Ergonomics Essays (1251 words) - Ergonomics, Computer Peripherals

Ergonomics What is ergonomics? Ergonomics is the science of fitting the job to the worker. When there is a mismatch between the physical requirements of the job and the physical capacity of the worker, work-related musculoskeletal disorders (WMSDs) can result. Workers who must repeat the same motion throughout their workday, work in an awkward position use a great deal of force to perform, repeatedly lift heavy objects or face a combination of these risk factors are most likely to develop WMSDs. In this report, I will outline the main factors in having a safe workstation. Sitting-Chair There are certain ways in which you may choose an ergonomically correct chair. Does the seat feel comfortable and fit you shape? When you sit in the chair the seat should be at least one inch wider than your hips and thighs on either side. The seat should not be too long for your legs otherwise it will catch you behind the knees or it will prevent you from leaning fully back. Most ergonomic chairs have a seat with a front that prevents the seat from catching you behind the knees. The seat should also be contoured to allow even weight distribution and it should be comfortable to sit on. Is the seat chair height adjustable? The chair should be adjustable so that you can adjust seat height while you are sitting on the chair. Some chairs have a mechanical height adjustment (spinning) mechanism. Does the chair have a comfortable lower back rest? Many chairs have cushioned lower back supports that can be adjusted up and down and forwards and backwards to fit your shape. If the chair has a fixed height lower back support and it feels comfortable when you sit back against this then a fixed lower back support may be acceptable. When you sit back against the lower back support is there space for hips? Insufficient hip room can make you sit too far forwards on the seat so that you will not have enough thigh support. Does the seat still feel comfortable after you've been sitting in it for 30 - 60 minutes? If the seat is made from foam then continuous use can cause it to become deformed and then it will not provide cushioned support. Insufficient cushioning and inappropriate contouring can cause discomfort and hip and back fatigue. Is the tilt of the seat adjustable? In some situations it can be helpful to change the tilt of the seat pan to help to maintain a healthy seated posture. Does the chair have a 5-pedestal base? The chair should have at least a 5-pedestal base with casters that glide freely over the floor surface. You may also want to choose a chair that swivels ea sily. Do you need armrests on your chair? If so, are the armrests broad, cushioned and comfortable? While sitting can you adjust the height of the armrests and can you move the armrests closer together or further apart? Typing- Keyboard In the ideal typing posture both static and dynamic muscle loads are minimized. This posture is achieved when the keyboard is below seated elbow height and the keyboard base is gently sloped away from the user so that the key tops are accessible to the hands in a neutral posture. In this position the arms, shoulders, neck and back can relax, especially during brief rest pauses. Also, in this slightly reclined sitting position the low back rests against the lumbar support of the chair, the elbow angle is opened to promote circulation to the lower arm and hand, the abdominal angle, and the popliteal angle (behind the knees) are opened to promote blood circulation. The feet rest firmly upon the floor. Looking-Monitor Optical glass glare filters on computer monitors can reduce health and vision problems related to computer glare and help boost productivity in computer users, according to a new Cornell University study. After using a glass anti-glare filter, the percentage of problems related to tiredness, trouble focusing eyes, itching/watery eyes and dry eyes was half what they were before filter use. This was true for people, who use computer monitors all day at work, said ergonomist Alan Hedge, who is the professor of design and environmental analysis and director of the Human

