Can the war on terror be understood in terms of realism Essay

Can the war on terror be understood in terms of realism - Essay Example These are some of the questions that this paper seeks to address. In the quest to understand and clearly explain the understanding of war on terror from a realist’s angle this paper shall be divided into six main parts. Part I shall be introductory chapter. Here the will be no deep analysis but rather introducing the subject matter. Here the paper shall be generally giving an overview of what shall be later broken down and explained in nitty gritty. The second Part is dealing with Realism as a school of thought. Here the paper shall delve into what actually is the scope of the realism school of thinking. The paper shall also discuss the proponents of this school of thought as well as their contributions. The third part shall be tackling war on terror itself. Here the paper talks about what components are considered when we are discussing the war on terror. The paper shall examine why is it that terrorism is treated as a war and not just a crime. The next part shall be assessing the dilemma that exists between war on terror against the desire to protect human rights and the rule of law. Why is it that the proponents of realism theory especially on war on terror are normally in conflicting opinions with the human rights activists? After the analysis the paper gives position as to how human rights can be understood from the realist’s perspective. ... This awareness has quite increased since the 9/11 bombing by Al Qaeda. This was not the first bombing as there had been others. However, after that the American government declared war on terror the question being asked is whether the average American feels safer than before or if there is paranoia. This war on terror extended to Afghanistan. For sometime people that this war would only lasts a few days or months but it took years. Some analysts began to view it as a political war. Then the human rights activists began questioning the legitimacy of the means by which this war on terror was generally being conducted. Debates emerged trying to explain the reasons and rationale for the wars. Several schools of thought emerged. Realism also emerged but has faced criticisms from other scholars especially whose with a bias towards human rights activism. What relationship is created between realism theory and the war on terror? Some scholars such Mearsheimer argues that war on terror is act uated by the fact threats exist and people are not safer than earlier before. It is for the this reason that Meiseshemier actually propounds that united states have used the realism school of thought as United State requires security. This is the reality according to Mearsheimer. Stephen D. Kranshen propounds that realism is all about international relations. These two theories as much as they are from the same realist angle they vary in meaning. However a critical analysis shows that there is a nexus between these two. 3.0 Realism as a school of reasoning Realism is a school of thought which in political science and a philosophical sense seeks to offer explanation on the foreign policy that has remained consistent and is still existent over a

Screening Medical Disorders Essay Example | Topics and Well Written Essays - 750 words

Screening Medical Disorders - Essay Example Correspondingly, the data collected also provided idea that a considerable number of people need support during post-treatment phase owing to certain difficulties that are likely to arise. These types of criticalities have certain impacts on the patients that include both physical as well as psychological complications. Therefore, therapists aligned with providing effective care play a significant role to undertake these decisions during such emergency associated with surgeries or other critical diseases. Additionally, the physical therapists must possess adequate knowledge for providing proper medical treatment. Adequate knowledge about providing primary care enables the therapists to take proper care of the patients and assists them in recovering from their ailments. However, if the physical therapists lack technical knowledge regarding the surgical process or treating patients suffering from critical diseases then it is most likely that the patients are provided with a vague or im proper treatment. This might also add up to further deterioration of health and can lead to loss of life (Boissonnault, 2010; Fair, 2010). Additionally, the patients who have participated in the survey have considerable knowledge regarding surgery and other diseases that they are suffering. This further reflects that the primary care therapists taking care of the same are playing an effective role towards educating the patients about the diseases and providing knowledge about the probable treatments.

The Community Based Education Nursing Essay

The Community Based Education Nursing Essay Health literacy is an on-going problem in the United States. For more than twenty years health literacy has been a barrier to self-management of health care needs, compliance, and understanding. Nurses must be more effective in utilizing teachable moments, with each patient encounter. Traditional patient teaching strategies may no longer be adequate in providing the needed education and support to patients, families and caregivers. Nurses will need to employ multiple strategies of patient teaching and avail themselves in various settings, to meet the ever-changing needs of our patients. Implementing new strategies, for patient specific teaching, will certainly meet resistance, as it will require a commitment from all stakeholders. Nurses provide a valuable service through patient education. The change proposed, within this paper, is specific to the education of patients, in the community, for their on-going health care management. Health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (National Network of Libraries in Medicine, 2012, Â ¶ 1). The National Safety Foundations, Ask Me 3 Health Literacy report states, the health of 90 million people in the U.S. may be at risk because of the difficulty some patients experience in understanding and acting upon health information (Kirsh, et al, 2011, Â ¶ 1). Literacy is one of the strongest predictors of health status. In fact, all of the studies that investigated the issue report that literacy is a stronger predictor of an individuals health status than income, employment status, education level, and racial or ethnic group (Weis, 2009, p. 13). Proposed Change The call to educate patients is certainly not new to health care; in fact, the Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) has mandated that client and family education be a part of comprehensive care since 1993. (Freda, 2004, Â ¶1). However, patients continue to lack basic health care knowledge competence, strategies for effective implementation of the information, and confidence in self-management. Patient education can help promote well-being through compliance and prompt detection of significant manifestations. Through establishment of community-based educational opportunities and resources, patients, families and caregivers can access, gain knowledge, and build confidence in managing their health care needs. Stakeholders Patients, families, and caregivers will be able to increase their understanding and working knowledge of health care issues as they navigate through times of wellness and illness. Physicians and Nurse Practitioners will be able to refer patients to the Community-Based Education Project for patient specific plans for educational programs and one-on-one time with a health care educator. The community, at large, will be able to utilize the Community-Based Education Project to strengthen their knowledge and understanding and will find the project to be a useful resource in their lives. Financial supporters would be able to demonstrate their commitment to the community and health and wellness. A project director, designated to oversee the legal and financial aspects of the project, is to be appointed. Health care educators, and support staff, would establish, maintain, and update resources, programs, and access to health information. Strategies for Change The Community-Based Education Project, depending on the community needs, size, and funding, would be the hub for a variety of educational materials, resources, and educators. The community would access the project, much like a library. Within the facility, computers, books, brochures, and teaching tools are available. A schedule of on-site or telehealth teaching classes will be provide teaching of current health care issues affecting the community. Nurses will be onsite for scheduled appointments for patient-specific teaching. These appointments provide physician-designated teaching strategies, such as anticoagulant or diabetic monitoring and management strategies. I addition, nurses will provide encouragement and support to the community members. Computer animated software programs, internet access to health-related websites and resources, and up-to-date medication information demonstrates the type of education promoted at the site. Barriers Obstacles With any change, there is resistance. Marquis Huston writes, many forces are driving change in contemporary healthcare, including rising health-care costs, declining reimbursement, workforce shortages, increasing technology, the dynamic nature of knowledge, and a growing elderly population (2012, p. 163). Financial aspects seem to be the most dramatic barrier or obstacle to implementing the Community-Based Education Project. There are federal, state, and local programs that may be accessible for assisting to fund and maintain the project. Insurance companies often require that patient care and health promotion teaching, as a component to outpatient nursing services, like home health, thus may be willing to provide support. Housing of the Community-Based Education Project could prompt an obstacle to implementation, however each community could determine the best location for their unique needs- some may choose to have the project within the community health department, or as a sub-se rvice of the library, health care institution or facility, even a local church may be willing to house the project. Strategic planning meetings will be conducted, to promote open communication of needs, expectations and to promote awareness. Whenever possible, all those who may be affected by change should be involved in planning for that change (Marquis Huston, p. 171). Anticipating the potential for abuse of online services, the project would consider limiting access to networking sites or email accounts, and other sites that are not in keeping with the purpose of the project. Nurses Role Education has been a component of nursing all throughout history. Nurses would serve an integral role of marketing the project and services to physician, hospitals, health promoters, and the community. Nurses would survey the stakeholders of each community to find the most common health care needs and tailor the schedule of events according to those needs. Scheduled appointments would help determine the nursing work force needed to meet the requests for one-on-one education, as well as group opportunities. The nurses would be responsible to report the community involvement, needs, and usefulness of the project to the Project Director (based on the original structure and financial support). Conclusion A community-based education project would provide on-going teaching to not only patients, families, and caregivers, but it would provide health information and promote wellness within the community that it serves. The change would require the health care community to join forces and support the neighborhoods to which they serve. Making resources available through a variety of media meets various literacy levels, ages, and educational needs may reduce hospitalization, re-hospitalization, and unnecessary emergency department visits. Patients who have a clear understanding of their after-hospital care instructions, including how to take their medicines and when to make follow-up appointments, are 30 percent less likely to be readmitted or visit the emergency department than patients who lack this information, according to a study funded by the Agency for Healthcare Research and Quality (AHRQ) and published in the February 3, 2009, issue of the Annals of Internal Medicine. (Krames, n.d., p. 2) Nurses can efficiently and effectively evaluate, monitor, and provide on-going and pertinent health education to patients. Learning is more readily facilitated, and accepted, in non-threatening environments as well as when they are experiencing less stress. Allowing patients to remain in their community, work with their own schedule, and develop a nurturing and therapeutic relationship with the project nurses will enhance wellness.

