Role of circulating practitioner in and outside a theatre room Essay

Role of circulating practitioner in and outside a theatre room - Essay Example Through expertise in theatre issues surgeons go as far as seeking assistance from specific scrubs who are well conversant with the procedure to be undertaken hence its adept to train and be able to learn more while on practical theatre situation (Zatlin, 2005, p. 19). This calls for a dedicated person to carry out the roles of circulating practitioner in a theatre. As a second year student, we are obliged to practically face the situation during internship to equip us with the relevant information and skills that shapes our focus and perception of what awaits us after the completion of the studies (Waldie, 2007, p. 39). However, being an scrub does not enable an individual to be certain while handling instruments and disposables within the theatre, this could be confirmed through an incident that happened during a procedure when a scratch pad was misplaced within the theatre hall just to base all blames on me despite being innocent oblivious of the consequences that would follow should I be found guilty of an offence not committed (Wicker, 2010, p. 84). I have to ensure that all the instruments brought to the theatre are sterilized and able to perform the procedure in accordance with the surgeons’ perception being a life saving procedure a lot of care should be taken in order to accomplish the procedure. This includes a confirmation that all the people within the theatre hall are putting on in accordance with the rules and codes of ethics in medics (Wicker, 2010, p. 87).... for the instruments to be brought to the theatre hall, in fact no one is allowed to leave the theatre hall when a procedure is on (Thomson,, 2002, p. 106). I have to ensure that all the instruments brought to the theatre are sterilized and able to perform the procedure in accordance with the surgeons’ perception being a life saving procedure a lot of care should be taken in order to accomplish the procedure. This includes a confirmation that all the people within the theatre hall are putting on in accordance with the rules and codes of ethics in medics (Wicker, 2010, p. 87). Through effective procedure there would be uni-effetive patient recovery and care for instance, the instruments that are supposed to be used only once should not be re used in any way under what come may (Pudner, 2000, p. 53). This is one of the ways through which poor patient handling arises from causing un-expected complications which would be avoided through following procedural implications within the theatre hall (Zatlin, 2005, p. 24). The key function within the practice is that patient care and preoperative environment entirely relies on our practice. It is within the health and safety rules state that accountability and responsibilities under which the duties are to be performed within the theatre. Hence any fault that arises within the theatre must be dealt with beyond reasonable doubt so ascertain that the patient care is maintained within our practice (Waldie, 2007, p. 42). In the process, we have to countercheck the instruments and affirm their states before, within the procedure and afterwards to ensure that the quality of services to deal with both appropriateness and efficiency in reducing harm to the patient under procedure (Thomson,, 2002, p. 123. Disease control and management

The north and south labour systems and effect on American Civil War Essay

The north and south labour systems and effect on American Civil War - Essay Example According to Levine (2005), southern secession happened because they wanted to fight for the maintenance of the slavery institution in the United States of America. This is because their economy largely depended on the labor that was provided mainly by slaves. The northern part had grown economically because of the increased immigration from Europe. Therefore, they had enough labor for their production activities. There were many industries in the north and people enjoyed liberty and freedom that was characterized by the availability of land for everyone. On the other hand, the south depended on bonded labor for production. Few people owned large parcels of land in the south with many people owning small pieces of land. Many others were slaves and had to work on the large farms owned by few. In the years before the start of the civil war, Americans in the North and Northern west had different economic interests with the Americans living in the South and Southwest America. Despite the fact that the civil war in America was caused by a combination of other factors, the divergent economic interests contributed to the animosity that existed between the North and the South. They contributed to the establishment of the confederacy and the victory achieved by the union. The United States of America was an agricultural hub before, during and just after the civil war. Three quarters of the population in America lived in rural areas. The rural areas comprised of farms and small towns. Despite the fact that factories were established in the North and South, the establishment of industries and industrial manufacturing activities took place in the North. In 1860, the South had an estimated 25 percent of free population but only accounted for 10 percent of the capital of the country. The development of industries in the North was five times more that of the South. The number of factory workers in the North exceeded that of the South by ten times. Ninety percent of the skilled labor in the United States of America was in the North (Levine, 2005). The above information shows that the labor characteristics in the North and South were remarkably different. Labor in the North was expensive and laborers were not tied to a particular station. Workers were very active and mobile. The competition in the labor market was intensified by the immigration from Europe and Asia. This influenced the rising of wages in the sense that wages remained relatively constant (Levine, 2005). The economy of the south was founded on the labor provided by African Americans who worked as slaves. They were exploited, oppressed and forced to provide cheap labor. Mo st white families did not own slaves. Out of 1.6 million families, about 384,000 owned slaves. Most of the families who owned slaves had about 20 slaves or less. However, those who owned many slaves were about 10,000 and owned large plantations. When Eli Whitney invented cotton gin, southern planters and farmers

