, an oxygen molecule can bind comfortably in the site designed to bind to carbon dioxide. Rubisco then attaches the oxygen to the sugar chain, forming a faulty oxygenated product. The plant cell then performs a costly series of salvage reactions to correct this. Studies on the enzyme by Manuel  J et al, in higher plants, revealed the presence of 8 small (S) chains with a MW of 13 kDa each and 8 large (L) chains with a MW of 55 kDa each. Assembly of all these chains occurs in the chloroplast stroma, building the whole holoenzyme L8S8 also called Form I. [Assessment of D-Ribulose-1,5-Bisphosphate Carboxylase / Oxygenase (Rubisco) Enzymatic Activity Handbook of Plant Ecophysiology Techniques, chapter 23, Springer Netherlands]. J. E. Musgrove et al found that the newly synthesized Rubisco large subunits made from isolated intact chloroplasts from Pisum sativum are bound non-covalently to large subunit binding protein. They found that the binding protein purified from Pisum sativum was in the form of an oligomer of relative molecular mass (Mr) about 720000. Analysis on polyacrylamide gels containing sodium dodecyl sulphate revealed equal amounts of two different types of subunit, termed alpha (Mr about 61000) and beta (Mr about 60000); thus th e oligomer has the composition ÃŽÂ ±6ÃŽÂ ²6 [The Rubisco Large Subunit Binding Protein, by  © 1986 The Royal Society]. The post-translational modification the Rubisco was studied extensively by Mulligan R. M., et al and Houtz R. L., et al. Their study revealed that it undergoes at least three differnet types of post-translational modifications inside the cell. The larger subunit of the enzyme is coded by a plastid gene and is translated into Rubisco holoenzyme. Mass spectral and amino acid sequence analysis of peptides prepared from Rubisco had demonstrated that this subunit is processed to the mature form by removal of the N-terminal Met-1 and Ser-2 residues and acetylation of Pro-3 [Proc. Natl. Acad. Sci. U. S. A. 85:1513-1517, (1989) Proc. Natl. Acad. Sci. U. S. A. 86:1855-1859 respectively]. In 1989, Houtz R. L., et al found that the LS from many species contained a trimethyllysyl residue at Lys-14 [Proc. Natl. Acad. Sci. U. S. A. 86:1855-1859,  Houtz R. L., et al (1991) Plant Physiol. 97:913-920,  Houtz R. L., et al (1992) Plant Physiol. 98:1170-1174]. The small subunit (SS) of Rubisco is al so post-translationally modified. This polypeptide is post-translationally imported into chloroplasts and processed by a stromal processing peptidase that removes the targeting presequence. The resultant N-terminal methionine residue of the processed SS is subjected toN-methylation (Grimm R., et al (1997) FEBS Lett. 408:350-354) prior to assembly with the LS into the holoenzyme. The reactions of Calvin cycle is as shown below: 1. Rubisco is the enzyme catalyzing the following reaction: Ribulose-1,5-Bisphosphate + CO2 + H2O 2 3-Phosphoglycerate + 2 H+ The enzyme also has an unusual oxygenase actvity, shown below: 2. Ribulose-1,5-Bisphosphate + O2 3-Phosphoglycerate + Phosphoglycolate + H2O + 2H+ At high concentrations CO2 the reaction with O2 is suppressed. Phosphoglycolate is then dephosphorylated and passed into peroxisomes where it is further oxidized, glyoxylate is amidated, and glycine is produced. This process is referred to as photorespiration and it occurs under conditions where the oxygen concentration is high. Aim: The principal objective of the experiment was to isolate, characterise the Rubisco from fresh pea leaves and estimate its specific activity. The isolation and extraction was done using ammonium sulphate precipitation at different concentrations. The enzyme fraction was separated using column chromatography with Sephacryl S-300 and confirmed with SDS-PAGE and native gel bands. The presence of the enzyme band was confirmed by comparison with that of a standard purified enzyme from spinach. The total protein and enzyme assay was done using standardised protocols. Methods: All procedures were performed at/or close to 10 ÃÅ'Ã…   C. Extraction: Fresh pea leaves, with veins