Annabel Lee Essay -- Literary Analysis, Edgar Allan Poe

A great poem shocks us into another order of perception. It points beyond language to something still more essential. It ushers us into an experience so moving and true that we feel at ease. In bad or indifferent poetry, words are all there is. Edgar Allan Poe’s poem â€Å"Annabel Lee† is a great poem, not because it is popular or it is classic, but because of its underlining message. â€Å"Annabel Lee† is a poem of death, love, and beauty. It captures the narrator’s interpretation of these three ideas through his feelings and thoughts for one woman. The narrator, Edgar Allan Poe, becomes infatuated at a young age with the character in the poem, Annabel Lee. Even after she passes away, his love for her only increases and only becomes stronger, revealing that they were meant to last forever. So, it is clear that in â€Å"Annabel Lee† Edgar Allan Poe depicts the death of a lovely woman, his lovely woman in words of eternal love. It all started â€Å"many and many a year ago, in a kingdom by the sea† (Poe 1-2). They fell in love when they were just little children in the kingdom by the sea, which portrays a fantasy setting. It makes it seem like a fairy tale, like a paradise on Earth, not very real, not very true, but Poe shows otherwise. The fantasy setting intensifies their relationship and also indicates that both Annabel Lee and Poe came from two different worlds, but through love, it became easy to see each other as a union of both places. They â€Å"loved with a love that was more than love† (Poe 9), a love so strong and powerful that nothing could come in between. In fact, the emotion they shared amongst each other was more than just love. â€Å"But our love it was stronger by far than the love† (Poe 27). That emotion was far greater than ... ... eternal and alive. â€Å"Annabel Lee†, by Edgar Allan Poe, is a work of art portraying loss, love, and beauty. The narrator, Poe, grieves over the loss of his one true love, his lovely woman. Every thought, every feeling, and every dream that he encountered, had so much to do with the love he shared with his darling. She was the dearest to him, so dear that she was his entire life. Without her, there was nothing in his life; his life was left empty, blank, and hollow. For this, he could not see himself separated by her and therefore, he kept her by his side through everything. The highest of angels, known as â€Å"winged seraphs of Heaven† (Poe 11), couldn’t even come between them. They had something special, something that was ignorant to all bad, and something that was just innocent and pure. They had the emotions, feelings, and experience of everlasting love.

Elements of Religious Traditions Essay

The term religion can bring up mixed emotions in people. Many people have different religious views and their traditions usually follow that religion. Religion is very vast and there are many different forms, views, traditions, and beliefs within each religion. Certain religions are monotheism, some are polytheism, and others are pantheism. Each religion encourages relationships with the divine, sacred time, sacred space or the natural world, and relationships with others. Relationships with the divine According to Molloy (2010), â€Å"All religions are concerned with the deepest level of reality, and for most religions the core or origin of everything is sacred and mysterious† (p 7). Each religion often calls the sacred by name such as Divine Parent, Great Spirit, the Divine, and the Holy to name a few (Molloy, 2010). Monotheism is a term that means belief in one God (Molloy, 2010). Polytheism is the belief in many Gods or Goddesses; the multiple Gods may be separate or a multiple manifestation of the same sacred reality (Molloy, 2010). Pantheism is the belief that the sacred as being discoverable within the physical world, in other words nature itself is holy (Molloy, 2010). Recently there are people who tend to deny the existence of any God or gods which is described as atheism (Molloy, 2010). Relationship with Sacred Time According to Molloy (2010), â€Å"Our everyday lives go on in ordinary time, which we see as moving forward into the future. Sacred time, however, is the time of eternity†(p 43). Many people have different names for this measurement of time such as the Artic people refer to it as â€Å"distant time†, Australian aboriginals refer to it as â€Å"dream time†(Molloy, 2010). Although there are many different names for sacred time they all refer to the time of eternity and each religion has a different theory on sacred time. Some people believe that sacred time is cyclical and returns to its origins for renewal. Others feel that by recalling and ritually reliving the deeds of the gods and ancestors (Molloy, 2010). Indigenous religions even structure their daily lives to conform to mythical events in sacred time which creates a sense of holiness in their daily lives (Molloy, 2010). Certain religions strongly encourage a relationship with sacred time and others tend to not worry about sacred time. Christianity for instance knows that someday Christ will return to earth however most Christians do not center their lives on waiting for this day. However some Christians live everyday as if it will be the day He returns and strive to be worthy in His eyes when that day does come. Relationship with Sacred Space or the Natural World Just like ordinary time there is also ordinary space. Sacred space refers to the doorway in which the other world of gods and ancestors can contact us and we can contact them (Molloy, 2010). Sacred space is often considered the center of the universe where powers and holiness are strongest; where we can go to renew our own strength (Molloy, 2010). In certain native religions sacred space is a mountain, great volcano, or other striking natural site. In Australian aboriginal religions Uluru (Ayers Rock) is their sacred center (Molloy, 2010). Sacred space can also be constructed into a certain shape, special building, or a boundary. For some religions, sacred space is often in the form of a church where people go to worship, pray, and learn about God; some churches are even built extremely tall to be â€Å"closer† to God. Critical Issues What should we study in order to properly understand religions? What attitude should we have when we study the religions of others? How can researchers be objective? These are just some of the complex questions that researchers should ask before attempting to study religions. Some of the issues in the first century included inability to travel, incomplete scriptures, or the translation they depended on were not accurate (Molloy, 2010). One of the main critical issues when studying religion is forming a prior opinion that can create a bias on the research. If a Buddhist is studying Christianity his opinion could be bias because of his own personal opinions on religion or a preference of his own beliefs versus the other. Conclusion Religion is sometimes defined as to join again. According to the common dictionary the word religion is defined as â€Å"a system of belief that involves worship of a God or gods, prayer, ritual, and a moral code† (Molloy, 2010 p 5). Within each religion there are specific beliefs, traditions, and values. Many religions encourage the relationships with the divine, sacred time, sacred space or the natural world. It is also crucial to identify critical key issues when studying religions. Whether someone worships one God, many gods, goddesses, or denies any existence of God or gods it is important to look inside each religion with an open mind. References Molloy, M. (2010). Experiencing the world’s religions: Tradition, challenge, and change (5th ed.). New York, NY: McGraw-Hill.