Roma People And The European Union Politics Essay

Roma People And The European Union Politics Essay The term Roma refers to a variety of groups of people who describe themselves as Roma, Gypsies, Travellers, Manouches, Ashkali, Sinti, as well as other titles. For the purpose of this paper, we will use of the term Roma to describe the group in question. This is in no way intended to downplay the great diversity within the many different Romani groups and related communities, and it is not intended to promote stereotypes. Our basic question is what is the status of the Roma people today, within the context of the European Union? For millennia, the Roma have been an integral part of European civilisation. Today, with an estimated population of 10-12 million people, Roma are the biggest ethnic minority in Europe; Roma communities are present in all 27 EU Member States. And in contemporary times, most Roma are EU citizens. An issues is that their situation is characterised by persistent discrimination and social exclusion. Thus, Roma are very exposed to the risks of poverty, unemployment, stereotypes and social prejudice. Its vital to understand that the Roma population is heterogeneous. Following the elimination of traditional labor activities and of nomadic lifestyles in some Member States, urban migration, but also migration from Eastern Europe to the western EU states, there have been a lot of changes affecting the Roma people. However, there is a very big gap between the living conditions (in the fields of health, education, labor and housing) of the Roma and the majority population. And a concentrated effort toward EUs integrated policy towards the Roma is needed, preferably a multidisciplinary one, dealing with the problem from multiple angles, not just from an economic of sociological point of view, and also one whose results have to be quantifiable, state-wide but also centrally. This is our hypothesis. Legal Framework in the EU The European Union has established a strong legal anti-discrimination framework; the most important documents on the issue consist of Article 13 of the Treaty establishing the European Community, Council Directive 2000/43/EC on Racial Equality and the Council Directive 2000/78/EC, that establishes a general framework for equal treatment in employment and occupation. The European Union also has a strong legal framework dealing with Roma discrimination, that is based, among others, on article 13 of the Treaty of the European Community, the Directive 2000/43/EC on racial equality and the Directive 2000/78/EC concerning the prohibition of discrimination in employment and vocational training. Its important to note however that it is the duty of the Member States to translate these Directives into their own national legislations.   The European Commissions mandate also includes stimulating the use of EU Structural Funds by EU Member States for supporting Roma inclusion.  This process is supported by the EURoma network, composed of representatives from 12 Member States,  whose goal is to promote the use of Structural Funds in order to enhance the effectiveness of policies targeting the Roma and to promote their social inclusion.   Roma people in Romania According to official data, Roma population in Romania included, according to the 2002 census, 535,250 people, of which 325,000 people (60%) lived in rural areas. Roma population is, numerically speaking, the second ethnic minority group in Romania, after the Hungarians. However, these census numbers might or might not reflect reality, for there are probably more Roma who havent been accounted for because they refused to participate in the census or might have avoided stating their nationality. According to a study by the National Agency for Roma, the socio-economic situation of Roma ethnicity remains still quite difficult: Roma score on a high level of poverty. Roma communities are affected by various problems: high levels of unemployment (28%), low income, low educational and vocational training (with visible effects in the labor market participation), improper living conditions and limited access to public services. Many Roma are working as day laborers, thus without having a stable source of income. According to OSI (Open Society Institute) research conducted in 2007, 4.9 percent of Roma people in Romania lacked a birth certificate. Among nonà ¢Ã¢â€š ¬Ã¢â‚¬ËœRoma citizens, less than 1 percent lacked a birth certificate. Similarly, surveys in 2007 and 2008 indicated that between 1.9 and 6 percent of Roma lacked identity cards, compared to 1.5 percent of nonà ¢Ã¢â€š ¬Ã¢â‚¬ËœRoma. The lack of identity documents leads to exclusion from participating in elections, receiving social benefits, accessing health insurance, securing property documents, and participating in the labor market. Another survey, conducted by the ICCV (Institutul de Cercetare a Calitatii Vietii), points out that the proportion of illiterates among Roma is disturbing: more than one third of the Roma (38.6%) are functionally illiterate, 19% of men and 27% of mature women only attended one school year. 18% of Roma children aged between 7 and 16 years have never been to school. Among the conclusions of the study are the following: Roma population categorically refuse to be a part of the education system. The problem is that the Roma population lives, usually in secluded and / or notorious neighborhoods, and schools located in these areas, where Roma children might study, have inferior learning conditions. NGOs and the media report that discrimination by teachers and other students against Romani students served as an additional disincentive for Romani children to complete their studies. However, other Roma are largely or fully integrated into society. Scholarships in schools and universities were created for Roma by the state creating positive discrimination whose impact on improving integration in Romania remains to be seen. On the downside again, in schools where students are predominantly Roma, repeater rates reach 11.3%, almost three times higher than the national average. Because of the low quality level