Emily Dickinsons Death Poems Essays - American Christians

Emily Dickinson's Death Poems Essays - American Christians Emily Dickinson's Death Poems Emily Dickinson's world was her father's home and garden in a small New England town. She lived most of her life within this private world. Her romantic visions and emotional intensity kept her from making all but a few friends. Because of this life of solitude, she was able to focus on her world more sharply than other authors of her time were. Her poems, carefully tied in packets, were discovered only after she had died. They reveal an unusual awareness of herself and her world, a shy but determined mind. Every poem was like a tiny micro-chasm that testified to Dickinson's life as a recluse. Dickinson's lack of rhyme and regular meter and her use of ellipsis and compression were unimportant as long as her poetry was encouraged by it. Although some find her poetry to be incomprehensible, illiterate, and uneducated, most find that her irregular poetic form are her original attempts at liberating American poetry from a stale heritage. Her poetry was the precursor to the modern spirit with the influence of transcendentalism not puritanism. Her treatment of Death and profound metaphysical tendencies were part of the singular nature of her genius. Emily's simple language draws rich meanings from common words. The imagery and metaphors in her poetry are taken from her observations of nature and her imagination. She approached her poetry inductively, combining words to arrive at a conclusion the pattern of words suggested, rather than starting with a specific theme or message. Her use of certain words resulted in one not being able to grasp her poetry with only one reading. She paid minute attention to things that nobody else noticed in the universe. She was obsessed with death and its consequences especially the idea of eternity. She once said, Does not Eternity appear dreadful to you I often get thinking of it and it seems so dark to me that I almost wish there was no Eternity. To think that we must forever live and never cease to be. It seems as if death which all so dread because it launches us upon an unknown world would be a relief to so endless a state of existence. Dickinson heavily believed that it was important to retain the power of consciousness after life. The question of mental cessation at death was an overtone of many of her poems. The imminent contingency of death, as the ul timate source of awe, wonder, and endless questions, was life's most fascinating feature to Dickinson. Dickinson challenges the mysteries of death with evasion, despair, curiosity or hope in her poetry as means to clarify her curiosity. From examining her poems of natural transitions of life and death, changing states of consciousness, as a speaker from beyond the grave, confronting death in a journey or dream and on the dividing line of life and death one can see that Dickinson points to death as the final inevitable change. The intensity of Dickinson's curiosity about dying and her enthusiasm to learn of the dying persons' experience at the point of mortality is evident in her poetry. She studies the effect of the deads' disappearance, on the living world, in a hope to conjecture something about the new life they are experiencing after death. Dickinson believes that a dying person's consciousness does not die with the body at death but rather it lives on and intensifies. In To know just how He suffered-would be dear To know just how He suffered would be dear To know if any Human eyes were near To whom He could entrust His wavering gaze Until it settle broad on Paradise To know if He was patient part content Was Dying as He thought or different Was it a pleasant Day to die And did the Sunshine face his way What was His furthest mind Of Home or God Or what the Distant say At news that He ceased Human Nature Such a Day And Wishes Had He Any Just His Sigh Accented Had been legible to Me And was He Confident until Ill fluttered out in Everlasting Well And if He spoke What name was Best What last What One broke

MediSys_Case_Assignment Case Study Example | Topics and Well Written Essays - 500 words

MediSys_Case_Assignment - Case Study Example Common resources include public resources required by IntensCare team, but are prone exhaustion. 3. The president of the company has the rights of accessing all the information regarding the product being developed. The president can withdraw resources and exclude parts of the product that they consider unsuitable. 6.a) All members of the organization have chances of contributing towards decision making. The president recognizes that all members of the organization have chances to contribute towards decision-making and parallel development environment (Donnellon and Margolis 3). iii) Art Beaumont-He is the president and adopts a bureaucratic leadership style evidenced by the way he functionally organized the company when he was hired. He said that the management style of the company had become more of a command and control and emphasize on technical excellence (Donnellon and Margolis 3) iv) Aaron Garson-He is teamwork oriented and democratic. When he had an idea about patient monitoring system, he invited his friend Peter Fisher in the sales department and the two invited another friend from the software design. v) Bret O’Brien-He is democratic. He emailed other team members when he sensed a problem with fitting data displays and battery units into the customer size specs marketing provided (Donnellon and Margolis

Article summary Essay Example | Topics and Well Written Essays - 250 words - 5

Article summary - Essay Example However, some senators and presidential candidates have been opposing this approach of the government by suggesting that revenues should be increased by restricting the deductions in the income tax. According to the, this approach will definitely help the government collect more taxes in such a way that it will not put burden on the middle class. The author of the article believes that Obama is likely to consider both suggestions, which include increasing tax rates and limiting income tax deductions. Republicans are in favor of lowered tax rates because it will help the government in increasing the level of growth. They believe that higher taxes would lead the country away from the pro-growth tax reform. Republicans also seem to be opposing other steps of the government, such as, premium support proposal for Medicare, school-choice programs, and vouchers. Summing it up, the article seems to be written in opposition to the steps likely to be taken by the American government for improving the economy of the country. Will, George. A Fiscal Cliff of the Democrats’ Own Choosing. Azstarnet.com, 29 Nov. 2012. Web. 04 Dec. 2012.