removed, were taken from light-adapted actively-photosynthesised plants, which were previously put in sunlight for 1 hr prior to harvest. About 12g of leaf laminas were blended with cold extraction buffer [0.1M Kphospate, 1 mM EDTA, pH 7.2] and squeezed through wet Miracloth. BSA was quickly added to a concentration of 1 mg/ml and centrifuged at 20,000g for 15 min. An aliquot of 100 ÃŽÂ ¼L was stored for enzyme analysis and the rest was used for fractionation with ammonium sulphate. Ammonium sulphate precipitation: Solid [NH4]2SO4 at 30% saturation at pH 7.8 ( adjusted with ammonia solution) was added and after 10 min, it was centrifuged at 10,000g for 10 min. The pellet was stored and to the supernatant again solid [NH4]2SO4 at 45 % saturation at pH 7.8, was added and centrifuged as before. The supernatant was poured off, and the precipitate was suspended in 15 ml of fresh 55% ammonium sulphate solution [2 mM EDTA, pH 7.5] and was stored. The supernatant was brought to 90% ammonium sulphate and adjusted to pH 7.8 as before. It was again centrifuged as before. The precipitates from 30% and 90% ammonium sulphate procedures were redissolved in 10mL of extraction buffer [0.1M Kphospate, 1 mM EDTA, pH 7.2] and stirred gently with glass rod. Both fractions were assayed for protein (Bradford method) and Rubisco activity. The stored precipitate from 55% AS was centrifuged for 10 min at 10,000g and dissolved gently in 4 ml of extraction buffer. This was again centrifuged at 26,000 g for 10 min and the supernatant which was clear, pale yellow in color was kept. Gel filtration: 3 ml of a sub sample from above was desalted by passing through Biorad Econopac-10 column with phosphate buffer [Accessed 28-Apr-2010] [50mM Kphosphate, 1 mM EDTA, pH 7.5]. The colored compounds were absorbed and were separated from proteins. 3 ml of salt-free sample solution was loaded into the Sephacryl S-300 column, which was equilibrated with Hepes buffer [25mM Hepes, 0.1 M NaCl, 1 mM EDTA, 1mM DTT, 25mM MgCl2, 25mM NaHCO3, pH 7.8] at RT. The sample was allowed to run at 25 ml/sq.cm cross section per hour with Hepes buffer with a flow rate of 0.5 mL/min. The first 10 mL was collected in a measuring cylinder and then fractions of 1.5 mL were collected in microfuge tubes. The protein was measured at 280 nm. The carboxylase was eluted as the first major peak of the protein in the elution profile. The protein samples were stored till the enzyme was identified. Then all the fractions containing the enzyme were pooled and its protein content was measured using Bradford assay. The specific activity of the purified enzyme preparation from above was compared with that of purified RUBISCO from spinach. The enzyme preparation was diluted suitably for the assay. PAGE gel: The protein content of the fractions collected from the column was determined and a suitable concentration of it was loaded in the SDS-PAGE and native gels as described by the method of Laemelli [Nature 227 (5259): 680-685]. They were then fixed, stained and destained for visualising the bands. The molecular weight of Rubisco was determined by the method of Shapiro et al [Biochem Biophys Res Commun. 28 (5): 815-820] Enzyme assay: enzyme assay was done spectrophotometrically using coupled enzyme system. The 2,3PG formed by the enzyme was phosphorylated using ATP and the resulting 2,3 bisPG was coupled with G-3-PDH and NADH. ADP generated reacts with Creatine-phosphate to yield ATP and Creatine. The carboxylase activity was followed by the oxidation of NADH at 340 nm and 25 ÃÅ'Ã…   C. The substrate/buffer solution [82mM Na Hepes, 20mM MgCl2, 1 mM ATP, 0.1 mg/ml BSA, 0.22 mM NADH, 10 mM Creatine-phosphate, 50 mM NaHCO3 ] the coupling enzymes were phophoglycerate kinase (380 U/ml), G-3-PDH (270 U/ml) and creatine kinase (200 U/ml). Pure carboxylase from spinach was added at 0.5 mg/ml concentration in phosphate buffer with 21 mM Ribulose bisphosphate in sterile, filtered water. Protein estimation: This was done by the method of Bradford M.M. [Anal. Biochem. 