Consequences of depression according to Beck’s cognitive theory Essay

According to Beck (1976), depression is characterized by cognitive distortions and is characterized by six features. The first one, arbitrary interference refers to the process of deriving a conclusion from a phenomenon without necessarily having evidence to support the conclusion or when the evidence available does not jell with the conclusion. Secondly, a collapse in the cognitive triad may lead to selective abstraction, which involves focusing on details that do not match with a given context while ignoring the salient features of the phenomenon at hand. For instance, students with a negative cognitive triad will have a tendency to perceive examination questions in their own way which is not in line with the intended answer. Thirdly, the affected people also develop a habit of overgeneralization of facts. This is as situation whereby there is a tendency to create general rules to specific or even isolated instances. For example, a student of mathematics would always view particular calculations as difficult irrespective of how simplified they may be. The fourth point is that depressed people also have tendencies to commit magnification and minimization errors while doing their tasks. This is because they usually have preformed mindsets hence any attempt to inject new knowledge is fruitless. Finally, Beck (1976) noted that depressed individuals might embrace too much personalization and become absolutistic or dichotomous in thinking. This is because of fear that the world does not like them, and that their future is always bleak- the consequences of a purely negative cognitive triad. Personalization for instance makes parents believe that they culpable when their children misbehave. Empirical evidence for Beck’s cognitive theory There is a strong indication that the cognitive triad hypothesis indeed highlights the plight of depressed people. For instance, it could be true that depressed people report more negative thinking about themselves, their world and their future (Beck, 1976). In regard to thinking about the self, distressed people usually resort to less positive self-referent beliefs and become highly critical of themselves and their actions. They are also likely to report a number of imagined activities and how they managed to escape from the tedious tasks (they will never attempt difficult tasks since they always have a sense of lack of confidence in themselves). The theory model therefore builds a foundation for solving psychological problems and since it has every indication that such problems have the sources within the affected individuals, it is these individuals themselves who can best afford a solution to their problems. In essence, the model indicates that people have to change the attitudes towards themselves, the world and the future (and do so in a manner that anticipates good outcomes). Only by doing so can human beings expect a positive cognitive triad, hence positive thinking about life. Beck’s theory and accessibility Beck’s cognitive theory model proposes features that can be procedurally defined and empirically tested, the use of cognition as one of the main parameters to evaluate the behavior and response of people to various phenomena adds impetus to the model’s worth. In spite of the fact that the model does not describe all cognitive processes, it still highlights the varying levels of thoughts and has an assumption that all thoughts associated with psychological abnormalities are spontaneous and just close to consciousness. Another assumption of Beck’s cognitive theory is that individuals can be trained to in order to be able to access the products of their faulty information processing. How this is possible is however amenable to discussion since individuals have different levels of grasping skills and exist in different environments. In short, it may not be possible to train all individuals to be able to trace back their faults and therefore identify their shortcomings. How personality types are created Beck’s theory has evolved over time and one of the most significant modifications it has gone through is its ability to explain differences in personality. According to the theory, people have individual differences that determine the types of events that may cause depression episodes in them. For example, a â€Å"sociotropic† personality is a type where the person concerned bases his or her self-belief in how others regard him or her or talk of his or her actions. For such a person, a perceived snub from a trusted person (like a close friend) is enough cause of a high level of depression. Another kind of personality, according to Beck, is the â€Å"autonomous† type. Such people feel challenged and depressed when their expectations of being in control over situations are challenged, for instance in losing a match where there were high chances of winning.

Critical Study of Open Adoption and the Symptoms of Adoption The WritePass Journal