Effective Assessment Practices Paper Essay Example | Topics and Well Written Essays - 1000 words

Effective Assessment Practices Paper - Essay Example 1. Assess student readiness for learning -- Any information that the student needs is available to them in some way. Usually this material is part of the syllabus. It will include any pre-requisites for the course that are needed, the ways that are acceptable for the course to be completed (how to submit assignments etcetera) and the consequences of cheating or plagiarism. 2. Learning objectives, instructional and assessment activities are aligned -- students will be informed in this section about the criteria that will be used to evaluate discussions, core concepts, grading and assignments as well as student projects. Due dates will be clear and each student will know what is expected. 3. Multiple assessment strategies -- This section evaluates the different types of assessment that include things like reference lists of materials students can use, options for the assignments, tests and quizzes, papers or projects and any other type of assessment that the instructor feels is necessary for the course to be completed. 4. Regular feedback -- students should receive feedback quickly from the instructor and the teacher should guide the student for improvement. Rubrics are important to allow all students to know what is expected, the grading scale is described and if necessary there are practice exercises. 5. Self-assessments and peer feedback -- some instructors include self assessment practice assignments that they make available to students before tests. Others have specific questions, have peer review or students get to apply their work to rubrics. 1. Evaluation criteria -- criteria should reflect instruction, the essence or key attributes of a skill or body of knowledge to be mastered and all criteria must be teachable (students must be able to improve). 1. DFN 12012 Assessment for Cardiovascular Respiratory Renal Block (Appendix A)-- this rubric does not meet the criteria for a good rubric. The rubric asks students

