Hepatitis causes and effects

AbstractionHepatitis, one of the major incurable diseases, still exists presents jeopardizing many people ‘s lives. It has many types i.e. Hepatitis A, B, C, D, E and G. The nature of Hepatitis is viral which is caught by either through organic structure fluids or improper personal hygiene in add-on to other causes which remains unknown. This disease leads into serious physiological effects such as weariness, icterus and serious liver complication like liver Cirrhosis. Psychosocial consequence which is another result of Hepatitis includes societal backdown, anxiousness, depression and self-destructive inclination. Despite of the extended researches to happen a remedy for Hepatitis, there is still no effectual intervention for it so the duty of avoiding this infection is both on authorities and persons. Hepatitis is one of the most fatal diseases which was discovered in the early 1880ss ; it can be defined as an redness of the liver organ. Hepatitis is derived from the Latin words â€Å" Hepat † which means the liver and â€Å" itis † redness. The usual cause of Hepatitis is a virus that invades the organic structure through blood watercourse. This virus could acquire into the organic structure either through organic structure fluids or improper personal hygiene, taking to serious physiological and psychosocial effects. There are several types of Hepatitis, such as A, B, C, D, E and G. A, B and C viruses are the most common types of Hepatitis and all these viruses can do similar jobs and have similar symptoms, but they spread in different ways and have different effects on the organic structure. There are several manners of transmittal including contaminated organic structure fluids, improper personal hygiene in add-on to idiopathic causes. Contaminated organic structure fluids include spits, blood, fecal matters and piss. Blood transfusion is the most common method, where the blood is transferred from an septic patient to another patient what would be called â€Å" Horizontal Transmission † . Another method is the â€Å" Vertical Transmission † which occurs when a pregnant adult female base on balls it to her foetus. Furthermore, † contaminated acerate leafs shared by the drug maltreaters or in medical accidents such as needle pricks† is another manner emphasized by ( Nowak and Handford, 2004, p.379 ) . Having unprotected sex and multi-partners are other ways taking to this disease harmonizing to Nowak and Handford ( 2004 ) whom reported that â€Å" Sexual transmittal does happen, peculiarly among the homophiles. Note besides that 20 % of septic s traight persons pass the virus to their spouses. † ( p.380 ) . All of the above mentioned causes can take to Hepatitis B and C which are the most unsafe 1s. The 2nd major cause of Hepatitis is hapless hygiene, for case, personal and general. To get down with contaminated H2O such as sewerage lanes, rivers and public lavatories are topographic points of great hazard for hoarding Hepatitis A particularly to those who live nearby. This type of Hepatitis is normally transferred by fecal matters harmonizing to Fiore ( 2004 ) â€Å" HAV is chiefly transmitted by the fecal-oral path, either by person-to-person contact or by consumption of contaminated nutrient or H2O â€Å" ( p.705-15 ) .Moreover, common veggies and shellfish, such as boodles and oysters may be contaminated by sewerage to go beginnings of infection to worlds. Besides, personal hygiene is another component for reaching hepatitis and can happen by sharing razors, toothbrushes and towels, and leads to Hepatitis B and C. Despite antecedently discussed causes of this disease, there is still a great sector of hepatitis which remains unknown. Statisticss shows that â€Å" about 30 % of hepatitis B infection are of unknown beginning†¦ .40 % of Hepatitis C instances are idiopathic † ( Nowak and Handford, 2004, p.379-80 ) . Where another article points that â€Å" beginnings is unknown but could be considerable ; 50 % of reported patients with hepatitis A do non hold an identified beginning of infection † ( Fiore, 2004, p.706 ) . But McHutchison & A ; Bacon ( 2005 ) emphasized in their diagram of â€Å" Figure 2: Beginnings of Infection for Persons With Hepatitis C â€Å" that merely â€Å" 10 % of Hepatitis C infection are unknown † ( p.S287 ) . There are many effects of this disease which lie under the two classs: the physiological effects and psychosocial effects. Where the physiological effects contain all the symptoms of Hepatitis, the psychosocial effects indicate the emotional and societal effects of being a Hepatitis patient. The symptoms of the assorted signifiers of hepatitis are similar and they are caused by the harm in the liver. The most noticeable symptom is icterus which causes a yellowing of the tegument. Other symptoms associated with hepatitis include weariness, general organic structure hurting, sickness, mild febrility, and loss of appetency. As the infection spreads in the liver, the organ becomes enlarged. It may do hurting in the venters and in worst scenario can take to liver Cirrhoses which mean entire liver harm and finally decease. It takes seven to eight hebdomads after exposure to the Hepatitis virus for the symptoms to look. A patient with Hepatitis is non merely predisposed to physical symptoms, but besides to emotional and societal jobs. These complexnesss include depression and societal backdown as each one leads into the other, added to that depression and anxiousness which normally occur together. Anybody who suffers from Hepatitis will be dying and this anxiousness may take in to depression in sever instances, for illustration when a patient suffers from Hepatitis and he knows it is a serious unwellness rebelliously he will non halt badgering, these concerns can do the individual preoccupied with his unwellness and take him to depression. Furthermore, a Hepatitis patient societal withdraw as a consequence of being unable to happen a spouse who is willing to populate with this fatal disease. It is besides difficult to do people understand the nature of this serious disease and do friends and households accept and accommodate it. All this may drive the patient to be lonely and allure to be self-destr uctive. To sum up, Hepatitis is still one of our life clip enigmas to be solved. The spread of this disease is largely due to the natural or hygienic causes in add-on to some per centum of idiopathic causes which is still unknown. Like any other unwellness, Hepatitis has many drawbacks which could be listed under two classs physiological and psychosocial. Unfortunately, despite the advanced field of medicine Hepatitis remains un-ended and research continues in order to happen the ultimate intervention for it. Until a concluding remedy is found, precautional stairss should be taken by both authorities and persons. The authorities is responsible to guarantee infection control consciousness over this disease through its wellness system. But it is a personal duty to forestall oneself from this disease every bit good as any other disease by following the simple regulations of hygiene and guarantee to acquire proper wellness attention from dependable wellness constitutions merely.MentionsFiore, E. ( 2004 ) . Hepatitis A Transmitted by Food. FOOD SAFETY, 38 ( 1 ) , 705-715. McHutchison, J. G. , & A ; Bacon, B. R. ( 2005 ) . Chronic Hepatitis C: An Age Wave of Disease Burden. THE AMERICAN JOURNAL OF MANAGED CARE, 11 ( 10 ) , S286-295. Nowak, T. J. , & A ; Handford, A. G. ( 2004 ) . Pathophysiology: Concepts and Application for Health attention Professionals ( Third ed. ) . New york: Mc Graw Hill. Prevention, C. f. D. C. a. ( 2009 ) . Disease load from viral hepatitis A, B, and C in the United States [ Electronic Version ] . Retrieved 9 Dec 2008 from hypertext transfer protocol: //www.cdc.gov/ncidod/diseases/hepatitis/resources/dz_burden02.htm.