Critical Study of Open Adoption and the Symptoms of Adoption Introduction Critical Study of Open Adoption and the Symptoms of Adoption IntroductionReferences:Related Introduction For much of the 20th century adoption were generally closed and confidential in nature. They were secrecy. It means since birthmother signed relinquishment papers, she would never see her child again and typically would never know about the future of this child. Secrecy adoptions were phenomenon which occurred in the mid 1800s and were at its peak in the early 1900s. Confidential adoptions were primarily designed to rescue the children of unmarried woman. Secrecy about adoption was also encouraged by societal attitude about sexuality – people excluded from society unmarried pregnant women and their child. These closed and secretive practices were developed to protect all three parties of the adoption triad (birth parents, adoptive parents and children). Confidential adoptions were thought to ensure birth parents’ right to privacy and at the same time it lets protect unwed birth mothers from the stigma of â€Å"illegitimacy†. These practices also protected adopted children from social ridicule and adoptive parents from the humiliation of their infertility (Xiaojia Ge, 2008). It was also assumed that birthmother wanted to maintain anonymity and forget that she had ever given birth to the chid. People also believed that confidential approach facilitate relinquishment of the child (emotionally and legally). From the beginning of 1940s, social workers in every state (USA) convinced legislators to pass laws which were preventing adult adoptees and their birthparents from learning about each others. For decades birthmothers, adoptees and adoptive parents were protected from the stigmas of illegitimacy, unwed motherhood and infertility by stressing secrecy, anonymity and confidentiality in adoption process. With the civil rights movement of 1960s, secrecy become a synonym of discrimination. In courts some adopted children maintained that their civil rights had been violated, because they had no access to information which another people had about them. Since these time also contraception and abortion become more available – marriage were no longer viewed as an essential prerequisite for a respectable pregnancy. Today children rights to know their identity is assured by international and national lows. This right is assured for example in Convention on the Rights of the Child. The convention was adopted and opened for signature on 20 of November 1989 (the 30th anniversary of Declaration of the Rights of the Child). It came into force on 2 September 1990, after it was ratified by the required number of nations. As of November 2009, 194 countries have ratified it. It means all this 194 countries are obligated by international low to assure children right to know their origins. According to the article 7 of convention: child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and. as far as possible, the right to know and be cared for by his or her parents. It took long time to accept and create the low which can assure this right. There has been gradual change in societal practices and views around parenting since the 1970s. Since these time female-headed households and pregnancy without marriage had become more and more accepted. Also tracing one’s genealogical roots and ethnic heritage had gained acceptance. At this time more and more adoptees and birthparents returned to adoption agencies seeking additional background information. It was shown that adult adoptees had suffered a lot because they had no access to information about their origins and identities. Adoptees expressed their pain which appeared as a result of living in lie. The changes were causes also by birthparents. They expressed that they did not forget about the children they had placed for adoption. They also always wondered if those children were alive, well, or knew they were adopted. They said that secrecy in adoption process made their loss more complex and difficult. Another cause for changes come from adoptive parents. They expressed their frustration and feeling of helpless over their inability to help children connect with biological parents and impossibility to say their child about his/her heritage. All these different voices and desires bring changes in adoption process. Nowadays we see that frequency of open adoption increases. Open adoptions becoming norm as stigma surrounding unwed births diminished and non-martial parenthood become more and more accepted. Openness in any adoption should be based upon mutual agreement between birthparents, adoptive parents, adoption agency and the adopted child, if age is appropriate. Nowadays it is quite common for birth and adoptive families to have some degree of postplacement contact with one another. Open adoption, in contrast to closed, is characterized by contact and communication between birth and adoptive parents. We cannot, however, share adoption exclusively on open and close. The degree of openness varies widely. Some adoption have minimal openness, for example, the two sets of parents never meet or talk with each other, share last names, but before the birth they exchange letters and photographs through adoption agencies. Other adoption can be much more open, for example before placement the two sets of parents meet, exchange complete names and addresses. Sometimes they go together to the doctor, gynecologist during the pregnancy, or even they live with each other. They can continue contact through adoptees’ childhood. Of course between these two examples of contact, there exist many another variables and the number of permutations is limitless. In essence, open adoption mean exchange of information before or/and after placement, either by letters (with or without photographs), telephone calls, or in face-to-face meetings. In the case of open adoption (as in the case of close adoption) birthparents need legally relinquish all parental claims and rights to the child. The adoptive parents are the legal parents. There is no one and clear opinion about what is better: open or close adoption. Both of them have some advantages and disadvantage. For example opponents of open adoption say that continued contact between the adopted child and birth parents impedes the attachment and creating family ties between adoptive parents and their adopted child. It means that open adoption can bring destructive relationships and loyalty conflicts for adoptive family. In case of open adoption birthparents can intrude on the adoptive family and disturb their equilibrium. It can also cause the adoptee’s uncertainty about their identity. In the case of open adoption, adoptive parents can feel also less in control and less secure in their parental role. It can happen also that adoptive parents feel need to distance from birthmother’s pain, loos and regrets which they live together in case of open adoption. On the other hand birthparents don’t want to hurt birth mother more, to stop or limited their contact. One of the question which occurs in case of open adoption is: how to set limits on frequency and type of postplacement contact without hurting feelings of birthparents. Another disadvantages mentioned by adoptive parents is pressure which is put on them.   It is the pressure to be the perfect parent when members of birthfamily are around. Adoptive parents are also afraid about the influence of birthparents on adoptee. They are nervous that child can identify more with birth parents and they background than with his or her â€Å"new family†. Why they are afraid about that? Most of the birthparents of adoptee come from lower social class, they have low education level. Adoptive parents simply do not want their child fallow this way. Among opinions against open adoption we can also hear that open adoption interfere with the grieving process that is essential for the mental health of the birth mother by not allowing her to experience a finality of the separation and a full mourning experience. On the other hand some researches show that open adoption may help facilitate healthy adjustment to grief and loss. It means: relationship which develop between birthmothers and adoptive families in open adoption mediate the experience of grief. It occurs also thanks to well-being of the child from whom the birthmothers made an adoption plan, facilitated their coping with grief. Grief is defined as the range of feelings, behaviours and thoughts which can occur as a response to a loss. The reaction, responses are different. Everyone can live this time in different way. To the responses on loss we can include: anger, crying, withdrawal, guilt, sadness, anxiety or numbness. Birthmother’s feeling of loss should be viewed as healthy and appropriate, regardless of which of the feelings associate this time. Resolution of these feelings results in the birthmother forming a new, integral identity in which the past is not denied. Some researches shown that close adoption means: prolonged feelings of loos and continued mourning, depression, somatic symptoms, restless anxiety, anger and often intense attachment to and over protection of children subsequently born to and raised by birthmothers after the placement. Some researches reported even psychological impairment of mothers who didn’t receive appropriate support after adoption (Cinda L. Christian et al, 1997). Study made by Cinda L. Christian and others (1997) support the opinion that fully disclosed adoption lets better cope with grief. In this study researchers examined grief resolution. Indicators