of the school, almost 20% of Roma students enrolled in the fourth grade are functionally illiterate, according to the ICCV. The EU, Romania included, has launched a program entitled Decade of Roma Inclusion to combat this and other problems. Roma situation differs from country to country, but integration problems remain in developed countries. A report by the European Roma Rights Center (ERRC) emphasizes that, in 2005, the Roma in France for example, counting around 500,000 individuals are the target of dramatic levels of discrimination. The report notes that civil, political, social and economic community are frequently violated and concluded that the authorities fail integration of minorities in the Hexagon (France). The most important communities of Roma live in Central and Eastern Europe, but, similariy to Romanias case (where the official 2002 census claims numbers of 535,000, while a EU report dating from 2004 says there are 1.8 million Roma) their number varies between official censuses and unofficial estimates: Czech Republic has between 11,000- 200,000 Roma, Slovakia, between 95,000- 550,000, Hungary, between 200,000- 600,000, and European reports on this minority are often negative. In each of the three of the EU countries mentioned above, unemployment among Roma reaches 75% -80%; when they have access to education, most often the children study in special schools and the wider community is a victim of racial prejudice coming from the majority population, according to Amnesty International. EU Strategy for Roma integration The European Commission has set up a programme to tackle the main difficulties involved in the integration of Roma people. There are EU funds available to help, and countries are encouraged to make greater use of them on a national level. To this effect, one important tool is the European Social Fund, which currently stands at around 12 billion Euros and amounts to 10% of the EUs budget. The purpose of the fund is to provide support for projects that seek to improve social cohesion in the Union. The second European Roma summit, was being held at the beginning of April 2010- on the International Roma Day, and was set-up as a forum to discuss the Commissions new strategy and to renew commitments. Representatives of EU institutions, EU countries and civil society organisations, including Roma groups, have participated in the conference and also present were World Bank Director Theodore Ahlers and the investment banker and philanthropist George Soros. The direct involvement of Roma organisations and representatives was a key feature of the event. The agenda included the implementation of rules against discrimination and racism by member countries of EU. Concerning this, the Commission had taken legal action against 24 EU countries which have not fulfilled their obligations in this respect and for 12 of these cases, the proceedings are ongoing. The focus shifted in the EU in 2009 from an analysis of the problems to an exploration of how existing instruments could be made more effective and how the situation of the Roma could be addressed more explicitly across a broad range of policies, including employment, social inclusion, health, education, housing, youth and culture. But the enforcement and development of specific EU legislation in the areas of non-discrimination, freedom of movement and anti-racism has continued. The European Platform for Roma inclusion- composed of key players in Roma inclusion from EU institutions, international organisations, Member States governments and civil society, was launched in April 2009 to exchange good practice and experience and to stimulate cooperation among its participants, with a clearly stated objective: to increase the coherence and effectiveness of the parallel policy processes at national, European and international level with a view to creating synergies. Most Member States report a stronger focus on internal coordination and on involving the Roma communities. Some Member States have begun to use the opportunities of complex programming and combined cohesion policy instruments. Among the findings of the forum, it seems that Member States want to mainstream Roma issues and to use mutual learning in order to explore how to improve their current initiatives on desegregation and on access in the areas of education, employment and basic social services. Another new effort of The European Commission deals with the implementation of a pilot project on Roma inclusion (5 million Euros for 2010-2012), initiated by the European Parliament, addressing early childhood education, self-employment through micro-credit, and public awareness particularly in countries with high Roma populations. The pilot project will also explore methods for data collection and counterfactual evaluation to assess the impact of the interventions in these three fields. Specific problems concerning the workforce As a fact, working age Roma lack sufficient human capital. Apart from barriers such as labor market discrimination still affecting them, the vast majority of working age Roma lacks the necessary qualifications to participate effectively in the labor market. The next figures will portray the cases of 3 member states, Bulgaria, the Czech Republic and Romania, and also a non EU state, Serbia, in order to get a grasp of how serious the educational problems are among various European Roma communities. Note: Data included in figures 1, 2 ,3 and 4 comes from the World Bank. This is seen dramatically in Figure 1, which shows the proportion of working-age Roma that have completed at least some secondary education or more. Only 1 in 5 Roma of working age in the Czech Republic and as few as 1 in 8 in Bulgaria, Romania and Serbia are equipped with these necessary education skill levels. Working age members of the majority populations in these countries are 4 to 6 times more likely to have these educational qualifications. Figure 3 shows the average monthly net income that employed Roma earn compared to that of the majority population. Employed Roma earn 31% less in Bulgaria, 48% less in Serbia, 55% less in Romania, and 58% less in the Czech Republic. Specific problems concerning demographics and education The health situation of the Roma conditions their life expectancy and their demographics are different from the european