Literature review on learning styles

Literature review on learning styles Chapter 2 Literature review on learning styles 2.1 Background of learning styles Learning styles have received considerable attention in recent years. There are more than 20 style dimensions that have been identified so far. It has come out of the more general research on cognitive styles, particularly from the field of psychology. The earliest and frequently discussed dimension of learning styles is the concept of field dependence and field independence that is advocated by psychologist Herman Witkin. Recent researchers, such as Lardner (1989), Reid(1995), Nam Oxford (1998), Bailey Onwuegbuzie (2000), Malinsky (2001), Ehrman Leaver (2003), Decapua Wintergerst (2005), have contributed greatly to the development of learning style theories. Kolbs (1976) experiential learning theory is prevalent in educational settings, because his theory explains more about the teaching and learning process (Cited by Reid, 1995). Many researchers and instructors have adopted his theory and applied it into different educational areas. The most important thing is that he has proposed four learner types on the basis of his learning theories. And the four learner types are converger, diverger, assimilator, and accommodator. Claxton and Murrell (1987) use an onion metaphor to describe the multi-constructs of learning styles (Cited by Eliason, 1995). The multi-constructs of learning styles are compared as the layers of an onion. The core is composed of personality characteristics, then from insideto outside, the layers are sequentially information-processing the second layer, social interaction the third layer, and instructional layer the fourth and the outermost layer. The core is the mostm constant and stable part, but the successive layers around it can be slightly changed to some extent. Reid (1995) divides the learning-style researches into three major categories: cognitive learning styles, sensory learning styles, and personality styles. Cognitive learning styles, according to her introduction, include field-independent and field-dependent learning styles, analytic. and global learning styles, reflective and impulsive styles, and Kolbs Experiential Model. Sensory learning styles consist of perceptual learning styles and environmental learning styles. Personality learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles, right and left hemisphere styles. Riding Rayner (1998) just discuss and describe the two basic dimensions of cognitive styles, including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners tend to organize information into wholes or parts, while verbal-imagery style learners are inclined to represent information during thinking verbally or in mental pictures. It is inevitable that diverse assessment instruments of learning styles exist. It is difficult to find a comprehensive assessment instrument because of the complex nature of learning styles. The majority of the assessment instruments are only to measure one or two dimensions of learning styles. For instance, OBriens (1990) Learning Channel Preference Checklist (LCPC) and Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) are instruments just to measure perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality traits, such as extroversion-introversion, sensing-perception and the like, and Oxfords (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes learning styles, such as perceptual learning styles, extroverted and introverted learning styles, concrete and sequential learning styles and so on. In this study, we mainly focus on perceptual learning style preference because it is one of the most obvious aspects of learning styles. Rossi-le (1989) refers to it as an individuals preferred mode for perceiving, organizing, and retaining information. Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is used in this study, because of her high reliability and validity for non-native speakers. It measures six types of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and group learning styles. Each of the learning styles possesses unique learning characteristics. Visual-style learners like to learn through eyes. For example, they prefer to obtain information through reading, computers, TV, a nd bulletin boards. Students of auditory learning styles rely heavily on listening or talking; they remember what you say. Tactile-style and kinesthetic-style learners like to learn through touching or moving and prefer to obtain information from audio tapes, lectures, class discussions, field trips, and role-plays. Individual-style learners learn best when they work alone, which contrasts strongly to group-style learners who learn effectively when work with other students or peers. It is evident that all learners have individual attributes relating to their own learning process and learn differently because of their biological and psychological differences. 2.2   Definitions of styles and learning styles The concept of style has existed in literature for approximately a century. It can be dated back to a description of personality in classical Greek literature about the ancient classification of temperament and physique created by Hippocrates (Riding Rayer, 1998). Styles are the words used to describe differences among people. They are the general, broad approaches a person uses to learn or to solve a problem. Brown (1994) defines it as consistent and rather enduring tendencies or preference within an individual. Generally speaking, styles are an individuals habitual patterns or preferred ways of doing something that remain consistent over a long period of time. Learning styles originate from the concept of style. There is a lack of concept agreement over the basic terminology. The term has been used in various and sometimes confusing ways in the literature, often interchangeably with the terms of cognitive styles, affective styles, or learning strategies. Cognitive styles and affective styles are only sub-constructs of learning styles and learning styles are more comprehensive. Cognitive styles are often referred to as an individuals preferred and habitual approach to organize and represent information. Its important dimensions are field-dependent and field independent, leveling and sharpening, holist and serialist, impulsive and reflective, and abstract and concrete etc. Affective styles are usually related to an individuals emotional states, including self-esteem, inhibition, risk-taking and anxiety and the like. Learning styles are constant and innate and difficult to be changed, whereas learning strategies can be learned and consciously applied in different learning situations. Learning strategies are specific procedures or techniques a person consciously uses in solving a problem or in working through an assignment. Literature on definitions of learning styles is also rich and diverse. Different researchers emphasize on different aspects of learning styles when rendering the definitions. Keefe (1979) defines learning styles as the cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Cited by Eliss, 1994). Reid (1995) holds the view that learning styles are an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills. It is difficult to find an overall and comprehensive definition of learning styles, but similarities can be concluded from these definitions that the characteristics of consistency and perseverance are the core of all the learning style definitions. 