of unresolved grief including: crying during interview, denying or repressing the past, expressions of guilt or regret, depression, dissatisfaction with the placement, desire to reclaim the child, continuing nightmares about the child, and inability to move beyond the placement decision. Indicators of good resolution included among others: positive, optimistic opinions about decision, acceptance of the decision, ability to separate self from the placed child, demonstration of empathy for the child and adoptive family, ability to move beyond the placement decision and to express satisfaction from current life. The results of this study shown that 4 to 12 years after placing child, birthmothers who have ongoing contact with the adoptive family either ongoing mediated or fully disclosed adoption shown better resolution of grief than birthmothers whose contact has stopped (in time-limited mediated adoptions). Moreover birthmothers in open adoption had significantly better grief resolution than those in confidential adoptions. This studies shown that 30% of birthmothers in close adoption, 38% in time-limited mediated adoption, 10% in ongoing mediated and 11% in fully disclosed adoption had very poor grief resolution. This results show that within each type of adoption, regardless of the time since adoption, there were birthmothers who were still experiencing problems with grief resolution, as well as, there were birthmothers who had resolved their grief issues. These findings mean that here is no one good   way of placement child to another family. Birthmothers with ongoing contact with adoptive parents have better grief resolution, they are much more reassured of their child’s well-being, and feel they had made the right decision. Some of birthmothers with ongoing mediated contact reported feeling ambivalent upon receiving pictures of their child. Even though they are pleased that they have opportunity to receive updated information. Having first-hand knowledge and an opportunity to acknowledge the adoption placement through actual observation and conversation about the adoption may have led to better grief resolutions for many birthmothers. Trusting and secure relationship with the adoptive family (through direct or indirect contact) may lead some birthmothers to the gradual acceptance of the adoptive parents entitlement to the child. This situation allows also to the birthmothers to develop positive feelings about their own role with the adoptive child. There was one another factor which influence grief resolution of birthmothers – current relationship with birthfather. This factor occurred regardless of openness level. Birthmothers who were still in relationship with birthfathers were at greater risk for prolonged grieving. It is difficult for these birthmothers to stay with birthfathers after having chosen to place their child for adoption – these birthmothers may feel exaggerated guilt and blame regarding the choices they have made. Another factor which influence grieving is religion interpretation and giving birth to another child. It means accurately inability to have a child after placement one for adoption. These two factors sometimes trigger past losses and rekindle old feelings of helplessness, regret, or anger associated with placement. To sum up the results of this study: there is no one option which is the best for everyone. Some of birthmothers can feel better with fully disclosed adoption and another with confidential adoption. Another argument which support open adoption is that for a birth mothers openness in adoption allows her a more active role in the child’s future. Thanks to possibility to choose open adoption, birth mother can be assured she will receive information about child-well being. Another issue related to satisfaction from adoption process is parent’s feelings toward close and open adoption. In study made by Siegel (Siegel, 1993) respondents were asked, â€Å"Why, if any, were your initial fears, anxieties, and concerns about the adoption being open?† Most of the parents who took part in this study answered that they felt some fear on the beginning. Many of them were reluctant to deal with the pain of birth mother. Some of these adoptive parents were afraid also that that the birth mothers would want their babes back, even that babies could be kidnapped after adoption. Parents expressed also that open adoption on the beginning seemed to them weird, uncomfortable or awkward. Some adoptive parents were worried also they can be rejected by birthmothers. One adoptive mother said: A year or so ago, the idea of birth mother were so threatening to me. It was just so terrible obstacle between me and getting baby. At that point, I didn’t want to deal with birthmother at all. I wanted my own baby. And if I couldn’t have that, I wanted the closest   thing I could get to it. On the other hand the proponent of open adoption suggest that adoptive parents in open adoption benefit significantly from information about birth parents through ongoing process with them. In case of open adoption, adoptive parents can comparatively easy gain knowledge about their adopted child’s medical and mental health histories, ethnic and cultural background, and reasons for adoption. Open adoption lets parents to feel more sure about this knowledge (it is better for parents to ask all questions, to gain knowledge about the child by their own than from intermediary person). All this information can have significant influence on rearing process of the adopted child. Adoptive parents can gain also â€Å"troubling† information, for example, about lack of parental care or birthparents alcoholism, substance abuse, or genetic risk factor. This kind of information are, in truth, difficult but for adoptive parents it is better to know all of them. Thanks to these informat ion, adoptive parents can know what to expect and they can be prepare for some difficulties, troubles which may occur in the future. In this view open adoption helps adoptive parents feel more, rather than less, secure in their parental role. Adoptive parents feel that birth parents can give them important information about child and it makes adoptive parents more competent. Adoptive parents can feel also they received explicit consent to parent child from his or her birth parents. Some parents mention also the need to know that birthmother had chosen adoption freely and willingly. This knowledge diminish adoptive parents guilt about having someone else child and alleviated fears that the birthmother would come in the future and demand her rights to the child. What is also important for adoptive parents – it is the need to know that birth parents felt good about the decision which they undertook. Otherwise adoptive parents could have moral doubts and wonder if birthparents think adoption had been mistake and they regret it. Some parents in the Siegel study (Siegel, 1993) mentioned also that they felt more pleasure at knowing that the birthparents would welcome the children according to the belief that the more people love their child, the better. Openness in adoption has advantages also for children. Information about birthparents are much more accessible to the children. Thanks to that, they can decide if they want to search birthparents later in life. Adoptive parents who know last names and addresses of birthparents, feel more helpful for their adoptee. They can freely hand over this information to their children. Children can have also more adequate information about their biological heritage and about the reasons for adoption. Open adoption is perceived also as good for birth parents. First of all some people mention that it is more human and compassionate to enable the birthparents to choose the children’s family. Open adoption helps also to mitigate birth mothers’ feelings of pain and loss, which in turn resulting in less destructive behaviour and greater emotional-well being. Thanks to the direct contact which birth mothers have with adoptive parents, they can feel assured of their child’s well-being and welfare. Adoptive mothers can see their child is in safe and caring home. This knowledge is really helpful for birthmothers and their well-being. In contrast in the case of close adoption, birth mother often feel isolated, have unresolved feelings of guilt and self-blame. They feel also uncertain of the well-being of the child. Meanwhile greater certainty of the child’s well-being not only may alleviate the birth mother’s grief but even may contribute to her sense of p ride regarding the decision. Opponents of the close adoption mention that this kind of adoption is a way to punish woman for being sexually active. It can be difficult to examine the effects of openness and closeness in adoption on birth parents, adoptive parents or children. One of the reason to give clear answer on this question is that this effects may very depending on how long ago the placement occurred. So the length of time since placement may very well be a confounding factor. In the study of Xiaojia Ge and others, researches using 323 matched parties of birth mothers and adoptive parents, examined the association between the degree of adoption openness (e.g. contact and knowledge between parties) and birth and adoptive parents postadoption adjustment shortly after the adoption placement (6 to 9 months). A unique future of this studies was the inclusion of birth fathers (112 birth fathers took part in these researches). The results of this study shown that for adoptive parents and birth mothers the degree of openness in the adoption was significantly