average. The European Roma population is significantly younger than the overall population (an average of 25.1 years old in seven Member States, compared to 40.24 years in the whole EU; 62.38 percent of the Roma population is under 29 years old, compared to 34.98 percent in the EU-27). There is no official information on the average life expectancy of Roma, but this is expected to be significantly lower than the overall EU population (which is around 63 years old in Romania) The child dependency index is 57.77 compared to 23.33 in the EU, while the elderly dependency index reaches 4.11, much lower than the EU of 24.93. There is also a gradual decline in birth rates among Roma, however, the replacement index (reflecting the number of people with ages between 15 and 39 for every 100 people aged 40 to 64) remains significantly higher among Roma (231) than for the overall population (101). As we have seen from the figures above, Roma citizens in some Member States influence the demographic pyramid in a specific manner. Educational systems are selective and, despite efforts by Member States to overcome segregation, a great deal of the systems that have been ostensibly designed to combat segregation are often used in practice to increase disparities between social groups and disadvantage the poor profoundly, especially in the case of Roma. There is a constant need of specific educational policies to address Roma families and also policies that encourage active participation. Although the proportion of young Roma enrolled in education and higher education systems has largely increased in some Member States, their level of qualification is still below the EU average. However, in the absence of formal qualifications, the position of Roma in the labor market can be improved by creating a system of recognition of practical skills. Indeed, Figure 6 shows that among Roma who completed secondary education the average earnings are much higher than the average earnings among Roma who completed primary education: 83% higher in Bulgaria, 110% higher in the Czech Republic, 144% higher in Romania, and 52% higher in Serbia. Romanias efforts aimed towards the Roma through structural funds Surprisingly, there is a great deal of implication concerning this matter with the local, Romanian authorities, and a lot o projects concerning Roma and their social integration are on their way. Most projects are co-funded by the European Structural Funds, are managed centrally and focus primarily on education (including early childcare), vocational and professional training, labour market insertion and social inclusion. According to the information provided by the Romanian Managing Authority, a total of 11 projects are being or will be implemented multiregionally or statewide with an aggregate budget of 37,819,853 Euros and are planned to benefit 61,634 Roma men and women. Most projects are short-to-medium-term (2-3 years). We can note that 6 major projects (employment and early education) are directly managed by the National Roma Agency. Our hope it that perhaps these efforts will actually wield some quantifiable results. Figure 5 source: EURoma report- Roma and the Structural Funds There are currently several integrated projects that rank as highly important. First, a transnational pilot project, Together on the labour market, is managed by the National Roma Agency is being implemented in 8 cities, in partnership with the Fundacià ³n Secretariado Gitano from Spain as transnational partner during the period 2008-2010. In the following period, 2010-2013, the project aims to be expanded nationwide. At a cost of 4,908,749 Euros for a period of two years, the project has ambitious aims: to benefit 6,670 Roma women and men through personalised support for labour insertion, vocational training adapted to the demand of the Romanian labour market. With a budget of 4,770,000 Euros, another employment activation project, Strategic steps for improving access to education for Roma children, presents ambitious outcomes and outputs: to increase the qualification on the labour market of 2,000 persons, including 1,000 Roma, the development of social economy structures, the increase of job opportunities addressed to vulnerable groups, the establishment of 8 Regional Centres to supporting social economy structures, the creation of 8 Regional Partnerships, and the development of 80 social economy projects. Within the education field, the All in kindergarten, all in the first grade. Integrated programmes for increasing the access to education and the educational level of the children within under-privileged communities, mainly Roma, during 2008-2009 project, is managed by the central government with a budget of 5,000,000 Euros. Although no data is yet available on its results, it had some ambitious and specific targets. The general objective of the project is to prevent and correct early school leaving for children aged 5 to 8 within 420 disadvantaged communities (a high proportion of them being Roma children). It seeks to increase access to pre-school and school education for 8,000 children within disadvantaged communities, mainly Roma, trough participation in Summer kindergarten and School after school educational programmes. Its potential outputs are ambitious: A 75% decrease in school dropout rate for pupils in the first grade belonging to the 420 disadvantaged communities; 6,000 Ro ma children benefiting from the school-after-school programme and 10,000 Roma parents receiving counseling regarding child education. Three other projects target pre-school education. Two are managed respectively by the Amare Rromentza Roma Centre and the National Agency for the Roma, with more than 4,000 combined beneficiaries. The third, titled Strategic steps for improving access to education for Roma children is managed by Romani CRISS and will have as a general objective the reduction of early school leaving risk among Roma pupils. With a budget of 4,872,060 Euros, it will develop desegregation plans within 90 schools from 4 regions of the country -North-West, Centre, South-East and Bucharest-Ilfov over three years, including intercultural training for 150 teaching staff and awareness-raising initiatives regarding the benefits of education to 20,000 planned Roma beneficiaries. Finally, an integrated project, Education of