Health And Safety Challenges For Mining Companies Environmental Sciences Essay

Outline some of the cardinal wellness and safety challenges that is faced by a excavation company you are familiar with. The industry has experienced both high effect low frequence events ( catastrophes such as Moura and Gretley ) every bit good as low frequence high events ( such as faux pass, strains and falls ) contribute to the industry ‘s high lost clip hurt rate ( LTIR ) . It has besides had its portion of occupational diseases. Historically, pneumonocosis ( lung disease caused by inspiration of mineral dust ) , asbestosis and mesothelioma have been cardinal countries of concern. Noise, quiver and weariness are issues of important wellness concerns. The direction and control of major jeopardies associated with structural prostrations, fires and detonations are cardinal safety issues of the twenty-four hours.Moura:During the past 40 old ages at that place have been three mining catastrophes in the Moura territory at a cost of 36 lives. The first occurred at Kianga Mine on 20 September 1975. Thirteen mineworkers died from an detonation which was found to hold been initiated by self-generated burning. The mine was sealed and the organic structures of the work forces were ne'er recovered. The 2nd occurred on 16 July 1986 at Moura No 4 Mine when 12 mineworkers died from an detonation idea to hold been initiated by one of two possible beginnings, viz. frictional ignition or a flame safety lamp. The organic structures of the mineworkers, in this instance, were recovered. The tierce of the catastrophes occurred on 7 August 1994 at Moura No 2 Mine. On this juncture eleven mineworkers died as a consequence of an detonation. The mine was sealed and, at this clip, the organic structures have non been recovered. What is the model of the mine safety statute law in your state/country? Since Australia is a federation of provinces, each province sets out its ain Torahs, which include its ain regulative criterions for occupational wellness and safety. At get downing, each province was separate and used the old wellness codifications ( i.e. , statute law ) and criterions from the British system. This system relied to a great extent upon really specific ( i.e. , Numberss based ) system which was easy to implement and simple to understand. However jobs ensured as clip and engineering progressed which led to the wellness and safety reform that began in 1972. The Current Framework for Mine Safety in Australia in 3 ways: Regulations under a general OHS Act ( VIC/SA/TAS/NT ) In separate Mine Safety Acts and Regulations ( WA/QLD ) In separate mine Safety Act and Regulations Subordinate to a general OHS Act ( NSW ) Since Victoria is my province, the undermentioned legalization will be used under 3 chief classs given as below. Dangerous Goods Act Environment Protection ACT Occupational Health and Safety Regulations As per Occupational Health and Safety Regulations: Occupational Health and Safety Act 2004. Act No. 107/2004: Enabling act. Sets out the cardinal rules, responsibilities and rights in relation to occupational wellness and safety ( OHS ) . Occupational Health and Safety Regulations 2007, Statutory Rule No. 54/2007: Specifies the manner in which a responsibility imposed by the OHS Act must be performed, or prescribe procedural or administrative affairs to back up the OHS Act ( eg requiring licenses for specific activities, the maintaining of records or giving notice ) . WorkSafe Positions: Are guidelines made under subdivision 12 of the OHS Act that province how WorkSafe will use the OHS Act or Regulations or exert discretion under a proviso of the OHS Act or Regulations. WorkSafe Positions are intended to supply certainty to duty holders and other affected parties As per Environment Protection ACT: Version No. 171, Environment Protection Act 1970, No. 8056 of 1970, Version integrating amendments as at 1 January 2010. This sets out the cardinal rules, responsibilities and rights in relation to Environment Protection Act. As per Dangerous Goods Act: This sets out the cardinal rules, responsibilities and rights in relation to Dangerous Goods Act. But here separately they all made for single classs as mentioned. Version No. 081 Dangerous Goods Act 1985 No. 10189 of 1985 Version integrating amendments as at 1 January 2010 Version No. 003 Dangerous Goods ( HCDG ) Regulations 2005 S.R. No. 96/2005 Version as at 14 March 2008 Version No. 005 Dangerous Goods ( Storage and Handling ) Regulations 2000 S.R. No. 127/2000 Version integrating amendments as at 1 January 2009 Version No. 001 Dangerous Goods ( Transport by Road or Rail ) Regulations 2008 S.R. No. 166/2008 Version as at 1 January 2009 Version No. 013 Dangerous Goods ( Explosives ) Regulations 2000 S.R. No. 61/2000 Version integrating amendments as at 1 January 2009 Robens suggested two cardinal issues were of import in accomplishing high criterions of safety. What are these two key issue? Where in the Act ( or ordinance ) are these two issues addressed in the mine safety statute law of your state/country? In 1972, the British Robens study sought to modify the old codifications of pattern utilizing two base principals. The first rule recognised the demand to unite all the difference OHS Torahs under one system. It was proposed that this would be accomplished by making â€Å" general responsibilities † into one opinion ( Robens Report, para 41 ) . The 2nd rule observed that a ego ordinance theoretical account be implemented where workers and decision makers ‘come together ‘ in order addition the criterions of wellness and safety ( Robens Report, para 41 ) . The Federal Government in 1985 passed statute law to organize the so National Occupational Health and Safety Commission ( NOHSC ) ; though, because Australia is a federation, each state/territory has to sign federal statute law in order to for the committee ( NOHSC ) to be apart of the Commonwealth and hence have any legal evidences. Each province reformed OHS Torahs, based on the Robens theoretical account and beyond. In fact, the OHS operates in a three manner system. The first is the general responsibilities which cover all employees irrespective of occupation position ( Internet Explorer, contracted or non ) and require the employee as practically possible to guarantee a safe working environment. The 2nd are the â€Å" commissariats in ordinances † are compulsory Torahs that are specific to each province. Finally, codifications of pattern are used as counsel which set the criterions for the general responsibility of attention. These aid in puting criterions the responsibility holder is required to place the jeopardies and buttocks and control hazards and hence helps Robens 2nd rule nevertheless there remains some critical spreads. What is the chief end of industrial hygiene? List the four key processes that play a function in accomplishing this end. Main end of Industrial hygiene is risk decrease and/or hazard riddance wherever possible. Anticipation Recognition Evaluation Control of workplace environmental jeopardies Specify the undermentioned footings Hazard Hazard Hazard direction Hazard Appraisal Probability Frequency Badness Dose TLV-TWA TLV-STEL Hazard: A jeopardy is any ‘thing ‘ that may do injury or hurt to a individual or belongings. Besides this is the potency of any agent or substances to do injury, normally ill-health or disease. Hazard: The hazard tells how likely an accident ( An accident is any unexpected or unintended event that may do injury or hurt to a individual or belongings ) will do injury or hurt to a individual or belongings. Hazard is a map of the type of jeopardy times the sum of exposure ( Risk = Hazard x Exposure ) Hazards direction: The procedure of ordaining general responsibilities of attention in order to extinguish, replacement, or cut down the likeliness of an accident ( i.e. hazard ) through technology or administrative solutions, or through using personal protection equipment ( PPE ) . Hazard Appraisal: Hazard Assessment is the procedure by which a particular hazard is quantified or qualified in order to understand how to pull off a specific jeopardy. It is based upon the consequence that a specific jeopardy may hold, the magnitude of the jeopardy ( I, e, how terrible it may be ) , and the continuance that the jeopardy may impact a individual or belongings. The hazard appraisal helps determine how a jeopardy may be managed and how a hazard may be controlled. Probability: the likeliness for an event to happen. One of the factors that serves as the dependent variable for hazard ( I.e. Risk=Probability * Severity ) or It is a manner of showing cognition or belief that an event will happen or has occurred. In mathematics the construct has been given an exact significance in chance theory, that is used extensively in such countries of survey as mathematics, statistics, finance, gaming, scientific discipline, and doctrine to pull decisions about the likeliness of possible events and the implicit in mechanics of complex systems. Frequency: Frequency is the rate at which a individual may come into contact with a jeopardy over a defined length of clip. Or The figure of times that a periodic map repeats the same sequence of values during a unit fluctuation of the independent variable Badness: Badness is the magnitude, or strength, with which a risky substance is exposed to a individual. It is the dimension for sorting earnestness for Technical support issues. Dose: Is the sum of the jeopardy which we are exposed. It is defined by the concentration of the risky substance times the length of clip a individual is exposed. Dose is the construct of dosage is paramount for occupational hygiene and hazard direction. Dose refers to the sum of a substance to which we are exposed, and is a combination of the concentration of exposure and continuance of exposure. Dose= concentration*duration of exposure TLV-TWA: TLV values by and large refer to a national exposure criterion for a jeopardy ( i.e. chemical, dust, or radiation ) . It is a agency of quantifying the maximal concentrations of a peculiar substance in an country over a specified length of clip, and so using it as a criterion for wellness and safety inspectors and responsibility bearers to utilize as a manner of measuring hazard. TWA is an acronym for clip leaden norm. In this instance, the continuance of contaminant exposure is expressed over an eight hr working twenty-four hours and a five twenty-four hours working hebdomad. In this manner, this exposure criterion incorporates the upper limit and minimal exposure rates a individual experiences during a regular on the job twenty-four hours. The accent of an exposure free clip is implicitly involved ( as would be the instance for noise ) so that certain organic structure thresholds are non passed. TLV-STEL: STEL is an acronym for short term exposure bound. For some substances, a short term exposure criterion is needed since ague and chronic wellness affects may ensue. Alternatively of an eight hr twenty-four hours, this exposure criterion is step over no more than 15 proceedingss. What are the chief airborne contaminants/pollutants that can do health-related jobs at mine sites? The Dust and particulates ( arsenic, lead, quicksilver and etc ) ; The Toxic gases ( C monoxide, sulfur dioxide and etc ) ; The Carcinogens ( asbestos, aromatic hydrocarbons, and etc ) ; The Flammable gases ( methane and C dioxide and etc ) ; The Radiation toxicant ( radon, U, Th and etc ) ; The Mixture of viruses and bacteriums. For a peculiar legal legal power ( state/country ) what are the legal demands for the concentration of the followers in the general organic structure of airing air flow ( maximal or lower limit ) ? Harmonizing to the HSIS Oxygen Pure O: no limitations Oxygen diflouride: TWA=.05 ppm Methane ( as a gas ) Pure methane: TWA=0, STEL=0 Bromomethane: 5ppm STEL=0 Carbon dioxide In coal mines: TWA= 12,500 ppm STEL= 30000 ppm Regular: TWA= 5000 ppm STEL= 30,000 ppm Carbon monoxide: TWA= 30 ppm STEL=0 Hydrogen