and positively associated with satisfaction with the adoption process shortly after the adoptive placement. Increased openness was also significantly related to the better postplacement adjustment of birth mothers. This finding was also further strengthen by interviewers’ reports of their impression of birth mothers’ well-being. This study shown also that levels of choice or control birth fathers had in determining the degree of openness was positively associated with birth fathers’ satisfaction toward the adoption experience. There are opinion that children benefit most from openness in adoption. Proponents of open adoption list many benefits for children. One of the arguments concern child’s identity. Adopted children need to integrate the facts surrounding their birth into their identity. Formation of identity can be more complex for adopted adolescences because of the existence of many unknowns. There is many information which adopted children desire and which are unrecognized by most of the people who have automatic access to such information. For example, knowing about one’s medical background, where one’s red hair came from, who else in family was an artistic. Access to this kind of information is underestimates but it is very important to everyone and is perceived as our basic need. Denying adopted children this information is seen by some as violation of basic human rights. It can lead to an array of emotional and identity problems. Openness in adoption can assure children access to this kind of information. Many children desire to have contact with birthparents. This contact can facilitate identity development and satisfaction with the adoption experience. Proponents of open adoption show that close adoption gives rise to more fantasies about the biological family which can be reason for some emotional problems. Jerica M. Berge et al (2006) made study about adolescents’ feelings about openness in adoption. They examined adolescents’ satisfaction from having or not having contact with birthmothers. Their findings support the idea of open adoption. We can share adolescences which took part in this study on four groups: Adolescents who were satisfied with the contact they were having with their birthmothers; Adolescents who were not satisfied with the contact they were having with their birthmothers; Adolescents who were satisfied with not having contact with their birthmothers; Adolescents who were not satisfied because there was no contact occurring with their birthmothers. First group were the largest. There were 56 adolescents who were satisfied with the contact they were having with their birthmothers. These adolescents had very positive feelings about their birthmothers. When they were talking about their birthmothers they often used terms like: â€Å"thinks she is great woman†, â€Å"like our relationship†, â€Å"love her†, â€Å"friend†. These young people emphasis especially friendship which connected them with their birthmothers. They told that birthmother have different role than adoptive parents. Birthmother was viewed like another person who love them, friend but not as a person who fill parental role. Positive relationship with birthmothers give them extra support and it was something which adolescents appreciated a lot. These adolescents mentioned that birthmother is very important to them. Another aspect mentioned by adolescents was â€Å"identity formation†. Relationship with birthmothers allowed them to ask question why they look the way they do. For adolescents knowing how they were similar in personality traits to their birthmothers is very important. It helps them to make sense of who they are. Adolescents who were satisfied with the contact they had with birthmother expressed also desire to meet other members of family, for example: siblings, birthfather, grandparents. Another group of young people included adolescents who were not satisfied with the contact they were having with their birthmothers. There were 20 adolescents who expressed they were not satisfied with this contact but at the same time only three of them wanted contact to stop. One of the reason why they were not satisfied with the contact they had with birthmothers was desire for more contact or a different intensity level of contact. It happens in situation when adolescents had, for example contact with their birthmother by email and they wished to meet them face-to-face. Another example was an adolescent who had mediated contact with birthmothers through the adoption agency and wished to talk with her by phone, but couldn’t arrange it. These adolescents desire also to have more deep contact with their mother. Adoptees who had not satisfying contact with birthmother felt gratitude towards them for what she had done for them. It means that this adolescents were thankful to their birthmothers for placing them to adoption. In point of view of these young people , their birthmothers care a lot about them and found better lives for them. So adoption was viewed as an act of selfless love. Adolescents who were satisfied with not having contact with their birthmothers. To this group belong 21 adolescents. In the opinion of these young people, adoption didn’t have much impact on them personally. For these adolescents adoption was just abstract concept not something what connect to them personally. These adolescents felt also â€Å"lucky†, they have better life thanks to adoption but at the same time they didn’t feel any gratitude towards birthmother for placing them to adoption. These adolescences simply did not feel that contact with birthmother is something what they need or want. They expressed also they could feel uncomfortable with having to face information about their adoption. Some of adolescents express also that such contact would be negative experience for them. They were simply afraid about it. Also that they could hurt adoptive parents by meeting birthmothers. The last group of young people who took part in this study belong to group of adolescents who were not satisfied because there was no contact occurring with their birthmothers. There were 26 adolescents belonging to this group. These adolescents express negative affect towards birthmothers. Among their feelings there was: anger, sadness, they were disappointed and hurt. These adolescents felt so bad because their birthmother did not make effort to contact them. Some of them wonder if their birthmother is healthy, fine. These young people express desire to contact their birthmother. Many of these adoptees mentioned wanting medical information and to know similarities – both in physique and personality – that they had with their birthmothers. This information could help them to answer questions who they are, why they are like they do and why they were placed. Many of adolescents in this group did not desire to have contact with their birthmother. Some of them made some efforts to contact them but there were not successful (for example they wrote letter to birthmother but never send it). They were also thinking their adoptive parents would not like the idea to have contact with birthmother. Findings of these study shown that searching of the birthparents, having contact with them do not change adoptees feelings towards their adoptive parents. These adolescents do not love their adoptive parents less. They rather viewed relationship with birthmother as a separate type of supportive contact. These results challenge also belief that when birthmother has a contact with her child she will reclaim the adopted child and her rights to his or her. None of the adolescents in this study who had contact with birthmother reported that she ever tried or even mention of trying to reclaim them. To sum up there is a lot of advantages and disadvantages of openness in adoption. However, many of doubts, disadvantages do not find confirmation in the recent studies. These researches showed us that all three parties of adoption triad can benefit significantly from openness in adoption. At the same time we can find people who are not satisfied from the contact which they have with each other. It shows me there is no one and good solution – everyone is different and have different needs and adoption agencies need to answer on these needs. Adoption always will be difficult process and in my opinion all actors of this process need to receive very good support from professionals, like from psychologist or social worker regardless of type of adoption. Satisfaction from openness in adoption process depend largely on the contact which children and adoptive parents have with birthparents. If they are satisfied from this contact they will be satisfied also they choose open adoption. References: Berge, J.M., Mendenhall, T.J., Wrobel G.M., Grotevant H.D., McRoy R.G. (2006) Adolescents’ Feelings about Openness in Adoption: Implications for Adoption Agencies. Child Welfare, 85, 1011 – 1038 Christian. C.L., McRoy, R.G., Grotevant, H.D., Brytan, C.M. (1997) Grief Resolution of Birthmothers in Confidential, Time-Limited Mediated, Ongoing Mediated, and Fully Disclosed Adoptions. Adoption Quartely, 1: 2, 35 – 38. Siegel, D.H. (1993) Open Adoption of Infants: Adoptive Parents’ Perception of Advantages and Disadvantages. Social Work, 38(1), 15 – 23. Xiaojia Ge., Natsuaki, M.N., Martin, D.M., Neiderhiser, J.M., Villareal, G., Reid, J.B., Leve, L.D., Shaw. D.S., Scaramella, L., Reiss, D. (2008) Bridging the Divide: Openness in Adoption and Postadoption Psychosocial Adjustment Among Birth and Adoptive Parents. Jurnal of Family Psychology, 22(3), 529 – 540. Convention of the Right of the Child