2.3 Models of learning styles For researchers, it is difficult to propose a comprehensive learning model that encompasses all dimensions of learning styles. Thus the majority of learning style models focus on one or two aspects. In the following part, only two learning style models are introduced and elaborated because of their great popularity in research field. 2.3.1 The Dunn and Dunn learning-style model Compared with other learning-style approaches, the Dunn and Dunn learning-style model encompasses greater comprehensiveness and consistent effectiveness. According to Dunn and Dunn (1993), learning style is the way that students begin to concentrate on, process, internalize, and remember new and difficult academic information and is composed of both biological and developmental characteristics that make the identical instructional environments, methods, and resources effective for some learners and ineffective for others (Cited by Dunn and Griggs, 2000). In this model, the Dunns describe learning style as the ways to affect an individuals abilities to master new and difficult academic information or skills. 21 elements have been identified in this model and are classified into five categories of learning stimuli. (1) Environmental. The elements are sound, light, temperature, and design. Part of an individuals learning style depends on his or her preference regarding sound versus silence, bright versus soft lighting, warm versus cool temperatures, and formal versus informal seating. (2) Emotional. These elements are motivation, persistence, responsibility (conformity versus nonconformity), and preference for structure versus choice. (3) Sociological. These elements describe the group in which a student prefers to learn, such as whether to learn alone, with peers, or with either a collegial or authoritative adult, andlor in a variety of ways as opposed to patterns or routines. (4) Physiological. These elements include perceptual strengths like auditory, visual, tactual, and kinesthetic skills; time-of-day energy levels; intake (snacking while concentrating); and mobility needs. (5) Psychological. These elements describe the way in which a student processes information. For example, analytic students focus on facts or details in step-by-step fashion. Gradually the facts build up to an understanding. Conversely, global students need to understand how they are learning relating to them and their lives before they can begin to focus on facts. Also, analytic students respond to printed words and numbers, whereas global students respond better to illustrations and pictures (Searson, R., Dunn, R., 2001). In summary, Dunn and Griggs (2000) explain the theoretical base towards the Dunn and Dunn Learning-Style Model as follows: 1. Most individuals can learn. 2. Instructional environments, resources, and approaches respond to diverse learning-style strengths. 3. Everyone has strengths, but different people have very different strengths. 4. Individual instructional preference exists and can be measured reliably (Burke, Guastello et al.,1999/2000). 5. Given responsive environments, resources, and approaches, students attain statistically higher achievement- and attitude-test scores in congruent, rather than in incongruent, treatments ( Dunn Dunn, 1992, 1993; Dunn, Dunn, Perrin, 1994; Dunn, Griggs et al., 1995); they also behave better in style-responsive environments (Oberer, 1999). 6. Teachers can learn to use learning styles as a cornerstone of their instruction ( Dunn DeBello, 1999). 7. Students can learn to capitalize on their learning-style strengths when concentrating on new and difficult information (P. Roberts, 1999; Schiering, 1999). 2.3.2 Kolbs learning style model Kolbs learning style model has attracted considerable interest since the mid-1970s and has greatly contributed to the development of learning style theories. Kolb remarks that learning is the process whereby knowledge is created through the transformation of experience (Cited by Riding Rayer, 1998). Learning style is described by Kolb (1976) as the individuals preferred method for assimilating information and makes learners actively involve in the learning process. Hauer, Straub and Wolf (2005) state that Kolbs theory of learning is based on Deweys emphasis on the need for learning in experience; on Kurt Lewins work which stresses the importance of a persons active learning; and John Piagets theory of intelligence which explains the interaction between the person and the environment.  According to Kolb, the learning model comprises two independent dimensions: perception and process. The first dimension involves concrete experiences and abstract conceptualization, and the second includes active experimentation and reflective observation. Perception reflects how individuals perceive information. For example, abstract learners comprehend information conceptually and analytically, whereas concrete learners learn most effectively through specific learning experiences. Processing describes how individuals process information. Active learners, for instance, learn primarily by manipulating the environment, while reflective individuals typically learn by introspection and internal reflection on the external world. The learning model of two dimensions can be further classified into the following four learner types: Converger (Common sense learner): these students perceive information abstractly and learn through active experimentation. They are best at finding practical uses for ideas and theories. They prefer activities, such as small-group discussions, classroom participation, and computer use. Their favorite question is How does this work?. Diverger (Innovative learner): these students learn better when they are able to perceive concretely and to process reflectively. They like to do things by themselves and have good imaginative abilities. They are interested in people and culture, and tend to be social learners. Brain-storming and lectures are their favorite activities. They usually bear the question Why do I need to learn this? in their minds. Assimilator (Analytic learner): these students learn more effectively when they are able to perceive abstractly and to process reflectively. They are good at putting the separate information into a logical organization and enjoy theoretical reading. They are more interested in facts and important things. They are more used to traditional classroom learning. Their favorite question is What do I need to learn?. Accommodator (Dynamic learner): these students learn more effectively when they are able to perceive concretely and to process actively. They are good at hands-on experience and like to connect their learning into the context of real world. They like activities of risk-taking, presentations, debates, and group discussions, but dislike authority figures. They always hold the question like What if?. The four learner types can be summarized briefly as below: accommodators are people who learn primarily from hands-on experience rather than from logical analysis; divergers are best at viewing concrete situations from many different points of view; assimilators are best at organizing information into a concise and logical form; convergers are best at finding practical use for ideas and theories.

