Tuina Massage Essay Example for Free

Tuina Massage Essay Chinese massage (known as Tuina or Tui Na) stimulates acupressure points for healing energy to flow easily. Acupressure points have a high electrical conductivity at the surface of the skin and thus conduct the body’s energy effectively. Discover how to apply the same points and principles as acupuncture –using Chinese massage techniques and sensitivity of the human hand instead of needles. Learn to relieve a range of emotional complaints and common ailments such as depression, anxiety, headaches, backache, insomnia, nausea, carpel tunnel, and many more. Tuina Fundamentals Tuina and ancient Acupressure were developed in Asia over 5,000 years ago. Both are effective in the relief of stress-related ailments, in self-treatment and in preventive health care. Tuina releases tension, increases circulation, reduces pain and develops vibrant health. For more information on Acupressure, see Michael Reed Gach’s book, Acupressure’s Potent Points: A Self-Care Guide for Common Complaints from A to Z. ***** IT NEED TO BE IN 2SPACE FORMAT ***** NEED HEADING ON PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuina or ‘Tui na’ is an ancient Chinese Bodywork Massage Therapy that is frequently being utilized along with another Chinese holistic technique known as acupressure.   It was developed more than 2000 years ago, and harnesses the individual’s own internal energy known as ‘Qi’ (chi) to return them to a state of health and well-being.   Through this technique, Qi is made to rhythmically flow into the natural energy channels of the body known as the ‘meridians’.   This energy flows is considered to be the stimulating force for life. Manipulation, pressure, massage and traction provided during treatment, helps the body to naturally heal several disorders that affect the muscles, bones and the joints (such as sprains, arthritis, back pain, sciatica, etc); non-muscular skeletal disorders (such as those that involve the digestive system, respiratory systems and reproductive systems) and stress-related disorders (such as tension headache, carpel tunnel syndrome, anxiety, etc).   Besides, it helps improve circulation and the general health and wellbeing of the individual. Several techniques such as gliding, kneading, percussion, friction, traction, rotation, vibration, rocking, shaking, etc, are utilized during therapy sessions.   The meridians provide the life-giving energy to all the structures of the body such as joints, muscles, internal organs, tissues and the mind.   Any disturbance in the flow of Qi can cause several problems.   The Chinese have viewed disease as a condition in which the flow of Qi tends to get distorted.   When the flow of Qi is well-regulated, the individual is healthy in mind, soul and body. During this technique, manipulations help to correct the energy flow.   Various acupressure points may be stimulated in order to encourage the flow of Qi.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Acupressure is the technique in which pressure is applied to certain points in the body to treat any disturbance in the flow of energy (Qi).   In acupressure, 12 meridians or energy pathways are manipulated.   In actual Chinese medicine, 20 meridians exist; however, only 12 are considered important in acupressure that supplies energy to the tissues, organs and other structures of the body.   2 supplemental meridians (conception vessel and the governor vessel) are also manipulated sometimes. The 12 routinely utilized meridians include lung, pericardium, heart, large intestine, triple energizer, small intestine, liver, kidney, stomach, gall bladder and bladder.   Once the energy flow is stimulated, any imbalances in the flow are corrected, and the individual feels energetic and confident.   Along the 14 meridians, about 300 points exist known as the ‘acupressure points’ or ‘acupoints’.   Each of these points is given an alphabet-numerical code, and is manipulated with the fingers, hands, wrists, thumbs, knuckles, and sometimes with blunt objects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The area at which the pressure has to be applied should be explored with a deep probing pressure.   Once the precise point is reached a stinging pain is felt, followed by a numbing or tingling sensation that migrates to other parts of the body.   With experience the points can be more easily recognized, but the sensitivity to pain reduces with time.   Once the point has been recognized, pressure should be applied over it for a few minutes.   The procedure should be repeated on the other side of the body. Once the procedure is completed, the individual can experience a lot of relieve from stress and tension, and an improvement in the flow of energy is immediately felt.   Sometimes, the symptoms may worsen following manipulation of the acupoint. In that case, the procedure should be stopped at that particular point.   If the treatment seems to be ineffective, the individual should search for other points lying close to the one manipulated.   In case, the individual gets only transient relief, the procedure should be repeated again.   The individual should remain relaxed, calm and concentrate during manipulation.   Besides, finger pressure, rolling with a blunted object (like a pen), pressing with the knuckle or palms, tapping, kneading forces, friction, traction, etc, can also be tried out and reapplied if it seems to be effective. References: Boyd, K. T. (2007). The Online Acupressure Guide. Retrieved January 4, 2007, from Stanford University School of Medicine Website: http://med.stanford.edu/personal/pointfinder/ CHIS-UK (2007). Acupressure. Retrieved January 4, 2007, from Complementary Healthcare Information Service UK Website: http://www.chisuk.org.uk/bodymind/whatis/acupressure.php Gach, M. R. (1990). Acupressures Potent Points Guide To Self-Care For Common Ailments. New York: Bantam Dell. Health How Stuff Works (2006). â€Å"How does acupressure work?† Retrieved January 4, 2007, from How Stuff Works Website: http://health.howstuffworks.com/question654.htm Health Information Organization. (2005). Tui Na (tuina) Chinese Bodywork Massage Therapy. Retrieved January 4, 2007, from Traditional Chinese Medicine and Acupuncture Health Information Organization Website: http://tcm.health-info.org/tuina/tcm-tuina-massage.htm Tuina (2007). About Tui Na. Retrieved January 4, 2007, from Tuina Australia Website: http://www.tuina.com.au/about.html