72:248-254.] Results: Crude extract contained the maximum total protein and the enzyme concentration as usual. While the total enzyme units was high in the crude extract the specific activity of the enzyme was high in the 0-30% AS step. Also, the total protein protein extracted with AS was less with 30-45% stage but increased with 0-30% 45-90% step significantly. The enzyme concentration, specific activity and total enzyme units was maximum at 0-30% fraction, indicating the relative purity to be the best at this fraction. A calibration graph was constructed. From the graph, the O.D of 0.152 gave the concentration of the protein in the unknown sample as 180 ÃŽÂ ¼g / mL. The above gel of 2008 shows the presence of at three bands in most lanes except in lane 6 8. Accordingly, the thicker band corresponds to that of the larger subunit and the last band to that of smaller subunit of the enzyme with their respective molecular weights as calculated from the graph. The lane 3 is my lane and does not show a thick band for LS of the enzyme. Still the SS is seen as a faint band when compared to that of lane10- pure enzyme from spinach. The native gel pattern also shows a faint band for the LS with SS subunit band almost absent. The gel pattern doesnt appear to be good with distorted bands in lanes 4,5 6, inspite of the conspicuous presence of the LS in them. (iv) Calculation of MW of Rubisco from standard molecular weight markers: Protein The band on the gel for the small subunit pea Rubiscos MW (MW 49.6 kDa) was found to between that of BSA and ovalbumin. For large subunit of the enzyme (MW 15.16 kDa) it was between lysozyme and soybean trypsin inhibitor. Discussion: The principal objective is to extract, isolate and characterise the Rubisco from fresh pea leaves. As per the conventional methods of extraction and isolation, ammonium Sulfate at different concentrations was used to isolate all proteins from the fresh pea leaves. Each fraction showed different protein content, total enzyme activity and specific activity. Column (Sephacryl S-300) chromatography was employed to separate out all proteins with an isoelectric point of pH 8 or lower. The fraction with maximum concentration of the enzyme, which was from 0-30% AS step was pooled and assayed for total and specific activity as described in the methods. Bradford protein assay was used to determine the concentration of the protein in each sample in order to determine the specific activity of each fraction of the enzyme from the column. The specific activity was also found to be maximum at 0-30 % AS step. The sample extract was run through column with positively charged matrix. Knowing that Rubiscos Isoelectric point is pH 4.2, a buffer with a pH of 8 is run through the column ensuring that Rubisco will stick to the matrix. Protein that remains in matrix is eluted using different salt concentrations in buffer and collected in fractions of 1.5 ml. Because Rubisco is known to be the most abundant protein in fresh pea leaves, the fractions containing the highest protein concentration are kept for each different salt concentration. The proteins were separated using SDS-PAGE electrophoresis. The sample in my lane 3 contained 2 bands (with a faint LS) with a molecular weight of 49.6 kDa and 15.16 kDa. According to Creighton, et al [Encycolpedia of Molecular Biology, 4th ed. (New York:John Wiley and Sons, Inc.), 1999.] Rubisco is made of 2 subuints, viz., large subunit: 50-55 kDa and a small subunit: 12-18 kDa. The specific activity was maximum with 0-30% AS step and decreased with increasing AS%, indicating that it was getting extracted at the earlier stage of the AS precipitation itself. There was a loss of activity as well as the relative purity of the enzyme with increasing AS% . Though the PAGE electrophoretic patterns doesnt conspicously confirm the presence of the enzyme, the assy from the fraction proved so. The probable reason of the faint band may be due to insufficient protein being loaded in the gel or may be due to over destaining of the band or less staining. On the whole Rubisco was successfully isolated.