sulfide: TWA= 10 ppm STEL= 15ppm Respirable dust ( no silicon oxide ) Coal Dust: TWA = 3 mg/ M3 STEL=0 Soapstone: TWA = 3 mg/ M3 STEL=0 Vanadium: TWA = 0.05 mg/ M3 STEL=0 Graphite: TWA = 3 mg/ M3 STEL=0 Respirable dust ( with silicon oxide ) : TWA= 2 mg/m3 Oxides of Nitrogen: Nitrogen Triflouride: TWA= 10 ppm STEL=0 Azotic Oxide: TWA= 25 ppm STEL=0 Azotic Oxide: TWA=25 ppm STEL=0 Nitrogen dioxide: TWA= 3ppm STEL=0 Nitrogen tetroxide: TWA= 0 STEL=0 Define Dust, list and briefly describe the general preventive steps, which can be used to command or forestall exposure to high dust exposures. Dust caused by the mechanical decomposition of stuff can be defined as a aggregation of solid atoms which: Are dispersed in a gaseous medium ( normally air ) Are able to stay suspended in the air for a comparatively long clip Have a high surface country to volume ratio. So briefly, over the full scope of airborne stuffs, dust by and large has the largest atom size although it can exhibit a broad particulate scope. In general, dust can be defined an merger of assorted particulates ( solid affair ) that can divide and stay in suspension in air. Dust is by and large caused by mechanical weathering through, in the instance of mines, the usage of really big machines ( drills and crushers ) and blasts. Dust can either present an immediate jeopardy ( I, e, oculus annoyance ) or long term wellness effects ( radioactive atoms that stick to respirable dust which are later inhaled ) . Whether the effects are long term or short term, there are a figure of ways that duty callings can command or even extinguish dust. Preventive steps ( Elimination ) : This is the best manner among all. This includes irrigating to cut down dust formation when film editing and boring ; guaranting that cutting equipment is crisp, and utilizing oils to transport mine cuts to an enclosed country. Under these conditions, â€Å" the agencies of control † is through riddance. A concluding piece of equipment is a unsighted hole bore bit which traps the dust generated through an enclosure. Ventilation ( Engineering ) : This is an technology agencies of control dust through a proper airing system. Here the air must be able to be strong plenty to pick up the heavy dust atoms to cut down the sum of dust concentrating in the air or on the land. Dust extraction and filtration systems that pump in the ‘dusty ‘ air, filter out the atoms and so throw out ‘cleaner ‘ air. Removal of employees ( Administrative ) : This is an administrative attack where the employees are fundamentally removed from the jeopardy thereby extinguishing exposure. This is frequently non really practical, particularly in medium/small operations, or in rural operations where all employees are needed, or working rotary motion is non an option. Use of inhalator ( PPE ) : This is the least manner control nevertheless we have no other option. Here a worker uses a inhalator in order to filtrate out the dust, thereby understating hazard by cut downing exposure. However, many inhalators can be excessively heavy or cumbrous to cover with, particularly belowground. Discuss how methane is generated in mines. What are the cardinal hazards associated with methane, and how can the hazards be managed? Methane coevals in mines: This is produced by bacterial and chemical action on organic stuff and is evolved during both the formation of coal and crude oil. One of the most common strata gases. It is non toxic but is unsafe as it can organize an explosive mixture with air. A methane/air mixture normally called firedamp. Methane is normally associated with coal mines but it is besides normally found in other mines which are over or underlain by carbonous formations. Methane is retained within breaks, nothingnesss and pores within stone either as a tight gas or adsorbed on mineral surfaces. When mining disturbs the stone the gas force per unit area gradient set up between the reservoir of methane and the airing system induces flow of methane along natural or excavation induced breaks towards the gap. Key Hazard: Methane has no smell, but it is frequently accompanied by hints of heavier hydrocarbons in the paraffin series, which have a characteristic oily odor. The denseness of methane is a small over half that of air. This gives rise to the danger of methane layering in pools along the roof of belowground gaps. The perkiness of methane can besides do jobs in inclined workings. Methane Burnss in air with a pale blue fire. The explosible scope for methane in air is by and large quoted as 5-15 % with maximal explosibility at 9.8 % . The lower bound remains reasonably changeless, the upper bound reduces as the O content of air falls. To track the flammability of methane air mixtures a coward diagram as shown in figure 2 can be used. With relation to calculate 1: coward Figure 1: The coward diagram for methane in air. In zone A the mixture is non flammable but is likely to go so if farther methane is added. In zone B the mixture is explosive and has a lower limit nose value at 12.2 % O Zones C and D illustrate mixtures that may be in certain countries. Methane beds have two chief jeopardies associated with them: Layers extend the zones within which ignitions can happen When an ignition occurs the methane bed acts as an effectual fuse along which the fire can propagate, sometimes taking to much larger accretions in roof pits or in the mariner. Methane and Carbon dioxide ( mixtures of the two gases ) if mixed with N will do the dangers atmosphere. Because this associated with gas effusions are: Suffocation of mineworkers by gas and dust. Compressed air line of lifes may be maintained on or shut to faces that are prone to effusions. The force of the effusion may damage equipment, doing triping that may light the extremely flammable gas/dust mixture. The sudden enlargement of a big volume of gas can interrupt the airing system of the mine. To command and Manage: To command and pull off the hazard of Methane, foremost of all demand to cognize the beginnings and nature of methane, and how the methane is let go ofing and migrating. And so apprehension of hazards can easy take to larn of the methane hazard direction. The major systems as follows, In its of course happening province in a coal seam, firedamp does non represent an explosive hazard. However, where firedamp released from next seams meets â€Å" fresh-air † in the goaf, the firedamp is diluted and explosive mixtures ( around 5 % to 15 % methane in air ) are formed. Effective firedamp control is indispensable for safe working and involves supplying either: Face-End Ventilation and Gas Control: good designed Ventilation flow avoid the hazard of methane gas. Firedamp Drainage on Retreat Longwalls: Firedamp gaining control efficiencies on longwall faces typically lie between 60 % and 80 % of the entire gas on progressing faces and from 30 % to 60 % of the entire gas on retreat faces. Options and Addendums to Firedamp Drain: There are airing options applicable to some retreat longwall coalfaces which can rid of the demand for dearly-won firedamp drainage. Such methods ( eg. hemophiliac roads and sewer gate systems ) are aimed at deviating gas off from working coalfaces along paths separate from those used to serve the face. Goaf Flushing: Goaf flushing has been used for temporarily betterment of firedamp concentrations in a territory return but it is non a recommended gas control solution. The method is by and large applied to a fully-developed goaf ( Internet Explorer. where sufficient goaf has been created to organize a significant gas reservoir ) . The airing force per unit area across a territory is reduced, after work forces have been withdrawn, leting high gas concentration gas to migrate frontward into the return airway. Transport activities in the chief return may hold to be suspended. Finally, the equilibrium between gas flow into the waste and gas flow into the return is restored, the gas concentration in the territory return being at a higher concentration than earlier due to the reduced air measure. On reconstructing the original air flow, the gas is forced into the goaf, off from the face, therefore cut downing the emanation into the return until equilibrium conditions are one time once mor e obtained. This attack is non advised due to the uncontrolled release of elevated firedamp concentrations into air passages and across electrical equipment. Methane Drain: To bring forth gaseous fuel and/or to cut down methane emanations in to airing system its been used. Methane that is drained demands to be transported safely to the point of bringing, the substructure that is required to accomplish this consists of the followers: Pipe ranges, Proctors, Safety devices, Controls, Extractor pumps Other than all above mentioned, in single states they are following up regulations and ordinances to command and pull off the hazard of Methane. Here is an illustration UK statute law provinces, Electrical power must be switched off when the general organic structure concentration of methane exceeds 1.25 % . If methane concentration exceeds 2 % forces other than those associated with bettering the airing in the country should go forth the country. Discuss the beginnings and hazards associated with arsenic, quicksilver and nitriles. How can the hazards be managed? quicksilver Beginnings: Natural beginnings: Vents Volatilization from oceans Erosion of natural sedimentations Human Activities: Estimated to be 1/3-2/3 of the entire quicksilver released into the environment. Beginnings include: Stack losingss from cinnabar roasting The working and smelting of metals Coal fired power workss Discharges from mines, refineries and mills Combustion of coal and municipal wastes, industrial wastes and boilers Medical waste incinerators Pesticides Overflow from landfills/croplands quicksilver Hazards: Continuity: Can alter signifier, Can non be destroyed Solubility: Cinnabar ( HgS ) is indissoluble ( and resists enduring ) ; Liquid Hg is somewhat soluble in H2O. Bioaccumulation: Hg methylation signifiers CH3Hg+ which is easy absorbed by beings and biomagnifies from the underside to the top of the nutrient concatenation Bioaccumulates ( dressed ores ) in musculus and tissue of fish and other wildlife CH3Hg+ by and large increases by a factor of 10 or less with each measure up the nutrient concatenation Arsenic Beginnings: Arsenopyrite ( FeAsS ) is the most common arsenic mineral in ores and is besides a by-product associated with Cu, gold, Ag, and lead/zinc excavation. Arsenic trioxide ( Fe2As3 ) is present in flue gases from Cu ore roasting coal-burning power workss and incinerators besides may let go of As into ambiance. Water: mean concentration is 1 ppb, but can be & gt ; 1,000 ppb in mining countries ; As+5 most prevailing ; many compounds dissolve in H2O. Arsenic Hazards: Arsenic is a human carcinogen In worlds the primary mark variety meats are the tegument and vascular system birds, animate beings, workss, and freshwater fish can go contaminated Toxicity in H2O is determined by H2O temperature, pH, organic content, phosphate concentration, suspended dirts, presence of oxidizers, and speciation Nitriles Beginnings: Can leach from landfills and cyanide-containing route salts every bit good as to the ambiance from auto fumes ( hydrogen nitrile gas – HCN ) . Some nutrients ( Prunus dulciss and lima beans ) contain nitriles of course It can be produced by some bacteriums, Fungis, and algae Spills: Cyanide and other heavy metal pollutants overflowed a dike at Baia Mare, Romania, polluting 250 stat mis of rivers, and killing 1000000s of fish Most persistent in groundwater & A ; at higher pH Nitriles Hazards Oral lethal dosage of KCN for an grownup is 200 milligram Airborne concentrations of 270 ppm is fatal Long term exposure to lower degrees consequences in bosom strivings, take a breathing troubles, purging, blood alterations, concerns and thyroid secretory organ expansion CN does non bio-accumulate in fish Cyanide hazard Control Methods: Production: Encourage responsible nitrile