Individual Needs of a Child

Individual Needs of a Child Alysha Lloyd Early Years Level 3 Unit 1 – A Unique Child It is very obvious that all children can learn, but not all children learn in the same way, at the same time or at the same rate learning is an individual process and therefore not every child will be learning in the same way or at the same rate. To help children learn it is very important to meet children’s diverse learning needs which can lead to more effective and efficient learning. Meeting a child’s diverse learning needs means identifying needs, developing individual goals and objectives for a child, selecting or designing appropriate supports and services, and then choosing the best learning setting. Combining and evaluating these things based upon your individual child will allow you to create a individual and more efficient learning process for that child. As a practitioner, you have a responsibility to your key children to provide appropriate activities for the age and stage of development of each child to help them develop further in all areas; growth, development and learning. Each child needs individualised care and this is what the EY strives to achieve with the focus on ‘A Unique Child’. With all those unique children in your key group, you have to take into consideration that when you conduct an adult-led activity you may have set an overall aim for the activity, yet each child will not respond to the activity in the same way and will need an individual outcome and therefore, it is important to think about, plan for, and interact with the individual, as well as the group as a whole. You have to consider the range of children’s styles, social interactions and personalities: †¢ Some are quiet; others are noisy †¢ Some like to spend time by themselves; others are the life of the party †¢ Some are shy; others are outgoing †¢ Some are active; others are reserved †¢ Some enter into new situations easily; others like to stand back and watch There also other things to take into consideration, for example, cultural and language backgrounds, life experiences, temperament, interests, skills and talents that can all influence how a child learns. Due to all these possible contributing factors, all practitioners should use a process called differentiation which means that activities, planning, resources and environments should be adapted to suit the individual needs of a child and allow them to participate and gain the most from each experience. Once you have taken the child’s unique needs into consideration and applied this to your planning and how you conduct your activities, you will see how each child will benefit in their learning. The benefit of meeting a child’s individual needs means that each child will gain the most from each activity and therefore are more likely to learn and develop at a more efficient rate based upon their needs. The amount a child will learn and gain from an activity will be affected by what the activity has been based upon; it has been advised that practitioners should follow a cycle of planning, observation and assessment. Children often learn and develop best when they are doing something that they enjoy, so if you observe them doing this, assess their skills and capabilities, you can then plan what’s best next for that child. This process will benefit that individual child, as the next activity planned for them will be something they enjoy participating in, are capable of achieving and are therefore more likely to learn more from that activity. Staff should place observation, planning and assessment at the heart of their practice and this process should be seen as a continuous cycle in supporting babies and young children’s development. Once you incorporate this cycle into your daily planning as a key worker, you will quickly see the benefits in your key children. An essential part of your responsibility for meeting children’s individual needs will require all children to be treated fairly and equally and to make sure there is no discriminatory practice happening. When anti-discriminatory practice is spoken about is important to be aware of three very important terms; Equality, Diversity, Inclusion; equality meaning that everyone is treated equally, diversity is recognising individual’s characteristics and differences and inclusion makes sure that all children can participate fully in their environment. Discrimination is taken very serious within early years setting and many laws and â€Å"acts† have been created to protect children from discrimination as a whole, the most famous being ‘The Children Act 1989’ and ‘The Convention on the Rights of the Child (CRC)’. These acts are now used as guidance to make everyone aware that the rights that must be realised for children to develop their full pot ential, free from hunger, neglect and abuse. It’s a new vision of the child; a vision of a child as an individual and as a member of a family and community, with rights and responsibilities appropriate to their age and stage of development. In order to provide an inclusive child care setting that celebrates diversity and does not discriminate against children and their families, the setting should ensure