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

Creative breif of Ballys Gym :: essays research papers

Creative Brief- Radio For Bally Total Fitness our intended advertising strategy is to appeal to young men and women aged 18-25. We would like to reach them through various channels by appealing to their emotions. We feel that by evoking such emotion will encourage each potential customer to take action. With our radio commercial, we want to reach out to those who believe that working out is like a chore. Also we want to let them know about the support system that Bally has to offer. Most people are not aware of the caring and professionally trained individuals who are there and willing to help out in our gyms. Who- Our target is men and women aged 18-25, living in the Palm Beach area. This particular ad is aimed towards those individuals who are too lazy and see working out as an inconvenience. We would like to change their perspectives and show them a network of concern. Why- We want to make them aware of their miscomprehended rational and emotional needs. We want to finalize the weighing decision of getting up and going to the gym. This ads main purpose is to motivate. What- The elite feature of a personal on hand and ready to cater to your every need is exclusive. The trainers are there and always willing to learn your personal case and help you to melt away fat, tone muscle and gain flexibility. Also, when most people work out by themselves, they are more susceptible to injury and fatigue. Where- This radio advertisement will be played on various stations to best reach our audience. The hip and cool stations that people of that age group listen to will be our target. For example X102.3 and 95.5 will be two of the stations we play this message on. Also, Because bally is a nationally known company, we would like this message to be played on radio stations across the map. When- This message will be played weekdays from 9a.m.-11a.m. Also from 4p.m.-6p.m. We plan on having it air as soon as February 15th and played through until the first of May. 30 second Radio Advertisement. First ten second- a men breathing very heavily with foot steps in the background. He is running and running out of breath quickly. Then it followed by the man giving a long sigh. He is most defiantly out of shape. Narrator- â€Å"This is how YOU work out.

Le Corbusier Essays -- Essays Papers

Le Corbusier Architecture is the design of individual building and garden projects that make the realm of the voids visible, memorable and ultimately, useful. Crucial to the making of any city is the clear distinction of such projects by scale and character. Firstly, the definition of buildings and landscape that builds an urban collective form, a fabric. And secondly, civic and community buildings and gardens, physically distinguishable by their institutional purpose. Architecture and Urbanism are bound into one another through the kinds of open space, buildings and landscape, the constituent parts that they hold in common. These are types of form as opposed to particular designs. Cities depend on the repetition of these types for the heterogeneity, the redundancy and the complexity of their structure. Le Corbusier, the great Swiss Architect is often mistaken as being of French origin. In actuality, he was born in 1887 as Charles Edouard Jeanneret in La Chaux-de-fonds, a watch-making city in Switzerland. He left school at age 13 to learn the trade of engraving watch faces. Encouraged by a local art teacher he taught himself architecture, travelling throughout Europe to observe architectural styles. Settling in Paris in 1917, he met Ozenfant, who introduced him to Purism, and with whom he collaborated in writing several articles under his pseudonym (the name of a relative on his father's side). His main interest was large urban projects and city planning. Many of his designs were rejected, but they influenced other architects throughout the world. Examples of his work are the Unità © d'habitation, Marseille (1945--50); Chandigarh, the new capital of the Punjab; the Swiss Dormitory in the Cità © Universitaire in Paris; and the Exposition Pavilion in Zà ¼rich. In 1920 he started publishing his magazine L'Esprit Nouveau, until his death in 1965. He inspired several generations of architects not only in Europe but also around the world. He was more than a mercurial innovator. Irascible, caustic, Calvinistic, Corbusier was modern architecture's conscience. One of the most famous houses of the modern movement in architecture, the Villa Savoye is a masterpiece of Le Corbusier's purist design. It is perhaps the best example of Le Corbusier's goal to create a house which would be a "machine a habiter," a machine for living (in). Located in a suburb near P... ... history makes a lot more sense than starting from zero. It has been an expensive lesson, and not one that Le Corbusier intended, but it too is part of his legacy. He died in the Mediterranean in 1965. The following are celebrated quotes form Le Corbusier: â€Å"Architecture is the learned game, correct and magnificent, of forms assembled in the light.† (1) â€Å"I prefer drawing to talking. Drawing is faster, and allows less room for lies.† (2) â€Å"The materials of city planning are: sky, space, trees, steel and cement; in that order and that hierarchy.† (3) â€Å"Our own epoch is determining, day by day, its own style. Our eyes, unhappily, are unable yet to discern it.† (4) â€Å"A hundred times have I thought New York is a catastrophe and fifty times: It is a beautiful catastrophe.† (5) Le Corbusier himself considered his creations in the domain of visual arts of primary importance and proclaimed that his architectural creations flowed from them. His noteworthy statement "there are no sculptors only, no painters only, no architects only, the plastic incident fulfills itself in an overall form in the service of poetry." explains his global commitment to the visual arts.