Roma children- the way to a guaranteed employment, is being managed by the National Roma Agency and implemented for three years (no exact dates provided). It aims to increase of the educational level of the Roma children from rural and urban areas nationwide and the development of human resources. With a budget of 4,943,831 Euros and targeting 4,800 beneficiaries (50% women), it could help to find ways to articulate education and employment policies through effective local implementation of equal opportunity and desegregation measures, and if it demonstrates long-term sustainability. Economic costs of Roma Exclusion: As expected, the fact that Roma people sit on the margins of society leads to some macroeconomic consequences. These consequences have been thoroughly analized and documented in a recent, 2010 report by The World Bank. Note that some of the issues presented in the report have surfaced in the previous chapters of this paper. A summary of the findings is presented in the following table: Figure x: The economic costs of Roma Exclusion The vast majority of working-age Roma lack sufficient education to participate successfully in the labor market. As a result, European countries are losing hundreds of millions of Euros annually in productivity and in fiscal contributions to the governments. Lower bound estimates of annual productivity losses range from 367 million Euro in the Czech Republic, 526 million Euro in Bulgaria, to 887 million Euro in Romania. Lower bound annual fiscal losses range from 202 million Euro in Romania, 233 million Euro in the Czech Republic, and 370 million Euros in Bulgaria. Toward inclusive growth: bridging the education gap is also the economically smart choice to make Better educated Roma can expect much higher earnings. Compared to Roma with primary education, Roma who complete secondary education can expect to earn 83% more in Bulgaria, 110% more in the Czech Republic, 144% more in Romania. The annual fiscal gains from bridging the employment gap are much higher than the total cost of investing in public education for all Roma children; by a factor of 7.7 for Bulgaria, 7.4 times for the Czech Republic, 2.4 times in Romania. The share of Roma among the working-age populations will rise as majority populations in Eastern and Central Europe are aging rapidly. Equal labor participation among the Roma is essential to shoulder the nationally rising costs of pensions, health and other costs of aging. source: The economic costs of Roma exclusion, World Bank Report, April 2010. Conclusions We consider that Roma are mostly discriminated because of a certain lack of education, but also because they are sometimes perceived as social outcasts. And this is sometimes a matter of choice, even tradition, which makes this a very tough area to cover and improve. Education is a milestone to consider, and perhaps the key to solving a lot of Roma related problems. We have seen that there are trumendeos efforts on a local but also European level, which we believe is a positive sign. The use of structural funds could be a very powerful tool when used properly. While targeting Roma education might lead us to certain cultural barries, we have to do our best to understand these limitations and figure out a way to please both parties. There are a lot of opportunities and advantages what will come with a better integration of the Roma people, and some steps have been taken into this direction, both socially and economically. However, there is one problem that should be noted. The issue of results, and more specifically, how do we make the efforts quantifiable? We see a lot of projects through structural funds in Romania, but we should also bear in mind their specific results and goals. The centralisation of these results should be a priority, otherwise they risk getting by unnoticed. Have the goals been achieved? They the programmes succesful, but just how much? How can they be improved so they reach the broader audience rather than smaller groups? Bibliografie www.euractiv.ro www.ecursuri.ro 3. www.ec.europa.eu Home http://www.romadecade.org/ http://www.anr.gov.ro http://worldbank.org/

Free Essays - Language and Dialect in Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Language and Dialect in Adventures of Huckleberry Finn Mark Twain's use of language and dialect in the book "Adventures of Huckleberry Finn" helped him to bring about the overall feel that he conveyed throughout the book, allowing him to show Huck Finn's attitudes and beliefs concerning the nature of education, slavery, and family values. When the story begins, Huck is seen as a young boy who is not very educated nor wishes to be. He does not seem to care very much for the attention that is given to him by the Widow Douglas, who had taken him in for her son, and her sister, Miss Watson. Huck's moral values were not only the product of his ignorance, but there is relation seen between Huck's attitude and the attitude of his father when Huck is confronted by him. Huck's father is disgusted at the way that Huck seems to be becoming more and more civilized. He states "...they say you can read and write. You think you're better'n your father, now, don't you, because he can't?" Perhaps this statement shows disgust in Huck through not following the moral values of his father, or perhaps this is just merely jealousy on his father's part. Huck's father warns Huck about going to school any more, yet Huck goes anyway, showing great willpower in the character of Huck in that he was gaining an education that he never really wanted in the first place, but soon came to realize that it was something actually useful, and in the fact that he was disobeying his father's orders. Huck's feelings about slavery are shown when he helps Jim, Miss Watson's slave, to escape. Huck's constant statement that "Jim talks like he is white inside" shows that Huck was unique amongst the society in which he lived in the fact that he saw beneath the color of a person's skin and saw the person that was truly there. Jim seems to be the only person that Huck can trust other than Tom Saywer, Huck's best friend. Huck Finn felt that slavery was a cruel injustice because he had gotten to know Jim and found out that there was more to him than just being a slave. Huck had found that Jim was a human being just like himself.