A Short Review of The West Side Story :: essays research papers

One of the things that first struck me about the play was that the characters believed they lived a good life. I saw the exact opposite. The good life is shown through success, success through a career, education, goals, and love, or at least we are brought up thinking so. The gangs only had one another and without the support of that gang, these boys/characters would not exist as individual human beings. The Jets did not want to have jobs, and they mocked the ex-gang member, Tony, for leaving the gang to make a future for himself. Life outside the gang was not an option for the Jets. None of the boys had any future plans or felt the need for anything else in their lives. Tony did not live the good life, but he did have dreams. He knew there was a better life for him out there, and parting from the gang allowed him to search for that life. Maybe it was only me, but Tony seemed to be the happiest person there, even before he met Maria.   Ã‚  Ã‚  Ã‚  Ã‚  The West Side Story did not demonstrate a good society, either. The people outside the gang did not help to lead these kids in the right direction. The gangs learned to be negative towards one another, because people of higher authority did the same, such as the cops. I was shocked when the cop made racist comments towards the Sharks, I would think that a black man in that time period would be more aware of racial tensions and slurs. In the song â€Å"Officer Krupke† the Jets sing of several reasons to why society believes they are bad kids. Society makes it okay for them to be bad, and the boys just accept those excuses. People in their society were constantly giving them negative remarks and this eventually led them to believe that what people told them was true. The society had the same hatred that the two gangs for each other.   Ã‚  Ã‚  Ã‚  Ã‚  In spite of their lack of opportunities both gangs have a lot of fun at the dance (although it is laced with tension). The fun was portrayed by the vibrant colors of the girl's dresses and the boys' shirts, the frenetic music. I really loved the wonderful outfits, and I think that they really do make the play reachable. I was wondering if West Side Story has ever been done in a setting other than proscenium. A Short Review of The West Side Story :: essays research papers One of the things that first struck me about the play was that the characters believed they lived a good life. I saw the exact opposite. The good life is shown through success, success through a career, education, goals, and love, or at least we are brought up thinking so. The gangs only had one another and without the support of that gang, these boys/characters would not exist as individual human beings. The Jets did not want to have jobs, and they mocked the ex-gang member, Tony, for leaving the gang to make a future for himself. Life outside the gang was not an option for the Jets. None of the boys had any future plans or felt the need for anything else in their lives. Tony did not live the good life, but he did have dreams. He knew there was a better life for him out there, and parting from the gang allowed him to search for that life. Maybe it was only me, but Tony seemed to be the happiest person there, even before he met Maria.   Ã‚  Ã‚  Ã‚  Ã‚  The West Side Story did not demonstrate a good society, either. The people outside the gang did not help to lead these kids in the right direction. The gangs learned to be negative towards one another, because people of higher authority did the same, such as the cops. I was shocked when the cop made racist comments towards the Sharks, I would think that a black man in that time period would be more aware of racial tensions and slurs. In the song â€Å"Officer Krupke† the Jets sing of several reasons to why society believes they are bad kids. Society makes it okay for them to be bad, and the boys just accept those excuses. People in their society were constantly giving them negative remarks and this eventually led them to believe that what people told them was true. The society had the same hatred that the two gangs for each other.   Ã‚  Ã‚  Ã‚  Ã‚  In spite of their lack of opportunities both gangs have a lot of fun at the dance (although it is laced with tension). The fun was portrayed by the vibrant colors of the girl's dresses and the boys' shirts, the frenetic music. I really loved the wonderful outfits, and I think that they really do make the play reachable. I was wondering if West Side Story has ever been done in a setting other than proscenium.