that the following things are taken into consideration and applied to all areas of practice: Accessibility equality parental children’s activities are accessible to all parents all children, making sure everyone can equally participate regardless of the capabilities, culture or background. Realisation of diversity activities in the child care setting help children to realise that they are part of a world where people’s backgrounds and experiences are diverse Provide positive images – Materials on display in nursery should help overcome stereotyping expectations by displaying all sorts of children from different cultural and ethnic backgrounds Celebration celebrations of multicultural festivals and events should take place in settings regardless of whether children would celebrate them at home. Activities reflect the diversity of background of all of the families represented in the community Avoiding stereotyping – Restricting girls from being more adventurous and boisterous and boys from being more sensitive and caring. Stereotyping can restrict possibilities in the future development by limiting expectations Make each child feel individual – Appreciating children for who they are and celebrating the characteristics that do make them different Treat all children equally but not the same – adapting the way you work with children to suit their needs therefore making sure they have the right opportunities. For example, adapting your activity for two children who are capable of different levels of achievement. Staff members must challenge their own views and beliefs and not portray any prejudices to the children, as the way in which adults treat children and behave can have a huge influence on them. Children should be encouraged to identify their own unique characteristics and those that are similar to other children. This will help them to feel comfortable within their own skin and value their own individual characteristics. They will also feel more positive about their own culture and background, gaining emotional well-being. This is also good practice in promoting diversity, as children will be more accepting of others who are different to them. Diversity should also be promoted throughout the nursery environment, so children should play with different toys from different cultures, they should celebrate a range of festivals and cultural celebrations within their setting and their also should be a range of photos and displays to help promote and celebrate diversity. It is highly importan t for staff to constantly promote diversity so that children are comfortable within their own skin, can celebrate their cultural background but also not be prejudice against others. It is essential that practitioners are aware of promoting children’s physical and emotional well-being. The emotional health of children and young people is increasingly recognised as being highly important to the wellbeing and future prospects of individuals. Children and young people’s emotional health is a cornerstone of all the Every Child Matters outcomes. Children who are emotionally healthy achieve more, participate more fully with their peers and community, engage in less risky behaviour and cope better with the adversities they may face from time to time. Emotional health in childhood has important implications for health and social outcomes in adult life (Mental Health Foundation. 1999. Bright Futures. London: Mental Health Foundation). The development of emotional health starts before a child is born, and the first two years of life are a critical period for laying the foundations for emotional health throughout childhood and into adult life. Emotional health is nurtured primarily in the home, but we know that practitioners and services can and do make a difference. To help promote the health and well-being of all children, acts have been written so that everyone can focus on the importance of what is best for each unique child. â€Å"The Children Act 1989† was written to help promote empowerment for children, making sure that they are involved in decisions that can affect themselves. The main points of â€Å"The Children Act 1989† relevant to working in early years are: The well-being of the child is of paramount importance children should be safe and secure within a setting and this should be a feeling shared with parents. When children feel safe and secure it is more likely that they will feel more happy and have a better emotional; well-being. Children should have their own race, culture, language and religion valued and respected – this can be explored through the celebration of diversity and individuality. Childrens feelings and opinions should be listened to – making them feel like they are important and special, linking in them to feel secure and safe. Provision should be made to meet the individual needs of children and their families – communication between staff and parents to ensure all child’s needs and interests are catered for therefore a child can get the best care available allowing them good emotional and physical well-being. Keeping children safe is essential in promoting a child’s physical well-being and once a child feels safe within their environment, they will feel more secure and confident to go and explore independently. Practitioners can promote well-being within settings by giving children the opportunity to make their own choices and decisions. Giving them these opportunities allows children to develop self-confidence and awareness, as well as learning to manage feelings and behaviour. The EYFS ‘A Unique Child’ promotes children as independent learners; this can begin from an early age as young as babies, exploring news things using their senses and as they become older, children can be given the opportunity to learn about keeping themselves safe. Practitioners can empower