My Bio

My name is Latisha Anderson 33 year old native from Raleigh, North Carolina. I graduated from East Carolina University College of Nursing in Greenville, North Carolina in May 2009 with a Bachelors of Science in Nursing. Many say that I am a unique nurse due to the fact I am the first African American woman to complete a nursing program from a wheelchair. At the age of 17 years old I was shot in the neck and paralyzed from breast on down. I do have a success story on line. If you type my full name Latisha Anderson in Google search engine and I think on the second search page you will find a link with my name and it has the pulse magazine link which is ECU CON alumni magazine and on page 6 you can read my success story and see me in my standing wheelchair. I landed my first job at a private psychiatric/chemical detox program hospital that treats patient ranging from ages 5 years old on up. I started out PRN; therefore I had the advantage of working on all the different units with the different age groups. After about three months of diligent working my ADON offered me a permanent position on the acute inpatient psych unit which housed twelve acute patients. I worked third shift and was the charge nurse and the only nurse that worked that unit. I decided to pursue my passion of wanting to serve those who have served my country. efore I became disabled i wanted to join the marine corps and I was 37 days away from my 18th birthday and being enlisted but I became paralyzed that did not stop me i just had to pursue my goal from a different angle. I currently work with the Veteran’s Administration in Augusta, GA. I want to pursue my Masters in Nursing with an Emphasis in Leadership because i want to obtain a leadership role. Nurses are in roles where they can have a major impact with creating policies, laws and advocating for their consumer in the healthcare aspect in politics.

Traditional Foods for Chinese Festival

Chinese Food: Traditional Foods for Chinese Festival Chelsea Yu 15th, Sep, 2012 First Draft of Chapter 2, 3 Pages IE924 Academic Writing ? China is famous for foods, especially which must be prepared for traditional festivals. These foods are made with traditional recipes and related to their meaning, ancient legend or historical story, which are passed along generation to generation. Among these traditional foods, â€Å"Nian-gao†, †Yuebing†, and â€Å"Zongzi† are representative. â€Å"Nian-gao†, a kind of traditional food with its own recipe, is also called rice cake or New Year cake, which must be prepared for the Lunar New Year because of its meaning.In the Spring Festival, people from different regions will cook rice cakes in different ways according to their customs. There are various kinds of famous rice cakes in different territories, such as: white rice cakes made of millet in the northern China, yellow rice cakes made of coarse rice in Saibei region, white New Year cakes made of rice in the regions south of the Yangtze River, and the sticky cakes made of sticky rice in the regions in the southwest China. Moreover, people also have different flavors of rice cakes.People prefer steamed or fried rice cakes in the northern China, which are always sweet while residents in southern China still like stir-fried rice cakes and salty cakes in soup. In addition, the food â€Å"Nian-gao† has special meaning. The pronunciation of it in Chinese is similar to the Chinese blessing words that mean prosper for the next year. People believe that they will be better in the coming year after eating the New Year cakes. The second traditional food is â€Å"Yuebing†, which is well-known as the name â€Å"Mooncake† and the related legend.It appeared in the Tang Dynasty as a sacrifice for the emperor at the Mid-Autumn Festival and changed to be popular traditional food. â€Å"Yuebing† is always classified by regions, flavors, fillings, and exteriors. The most common â€Å"mooncake† comes from Guangdong district and can be enjoyed in many cities like Shanghai, Hong Kong, and Beijing. The skin of this kind of â€Å"Mooncake† is made of wheat powder mixed with sugar, and oil. There are many different fillings decided by different people, like sweetened bean paste, lotus seed paste, egg yolk, or jam paste.In addition, â€Å"mooncake† represents the meaning of reunion, the origin of which is about a Chinese legend: The goddess in the moon could only return to the earth to reunite with her husband when he had a â€Å"mooncake† on the specific day which was the Mid-Autumn festival. Nowadays, â€Å"Yuebing† has become more and more popular because of many new recipes. The third food is called â€Å"Zongzi† in mandarin and rice dumpling in English. It has always been attached to a Chinese historical story. â€Å"Zongzi† is a traditional food for the Dragon Boat Festival.Compared to the two former foods, rice dumplings are much easier to make at home. At the festival, some people will have a competition for fun about making â€Å"Zongzi†, and the fastest one is the winner. Most of â€Å"Zongzi† are composed of glutinous rice and meat or egg folk, wrapped by bamboo leaves, and steamed finally. Additionally, there is a famous historical story about the origin of the food. In ancient China, there was a loyal minister who provided suggestions to the emperor to improve the country. However, the emperor not only did not take his suggestions, but also banished him.With heavy pressure and disappointment, the minister whose name was QuYuan jumped to the river to commit suicide. Common people wanted to protect his body from fish by throwing rice dumplings to the river. After that, people started to eat rice dumplings in memory of him. Traditional foods like â€Å"Nian-gao†, †Yuebing†, and â€Å"Zongzi† in Chinese festivals have undergone many changes in flavors or recipes, but for Chinese people, the traditional recipes and the meaning, legend, historical story will never be forgotten.