fabrication by buying from makers who operate in a safe and environmentally protective mode. Transportation system: Protect communities and the environment during cyanide conveyance. Managing and Storage: Protect workers and the environment during nitrile handling and storage. Operationss: Manage cyanide procedure solutions and waste watercourses to protect human wellness and the environment. Decommissioning: Protect communities and the environment from nitrile through development and execution of decommissioning programs for nitrile installations. Worker Safety: Protect workers ‘ wellness and safety from exposure to cyanide Emergency Response: Protect communities and the environment through the development of exigency response schemes and capablenesss. Training: Train workers and exigency response forces to pull off nitrile in a safe and environmentally protective mode. Daily review of leach residue storage pools and shadowings bringing grapevines ; Incident coverage and a system of exigency processs ; Systems for informations recording, rating, reading and coverage ; Procedure technician preparation and consciousness of possible nitrile related jobs, including personal safety and impacts on the environing natural environment ; systematic records direction and certification of carnal mortalities ; Integrating cyanide direction processs into the site Environmental Management Plan which is presently being updated. Arsenic and quicksilver hazard control methods: The above mentioned methods are suited to follow Arsenic and quicksilver every bit good. However in practical universe, it depends upon the harmness, will change to importances of handling. Specify the intent of airing in belowground mines. What types of airings systems are common? The intent for airing in mines is to thin assorted signifiers of gases. These gases could be either a chemical jeopardy ( as in carbon-monoxide and dust ) or explosive physical jeopardies such as methane accretion along the roofs of mine shafts. Ventilation systems frequently come in the signifier of, fans which control air flow arrests and seals will seal escapes in peculiar to older mines Doors and air locks Regulators which is a door with an appropriate transition to keep air force per unit area gradients Aircrossings which allow suction and blowing airing systems to easy by base on balls one another and non let for cross taint Electrical power is normally employed in mines, what work patterns would you specify for the care of electrical equipment? Always to be Maintained, reviewed and modified mine power supply systems. Make certain Consistently inspect machineraries and carry out trials for mistakes and jeopardies Make certain ever the electrical equipment is decently viewed, so that arrange some visible radiations near electrical equipment in belowground mines to guarantee to be seeable. Make certain while Create processs to guarantee noise and electrical jeopardies ; over electromotive forces, current ordinance, noise degree decreases etc. , are maintained to allow legislative criterions. Without excessively much emphasis, seek to supply machinery that can be moved easy that are besides within legislative demands and can provide equal electricity Create an alternate power supply beginning in instance of machinery dislocation which allows to make care activities. For the speedy designation, install proper mine overseas telegrams with appropriate coloring materials coding system. And following safety regulations and ordinances besides makes the good work patterns for the care of electrical equipment. Failure to exert cautiousness may ensue in hurt, so cautiousness must be used when runing or mending electrical equipment When executing electrical work, ever use the proper protective equipment, such as: safety spectacless, protective baseball mitts, and a decently rated metre. State ordinances, Australian Standards and company policies are designed to guard against electrical jeopardies in the excavation industry. So following up those are really indispensable Wet conditions may eat metal electrical constituents and do their failure. Falling stone may damage an electrical overseas telegram or constituent. So need to avoid those sort of unsafe conditions before put ining at specific topographic points or demand to take attention to avoid those jobs. Exercise cautiousness to be used to utilize proper protective equipment when working with batteries. Because batteries could detonate and do hurt or could light and do fires. All have to be cognizant and particularly all electrician decently trained to Be watchful and knowing of the jeopardies of electricity. Make certain ever maintaining attitude tono electrical work can be performed until the electrical circuit is knocked, locked, and tagged. Always make certain the frame land is decently connected. No electrical work shall be performed except by a qualified individual. Circuit surfs and gulfs shall be marked for designation. Circuit interrupting devices or proper fuses, shall be installed to protect against short circuit and overloads. Unpluging devices shall be locked and tagged out. All electrical equipment shall be examined, tested, decently maintained, and consequences recorded as required Your mine employs grapevines to convey the followers: Compressed air Service H2O Methane Run of mine drainage H2O How would you guarantee that each grapevine can be readily identified by a speedy ocular review? Coloring the pipes with different sort of colorss may give solution to this instance. Examples: Blue coloring material for service H2O Red coloring material for Compressed air Green coloring material for Methane Yellow coloring material for mine drainage H2O This manner each pipe is easy visualised in the mine. A mark that demarcates the coloring material coding system will besides be necessary to clear up the coloring material cryptography system. Distinguish, with the usage of illustrations, the difference between major, chronic and minor incidents. What are the legal demands for describing these different types of incidents in your legal power? Incident is a happening of an event that has a non human component to it ( unlike accidents ) . Major incidents: Are sudden alterations which are dramatic, necessitate immediate responses, and are by and large dearly-won and a figure of human deaths. An illustration is methane gas effusions in belowground coal mines. Examples: Major fire, detonation Fatality Structural prostration Major equipment harm Major loss of production Typically cost 1000000s of moneys Chronic Incidents: Are events that result in an hurt ; is related to a figure of causes, and have effects that are lower in magnitude and strength than major incidents. Sometimes these events may do change in the normal processs in mines. Examples: Recuring quality divergence. Recuring equipment failure. System corrosion/erosion. Fleeting emanations. Slips, trips and falls. Minor Incidents: Or near miss incidents which do non involved in any loss or hurt but if a different event occurred, could do hurt or injury. When these incidents happened, the legal demand is 5 stairss: 1. Reporting 2. Gathering the Facts 3. Determine Cause ( s ) 4. Develop and Implement Corrective Action 5. Monitor and Review Discuss four theories of accident causing. Domino theory: It is developed by Herbert Hinrich ( Travelers Insurance Co ) in 1920.Says that hurts occur from actions that interact. The hurts are caused by insecure Acts of the Apostless by workers and are by and large preventable given proper safety preparation. It includes: Injuries arise from a set of complete actions Most hurts arise from insecure Acts of the Apostless Accidents are mostly preventable Insecure Acts of the Apostless can hold ulterior effects vs immediate Management should take control Harmonizing to Heinrich, five factors can take up to an accident: Lineage and societal environment Mistake of a individual Insecure mechanical or physical state of affairss The accident itself ( falls, being hit ) Injury: Typically lacerations and breaks Under this rubric, direction should take control and supply safety to workers. Human Factors Theory: Accidents are caused by human mistake under three chief factors: Overload ( instability in a individuals capacity ) Inappropriate Response: How a individual responds to a state of affairs Inappropriate Activity: Human mistake in judgement, action, way, etc. ) Accident and Incident Theory: Asper this theory, the environment is a cause alternatively of human mistake. The design and excessively high of outlook in work end product are the causes of accidents. Therefore, there is an indirect influence of direction and economic factors ( deadlines, agenda, budget, peer force per unit area etc. ) that can take to bad judgement and therefore accidents. The Accident and Incident Theory proposes a causal relationship exists between direction clime and focal point, and accident causing. Epidemiologic Theory: Accidents are caused by a ) sensitivity features ( cultural, physical charecteristics, societal norms ) B ) Situational characterisitics ( unequal preparation, small counsel, or direction â€Å" clime † ) . Under this theory there is a causing nexus between the environment and societal or mental factors. The Epidemiology theory holds that theoretical accounts used for survey and finding of disease can be utilized for accident causing as good ( a ) What is occupational hearing loss? A signifier of hearing loss due to the disfunction of the auditory nervus, ( i.e. hearing loss ) that is caused by the overexposure to noise degrees of high strength ) . This is besides called acoustic injury hearing loss Specify the footings frequence, strength, dubnium, dubnium ( A ) Frequency: The rate at which sound atoms vibrate through an elastic medium that the ear can comprehend as ‘sound ‘ . Frequency = Cycles per Second = Hertz = Hz 1000 Hz = 1 Kilohertz = 1 kilohertz = Human Voice Intensity: Intensity is the sum of energy going through a unit volume of air during a certain timeframe. dubnium: The dB ( dubnium ) is a logarithmic unit that indicates the ratio of a physical measure ( normally power or strength ) relation to a specified or implied mention degree. Amplitude = Loudness = Decibels = dubnium 60 dB = Average Speaking Voice dubnium ( A ) : It is the frequence response curve which is resembles the normal frequence hearing curve for most people. A metre utilizing this web will give a consequence which does hold some resemblance in degree to that degree which is experienced by most people The other manner we can state that, Noise is measured in dBs ( dubnium ) at a certain graduated table, such as A or C. The dB graduated table is logarithmic. That means, with a 5dB exchange rate, 95 dubnium is 100 % more noise than 90 dubnium. Specify the term Daily Noise Dose ; what factors influence this? Daily Noise Dose: The Daily Noise is an exposure criterion that measures the grade a individual working is able to be exposed to resound. Worksafe states that a degree of 85 dubnium ( S ) ( ie not additive criterion ) over 8 hr twenty-four hours ( much like the clip weight norm ( TWA ) exposure standard ) should non be breached, nor a peak degree of 140 dubniums at any specific clip should non be breached ( much like the TLV-STEL ) . If exposure to resound is to happen above these degrees a step of control upon noise is required. Harmonizing the National Institute for Occupational Safety – NIOSH – the day-to-day dosage degree – D – should non be or transcend 100. When the day-to-day noise exposure consists of periods of different noise degrees, the day-to-day dosage can be calculated as: D = ( te1 / td1 + te2 / td2 + †¦ + ten / tdn ) 100 % A A A A A A A A A ( 1 ) where D = day-to-day noise exposure ( % ) Te = exposure clip at a specified noise degree td = maximal continuance clip at a specified noise degree The day-to-day dosage can be converted to an 8-hr Time-Weighted Average -TWA by the expression TWA = 10 log ( D / 100 ) + 85A A A A A A A A ( 2 )