Projectile range and projectile motion Essays

Projectile range and projectile motion Essays Projectile range and projectile motion Paper Projectile range and projectile motion Paper As we all know ski jumping is a worldwide sport in which athletes skate down a slope ramp, gaining speed that throws them in the air that makes them land some distance away. The distance travelled at the time when the jumper leaves the ramp, until he reaches the ground is known as the jump range. This interesting and challenging sport involves a lot of physics behind it. Kinetic energy, gravitational potential energy, motion, speed, height, time, distance and the athletes ability to reduce air resistance to their body are all factors that determine the athletes performance. This experiment represents a ski jumping slope through which we will investigate and demonstrate how physics can be used by ski jumpers to increase their range in the jump. Aim: My aim of this experiment is to explore the relationship between the launch height and the range of the jump. I will use the my knowledge of physics knowing that gravitational potential energy can be converted into kinetic energy and using the equations ? Egrav = mg? h for gravitational potential energy and Ek = 1/2 mv2 for the kinetic energy to work out the relationship between height, velocity and the range of the projectile. Hypothesis I predict that the higher ramp, the higher the velocity therefore an increase in range. Null Hypothesis There will be no relationship found between the height of the ramp, velocity and the range of the projectile. Rationale The displacement, velocity and acceleration of the projectile are all vectors. The forces of the projectile motion can be treated separately, so they can be resolved into horizontal and vertical components. They are independent of each other; that is, neither motion affects the other. We can label these components x and y. The horizontal component can be represented as Vx and the vertical component as Vy. Vx = V cos ? Vy = V sin ? The projectile/ball baring will be dropped from the top of the ramp giving the projectile gravitational potential energy. We can work out the gravitational potential energy by using ? Egrav = mg? h as we know the mass of the projectile, gravitational effect and the height at which the projectile is launched. As the projectile travels down the ramp it will be affected by air resistance and friction, however in this experiment we will ignore these factors. The point at which the projectile starts moving down the ramp, the gravitational potential energy converts into kinetic energy allowing it to accelerate off the ramp and into the air. We can use the equation Ek = 1/2 mv2 to work out the kinetic energy. Ignoring air resistance and friction, we know that the gravitational potential energy at the top of the ramp will equal the kinetic energy when it leaves at the bottom. This experiment involves me looking at the relationship between the height and the range of the projectile. In theory by changing the height I am changing the velocity of the projectile and so therefore the range will be affected. By re-arranging the equation Ek = 1/2 mv2 we can work out the velocity of the ball baring, 2Ek/m = v2 then do V v2 = v. This can also be simplified to give V (2mgh) /m = v. The m cancels which will leave us with V = V (2gh). We can then use the equation V = Distance/Time which will give the theoretical horizontal value. We can re-arrange this equation to give us the distance, Distance = Velocity x Time. This is the horizontal component. Changing the vertical height of the drop from the ramp would vary the range. This is because according to the law of energy, it cannot be made or destroyed but transferred. To apply this law into this practical, we can say all of the gravitational potential energy is converted into kinetic energy assuming no energy is wasted. As a result, gravitational portential energy is equal to kinetic energy.

Abortion Essays (2519 words) - Abortion, Free Essays, Term Papers

Abortion LaTeisha Davis SOC 203: Social Problems Melissa Reed April 12, 2012 Abortion Abortion is the expulsion of the fetus or embryo from the uterus before it is due for delivery. It arguably tops the list among the controversial issues of our time. It is rightfully so because what is at stake is the health of both the unborn baby and the mother. This issue has been made even more controversial by the involvement of politicians who have tirelessly campaigned to win some groups for their positions. In the American political system, Democrats and the people known as liberals are known to be strong supporters of the right of the woman to choose what she wants as far as abortion is concerned. Conservatives and Republicans on their part believe that it is not about the right to choose but the right to life for the unborn. In this respect, they oppose abortion indiscriminately. In between these two groups are people who believe that abortion should not be done for the sake of simple reasons such as the woman not being ready to give birth. Instead they support abortion in cases where the mother and the baby?s lives are at stake. In this paper, the ideas put forward by all the sides will be considered so as to support the thesis that abortion should not be declared illegal in all circumstances neither should it be available for everyone other than cases where the lives of the mother and her unborn child are in danger. Such a condition should be determined by a qualified medical doctor who will be required to demonstrate that indeed the pregnant woman?s life and that of her unborn baby are at risk, and therefore an abortion is necessary. In the vindication of the main argument, the prolife stance will be examined first followed by the prochoice. The rational position that is central to the claim made in this paper will then follow. Beginning with the anti-abortion stance, people who are strongly opposed to abortion argue that abortion is a violation of the individual?s right to life. Kapp and von Herzen (2009) point out that in some cases, abortion is carried out when fetus is in the third trimester, meaning that chances of such a child surviving after birth are very high. In fact, there are several children who live to be healthy adults even after being born prematurely, when they were on their sixth or seventh month in the womb. When a woman has an abortion during this time, it is not a formless mass of cells that is expelled from the body, but a human being. Intimately connected to this argument of the entitlement to life is the notion of the sacredness of life. Under this idea of sacredness, there is societal consensus regarding the respectful manner in which human life should be treated by everyone. It is clear that when a child is expelled from the mother?s womb at the sixth month, it is a life that is ki lled. The anti-abortion or the pro-life group members in society have made strong arguments regarding the inconsiderate destruction of life that takes place in such late abortions for whatever reason. The blame naturally goes to the whole idea of allowing abortions in the first place. They therefore take the position that if all abortions are declared illegal, the women who get the chance to have abortions in their sixth or seventh month of pregnancy will not have this chance and thus the lives of these unborn babies will be saved. With all the good intentions of the pro-life people, a very important idea is left out, which is, in the process of trying to keep the pregnancy, there are circumstances where keeping the pregnancy will mean the death of pregnant woman as well as the child she is carrying. There are numerous medical conditions that are dangerous to both the two parties, that is, the unborn child and the mother, and in this case, the prolife group needs to think seriously about saving one of them or losing both. Since the chances of the unborn child surviving outside the womb in the absence of the mother is practically impossible, the rational option is to abort the