children, giving them choices and encouraging them to make decisions. This should include when children decide that they do not wish to participate in activities. This opportunity to say ‘no’ w ill empower a child and enable them to become a confident individual. This is important for their personal confidence and emotional well-being. Promoting independence and decision making from an early age and continuing this throughout childhood will contribute to a young person and adult who is confident, independent and assertive. As practitioners we have to be aware that all children are different and unique and this cannot be overlooked. If we do not take this into consideration it can have a large impact on not only the learning and development achieved by the child, but also their emotional and physical well-being. The EYFS theme ‘A Unique Child’ with the individual child at the heart of curriculum and planning, is a key part of all early years settings, therefore benefiting the value of each child. Whilst considering each child as an individual, we not only take into consideration their needs but the ideas of anti-discriminatory practice, helping their emotional and physical well-being. Information Sources Department of Education and Early Childhood Development http://www.education.vic.gov.au/Documents/childhood/providers/regulation/childindivneeds.pdf Alberta Education http://education.alberta.ca/media/448912/Chapter3.pdf Education Scotland http://www.educationscotland.gov.uk/Images/12assessment_tcm4-637896.pdf UNICEF – Convention on the rights of the child http://www.unicef.org/crc/index_protecting.html The National Strategies of Early Years http://www.foundationyears.org.uk/wp-content/uploads/2011/10/SEAD_Guidance_For_Practioners.pdf

Sickle Cell Anaemia :: Free Essays

Sickle Cell Anaemia The disorder affects the red blood cells, which contain a special protein called haemoglobin . The function of haemoglobin is to carry oxygen from the lungs to all parts of the body. People with Sickle Cell Anaemia have Sickle haemoglobin which is different from the normal haemoglobin. When sickle haemoglobin gives up its oxygen to the tissues, it sticks together to form long rods inside the red blood cells making these cells rigid and sickle-shaped. Normal red blood cells can bend and flex easily.Blocked blood vessels Because of their shape, sickled red blood cells can't squeeze through small blood vessels as easily as the almost donut-shaped normal cells. This can lead to these small blood vessels getting blocked that then stops the oxygen from getting through to where it is needed. This in turn can lead to severe pain and damage to organs. Everyone has two copies of the gene for haemoglobin; one from their mother and one from their father. If one of these genes carries the instructions to make sickle haemoglobin (HbS) and the other carries the instructions to make normal haemoglobin (HbA) then the person has Sickle Cell Trait and is a carrier of the sickle haemoglobin gene. This means that this person has enough normal haemoglobin in their red blood cells to keep the cells flexible and they don't have the symptoms of the sickle cell disorders. They do however have to be careful when doing things where there is less oxygen than normal such as scuba diving, activities at high altitude and under general anaesthetics. If both copies of the haemoglobin gene carry instructions to make sickle haemoglobin then this will be the only type of haemoglobin they can make and sickled cells can occur. These people have Sickle Cell Anaemia and can suffer from anaemia and severe pain. These severe attacks are known as Crises. Over time Sickle Cell sufferers can experience damage to organs such as liver, kidney, lungs, heart and spleen. Death can be a result.

History Of The Original Lincoln Essay -- essays research papers fc

In 1858, there was a great struggle within the state of Illinois for a seat in the Senate. The well know Stephen A. Douglas, the favored candidate, was excepted to win. Abraham Lincoln was not a well known candidate. In a struggle for the possible position, Lincoln proposed that he and Douglas organize a series of debates, so that both men might â€Å"divide time, and address the same audiences during the same canvass.† Douglas accepted, and he feared that he had â€Å"everything to lose from a joint appearance, and yet to decline the challenge would have seemed unmanly in the West of the mid nineteenth century.† Douglas then purposed dates and places; Lincoln complained that Douglas would have four opening and closings speeches whereas he would have only three, he wrote â€Å"I accede, and thus close the arrangement.† The first of seven debates was on Saturday, August 21, 1858 at Ottawa, which started an important part of the history of the United States of Amer ica, the Lincoln-Douglas debates.   Ã‚  Ã‚  Ã‚  Ã‚  The Ottawa debate set the format for the remaining six debates. Lincoln and Douglas agreed that the first speaker would speak for an hour, the second speaker for an hour and a half, and the first speaker again for half an hour. On August 21, excitement was in the air. The town’s population of over 7,000 doubled overnight. At 2:30 p.m. Douglas began speaking and the battle was on! The Little Giant, Douglas, displayed the art that marked him as the master â€Å"stump-speaker† of his day. He first criticized Lincoln’s background and political history. He talked about Black inferiority, and the social as well as political dangers of freeing Blacks.   