Phoenix Advertising Essay

Our success in the past has been largely due to out of the box creativity and qualitative team work which has resulted in high standards of performance. It is now time to put in a dose of brainstorming and lateral thinking to recognize the internal hassles that are affecting the general scheme of work. When things are not moving smoothly it’s essential to revisit the existing system and find out the root cause. The careful strategy planning that we use to create winning campaigns for our clients has to be brought in to solve the present impasse. Before an outsider tells us that we have a problem, we need to put our house in order. To find the solution we need to agree on two things. First, we have to accept the fact that there are problems which are affecting the performance of the employees. And second, work up a mutually beneficial solution that will have long term benefits. We can start with the question, WHAT? What is the cause of the trouble? We always focus on client satisfaction as the crucial aspect of agency survival. What we often tend to forget or disregard is the question of employee satisfaction. Effort recognition and sincere appreciation goes a long way in creating a positive environment that is conducive to excellent performances. The disagreement between the servicing teams and the creative teams is as old as advertising itself. Every firm will have its own strategy on how best this can be dealt with. The need of the hour is communication. The management has to sit down and talk it out with the team on a more frequent basis. This will foster a more personal relationship which will result in better levels of understanding that is lacking at present. The next question is HOW? The answer is simple. The accounts crew which serve as contact points between the company and the client usually get the laurels for a successful campaign. This leaves the rest of the team in disappointment which translates as frustration with the next job. Perfect servicing is nothing without innovative ideas and vice versa. Similarly, a sound idea may fizzle away with bad design execution and unimaginative copy. The question is not whether a copywriter is more important than the art director. We believe that every individual has a share in creating good work. This recognition of the importance of everyone in the team is crucial to boosting the team spirit. A sense of give and take is essential between the accounts and creative teams. If the servicing people stubbornly insist that the client is king and expect the copywriters and designers to make constant changes according to the whims of the client, there is bound to be trouble. Working with yesterday’s deadlines and unnerving pressure can bring the creative team to a quick burnout. To avoid this, a daily schedule is absolutely essential. What happens in most cases is that the workload is not evenly distributed. A daily preview of who is expected to do what will give everyone a clear idea of how much work is on the anvil and how best to meet the deadlines. A weekly review of work which will involve every person in the company is the first step. The meeting can be held at the end of every week, at a given time which should be convenient for everyone. The agenda will be an update of the work that has been done during the week, an overview of new jobs, client feedback, possible pitches and a personal comments session where everyone can speak about what they feel is important for the success of the company. Such an open platform will not only bring a sense of transparency to the agency but also create a sense of confidence in the minds of the employees because they will understand that their opinions also count. A feeling of belonging is integral to the very idea of team work. To make this happen, we have to foresee the obstacles we will certainly have to face. Initially there will be some wrangling about the need for such meetings and any given time will be inconvenient for every other person. The word â€Å"compulsory† works magic when it comes to finding time for something. But setting a time and place and sticking to it against all odds is equally important. The next question is WHY? Though everyone in the company is working hard enough, the joint effort is not very visible. To create a sense of unity and to pep up the team’s spirits, an interactive workshop must be conducted every three months which will again involve everyone in the company. In the advertising industry, changes take place on an overnight basis. There is always something new to learn. Keeping up with the flow is possible only when there is a frequent discussion of every issue. Be it new soft wares, award winning ads, fresh perspectives from the creative angle, what the competition is up to etc. Like Burnett once said, creative ideas flourish only in places which have a sense of fun. Workshops are very effective in both cases. Inspiring speeches and group activities will help remove the sense of separateness that the employees now feel. Of course, we don’t need another Ogilvy to tell us that job hopping is part and parcel of every advertising firm. But we should get a revitalizing shot right away to ensure optimal performance. It is only when an employee puts in his/her resignation letter that the management begins to ask whether there was a problem. Instead, there should be a system in which the management is closely aware of every individual’s level of satisfaction within the company. This will help forestall problems and help retain the work force. This leads us to the question WHEN? There’s no time like now to start anew. Every department can review their internal issues and learn to take responsibility for success and failures instead of playing Passing the Buck. Change need not come from the grassroots. It can start at the top. The management can lead by example, and rest assured that everyone will follow. A clear agenda need to be drawn up immediately. To surmise, we need Daily meetings with accounts and creative teams. Weekly round up of work with the entire agency. At least three workshops a year. To encourage people to voice their views. Deal with disproportionate recognition of efforts. Hold the team together at all cost. And above all, we need to do this right away. I sincerely hope that we can make a difference to how things are run, enhance our professionalism and strive towards a better tomorrow for ourselves and the company. Thanking you, Place Date (This is just for your perusal) References    Ogilvy David Confessions of an Advertising Man Garba Kabir Alabi, The Trouble With The Advertising Industry, The Guardian, (24th March 2008)

North Street Primary School Upgrade Proposal Essay

North Street Primary School Upgrade Proposal - Essay Example The utilization of artificial lights in the presence of natural light makes the structure to be less friendly to the environment and thus contribute in emitting greenhouse emissions and harm the structure economically by increasing the energy bill for the structure. North Street Junior School is facing the similar problem thus it needs few amendments to cure the problems related to the greenhouse emission and the energy consumption. The school utilizes the artificial lights to enlighten the inner building and utilize maintain the temperature by utilizing the electricity. All the classrooms have radiators that help maintain the temperature during all seasons. In general, the building of the school is an old patterned building that utilizes an immense amount of energy for all the systems. In my view, the building was such made to restrict the outer air from being penetrated into the building but due to the lack of technology, it also restricted the natural lights from penetrating into the building that is the major reason for its higher energy consumption. On the other hand, the utilization of the fossil fuel and electricity based temperature controlled system also consumes a major portion of the electrical energy increasing the number of carbon footprints. At some place lack of insulation permits the inner atmosphere to diffuse into the outer environment making the temperature control unit to work more than required. The School is surrounded by smaller building, thus allowing a lot of light to be faced by the building (Cayless, & Marsden, 1997, p45-122). The immense amount of light may serve as to enlighten the building and to provide warm water and air to be circulated to the school. However, the dominant feature of the building is that the building is a symbol of cultural heritage and it should be touched little but implementing effective alteration in the building to consume lower energy units and reduce the greenhouse gas emissions. Thus, the solar water hea ters should be placed over the roofs of the building to capture the solar energy and heat the water and then circulate the heated water into the building. The structure is an attraction for its architecture and limits the renovation and thus it can be considered the biggest disadvantage of the building to make it green. The site of the school can be utilized to implement the energy-saving tactics. The ground can also help in maintaining the temperature inside the building through the process of geothermal heating (Level, n.d). In the geothermal process, water circulating pipes are buried into the ground about 4 to 10 feet under the surface. As the temperature inside the surface remains constant to 18-25 degrees on the Celsius scale, the circulated water through the ground attains the similar temperature and thus can be utilized to maintain the temperature inside the building by circulating the water. In general conditions, the thermal energy is provided by electrical energy or burni ng natural gas or oil, which is responsible for the increase in the carbon footprints(Burberry, 1997, p17-73). The better way is to utilize the alternate sources instead of conventional resources of energy. However solar heating is considered to give better results, more warn and less humid air. On the other hand, electric or gas heaters consume a huge amount of resource and emit a large proportion carbon dioxide.

Management Assessment Essay Example | Topics and Well Written Essays - 750 words

Management Assessment - Essay Example From my personal Jungian personality type, I am a loyal, amiable, and willing to make sacrifices for the greatest good. This means that I am a dedicated person to the god of my job, especially in the struggle to achieve results. Management style thus is a dedicated type of management that does not offer room for laxity. As a manager with these qualities, I expect my team to be team players in their work, show dedication and willingness to work. However, this type of management style is suitable for careers such as a masseur, vet, painter, mechanic or clerical supervisor. This means that I have few people to manage in my daily operations. This helps in avoiding overworking others, as I would expect them to show equal dedication to work just like their manager. In most cases, this type of management leads to coercion and pushing other people, some times to the extreme limits. Although this type of management achieves results and targets at an early stage, employees feel more used and e xploited, leaving them demotivated. It could lead to a high employee turnover in a large organization. Five traits, described as The Big Five Personality Model determine the personality traits of a manager. They determine the strengths and weaknesses of a of the leadership qualities as a manager. Extroversion means that an individual is gregarious, assertive and sociable. This contradicts with introversion, which holds that people are reserved, timid and quiet. Managers who portray extroversion qualities are good managers, as they do not limit themselves to their own individual perceptions. Introverts are weak managers who are unsocial, reserved and timid. Agreeableness refers to an individual’s propensity to differ with others. People who possess a high level of agreeableness tend to be cooperative, warm and trusting. This defines the characteristics of a strong manager as they can cooperate with others easily, show high levels of warmth and trusting enough. However, weak ma nagers’ forms the group of people who score low on the agreeableness scale tend to be cold, disagreeable and antagonistic. This type of managers thus cannot compare with high levels of agreeableness. Conscientiousness measures the level of reliably of a person by others. Characteristics of a manager with a high level of conscientiousness include responsibility, organization, dependability, and persistent. Such managers are strong and highly reliable. On the other hand, weak managers score lowly on the conscientiousness scale. This is because they are easily distracted, disorganized and unreliable, qualities defining poor managers. Emotional stability described with its converse neuroticism taps into a person’s stability, the tendency of calmness, self-confident and secure. Strong managers are those possessing high emotional stability, and are calm, self-confident and secure. Openness to experience addresses an array of interests and fascination with novelty. Thus, mana gers with extreme openness are highly creative, curious and artistically sensitive. On the other hand, weak managers have weak emotional stability. Personality determines the management style people prefer applied to them. People scoring high on emotional stability are happier than those scoring low. Compared to other big five, the association of this trait to the job satisfaction is high. Thus, people lows on emotional stability are hyper-vigilant and are more prone to physical and psychological effects of stress. Extroverts tend to be happier in their jobs as well as their lives than the introverts are. They tend to perform better than the introverts and require strong interpersonal interaction. Since they have a high level of social dominance, they show exhibit a high level of assertion than the introverts. Thus, they are more likely to engage in more risky behaviour and miss from work more than the introverts. Managers who score high on openness to experience are more creative i n science rather than in art. Since creativity

Definition and Description Essay Example | Topics and Well Written Essays - 1000 words