Save Girl Child

NuclearMain articles: Nuclear explosion and Effects of nuclear explosions In addition to stellar nuclear explosions, a man-made nuclear weapon is a type of explosive weapon that derives its destructive force from nuclear fission or from a combination of fission and fusion. As a result, even a nuclear weapon with a small yield is significantly more powerful than the largest conventional explosives available, with a single weapon capable of completely destroying an entire city. Properties of explosionsForceExplosive force is released in a direction perpendicular to the surface of the explosive. If the surface is cut or shaped, the explosive forces can be focused to produce a greater local effect; this is known as a shaped charge.VelocityThis article is written like a personal reflection or opinion essay rather than an encyclopedic description of the subject. Pleasehelp improve it by rewriting it in an encyclopedic style. (May 2013) The speed of the reaction is what distinguishes the ex plosive reaction from an ordinary combustion reaction . Unless the reaction occurs rapidly, the thermally expanded gases will be dissipated in the medium, and there will be no explosion. Again, consider a wood or coal fire. As the fire burns, there is the evolution of heat and the formation of gases, but neither is liberated rapidly enough to cause an explosion. This can be likened to the difference between the energy discharge of a battery, which is slow, and that of a flash capacitor like that in a camera flash, which releases its energy all at once.Evolution of heatThe generation of heat in large quantities accompanies most explosive chemical reactions. The exceptions are called entropic explosives and include organic peroxides such as acetone peroxide[2] It is the rapid liberation of heat that causes the gaseous products of most explosive reactions to expand and generate high pressures. This rapid generation of high pressures of the released gas constitutes the explosion. The li beration of heat with insufficient rapidity will not cause an explosion. For example,  although a unit mass of coal yields five times as much heat as a unit mass of nitroglycerin, the coal cannot be used as an explosive because the rate at which it yields this heat is quite slow. In fact, a substance which burns less rapidly (i.e. slowcombustion) may actually evolve more total heat than an explosive which detonates rapidly (i.e. fast combustion).In the former, slow combustion converts more of the internal energy (i.e.chemical potential) of the burning substance into heat released to the surroundings, while in the latter, fast combustion (i.e. detonation) instead converts more internal energy into work on the surroundings (i.e. less internal energy converted into heat); c.f. heat and work (thermodynamics) are equivalent forms of energy. See Heat of Combustion for a more thorough treatment of this topic. When a chemical compound is formed from its constituents, heat may either be ab sorbed or released. The quantity of heat absorbed or given off during transformation is called the heat of formation.Heats of formations for solids and gases found in explosive reactions have been determined for a temperature of 25  °C and atmospheric pressure, and are normally given in units of kilojoules per gram-molecule. A negative value indicates that heat is absorbed during the formation of the compound from its elements; such a reaction is called an endothermic reaction. In explosive technology only materials that are exothermic—that have a net liberation of heat—are of interest. Reaction heat is measured under conditions either of constant pressure or constant volume. It is this heat of reaction that may be properly expressed as the â€Å"heat of explosion.†Initiation of reactionA chemical explosive is a compound or mixture which, upon the application of heat or shock, decomposes or rearranges with extreme rapidity, yielding much gas and heat. Many sub stances not ordinarily classed as explosives may do one, or even two, of these things. A reaction must be capable of being initiated by the application of shock, heat, or a catalyst (in the case of some explosive chemical reactions) to a small portion of the mass of the explosive material. A material in which the first three factors exist cannot be accepted as an explosive unless the reaction can be made to occur when needed.FragmentationFragmentation is the accumulation and projection of particles as the result of a high explosives detonation. Fragments could be part of a structure such as a magazine. High velocity, low angle fragments can travel hundreds or thousands of feet with enough energy to initiate other surrounding high explosive items, injure or kill personnel and damage vehicles or structures. Notable explosions Save Girl Child NuclearMain articles: Nuclear explosion and Effects of nuclear explosions In addition to stellar nuclear explosions, a man-made nuclear weapon is a type of explosive weapon that derives its destructive force from nuclear fission or from a combination of fission and fusion. As a result, even a nuclear weapon with a small yield is significantly more powerful than the largest conventional explosives available, with a single weapon capable of completely destroying an entire city. Properties of explosionsForceExplosive force is released in a direction perpendicular to the surface of the explosive. If the surface is cut or shaped, the explosive forces can be focused to produce a greater local effect; this is known as a shaped charge.VelocityThis article is written like a personal reflection or opinion essay rather than an encyclopedic description of the subject. Pleasehelp improve it by rewriting it in an encyclopedic style. (May 2013) The speed of the reaction is what distinguishes the ex plosive reaction from an ordinary combustion reaction . Unless the reaction occurs rapidly, the thermally expanded gases will be dissipated in the medium, and there will be no explosion. Again, consider a wood or coal fire. As the fire burns, there is the evolution of heat and the formation of gases, but neither is liberated rapidly enough to cause an explosion. This can be likened to the difference between the energy discharge of a battery, which is slow, and that of a flash capacitor like that in a camera flash, which releases its energy all at once.Evolution of heatThe generation of heat in large quantities accompanies