Ã‚  Ã‚  Ã‚  Ã‚  The highlight of his speech was the surprising argument he threw at Lincoln in the form of the Springfield Resolutions of 1854. Douglas quoted the radical â€Å"Codding† and declared that Lincoln joined with abolitionists Giddings, Chase, Fred Douglass, and â€Å"Parson† Lovejoy had constructed this platform for the new Black Republican Party of Illinois. Douglas became so engrossed in the speech he had to be reminded of his time limit. When Lincoln replied, he had no choice but to defend himself against the accusations. As Lincoln continued to debate, he displayed his ability as a rough-and-tumble debater, which had caused Douglas to say that he would have his hands full with Old Abe. He refute... ...ssures were driving North and South further apart. Both candidates were masters at selecting effective arguments from all the possibilities, making the most of the arguments they picked. And yet they were aware of what they said because they did not want to incriminate themselves. The debates marked a turning point for the nation. Within three years it would undergo a bloody test of its ideals. Its subsequent history would be a struggle to bring to fruition the decision reached on the field of battle. BIBLIOGRAPHY Angle, Paul, Created Equal? (The University of Chicago Press, 1958) Fehrenbacher, Don, Abraham Lincoln Speeches and Writings 1832-1858, (New York, Literary Classics of the United States, 1989) Heckman, Richard, Lincoln vs. Douglas, (Washington D.C., Public Affairs Press, 1967) Holzer, Harold, The Lincoln-Douglas Debates, (New York, HarperCollins Publishers, 1993) Jahannson, Robert, The Lincoln-Douglas Debates, (New York, Oxford University Press, 1965) Sigelschiffer, Saul, The American Conscience the Drama of the Lincoln- Douglas Debates, (New York, Horizon Press, 1973) Zarefsky, David, Lincoln Douglas and Slavery, (University of Chicago, 1990)

Karl Marx And Marxism Essay examples -- essays research papers fc

Karl Marx and Marxism   Ã‚  Ã‚  Ã‚  Ã‚  Karl Marx set the wheels of modern Communism and Socialism in motion with his writings in the late nineteenth century. In collaboration with his friend, Heinrich Engels, he produced the The Communist Manifesto, written in 1848. Many failed countries' political and socio-economic structures have been based on Marx's theories, for example the USSR, East Germany etc. Many people believe that Marxism is not applicable to today's society, as Karl Marx put forward his ideas not anticipating the type of society we have today. The welfare state system has effectively nullified Marx's arguments, and made them irrelevant.   Ã‚  Ã‚  Ã‚  Ã‚  Karl Marx, born on May 5, 1818, died on March 14, 1883, was a German economist, philosopher and revolutionist whose writings form the basis of the body of ideas known as Marxism. In his youth he was deeply affected by the philosophy of G.W.F. Hegel, and joined a rebel group called the Young Hegelians, which contributed ideas towards the movement against organized religion and the Prussian Autocracy. Later on in life, he was influenced by the writings of Ludwig Feuerbach, who wrote that God was invented by humans as a projection of their own ideals, and that in creating such a 'perfect' being, in contrast to themselves, mankind lowered themselves to lowly, evil creatures who needed guidance from the church and government. He said that, in creating God in their own image, humans had 'a...

Energy Conversation States

TMA03 Covering Block 3 Question 1 (a)An impactor mass of 45 kg is used to represent the weight of child reasonably regarded to be involved in an accident with glass or plastics. (b)The BS standards gives the manufacturers a clear set of standards that their products need to achieve to be safe and fit for the purpose that they have been designed for. It also gives the purchaser the expectation that the item has reached the standards set down by the BSI and will be a safe for the expected life of the item. (c) (i)The energy on impact is calculated by using the following equations:Potential Energy (PE) = mass x gravity x height This gives the potential energy at the height when the ball is held at the start of the test. This can be used as a check to for the Kinetic energy (KE) equation as the law of energy conversation states that energy may neither be created nor destroyed. Therefore the sum of all the energies in the system is a constant. So the PE when the ball is held at height wil l be the same as the KE just before the impact with the glass. To calculate the KE use the equation KE = ? mv2 (ii) Using the KE equation from question (i)KE = ? mv2 |u = initial velocity | |v = final velocity | |a = acceleration | |s = distance | Insert the constants of Mass = 45kg To calculate the v2 using the equation v2 = u2 + 2 x a x s For test 1 KE = ? mv2 For the v2 v2 = 02 + 2 x 9. 8 x 305 Gives 5978 Insert in to KE = ? mv2 to give KE = ? x 45 x 5978 To give 134505 = 135J to 3 sf To check use PE = mgh 45 x 9. 8 x 305 = 134505 Round up to 3 sf to give 135 J So PE =KE 135J is as given in BS 6206:1981. For test 2KE = ? mv2 For the v2 v2 = 02 + 2 x 9. 8 x 457 Gives 8957. 2 Insert in to KE = ? mv2 to give KE = ? x 45 x 8957. 2 To give 201537 = 202J to 3 sf To check use PE = mgh 45 x 9. 8 x 457 = 201537 Round up to 3 sf to give 202 J So PE =KE 202J is as given in BS 6206:1981. For Test 3 KE = ? mv2 For the v2 v2 = 02 + 2 x 9. 8 x 1219 Gives 23892. 4 Insert in to KE = ? mv2 to give KE = ? x 45 x 23892. 4 To give 537579 = 538J to 3 sf To check use PE = mgh 45 x 9. 8 x 1219 = 537579 Round up to 3 sf to give 538 J So PE =KE 538J is as given in BS 6206:1981 iii) The velocity that the impactor strikes the glass when it is dropped from a height of 1219 mm is calculated as above using: v2 = u2 + 2 x a x s v2 = 02 + 2 x 9. 8 x 1219 = 23892. 4 v = (23892. 4= 154. 