Definition and Description - Essay Example This paper provides a detailed technical description regarding this gadget, alongwith visual illustrations, to help layman understand how it actually works. (http://asset2.cbsistatic.com/cnwk.1d/sc/32934833-2-300-SS16.jpg) External Dynamics Modern GPS devices installed have wide variety of features and fancy designs matching car interiors. With sleek and stylish dimensions, these systems add to the overall functionality and suavity of trendy vehicles. Normally, this navigation system uses multiple satellites spread across the sky and calculates variables from different points of references to estimate as close as possible the position of user. This is illustrated by diagram given below. This system is based on one-way time of arrival ranging phenomenon, whereby high atomic frequency signals are sent by satellites to synchronize with GPS time base. It is pivotal that the receiver and satellite both have powerful atomic clocks with synchronization capabilities up to nanoseconds. These electromagnetic radio waves have a traveling speed equivalent to speed of light, traveling at frequencies of L1 C/A and L2 P/Y and rate of 50 bits per second. Thus, time taken for one cycle of transmission and processing of one complete message is only 750 seconds. Signals are encoded through CDMA technology (Code Division Multiple Access) so that GPS deciphers the information and identifies one satellite from another due to unique encoding techniques. However, it is of utmost importance that vehicle has a clear view of the sky with no obstructions blocking the satellite transmissions. The functionality of GPS relies on three sectors. Space segment comprises the entire satellite orbital system being funded and managed by spatial authorities. Second segment is represented by control segment which carries out maintenance and monitoring of functionality of entire global positioning system through master control stations. Last segment is the user segment, which constitutes the usage of GPS system in consumer applications, military instruments and various day-to-day commonly used devices. (Kohli & Chen, 2000) Internal Mechanism GPS is based on a basic mathematical principle of trilateration: GPS must have information regarding location from three different satellite points and the distance of these satellites from current location. There are mainly three broad categories or components that form a car GPS mechanism. Inside the GPS, there is an inbuilt antenna receiver which receives the radio signals sent by satellites which contain information about timing to enable the GPS to compute the position as accurate as possible. The transmitted information has multiple sub-frames. The first sub-frame encodes time-based information like week number, day and time as well as information indicating the satellite’s health and signal strength. The second and third sub-frames feed data about the precise orbit of satellite. The fourth and fifth sub-frames carry status info rmation of the entire satellites network. The antenna demodulates the message to extract maximum accurate information from these frames and identifies each satellite through designated exclusive binary codes for each. The decoded information is transferred to the next division then for processing (Bajaj et al, 92-94). The cycle begins when the satellite and receiver simultaneously

President Obama's Proposal to Boost Taxes for the Wealthy Research Paper

President Obama's Proposal to Boost Taxes for the Wealthy - Research Paper Example The first reason President Obama needs to raise taxes on the rich is the fact that our country needs more money to balance the budget. We have made some very poor decisions as a nation and now these obligations are coming back to haunt us. The most important revenue issue we need to address is paying for the wars in Afghanistan and Iraq. We have never fought wars abroad without raising taxes to pay for the war. World War I was partially paid for by a huge tax on the richest Americans. This tax was presented as a patriotic duty that all rich Americans should do. President Bush insisted that we did not need a tax increase to pay for Iraq or Afghanistan. Instead of raising taxes, he lowered taxes on all Americans, but most especially for rich Americans. We are facing increasing costs for Social Security and Medicare as well. These are popular programs that no one wants to end. In addition to increased expenses from wars and social programs comes the increasingly expensive mission of pro viding homeland security for America. The amount of money spent on law enforcement and intelligence gathering since the 9/11 attacks in New York, Washington DC and Pennsylvania has skyrocketed. We want to be safe and we want to keep our social programs. The only way that we can have these things is to raise more revenue. There isn’t enough we can cut if we are not going to touch defense, homeland security and social security. President Obama has proposed a tax on the wealthiest Americans that would generate 1.5 trillion dollars in new revenue over the next decade. When an increase in revenue is necessary, the first people to give should be the rich because they have the most to give. Another reason the rich should be taxed stems from the fact that the richest Americans have been concentrating more and more of the wealth in their own personal fortunes over the past thirty years. Economists argue that there are many reasons for this concentration of wealth among the richest 1% of Americans. Some of it can be traced to the reductions in the capital gains taxes that were implemented during the George W. Bush presidency. Capital gains are the income received when an asset such as real estate or company stock is sold. These gains are taxed at a lower rate than regular income. This is a great advantage to the rich because most of their income comes from the selling of items that generate capital gains, not â€Å"income† in the technical sense. America has forgone trillions of dollars in lost revenue over the past two decades by reducing the capital gains tax. That revenue has ended up in the hands of the wealthiest Americans. Some economists say that a low capital gains tax is good for working and middle class Americans also because many have company stock for their 401K retirement plans. The problem with this logic is the fact that most working class people never need the capital gains tax breaks because they are not actively trading their stocks. They have them in reserve for retirement. The only people benefitting from this tax break are the rich. This tax beak has helped concentrate wealth in the hands of the richest Americans. The economist Marty Sullivan commented, "The way you get rich in this world is not by working hard, it's by owning large amounts of assets and having those things appreciate in value." Working and middle

Week 4 Assignment Example | Topics and Well Written Essays - 750 words

Week 4 - Assignment Example The trait theory examines various personal attributes that a person has, and provides a deeper look into how they act, look, think, feel and function in varied circumstances and settings. The theory is used by organizations all over the world to help understand their employees better in their quest to utilize their creativity and specialties. The trait theory expounds the ability that a leader has across several industries. Nardelli’s leadership style was a bit interesting. In some way, he is considered a mastermind because he raised the company’s profits, and reformed the organizational structure. However, the problem arose when his leadership style started to rub shareholders, employees, and customers the wrong way. With his authoritative and militaristic leadership style, employees were not confortable at general meetings. Shareholders were even upset at the way he conducted himself. While he was a CEO at Home Depot, Nardelli embarked on a bellicose plan to centraliz e control in the organization. He often neglected the sense of humility, enthusiasm of his subordinates, as well as care of the shareholders. Nardelli was maniacal about objectives and goals, and ignored the autonomy of others. This was unethical since he did not respect the autonomy of other people. Instead, he treated them as subjects by heavily investing in technology as a way of monitoring everything the top managers were doing (Baack, 2012). All leaders have a room to grow their leadership styles, and should be compassionate towards their employees, but when they refute to adapt to change, and remove salespersons that provided customers with a sense of security while shopping, a problem arises. In terms of performing his duties to help the organization grow, Nardelli did that, but at the expense of reducing the probability of future sales, by reducing the quality of service to its customers. According to the theory

Preschool Music Education Essay Example for Free

Preschool Music Education Essay Introduction Teaching music to preschoolers contributes to brain development.   â€Å"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling—training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attention skills, intelligence, and an ability for self-knowledge and expression† (Ratey, 2001).   A group of researchers at the University of California (Irvine) conducted a study that showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning (Rauscher, Shaw, Levine, Ky and Wright, 2001). Music Education Module   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The curriculum for teaching preschool music education should contain three parts: 1) Singing; 2) Active listening; and 3) Movement.   All three of these subsections should work together and build off of the skills learned during the other subsections.   The music education curriculum must be fun and engaging for the preschool children, otherwise the children will not give the music activities their full attention and will not retain the cognitive abilities that can be taught through music education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum needs to be focused around teaching the children songs, preferably nursery rhymes and other educational songs, which will teach the children a skill.   Incorporating movement and hand motions into each song that is taught will enhance the skills learned.   Learning to sing songs will improve the development of language acquisition, listening skills, and fine motor skills.    Songs that tell a story with hand motions such as â€Å"I’m Bringing Home a Baby Bumblebee† will improve language skills as well as fine motor skills and self expression.   Songs that specifically address a certain skill such as counting songs (1,2 Buckle My Shoe) and spelling songs (B-I-N-G-O) should be incorporated into the music curriculum as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum must also include active listening to music.   Listening to music, particularly classical music, will improve listening skills, auditory discrimination, abstract reasoning, and spatial intelligence.   After the children have listened to a musical piece, the experience needs to be reinforced by a series of questions and answers.   Asking the children what kind of instruments they heard and what emotions they felt during the song will improve the abstract reasoning skills and teach the children how to evaluate and comprehend what they have heard.   Clapping through a rhythm that was in the song they just heard will teach the children about tempo and improve counting and mathematical skills. Conclusion The preschool music education curriculum needs to include all three of the subsections discussed.   If the curriculum neglects one of the subsections, important skills will be neglected.   Singing and dancing teaches preschool children language skills, fine motor skills, and self expression.   Actively listening to music, particularly classical music, improves listening skills, abstract reasoning skills, and spatial intelligence. When developing a preschool music education curriculum, the most important thing is to ensure that the curriculum is fun and engaging for the preschool children.   If the curriculum is rigid and boring, the children will lose interest and the teacher will not have their full attention.   In order for the preschool children to acquire the skills taught during music education, the children must be engaged in the curriculum.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚      References Musically Yours, Inc.   (2007, November) Music Preludes.   Retrieved January 23, 2008 from http://www.musicpreludes.com/index.html Ratey John J., MD. A User’s Guide to the Brain. New York: Pantheon Books, 2001. Rauscher, Shaw, Levine, Ky and Wright, â€Å"Music and Spatial Task Performance: A Causal Relationship,† University of California, Irvine, 1994