Confusion – personal writing

Rosie ran a brush through her copper-gold, long, silky hair and smiled contentedly. After a touch of lip-gloss was applied she was satisfied with her reflection, so she grabbed her jacket and bounded down to where her Mother was waiting. â€Å"Okay honey?† her Mum asked smiling. â€Å"Yes, fine thank you Mum.† Rosie replied cheerfully. Rosie was adopted as a child and lived with her mother and adoptive brother in a renovated house in Yorkshire. Her Mother was single and Rosie had never had any contact with her natural parents. Rosie loved her life, she was seeing a lovely guy and her Mum and her were just going to the local shopping center were she was going to meet up with him. Rosie and her Mum, Nicola drove down the motorway in their Renault. It was a beautiful day, Rosie thought to herself as she gazed at the deep, blue sky making shapes in her mind out of the puffy, white candyfloss like clouds. Suddenly her head was thrown sideways against the window and a loud screeching filled her ears. Then all the noise, all the visions were gone and Rosie felt strangely peaceful. Rosie opened her eyes and all she could see was white. She tried to sit up but her head hurt so much she slumped back down again. From that position she tried to figure out her surroundings. She was looking straight upwards at a plain, white ceiling without a blemish on it. She slowly and painfully turned her head and was faced with a blue curtain. To puzzled to be panicked she tried to figure out where she was. She didn't have long to wait. The blue curtain was yanked backed and an extremely harassed looking man looked in. â€Å"Let me see my daughter, where is she?† he was saying. â€Å"Please sir you're disturbing the patients,† a nurse was telling him worriedly. â€Å"Oh thank goodness!† said the strange man and started hugging Rosie. At first Rosie was to shocked to respond and then she pushed him away with all the strength she could muster. â€Å"What do you think you are doing?† Rosie spluttered. â€Å"Darling, what's the matter? What's wrong?† the man asked Rosie, and then turning to the nurse he repeated, â€Å"What's wrong? Why doesn't she recognize me?† â€Å"I'm sorry, she's been through a lot. She needs some rest, please come back later when things are a bit clearer to her.† â€Å"What do you mean?† the strange man demanded, his voice rising, â€Å"This is my only daughter lying here, I need to be with her.† † I realise you must be anxious but the best thing you can for your daughter now is to let her rest, so please I must ask you to leave.† Reasoned the nurse. The man seemed to be fighting a battle with himself to control his emotions. It looked like he won and he seemed to use a lot of self-restraint as he said, â€Å"Fine, I'll see you later Jenny, and just remember Daddy loves you.† Then he walked out. â€Å"Try and get some rest dear.† Soothed the nurse, and then she followed him, shutting the curtain as she left. Jenny lay back, a million thoughts running through her head at once.