most explosive chemical reactions. The exceptions are called entropic explosives and include organic peroxides such as acetone peroxide[2] It is the rapid liberation of heat that causes the gaseous products of most explosive reactions to expand and generate high pressures. This rapid generation of high pressures of the released gas constitutes the explosion. The li beration of heat with insufficient rapidity will not cause an explosion. For example, although a unit mass of coal yields five times as much heat as a unit mass of nitroglycerin, the coal cannot be used as an explosive because the rate at which it yields this heat is quite slow.In fact, a substance which burns less rapidly (i.e. slowcombustion) may actually evolve more total heat than an explosive which detonates rapidly (i.e. fast combustion). In the former, slow combustion converts more of the internal energy (i.e.chemical potential) of the burning substance into heat released to the surroundings, while in the latter, fast combustion (i.e. detonation) instead converts more internal energy into work on the surroundings (i.e. less internal energy converted into heat); c.f. heat and work (thermodynamics) are equivalent forms of energy. See Heat of Combustion for a more thorough treatment of this topic. When a chemical compound is formed from its constituents, heat may either be absor bed or released.The quantity of heat absorbed or given off during transformation is called the heat of formation. Heats of formations for solids and gases found in explosive reactions have been determined for a temperature of 25  °C and atmospheric pressure, and are normally given in units of kilojoules per gram-molecule. A negative value indicates that heat is absorbed during the formation of the compound from its elements; such a reaction is called an endothermic reaction. In explosive technology only materials that are exothermic—that have a net liberation of heat—are of interest. Reaction heat is measured under conditions either of constant pressure or constant volume. It is this heat of reaction that may be properly expressed as the â€Å"heat of explosion.† Initiation of reactionA chemical explosive is a compound or mixture which, upon the application of heat or shock, decomposes or rearranges with extreme rapidity, yielding much gas and heat. Many subst ances not ordinarily classed as explosives may do one, or even two, of these things. A reaction must be capable of being initiated by the application of shock, heat, or a catalyst (in the case of some explosive chemical reactions) to a small portion of the mass of the explosive material. A material in which the first three factors exist cannot be accepted as an explosive unless the reaction can be made to occur when needed.FragmentationFragmentation is the accumulation and projection of particles as the result of a high explosives detonation. Fragments could be part of a structure such as a magazine. High velocity, low angle fragments can travel hundreds or thousands of feet with enough energy to initiate other surrounding high explosive items, injure or kill personnel and damage vehicles or structures.

Women s Influence On Pop Culture - 1605 Words

In the year of 2014, we saw many famous women revealing their assets in the media to prove a point, that is, to show that they are sexually liberated. Although, it may have seem they were using their bodies to make sales - it is not all true. The recent chaos in the media with the female booty and female sexuality in pop culture as a whole has provided the world with powerful messages. So imagine, as these celebrities take on a huge influence on the media with their bodies, what kind of message are they trying to get across? Why are these women showing their bodies to prove that they are sexually liberated? Anaconda music video by Nicki Minaj does exactly that, displays females bodies explicitly erogenous, but the message is clear if you†¦show more content†¦In the video, Minaj strikingly shakes her own booty, wiggling it both under her own control and on its own from its girth. There are also those bikini women shaking their own things, both in the jungle and against a blan k white background on chairs, making it more vividly clear. Minaj goes on to show her hourglass figure in another scene of the video, she appears to be working out and only in a thong, bra and sneakers. The video then shows Minaj in a kitchen where she peels a banana, looks at it admiringly and then tosses it away. What is the message here? Males, it represents a male’s genitals. Remember, there is absolutely no male presence. Even with booty everywhere, it s all done under a lack of male gaze. The audience is simply watching a group of beautiful women with impressive butts and flawless twerks around a man-less tropical island. Nicki s gives her I do what I want, when I want, how I want brand of feminism. Towards the end of the video however, there is a man, rapper/singer, Drake. Minaj shakes her booty in his face, as he is about to touch her butt, she swaps it away. Minaj explicitly shows that unless you have her direct permission, one better not be touching. And then she l l strut away leaving you all alone to contemplate your extreme irrelevancy to the entire endeavor- she has that power. Minaj is owning to to her sexuality. She can do that; she denies her sexuality to drake. The lyrics of the song emphasizes such, they generates an

Essay about “Learning in the Shadow of Race and Class, ”