Analysis of Child Observation Research

Analysis of Child Observation Research Introduction and Background Information of the Children Our school encourages children to learn through play and experiences that are holistically, creative, and technologically. Teachers are believed to have the potential to help children to stimulate their development to the fullest with appropriate resources and environment. Children will co-construct their knowledge, bringing in their own identities and strengths can be nurtured to be self-directed and capable learners. These are some information about the children: Observation 1 Ann is three years old. She is staying with her parents. Her mother is from America while her father is from United Kingdom. The family enjoys going to the park. Observation 2 Kate is two years old. She is Singaporean and has been attending school since she was an infant. She is the only child in the family. Observation 3 John is two years old. He stays with his mother who is a Chinese and his father who is an Indian. John is a cheerful boy and likes to take the bus. Rogoff three lenses of approach (Fleer, Jane Hardy, 2007) were used on the analysis on each of the observations and will be expanding further with various theories and pedagogies. Analysis of Observation 1 Community-Institutional Lens Ann had just come back from her holidays in Mexico. She had been sharing with me about the garden at the grandparent’s house at Mexico. Thus, Ann may have involved in watering the plants with her grandparents. In a study by Robbins Jane (2006), it is mentioned that interactions with grandchildren is not just enjoying their moments together, but it is also seen as a key to gain knowledge about their natural, physical and technological world that exist or created within themselves. Families who support children’s learning and studies have acknowledged that the learning happens between home and school benefitted the child and their families (Robbins, 2012). From the observations, it has shown that learning has occurred between school and home. Appetizing From the observations, Ann had brought her knowledge back to school. She wanted to water the plants when she saw the watering can at the sink. Time was given to her to be engaged in filling up water and watering the plants along the classroom. The school environment has brought in incidental science. In my context, we have field and plants around the school to further enhance the school atmosphere. The rich green space has contributed to the incidental science which brought in nature more explicitly (Fleer, Gomes March, 2014). Interpersonal Lens In this observation, the nature of the interactions and interpersonal relationships is between child and adult. Because of what Ann saw what Miss Jess is doing, Miss Jess provided her the opportunity in science and technology. While learning has occurred when there are interactions, it has also shown that the thinking level is moving from intermental to intramental as the children progressively internalise, reflect on and transform their understanding (Robbins Jane, 2006). To improve the global environment in school and for us, taking action is needed (Mackey, 2012). Through observing what Miss Jess was doing, Ann felt that she should play a part in contributing to the environment. It is also reminded that when children’s rights are honoured, they take on the responsibility to improve conditions to shape their lives and as well as others (Mackey, 2012). Personal Lens Ann was able to relate to her previous experiences she had in watering plants at her grandparents’ place at Mexico. Vygotsky argued that children’s experiences set the foundation for higher cognitive thinking when children develop every day or basic concepts (Fleer et al., 2007). Watering the plants may have occurred at her grandparents’ place have led to Ann’s understanding that plants need water because they are thirsty. Ann was actively involved in the experiences. She took the responsibility of the need to water plants. Mawson (as cited in Robbins, 2012) reasoned that children do bring in prior knowledge of technological knowledge and understand and this does not have to be recognised or facilitated by teachers. Mawson also advised that while educators have to identify children’s real interest, educators also must have enough knowledge to support children’s interest effectively (Robbins, 2012). From the observation, Ann has shown strong interest in gardening and she has brought in her prior knowledge about watering the plants in school. Analysis of Observation 2 Community-Institutional Lens In this context, the children were given sufficient time to engage in sustained shared activity. Kate was given time to use spoon to scoop the ice to using pouring ice using the bucket. This relates to the school’s culture where children construct their knowledge, and they are competent and capable learner. The school also encourages children to have the resources for children to explore. According to Bronfenbrenner’s ecological perspective, he stressed that the environment is made up of immediate settings, as well as the social and culture context such as home, school and workplace (Rogoff, 2003). The school where Kate’s parents have enrolled her in have given her a direct impact on her in her learning. This has provided her the opportunity to have the experience in exploring ice in the school setting. Kate may not have exposed to ice prior to her previous experiences, thus, this is something new to her. Her interactions with peers have added to her curiosity of exploring with ice. Kate was privileged to be given the opportunity to be in this setting as she entered the school. Interpersonal Lens Apart from her personal experiences in learning science and technology, Kate also gained knowledge from her peers. Kate observed her friend picking up the ice and mentioned, â€Å"Cold.† She experienced it herself and said the same thing too. Communication, cultural tools and other symbol systems bring in cultural and historical heritage and children learn to use these tools to interact and draw on the experiences of others (Robbins, 2007). In this observation, Kate acted to be the follower as she uses her friend as her model and modelled after her friend’s actions and words. Vygotsky’s theory believed that learning occurs first on interpersonal level, followed by socio-cultural engagement (Robbins, 2007). After the interaction with May, Kate has internalised and gained knowledge about ice and did her pouring of ice using different tools. Cultural-historical theory arising from Vygotsky theory also identifies that the activities which individual and peers are engaged are repetitively changing and developing in mutually incorporated ways (Robbins, Bartlett Jane, 2009). Children will be able to carry out such independent thinking and then transform these thinking to their own purpose ((Rogoff, 2003). Thus, after Kate’s interaction with May, Kate was able to internalise her own thinking and further work on her exploration. Personal Lens Through the personal lens of Kate, she has understood the use of using various tool provided to scoop the ice. She may have gained these experiences from her daily life. For example, she may have used the spoon to scoop rice from a bowl during lunch time, thus, in this case, she has used it to scoop rice. Another item which she may have experienced using prior to this scenario would be the cup. She might engage in water play previously and used the cup in pouring. Kate has developed a foundation of her cognitive skills. It is evident as she has moved from using a spoon to scoop, then to using a cup and lastly the bucket. She went through the processes of being innovative and new technical skills to transfer the ice into different containers. She has investigated how the tools worked and which worked best for her. Analysis of Observation 3 Community-Institutional Lens John is privileged to have large outdoor environment and outdoor materials for him to explore. Thus, the environment has provided John the opportunity to explore pushing a ball using a tricycle. He has learned a new way to travel the ball instead of using hands or legs. There was also sufficient time for John to explore. Instead of directing him of what he should do, opportunity was given for him to find out how he can use the tricycle to move the ball forward. As learning occurs within the context of play and on-going activities, and appropriate needs and wants, it is noted that children do need extended time for them to revisit and construct knowledge (Robbins et al., 2009). In this case, John was asked to participate in construction activities requested by the teacher like moving the ball with his tricycle. Some technology activities have an objective to meet and their attention is usually drawn to technology sensation and the physical artefacts within the school environment itself (Robbins et al., 2009). Interpersonal Lens The nature of this interactions relationship is between a children and adult. The shared understandings which appear to exist is that John agreed to bring the ball back by using his gestures and verbal communication. John’s interest in figuring to bring the ball using his tricycle is supported by me. From the support, he has built up his confidence by working on the ball travelled by the tricycle despite several failures. Children thinking skills can be rich and purposeful. It was evident that children are able to hold conflicting views at the same time (Robbins, 2009). John Based on Vygotsky’s ideas, he commented that learning happens initially before an individual engaged with another in an activity (Robbins, 2009). Vygotsky (as cited in Robbins, 2009 p.80) mentioned, â€Å"Through others we become ourselves.† Apart from interaction, we should also look into other languages and tools which make learning more meaningful. Personal Lens Through his personal lens of John, John has understood the ability to use his feet to propel and therefore he is able to understand the use of the tricycle and added on his thinking skills to move the ball. This has transformed his thinking skills to a higher order during his participation. John has also shows enthusiasm in moving the ball with the tricycle after a few attempts. The perseverance becomes obvious for the children when technology is incorporated of what children can do and is situated in a meaningful context (Fleer Jane, 2011). John’s curiosity in moving the tricycle has captured the relationship between the child and their environment which is reinforced in preschool by teachers (Fleer et al., 2014). Teaching Approaches The teaching approaches that have been observed in the three observations are reciprocal and discovery (Fleer et al., 2007). In observation one, reciprocal teaching approaches were observed. Cultural historical context has taken into considerations. A research done by Robbins (as cited in Fleer, Jane Hardy, 2007) displays that it is important to understand the context which the children develop their ideas; then gaining deeper and authentic view of the social nature of scientific learning rather agreeing to the statements made by children. In observation two and three, discovery approach was observed as I placed the ice, buckets, cups and spoon in the classroom environment to Kate to explore whereas John found a new way to transport the ball with the tricycle. In this learning context provided by the teacher, the children will decide which they would like to find out; through playing with these materials, they develop an experimental foundation (Fleer et al., 2007). I was view as a classroom resource from this discovery approach; the children are empowered to gain knowledge and skills from a range of resources (Fleer et al., 2007). Conclusion Through these observations, it is shown that children are surrounded in rich scientific and technological context, both at home and in school. They discover new things and ideas and it is important for teachers to bring in the opportunity to connect these scientific concepts together, making it relevant in their everyday lives, through the appropriate pedagogical approaches. Using Rogoff’s three lenses as an analytical tool, has shown that the lenses are interrelated; how the child has participated and changed, collaborated and interacted on contextual and cultural settings (Robbins, 2009). In addition, teachers who attempted to increase their knowledge in science would have more confidence in supporting children’s learning through stimulating interactions that nurture high-level thinking skills (Robbins, 2012). References Fleer, M., Jane, B. Hardy, T. (2007). Science for children: Developing a personal approach to teaching. (3rd ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Fleer, M., Gomes, J., March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, Vol. 39, No. 1, Mar 2014: 38-48 Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473-484. Robbins, J. Jane, B. (July, 2006). Intergenerational learning: Grandparents supporting young children’s learning in science. Paper presented at the 37th Annual Conference of the Australasian Science. Education Research Association, Canberra, ACT. Robbins, J. (2007). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. Research Online, 1(1), 45-65. Retrieved from ro.uow.edu.au/cgi/viewcontent.cgi?article=1002context=llrg Robbins, J. (2009). Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective. Review of Science, Mathematics and ICT Education, 3(1), pp. 75-97. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Rogoff, B. (2003). Development as transformation of participation in cultural activities. In the Cultural Nature of Human Development. In B. Rogoff, The cultural nature human development (pp. 37-62). Oxford: Oxford University Press. Appendices Observation 1 Date: 12 August 2014 Child’s Name: Ann Plants need water! Washing hands is very important as part of our health and hygiene. After outdoor play, I brought Ann to wash her hands at the sink. When she was about to wash her hands, she saw a watering can in the sink. It was actually Miss Jess who brought the watering cans out as she wanted to fill up with water for the toddlers to water the plants. Ann stood by the side observing Miss Jess’s actions. Miss Jess asked, â€Å"Would you like to water the plants too?† Ann nodded her head shyly as she took the watering can from Miss Jess. She turned on the tap and began filling it up with water. I stood aside and asked, â€Å"Why are you filling up with water?† She replied, â€Å"I water the plants.† Ann turned off the tap and walked towards the planters nearby. She began watering the plants. She then walked towards the plants near the school gate and began watering the leaves. I asked, â€Å"Why are you watering the leaves?† â€Å"They need water.† She replied, â€Å"They are thirsty.† She continued watering the plants. Observation 2 Date: 13 August 2014 Child’s Name: Kate Ice Cold Ice After snack, I brought in some ice for the two year old children to explore. With some buckets filled with ice, small plastic cups and spoons, the children began using the spoon to scoop the ice from the bucket and transferred to the plastic cups. While the children were focused scooping the ice, one of Kate’s friend accidentally dropped an ice. She then used her hands to pick up the ice and put it back into the cup. I asked her, â€Å"How do your hands feel?† â€Å"Cold!† she replied with closed to her body and pretended to shiver. Kate was observing her friend’s conversation when the incident happened. Kate then used a spoon to scoop ice from a bucket to a plastic cup. Once the plastic cup is full, she poured all the ice into another bucket. She also felt the ice with her hands and said, â€Å"Cold.† And put the ice back into the bucket. She also pretended to shiver after saying it. Instead of using a spoon, she then held the cup and scooped the ice from the bucket. I was amazed by the way she used the cup to scoop for more ice. I commented, â€Å"Wow Kate, you used the cup to scoop the ice!† Kate pointed to the cup, smiled and said, â€Å"Cup.† Few minutes passed, when I turn and looked at Kate, she was pouring the ice from one bucket to another bucket. This time round, I was astonished! She managed to find the fastest way to transfer the ice. Observation 3 Date: 4 August 2014 Child’s Name: John I moved the ball with my tricycle! Our school believed that the environment is the children’s third teacher. Thus, we have a large outdoor space for children to experience outdoor activities. The toddlers were having outdoor play in the morning. They were engaged in blowing bubbles, ball play and tricycle. While I was kicking balls with a group of children, one of the balls rolled under John tricycle. It seemed stuck. John was using his both feet to move the tricycle realized the ball went under his seat. He looked at me, waiting for me to say something. I asked him, â€Å"John, can you help to bring the ball back us?† So, he stood up and wanted to remove the ball from his tricycle but it seemed stuck. He went back on to his tricycle, bend down to attempt to get the ball but he still could not. With a few attempts, he realized that the ball moves along when the tricycle move! He used his both feet to propel and the ball moves forward. He was laughing, enjoying the moment as he moved along with his tricycle and ball. John transported the ball back to us with his tricycle. I was surprised by his actions. â€Å"Thank you John, you brought the ball back with your tricycle!† I said. â€Å"I like the way you used the tricycle to fetch it back, it was interesting!† I added â€Å"You are welcome!† John replied. Thereafter, John went to get a ball and began transporting the ball using the tricycle that he rode on. Loo Si Hui