Steel Structure

Most structural steel failures happen at connections†¦. where a beam connects to a column, where a joist connects to a beam, where a hanging rod connects to a beam (the Kansas City Hyatt discussed above). The Structural Engineer must design the design the steel members and give guidelines for the connections. Many people in the Construction Industry don't understand, though, that the Structural Engineer rarely designs the connections. Why is that?Historically, the Steel Fabricators developed many different ways to make connections. What one Fabricator did in his shop economically might have been quite an expensive way to do it in a competitor's Fabrication Shop. So the practice developed that the Structural Engineer would size the members, but the Steel Fabricators would design the connections, which the Structural Engineer should then review and approve. If you think that seems like a complicated system prone to error, you'd be correct.But that is the system we generally have i n American construction. So the Construction Supervisor should know something about steel connections and have an idea if they are being installed correctly. A bit of background in Basic Structural Design is helpful, but the main thing to understand is the concept of pin connections versus fixed connections. A beam bolted to a column with clip angles along the beam web likely creates a pin connection.This means that the beam shouldn't be able to move up or down, nor in or out, but it can rotate a bit. A steel column bolted to a concrete pier with four anchor bolts also typically creates a pin connection. Again the steel column won't go up, down or sideways, but it may be able to rotate a bit. The fixed connection must stop that ability to rotate. So for a beam to have a fixed connection to a column, along with clip angles, there may be a plate on the top and bottom flanges of the beam that gets welded to the column.With all that welding, the beam can no longer rotate. If a steel col umn is buried four feet deep in a concrete pier, it also would not be rotating at the point that it exits from the concrete. So those are a couple of ways to create fixed (or moment resisting) connections. The Construction Supervisor should be aware if any fixed (or moment resisting) connections are required and understand how they are to be made. Just asking the questions increases the likelihood of a successful project.

Twice Gone Twice Returned essays

Twice Gone Twice Returned essays An Analytical Essay on "The Horse Whisperer" Twice gone to hell and twice returned (449) is the phrase Nicholas Evans uses to describe Graces emotional journey in the final chapter of The Horse Whisperer. In fact, Graces development is an important theme throughout the novel. Pivotal to Graces development were the two times she went to hell after which a critical change can be seen in the girls outlook on life and her relationship with her mother. By breaking up the novel into three smaller sections it is easier to see this progression. Prior to Graces accident she is indifferent towards her relationship with her mother. After Graces accident she begins to confront this relationship and to some extent rebuilds it. Later, this relationship is nearly destroyed, but when Grace once again revisits the horror of death, she finally is able to break through and reaches a peace with her mother. Not much is known of Graces relationship with her mother near the beginning of the novel, however, a brief background related by Annie does give some insight into the relationship. Annie recalls a conversation between her and Grace in which they are discussing a mother daughter photo shoot: Why dont we ever do this? Grace said, not looking up. Annie answered, rather too tartly, that she thought it was immoral, like product placement. And Grace had nodded thoughtfully, still not looking at her. Uh-huh, she said, matter-of-fact, flipping on to something else. I guess people think youre younger if you make out you havent got kids. This comment and the fact that it had been uttered without a trace of malice had given Annie such a shock that for several weeks she thought of little else then her relationship with Grace, or as she now saw it, her lack of one (39). Its stated twice that Grace is not lo...

Administration of appropriate behavior in children

Administration of appropriate behavior in children A child’s behavior is very imperative in determining the future of a society; therefore, monitoring one’s child/adolescent behavior enables the parents to track any changes, which would deserve correction. According Chance (2003), behavior builds up into one’s character and therefore, parents play an important role in shaping a child’s character (p.65). Psychologists divide punishment as either positive or negative.Advertising We will write a custom essay sample on Administration of appropriate behavior in children specifically for you for only $16.05 $11/page Learn More Positive punishment is the â€Å"presentation of a stimulus that decreases the future likelihood of a behavior to occur†¦negative punishment is the removal of a stimulus that decreases the likelihood of a behavior to occur in future† (Domjan Burkhard, 1982, p.67). In both cases, the punishment works to reduce the likelihood of future occurrence of beh avior. If used appropriately, punishment can eliminate an odd behavior. The only disadvantage is that it takes a great deal of time and energy to implement. Behavior modification by punishment is very complex. Effective punishment administration is very specific in its order of delivery. Delivering punishment in a state of anger may result in violation of the rules of effective punishment administration hence end up with negative results (Domjan, 1996, p.28). Secondly, children learn best from copying their parents’ behaviors. However, children may grow to develop aggressive behaviors to cope up with their problems. Punishment works to eliminate inappropriate behavior but there is no introduction of other appropriate behaviors to replace the inappropriate one. The child ends up replacing an inappropriate behavior with an inappropriate one. By default, the disadvantages of punishment far out do the advantages. Another form of administering the correct behavior is by use of rei nforcement, but it can also be negative or positive. Reinforcement is the â€Å"introduction or removal of a stimulus that increases the occurrence of a certain behavior in future† (Michael, 2005, p. 219). Therefore, parents should dwell on the positive reinforcement; for instance, a parent might decide to take a child out upon completion of a certain task. This way, parents introduce an appropriate behavior to replace the inappropriate one hence parents should embrace it. Parents should embrace reinforcement as its advantages outdo those of punishment. References Chance, P. (2003) Learning and Behavior. Toronto: Thomson-Wadsworth.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Domjan, M. (1996). Essentials of conditioning and learning. Pacific Grove, CA: Brooks/Cole. Domjan, M., Burkhard, B. (1982). The principles of learning and behavior. Pacific Grove, CA: Brooks/Cole. Michael, J. (2005). Positive and negative reinforcement, a distinction that is no Longer necessary; or a better way to talk about bad things. Journal of  Organizational Behavior Management, 24, 207–222.