Hazard Identification at Work Place

Introduction: With a rapid increase in industries from the last few decades, equally corresponding increase in the hazardous materials in process. The industries became larger and often situated in or close to densely inhabited areas. Therefore it is need of the day to develop comprehensive approach to the prevention of human and economic loss or any occurrence associated to the hazards. In the forthcoming paragraphs we will discuss in detail hazards, risks associated to hazards and how preventive measures can be taken to minimise the risks of any accident with reference to the Restaurants (McDonalds Restaurants Ltd).Before to go further one should know what hazard means and how it can be defined. The most common definition of the word Hazard is, â€Å"A potential source of harm or adverse health effect on a person or persons†. The word hazard has many definitions but most common when talking about workplace health and safety is; â€Å"A hazard is any source of potential dama ge, harm or adverse health effects on something or someone under certain conditions at work†. In concise hazard is any condition, event or circumstances that could be the source of an accident.Therefore hazard is a potential source of harm, for example sharp knife is a hazard while working in a kitchen because it can cut. A cutting board is a hazard as it can produce bacteria. Sometimes the meaning of the hazard is confusing. Often dictionaries do not give specific definitions or combine it with the term â€Å"risk†. Such as, dictionary defines the word hazard as a â€Å"danger or risk†. Hazard is not deemed to be identical with risk although it can be significant determinant of risk. This example will differentiate and explain appropriately the meaning of these two terminologies.If there was a spill of water in a room then that water would present a slipping hazard to persons passing through it. If access to that area was prevented by a physical barrier then the hazard would remain though the risk would be minimised. Under the law it is required that the employers must to any extent identify the hazards in the workplaces under their control and assess the risks presented by these hazards. It is the responsibility of the employers to write down the workplace risks and how to deal with it, which is known as a risk assessment.This means the employers must examine in the workplace that what could cause harm to the employees and other people including customers and members of the public. Moreover it allows the employers to evaluate weather adequate precautions have taken or should do more to avoid harm. Hazard identified: In the process of risk management the most important step is to identify the hazard, the hazard not identified cannot be controlled. Whereas the identification process must be comprehensive and conducted in close consultation with the people performing the activity.Under Section 20 of the Act 2005 it is required by the employe r to prepare a written statement (known as safety statement) based on the identification of hazards and risk assessment. Safety statement must specify the manner in which the safety, health and welfare of employees shall be secured and managed. But still it is difficult to declare a hazard identification process as complete. Therefore it should be periodically reviewed. Moreover the process of hazards identification should be documented in the form of hazard logs. For hazard identification the workplace needs to be examined regularly.It assists in determining exactly where slips, trips and falls or any accident on the same level have happened, or there is a potential of likely to happen. This could be completed through simple three steps to pursue; * Consultation with the employees, this is the legal obligation of employers to consult with employees when going through the steps of this procedure. * Regular inspection of the premises. This may be helpful in identifying the source of usual hazards. * Check records including incidents and injury reports, workers compensation claims, and workplace inspection checklists.Whereas working in McDonald’s Restaurants the hazards we might find in a kitchen or restaurant can be categories as: * Electrical equipment * Spills, trips and falls * Sharp equipment * Lifting and carrying * Cleaning chemicals * Cold areas such as chiller and freezer * Vats and hot oil * Grills * Toasters * Hot drinks machines * Compactor These are obvious or apparent hazards which can cause harm, while in the similar system or operations actual incidents that have occurred in the past can be beneficial for the identification of hazards.Risks associated with hazards and control measures: Hazards and risks associated with them are everywhere. Everything we do exposes us to the hazards, but these can be minimised or eliminated with the known control measures to be taken. It is consist of actions to be taken to decrease the possibility of expos ure to the hazard. It could be to remove the hazard or to reduce the likelihood of the risk to contact to the hazard being realised. When we look at control measures we often refer to the hierarchy of control measures.It includes eliminating the hazard creating the risk, substituting the hazard creating the risk with a hazard that gives rise to a lesser risk, minimising the risk with engineering means, isolating the hazard, use of administrative means or using personal protective equipment. We will determine in detail the hazards and risk associated with it, and what could be possible control measures for it. The best way is