Research into Phonological Mean Length of Utterance (pMLU)

Research into Phonological Mean Length of Utterance (pMLU) Specific language impairment (SLI) is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier, the research focus was on correctness of consonants as well as the analysis of segments in general. Recently the whole word complexity has been stressed (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (pMLU). It is a whole word measure for measuring phonologic al proficiency (Ingram,2002). It measures the length of a childs words and the number of correct consonants. The pMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. pMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the pMLU measure by applying it wide range of contexts. NEED FOR THE STUDY Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU can be used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was planned. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD: This study followed a case control design. Participants were divided into 2 groups. Clinical group comprised of six individuals (5 males 1 female) with SLI in the age range of 4 to 6 years. The diagnosis of SLI was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The control group comprised of age matched 30 children out of which 15 were males and 15 females. Exclusion criteria considered were speech, language, hearing and neurological problems. A minimum of 50 spontaneous speech utterances were elicited from each child for a duration of 30 to 40 minutes which was audio recorded using SONY recorder. The childrens utterances were narrow transcribed and pMLU was calculated for each word produced by the child. The sum of each word in all the utterances were totalled and divided by the number of words produced by the child to obtain the pMLU scores. pMLU was calculated for all the children in both the groups. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p DISCUSSION: pMLU is a whole-word measure for phonological development. The results of the present study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of segments and in their whole-word phonological proficiency to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. INTRODUCTION: SLI is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Specific language impairment (SLI) has been estimated to affect approximately 7 percent of children (Leonard, 1998; Tomblin et al., 1997) and to persist into adolescence (Aram et al., 1984; Beitchman et al., 1996; Stothard et al., 1998;Johnson et al., 1999). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). However, as a group they show disproportionate difficulty with some areas, performing worse than typically developing children matched on vocabulary level or mean length of utterance. Several authors (eg, Leonard et al.,1992; Rice et al., 1995; Rice and Wexler, 1996; Oetting and Horohov, 1997; van der Lely and Ullman, 2001) observe that this is particularly the case in the area of verb morphology and it has also been reported in some areas of syntax, including the comprehension of passive sentences (Bishop, 1979; van der Lely and Harris, 1990; van der Lely, 1996) and formation of wh-questions (Leonard 1995; van der Lely and Battell, 2003). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier studies have focused on correctness of consonants as well as the analysis of segments in general. Recent studies have focused on the whole word complexity (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (PMLU). It is a whole word measure for measuring phonological proficiency (Ingram, 2002). It measures the length of a childs words and the number of correct consonants. The PMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. PMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the PMLU measure by applying it in a wide range of contexts. These include a comparison of monolingual children, a comparison across languages, and the diagnosis of impairment or delay. Very few studies have addressed the PMLU in different languages. One such study is by Ingram (2002) who proposed preliminary PMLU stages, reflecting the possible level of development in English speaking children which are as follows. Helin, Makkonen Kunnari (2006) reported that PMLU was much higher in Finnish speaking children than those reported for children acquiring English. Balasubramanium bhat (2009) reported the same in kannada speaking typically developing children. Other studies have focused PMLU on the disordered population. Schauwers, Taelman, Gillis Govierts (2005) reported lower PMLU scores in children with cochlear implant than age matched typically developing peers and they also concluded that the earlier implanted children were more proficient than the later implanted children. Prasad, Hossabetu, Balasubramanium Bhat (2010) studied phonological mean length of utterance in children with phonological disorder and they reported, children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children. NEED FOR THE STUDY: Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU was used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was attempted in this direction. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD Participants The study followed a case control design. Participants were divided into 2 groups i-e the control group and clinical group. Clinical group comprised of six individuals (5 males 1female) with specific language impairment in the age range of 3 to 6 years. The control group comprised of age matched 30 children out of which 15 were males and 15 females. The diagnosis of specific language impairment was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The exclusion criteria for the controls were the history of speech, language, neurological and hearing problems. Procedure In order to assess the phonological mean length of utterance, spontaneous speech utterances were elicited from each child for duration of 30 to 40 minutes. Samples consisted of minimum of 50 utterances. The experimenter served as a conversational partner and introduced the child to age appropriate toys and questions. The samples were obtained in an informal setting within the school premises for the control group and in the therapy premises for the clinical group. Audio recording was done using a portable Sony Recorder in a relatively quiet environment. The words were accepted for analysis according to the rules suggested by Ingram and Ingram which are mentioned in the table mentioned in appendix. The childrens production of utterances was narrow transcribed and PMLU was calculated for each child. For each word, the number of segments (consonants and vowels) as produced by the child was counted and summed with the number of correct consonants in a word. The sum of each word in all th e utterances of a single subject were totaled and divided by the number of words produced by the child to obtain the PMLU scores. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p Group Statistics DISCUSSION: pMLU is a whole-word measure for phonological development and is used to investigate the difficulties if any in phonology and morphosyntax. The present study compared the pMLU of children with SLI in comparison with typically developing Kannada speaking children. The results of the study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group as these children were neutralizing the sound contrasts and also exhibiting syllable reduction strategies. Whether it is syllable structure reduction or sound contrast neutralization, it reduces the overall pMLU score. As children with SLI are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children, phonological errors are reflected in the pMLU scores. Hence it can be concluded that pMLU reflects on the phonological errors. The results of the present study are in consonance with findings that the developments of phonology in children with SLI are much later in comparison to typically developing children (Balasbramanium Bhat, 2009) and also that children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children (Prasad, Hossabetu, Balasubramanium Bhat 2010). Hence, pMLU can be used as an assessment tool for children with SLI as this provides an objective assessment tool in the evaluation process. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of morphemic segments when compared to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. REFERENCES: Aram, D. M., Ekelman, B. L., Nation, J. E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244. Beitchman, J., Wilson, B., Brownlie, E. B., Walters, H., Lancee, W. (1996). Long-term consistency in speech/language profiles: I. 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