MPH599 - Culminating Project Mod 2 SLP Essay Example | Topics and Well Written Essays - 750 words

MPH599 - Culminating Project Mod 2 SLP - Essay Example Childhood obesity: prevention practices of nurse practitioners, is a study conducted in 2006 by Larson, Mandy Ecole, and Ann Williams. The purpose of the study was to describe the prevention practices of nurse practitioners regarding childhood obesity. He compared the practices of nurse practitioners to those of prevention guidelines. It identified relationships between prevention practices and demographic variables. A convenience sample was used of the patients of 199 family nurse practitioners. These nurse practitioners were from the intermountain area. Participants in the study completed a questionnaire based on guidelines and risk factors for childhood obesity as well as childhood diabetes. The conclusion was that family nurse practitioners in family practice or general practice were not consistently using the BMI for age index to increase the screening for childhood for diabetes. However it was found that they were teaching parents and promoting health food choices and physical activity in these families. The other conclusion that was found was that there are major barriers to him implementing childhood obesity prevention strategies which include parental attitudes, the American lifestyle, and the lack of resources for both the nurse practitioner in the family the results of this study have large implications of children developing child type II diabetes. Many of the practices today are family practices today are run by family nurse practitioners and they must be up to the ability to know what the latest and greatest is in preventing diabetes in children Is there a need for screening for type II diabetes in seventh grade? This is a study done by Whitaker, Davis, and Bower,(2004). The purpose was to determine if screening for type II diabetes in the seventh grade population is unwarranted practice. A diabetes questionnaire was sent home to each participants parent or guardian, the

Case study Example | Topics and Well Written Essays - 750 words - 22

Case Study Example Ellen can consider having trademarks that would help her to stop anybody from using the marks she chooses for her products (Rustad & Cyrus 6). Design rights will help protect the form of Ellen’s products. The things that Ellen can protect using design rights include computer icons, software fonts, on screen displays and trading name. Ellen’s databases of educational materials, social bookmarking tools, digital stories, and collection of audio recordings should be protected using database right. This right extends to metadata that compilers create to encourage the addition or subtraction of files and datasets relating to the structure and arrangement of data in a given database (Rustad & Cyrus 7). Children between age four and six lack a mastery of ethical thinking and needs web operators like Ellen to protect them from unethical use of the internet. Ellen has to be cognizant of the children’s temptation of viewing obscene content in the internet. Obscene content in the internet includes sexually suggestive content sent or received through the internet. This is what has come to be popularly known as sexting. Pornography and sexually explicit materials is another ethical issue with young internet users. Exposure to violent media has been found to be an important correlate of aggressive behavior among children. Privacy issue has gained prominence as an ethical issue among young internet users. Children are tricked into disclosing personal information such as those required to allow access into certain internet content. This information can be used to cause harm to the child or their families (Rustad & Cyrus 8). The Children Online Privacy Protection Act requires web operators to include privacy policies. The act also requires operators to provide ways of seeking verifiable consent from parents and specifies an operator’s responsibilities in protecting