simply to get rid of the hazard but this not always possible. For example it would be difficult to have a kitchen with no hot equipment.If the hazard cannot be removed we have to minimise the risks. This in turn reduces the likelihood of an accident. For example wet or dirty floor in the restaurant is a hazard, which can damage the health of both employees and t he visitors or customers by falling on the floor. This can have serious consequences both legal and of moral values. Whereas slips and falls are the most common type of accidents in the work place, therefore we should be extra cautious in this area. But still we can avoid the risk or minimise by adopting the proper procedure.To eliminate or minimise the risk associated with a wet or dirty floor, the appropriate procedure is to prepare the area by putting the warning cones in the place to warn anyone approaching the area. To reduce the risks of slips and falls it is highly recommended to clean up spills immediately with a cleaning agent if required. The other example of hazard while working in the restaurant is the step ladders. These are potential hazard if not used safely. It can be the cause of major accident if appropriate precautions are not adopted.While using these ladders in the time of need, one should make it sure that it is fully open with all four feet on the level, non-s lip surface. And to make it sure that it should be used with dry and clean shoes. Always make sure to climb the steps one at a time, ensuring a safe foot and handhold, with a firm grip. The very nature of McDonald’s restaurants, it has a lot of hot surfaces and hot liquids in the kitchens and front counter areas. While working near hot equipments such as grills, toasters, hot drink machines and fry vats extra care has to be taken; negligence can be very harmful and could result in severe burns.For example the special grills used in McDonald’s consist of a lower hot plate (temperature 218 C) with a moving top hot plate (temperature 177 C) known as platen, which has high risk of burns. Therefore to reduce the risk of burns it is highly recommended when not in use return platens to lower stand by position. This prevents the hot platens from being exposed and reduces the risk of burns. Moreover to reduce the risks we have to: * Check the design and safety of all equipment and chemicals used. * Develop the procedures and training Introduce special protective equipment if the risk is still too high. Such as for vats and hot oil filtering special protective clothing must be worn. This consists of long gauntlets, heavy duty apron and face visor. Work can be fun, but never at the expense of safety. Practical jokes can have tragic results; it can put the safety of employees or customers at risk. Every procedure we learn, or piece of equipment we use, has been designed with safety in mind. That is why it is so important to follow procedure.It is to keep in mind that for the health and safety of ourselves and the people around us we shouldn’t do any tasks which haven’t been shown or we not properly trained of. Conclusion: Safety is no accident. Every employee has a responsibility towards health and safety in their workplace. A lot of health and safety is common sense and nearly all accidents can be avoided if we always follow the correct proced ures and to take reasonable care for health and safety of ourselves and of other people at work. It can be managed just as we manage every other aspect of the business.This requires planning, well trained people, good supervision by managers, and the commitment of every single employee. We must work together to identify hazards and take action to minimise risks. We have to make sure that not to misuse anything provided in the interests of health and safety. Words count: 1729. ——————————————– [ 1 ]. Frank P Lees. Loss prevention in the process industries, hazard identification, assessment and control. 2nd Edition 1996. [ 2 ]. http://www. hsa. ie/eng/Topics/Hazards/Hazards_and_Risk. tml? showDoc=1 [ 3 ]. Hazard and risk: http://www. ccohs. ca/oshanswers/hsprograms/hazard_risk. html [ 4 ]. A guide to risk management. http://www. qast. org. au/Portals/0/PDFS/gde40v1. pdf [ 5 ]. Hazar d and risk; http://www. ccohs. ca/oshanswers/hsprograms/hazard_risk. html. [ 6 ]. http://www. hsa. ie/eng/Topics/Hazards/Hazards_and_Risk. html? showDoc=1& [ 7 ]. Section 19 of the Safety, Health and Welfare at Work Act, 2005 [ 8 ]. www. hsa. ie. [ 9 ]. Hazard management. http://w3. unisa. edu. au/ohsw/procedures/docs/hazard. df [ 10 ]. Safety, Health and Welfare at Work Act, 2005 [ 11 ]. Ibid. [ 12 ]. Guidance on hazard identification- March 09, http://easa. europa. eu/essi/ecast/wp-content/uploads/2011/08/ECASTSMSWG-GuidanceonHazardIdentification1. pdf [ 13 ]. Guidance on hazard identification- March 09, http://easa. europa. eu/essi/ecast/wp-content/uploads/2011/08/ECASTSMSWG-GuidanceonHazardIdentification1. pdf [ 14 ]. Preventing slips, trips and falls, Guide 2007. http://www. workcover. nsw. gov. au [ 15 ]. McDonald’s, hygiene and safety handbook 16 ]. Hazard identification, risk assessment and risk control procedure: http://www. bhtafe. edu. au/about/Documents/Policies%2 0and%20Procedures/OHS%20Procedures. pdf [ 17 ]. http://www. dehp-facts. com/CLab/CL_hazard. htm [ 18 ]. www. hsa. ie [ 19 ]. Preventing slips, trips and falls, Guide 2007. http://www. workcover. nsw. gov. au [ 20 ]. McDonalds hygiene and safety handbook. [ 21 ]. McDonald’s hygiene and safety handbook. [ 22 ]. ibid [ 23 ]. Ibid. [ 24 ]. Ibid. [ 25 ]. McDonald’s. Hygiene and safety handbook. [ 26 ]. Ibid.