6 m s-1 Question 2 (a)There are 3 main features of an invention to make it patentable. It has to have something new about it; this could be an improvement on an existing item. Also it must have a purpose (useful) and be able to be manufactured but this is not as important with today’s technologies as a software program can be patented. b) (i) The advantages of using a hollow shape for lintels are that a solid lintel is both heavy and cumbersome when it is in transit and when being manoeuvred into position at the build site. The added weight of the lintel will also require the supporting wall to be at a required strength to support the lintel and the load above it. They can be considered that they can be over designed for the job that they are intended for. It is possible to remove material from a beam without compromising its strength, as the material removed will be from areas that the stress is negligibly small is not a large volume.The stiffness of the beam will depend upon the properties of the material used in its construction and the component geometry of the design of the beam. (ii) In the Dorman Long patent the suggested material of construction plate/sheet steel. The use of plate/sheet steel is favoured due to its stiffness compared to its weight and that it can be easily folded or rolled in the construction of the lintel. (c) (i) Refer back to claim 1 of the Catnic patent as discussed in Block 3 Part 2.List the ‘essential integers’ of the Catnic lintel, and identify which component part is absent from the Dorman Long patent. a first horizontal plate or part adapted to support a course or plurality of superimposed units forming part of the inner skin and a second horizontal plate or part substantially parallel to the first and spaced there from in a downward vertical direction and adapted to span the cavity in the cavity wall and be supported at least at each end thereof upon courses forming parts of the outer and inner skins respectively of the cavity wall adjacent an a perture, and first rigid inclined support member extending downwardly and forwardly from or near the front edge adjacent the cavity of the first horizontal plate or part and forming with the second plate or part at an intermediate position which lies between the front and rear edge of the second plate or part and adapted to extend across the cavity, and a second rigid support member extending vertically from or from near the rear edge of the first horizontal plate or part to join with the second plate or part adjacent its rear edge. ii) The supporting member between th e two Suggest what effect the extra part is likely to have on the performance of the Catnic lintel compared to the Dorman Long lintel. (6 + 2 = 8 marks) Question 3 a) Although in a perfect environment there would be no risk to any persons or property and to remove any risk would mean stopping the processes that give rise to risk. However that is not the case so there will always risk involved in everything that we carry out.I have widely based this answer on the nuclear power industry where the risks involved are both acceptable and less acceptable. |Risk more acceptable | |No alternatives available |This could be classed as the use of a radio active fuel in a nuclear power | | |station.The risk of its use would be classed as acceptable as there is not| | |a suitable alternative as a fuel. | |Risk known with certainty |The use of a radio active fuel and its risks are known with certainty and | | |should be factored in to the design and management of the facility. | |Risk less accep table | |Effect delayed |Prolonged exposure to a radio active element will have a delayed effect | | dependant upon the length and magnitude of the exposure. So if these | | |exposures are not monitored and controlled the risk would be less | | |acceptable. | |Consequences irreversible |Again as the damage done from high, prolonged exposure to a radio active | | |element to the human body can be irreversible.Also a spillage or | | |accidental release to the environment could lead to the area being of no use| | |to the local population for a considerable time. | b) The principle of ALARP where improvements to the systems or process to reduce the risks are shown to be greater than the costs in the production compared to the benefits gained. The extra costs may be balanced against the risk reduction, for example, reducing the risk of exposure to the environment and humanity from hazardous chemicals or ionising radiation.The ALARP assessment in figure 3 shows that the acceptable risk fo r electrical control systems has been broken in to 3 defined harm categories. The inverted triangles show that as the frequency of those injured rises then the risk becomes less tolerable. The area shaded â€Å"broadly acceptable† shows that the processes carried out do not pose a risk to those involved, risk is negligible and it will be necessary to maintain checks and safety futures to keep the injuries at this level.In the area marked â€Å"tolerable if ALARP† shows the area that the risk of injury to those involved in the process ahs increased, if the risk was under taken then there could be a benefit. This can be broken into 2 further subsections, if the frequency is low the it can be tolerable if the cost of the risk reduction exceeds the improvement, as the frequency increases then it would only be tolerable if the risk reduction is impractical or the cost disproportionate to the gains in improvement.The area shaded â€Å"intolerable† is the area where th e frequency is at it highest and therefore the risk cannot be justified unless in exceptionable circumstances, for example working on a live high voltage electrical system. Question 4 Table 4. 4 in Block 3 Part 4 shows the various stages in energy conversion for fuel used to power a computer. It shows a hypothetical balance sheet for energy conversion from chemical energy (in a fuel) to light energy (light emitted by a computer display). a) The law of energy conversation states that energy may neither be created nor destroyed but transformed into different forms of energy i. . to heat, light, or noise energy. Therefore the sum of all the energies in the system is a constant. Explain briefly the principle of the conservation of energy, and how it applies at each stage in the energy conversion process. (2 marks) (b) Calculate the percentage of the total available energy that is converted to: (a) heat (b) noise (c) electrical energy. In each case, show your working fully. (4 + 4 + 4 = 12 marks) †¢ break into three parts†¦ energy required for ice to reach a temp of 0 q1 = mcT q1 = 11. 