As Bell Hooks speaks about in her essay â€Å"Learning In The Shadow Of Race And Class,† certain college students, such as herself, appear to have â€Å"boundaries† placed upon them that cause great struggle. Typically there is a reason behind these â€Å"boundaries,† and in some cases it may be the fault of the person that is enduring these struggles, whether they realize it or not. While Bell is not completely at fault for how she lives her life, the way Bell Hooks was raised helped shape the way she would view her life and the people around her. Bell’s mother’s methods of raising a child are what led her to hate her time in school as much as she did, and how she will live her life afterwards. Growing up in a low-income home, Bell Hooks was forced†¦show more content†¦Every conflict in Bell’s life can be traced back to her childhood, and her mother’s parenting methods. If Bell was told to strive for what she did not have , then she may have been accepted by her peers. It is clear that she wanted to be accepted by her classmates, because otherwise she would not have been hurt by how they treated her. If Bell was taught to strive for what she did not already possess, whether it was friends or material objects, she would have had a completely different school experience. It’s pretty clear that Bell Hooks hated her time in school, and the reasons for this go back to how her mother raised her. Bell was taught that it was wrong to strive for what you did not already possess, and because of this she did not make the most of her years in school. She believed wanting to be accepted by her peers, and wanting to resolve her other conflicts, was wrong, and because of this she grew to hate everything about her life at school. The â€Å"boundaries† that she believes were places upon her were the boundaries of her upbringing. Works Cited Miller, James S. Acting Out Culture: Reading And Writing. New York: Bedford/St. Martin’s, 2008.Show MoreRelatedStruggles of Lower Class Students in Learning in the Shadow of Race and Class by bell hooks528 Words   |  2 Pages bell hooks is successful in delivering her message in article â€Å"Learning in the Shadow of Race and Class† because she gives examples of herself as well as examples of other students who she has known. She argues that lower class students were ignored by their teachers and peers. Although, few sentences and paragraphs in her article are not as effective as the whole article, still reading it is interesting. In her essay, hooks defends poor people who have been ignored by white people at school.Read MoreUnequal Opportunities By George Carlin Essay1330 Words   |  6 Pagestreasure. Million people migrate to the United State for a chance to change their future and better the lives of their children. The United States is filled with social cl asses and racial division. The lack of opportunity and inequality has been a shadow in the past and present history (). Families with more money are expected to achieve the same or more as the next generation. America stands for the land of opportunity, yet the opportunities are limited for minorities. There are opportunities forRead MoreFormal Education1556 Words   |  7 PagesEvery day is a new learning experience, and the possibilities are endless. We are all different people with different mindsets and life experiences. But, we do not need traditional schooling to further our experiences in education. We all can learn various things that schooling will not be able to teach. Formal education can enforce freedom, but to a certain extent. Social class and race can shape the education system on very high grounds. In many ways, social class and race affect the educationRead MoreDiversity, Culture, Gender, And Race Essay1103 Words   |  5 PagesWhat does diversity, culture, gender, and race all have in common with one another? These are all names of labels. In the TED podcast, â€Å"Beyond Tolerance† Arthur Brooks, Verna Myers, and Aziz Abu Sarah introduce the main problem between all of these labels. The common problem between these labels is diversity. Society has this mindset of what everyone should be like and if stepped out of that perspective, that person will be looked down upon. This in turn creates diversity. In The Gender Knot, AllanRead MoreAnalysis Of Bell Hooks And The Shadow Of Race852 Words   |  4 PagesIn the article â€Å"Learning in the Shadow of race in Class† author bell hooks ties in the three argument elements ethos, pathos, and logos to support her claim. She uses ethos, her educational and social class background in order to show why her desires were often made to seem worthless or stupid, pathos, her own personal story and logos by giving real world examples through her own experiences that also relate to her audience s emotions. She questions the role of race and social class in the life ofRead MoreWhat I Learned in the Women and Gender Studies Class1541 Words   |  7 Pagesclasses to my mother before this first semester began, and whenever I listed off my Women and Gender Studies class I remember my mother asking me, â€Å"What do you think you are going to learn about in there?† I recall opening my mouth to say something, but nothing came out. I stopped, and looked at her and said, â€Å"You know, I’m not really sure. I guess we will find out!† I knew going in to this class I was excited, but for what I had no clue. However, looking back on my experiences, discus sions, and theRead MoreCourageous Conversations About Race by Glenn E. Singleton and Curtis Linton935 Words   |  4 PagesCourageous Conversations About Race: Chapter 5 Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather thanRead MoreEssay on The Cool-Pose of African American Young Men597 Words   |  3 PagesThe Cool Pose is described as the new ways African America males are learning how to cope with hardships involving race and discrimination. This reading explains how African-American men are learning that one can gain success through the use of violence, impatience, and hostility towards other individuals. The way they walk, talk, and express themselves, allow society to favor the young, impoverished black male. Not only does the cool pose bring them a cer tain sense of success, but also it brandsRead MoreMy Experience At The Whelchel Family Life Center1698 Words   |  7 Pagesapproaches depending on their subject and the type of students that they have. This semester, I had the opportunity to apply information from a class to real world situations. Through my field experience at the Whelchel Family Life Center, I was able to see the challenges associated with teaching different social classes, different demographics, and different learning styles. I was able to learn how to navigate through common challenges from observing my mentoring instructors, which in turn will help meRead MoreThe Writing Style : The Canoe And The Saddle845 Words   |  4 Pagesreadings. I have added this to my post-graduation reread list. I want to like this book, and while like most of the class, I was a little unnerved by the authors imperialist attitude toward his indigenous guides, I don’t think that preclude me from finding merit in the writings on rereading. Winthrop’s of the various American Indians who he encountered was discussed ad nauseam during our class period, and I don’t feel that I have anything of particular interest to add here. What I will say, however, is