75 g(2. 09 J/g ·Ã‚ °C)(-5. 00 °C-0 °C) q1 = -122. 8J second part nergy required for change of states from solid to liquid q2 = n*? Hfus n = 11. 75g / 18. 02g/mol n = 0. 65mol q2 = 0. 65mol * 6. 02 kJ/mol q2 = 4. 0kJ careful units!!!! q2 = 4000J third part.. energy required for liquid water from 0 to 0. 500 °C†¦ q3 = mcT q3 = 11. 75 g(4. 21 J/g ·Ã‚ °C)(0. 500 – 0) q3 = 24. 7J ENERGY IN TOTAL†¦ E = q1 + q2 + q3 E = -122. 8J + 4000J + 24. 7J E = 3902J The final 10 marks for the assignment are awarded for presentation – see the guidance in the introduction to this booklet. These will be scored on the PT3 form as Question 5. Assignment Booklet

NEBOSH General Certificate Essay

A safety inspection was completed The workplace is an â€Å"A† listed building with historical significance and covers three storeys and a basement. It is made up primarily of offices; however the Museum of Fire forms a large part of the ground floor, with the basement area used for exhibit archiving and storage. 47 staff are employed in the building, 1 of which is registered disabled. They work various patterns throughout the day between 8am – 6pm performing general administration duties, whilst a small number of staff also provide museum guided tours to members of the public. On occasion there are visitors who attend meetings in the building both in ground floor conference rooms and throughout the three storey premises. There are 4 cleaning staff who work in the building between 6 am-730 am. Cleaning staff vacuum, dust and clean the toilets within the building. Most staff have dedicated work stations, however some staff are required to â€Å"hot desk†. There are four photocopiers within the building which are used throughout the work day. During my safety inspection a number of safety issues were noted and have been compiled in this report. I recommend you dissect this report carefully and take note of the issues that I have raised and take swift action to make amends. Financial costs to implement these requirements are explained in my recommendations. EXECUTIVE SUMMARY Breaches were found with regard to the following health and safety issues: 1.Fire (Scotland) Act 2005: blocked fire exits, combustible substances found in protected escape routes, inadequate evacuation procedure for the evacuation of disabled employees. 2.Workplace (Health, Safety and Welfare) Regulations 1992: trip hazards were identified throughout, insufficient lighting in basement area may lead to injury and employees using vehicular  access routes as shortcuts into building present collision hazard. 3.Manual Handling Operations regulations 1992: Lifting equipment has not been provided to assist employees and incorrect manual handling techniques displayed by staff. 4.Health and Safety (Display Screen Equipment) Regulations 1992: DSE assessment findings not actioned and procedures not followed for new employees. 5.Control of Substances Hazardous to Health Regulations 2002 (as amended): Employee safety potentially compromised through inadequate disposal of printer ink cartridges and inadequate ventilation in first floor photocopier room. MAIN FINDINGS OF THE INSPECTION Fire (Scotland) Act 2005 The majority of health and safety law breaches were found under this piece of legislation. Two fire doors were found to be blocked during the inspection with one being locked entirely. Discarded combustible substances were identified within protected escape routes and adjacent to potential ignition sources. Fire doors were discovered to be wedged open throughout the building with the justification offered by some staff that â€Å"we operate an open door policy†. A major concern identified was the lack of provision for the safe evacuation of disabled employees or visitors to the building. Disabled employees and visitors can gain access to the building by using the lift provided within the central stairwell. This will not be accessible in the event of a fire and some other means of evacuation will be required. The organisation has purchased an evac-chair however at the time of the inspection this was locked away and staff had not been trained in its use. There are serious flaws in the personal evacuation plan for the employee located on the first floor. A defective fire extinguisher was also identified. Flagrant disregard for Fire Safety is putting your employees at risk, which may result in your organisation facing financial penalties, with senior management facing the potential for custodial sentences. This may affect your company’s reputation resulting in lost business. Most of the issues I  have identified in this report can be dealt with immediately. Management can ensure that procedures are being followed by the initiation of a quarterly safety inspection programme. Workplace (Health, Safety and Welfare) Regulations 1992 Although access to the basement is limited to a small number of employees, a number of areas for concern have been identified. Freedom of movement in the basement corridors is virtually impossible due to stored museum artefacts and general clutter presenting trip hazards. Access to the basement is via a steep stone staircase, there is no handrail provided presenting the potential for slips, trips and falls. The lighting within the basement is inadequate and there is the potential for injury by coming into contact with low pipework at head height throughout this area. The disabled employee located on the first floor shares an office with two other able bodied employees. The disabled employee has limited mobility and uses a walking stick. Free movement around this office was found to be difficult due to the presence of boxes and general clutter. There is the danger of trips within this area with subsequent injury. At the time of the inspection unseasonal snow showers had led to slippery conditions at the main entrance. There was no provision for clearing this area and gritting icy surfaces, no employee had been detailed with this responsibility. At the time of the inspection employees were observed taking shortcuts through the vehicular access routes to the car parking area. This accompanied with the weather conditions presented a hazard where a pedestrian may come into contact with vehicular traffic sustaining serious injury. Manual Handling Operations regulations 1992 Two main issues were identified during the inspection, which raised concerns  over manual handling. The first is that employees appeared to be unaware of safe lifting and handling techniques, poor lifting techniques may lead to injury. Additionally, management has not provided suitable equipment to allow boxes to be safely stored on top of cabinets, the provision of a suitable step ladder or suitable lifting equipment should be considered. Back injuries can potentially be serious and may affect the individual for the rest of their lives. The cost of suitable manual handling training is minimal compared to the cost of compensation claims by employees following injury. This can be considered part of your moral duty to your employees. Health and Safety (Display Screen Equipment) Regulations 1992 Initial inspections were carried out by your organisation, this could have been considered to be good practice, however the findings of the inspections have not been actioned. There was evidence of employees improvising to mitigate the effects of issues which were identified during DSE inspections. There has also been a failure to carry out DSE inspections with new employees. Introducing a DSE inspection procedure will cost the organisation very little as adequate training has already been provided to managers. It was intimated that excessive workloads were preventing managers from finding time to carry out adequate DSE inspections. The Control of Substances Hazardous to Health regulations 2002 (as amended) In general your workplace can be deemed to be low hazard, however two breaches of the COSHH regulations were observed. A used printer cartridge was left discarded next to the printer in the first floor main office area. This contained residue ink and had the potential to expose staff to hazardous chemicals. The photocopier on the first floor is located in a confined space. This presents the hazard to exposing employees to ozone as the area did not have suitable working ventilation. Exposure to ozone will result in employees becoming ill. These issues can be rectified at reasonably small cost. You have a duty under the COSHH regulations to not make your employees ill, and breaches of this regulation, if taken to court, could lead to fines and custodial sentences. CONCLUSSIONS This report has shown that there are a number of serious health and safety breaches within LBFRS headquarters. The Fire (Scotland) Act 2005 has been dangerously ignored through fire exits being blocked, combustible materials being discarded in protected escape routes and serious concerns over the evacuation procedure for disabled employees and visitors. The Workplace (Health, Safety and Welfare) Regulations have been disregarded with corridors being blocked in the basement, unguarded obstructions at head height and the potential for falls down access stairs due to the absence of a suitable handrail. Trip hazards located in areas frequented by your disabled and other employees are also a concern. Employees taking shortcuts through vehicular traffic routes also have the potential for serious injury. Incorrect manual handling techniques can lead to permanent injuries, currently management is not meeting its obligations by providing suitable training and lifting equipment to negate this hazard. Although initially carried out the findings of DSE assessments have not been actioned and new staff have not been included in the procedure. These findings can impact negatively on employees and hold the potential to affect productivity as well as resulting in injury through long term exposures. There were also breaches under the COSHH regulations which have the potential to lead to illness and injury of employees. First aid equipment was found to be out of date. If the recommendations detailed within this report are not actioned then your organisation may be at risk of negative publicity, with breaches of health and safety law leading to a poor reputation which can have a direct effect on existing business relationships affecting your company’s financial stability. Employee absence will also have financial implications for your organisation as retraining, recruitment and litigation costs may prove to be substantial. Management must make an effort to improve health and safety in  the workplace, failure to do so is likely to impact of employee morale and may have a direct effect on productivity. The recommendations following my inspection of your organisation are detailed in the table below. I strongly recommend that these findings are actioned and that all suitable changes are introduced to your workplace. Recommendations RecommendationLikely resource implicationsPriorityTarget date Unblock fire exits and ensure they can be opened in an emergency evacuation. 1 hour for two employees. Financial cost of purchasing secure break glass point to house basement fire door key and time costs of organisations joiner to fit box securely onto wall adjacent to door.