Equity as a Framework of Law. History of Equity Jurisprudence Essay

Equity as a Framework of Law. History of Equity Jurisprudence - Essay Example The author provides an intensive discussion of equity by placing the law within the wider context of the changes it has gone through throughout history. This book compares equity and modern law, which is relevant to this discussion, especially in considering the various conflicts, which are present. Dixon M, Contemporary Perspectives on Property, Equity, and Trusts Law (1st, Oxford University Press, Oxford 2007) Martin Dixon counters common perceptions about equity as an area of law that is static, continuing the argument presented by Scott Atkins in Equity and Trusts. The author sets out to demonstrate that equity is still vibrant and dynamic with case law and new legislation. Divided into two parts, the second portion of the book sees the author focus on conscience and natural justice with regards to equity and impact of equity law on various regulations in the UK. This book will aid in my discussions on the nature of equity and its conflict with law. Rahmatian A, Introduction: Lor d Kames and His Principles of Equity (3rd, Glasgow, University of Glasgow 2011) 42 This book is a work of applied legal philosophy with principled and logical jurisprudential discussion regarding the scenarios of legal conflicts and solutions that equity proposed. The author argues that equity allows for the development of abstract paradigms and mechanisms for legal solutions, which act to inspire real life solutions sans requirement to adhere slavishly to the model. According to the author, equity bridges the gap between the meticulous but exegetic lawyer and the creative but not meticulous philosopher. This will be used to discuss the nature of equity and its role in mediating legal conflicts that require more than just legal interpretation. Ahart A, 'A Stern Reminder That the...These precedents in law refer to the rules used by judges of common law to make decisions in legal disputes. Judges in the common law legal system are responsible for creating and/or refining laws. Common law is binding to any future decisions made by the court, although a court’s decisions can only bind future decisions in that specific jurisdiction. Equity refers to legal principles that follow in the traditions of English common Law in every jurisdiction and supplement potentially harsh application of strict rules of law, to achieve natural justice. This paper will seek to elaborate on the creation of the equity system and the reasoning behind it, as well as the nature of equity and its conflict with common law. Emergence of Equity as a System of Law Early English equity jurisprudence history shows a clear distinction from law. This distinction, however, has become blurred with time. Equity refers, generally, to correction of errors or defects present in the law. The concept of equity has apparent roots to Aristotle’s concept of equity as an exception to the rule, in which the pronouncement made by the lawgiver was erroneous and defective. A law could be deemed erroneous or defective for various reasons, including the need to avoid the possibility of administering injustice when deciding â€Å"hard cases†.

Chapter 8 Essay Example | Topics and Well Written Essays - 500 words - 3

Chapter 8 - Essay Example The author here is asserting that, from the time we enter this world, none of us has the guarantee of leading a life free from suffering. Suffering and pain do not discriminate between the rich and the poor, the powerful and the common man, young and old, or male and female. However, Kushner also gives hope to his readers by stating that at least we can have faith in a higher power that provides us with the strength and courage we require to bear the numerous challenges and obstacles that life is constantly throwing at us. In my career as a nurse, I constantly encounter patients suffering from various incurable diseases or devastating injuries, which make many of them, lose the motivation to continue pushing on with their lives. Many of them slide into depression, and just as many develop suicidal tendencies. Empowerment and support provision are two essential nursing concepts which enable nurses to provide patients with the desire to persevere through their challenges, and to acquire the urge to live a normal life once again. A nurse is the most accessible healthcare professional that patients can access in a healthcare setting which has the capacity to cater to terminally ill patients. Therefore, the nurse has to be someone that terminally ill patients can obtain inspiration from when they have lost hope of recovering. Many patients belong to a mainstream religion, which could be Christianity, Islam, Hinduism, Buddhism, or other little known religions. Thus, when afflicted with incurable diseases or those that are difficult to cure, they tend to turn to their religious beliefs in search of faith healing. A nurse can do a lot to relieve them from their suffering by reinforcing their religious beliefs and assuring them that suffering does not choose its victims but rather, it is God’s will and purpose. As Kushner asserts, the various ways through which God works are beyond human understanding, but through faith, we believe that all of it is

The leaders Essay Example | Topics and Well Written Essays - 750 words

The leaders - Essay Example of how you relate to others at work and at home† (Whitmore, 2009, p 2). In the day today life of the present world many leaders are seen in business, politics, religion, and the like. A leader should have some basic qualities to become a good leader. A leader is the person who leads by example through his charismatic personality and as such he differs considerably from a boss. The boss always orders and others are compelled to obey him or her. In the case of a leader he or she never orders but leads others and knows well the power of group dynamism. A leader should â€Å"Canvass team members’ views about the desirability of arranging structured social time together† and he should â€Å"put support in place to deal, in confidence of requested, with individual troubles or concerns as they arise† (Whitmore, 2009, p.146). To speak frankly, a leader has great works to carry out. It is very difficult to be a good leader. In the industrial world to manage a group of persons with different emotional level is difficult but a skilled leader can manage them well. In this regard it can be said that a leader should have the enough emotional stability. The E.Q. and I.Q. of a leader should be high to manage others. Such leaders are fully accepted by the fellow mates whereas despotic rulers are not considered as leaders because they never lead the people but issue orders only. A leader never brings blame culture to the office and would always emphasis on joined and shared responsibility. An effective team leader is the one who inspires, motivates and protects all in the group and helps them out in times of problems. The nature of finding fault with others and accusing them for the mistakes will not make a good leader in a person. One of my friends who were employed in Smith and co once told me that his boss was always finding fault with others and this used to provoke all in the group. As this was the nature of his boss the performance of the group w as not up to the mark. The personnel manager of the company later came to know about the matter and finally the team leader was changed. Then the result of the team turned to be successful. Once the ineffective leader was changed and replaced by an effective leader, the group produced desired results. The company could gain much profit by this action. A good leader always likes to learn new skills together with his group. He or she provides the rules acceptable for the group in which he or she works. This will help the group to contribute as much as they can. A good leader is the man filled with the elements of confidence. Moreover, he has amble belief in himself. Only a person who has confidence in oneself will have confidence in others. The famous leader M.K. Gandhi, hailed as the father of India, was such a person. He lead from the front and he himself stood in the front for attaining freedom for the country. He was confident in his actions and on his followers too. So even today in across the world he is considered as a great leader. A leader is a person who has the capacity to dream to achieve his

Crime Mapping & Analysis Spatial Theories of Crime Assignment

Crime Mapping & Analysis Spatial Theories of Crime - Assignment Example Developed countries have come up with mapping software’s that help in analyzing crime. The technology of crime mapping has proved effective in determining the quantity of resources to be allocated to patrol officers in certain areas. Crime mapping is guided by various theories of crime, which help the crime officers understand the human mind, and how the environment surrounding a criminal influences them to commit a certain crime. The spatial theories help crime analysts to analyze crime, and they support GSI. This theory focuses more on the social control of crime based on the relationships with other people. According to the theory, and offender is motivated by being in the same place with the target. This theory argues that an offender will only commit a certain crime in the absence of an effective control. Crime, therefore, occurs when the offender and the target are in the same place and in the absence of a control or presence of a powerless crime control. A crime offender is influenced by people around him/her who could either be their parents, peers, relatives or intimate partners. Such people are referred to as handlers and in their absence, or if they are weak, the offender can commit a crime. According to the theory, guardians also control crime. Guardians could be police officers, security guards or neighbors. A potential offender is likely to commit a crime is the guardians of the target are absent or if they are weak. According to this theory, criminal motivation is controlled by social structures that can either create and environment for crime occurrence or create an environment where crime occurrence is low. The theory assumes that related people or people living in the same areas are social and ready to help one another. The theory is not very effective in GSI since the modern society, socialness levels have fallen, and hence, the people around a target may not prevent crime

Foundational Philosophies of Management-Terence Essay

Foundational Philosophies of Management-Terence - Essay Example In the reference list the foundation philosopher that will be analyzed is Sharpe, C. This is because his 2011 work, Online Resources for Senior Citizens, provide techniques for ensuring effective use of communication technologies like the internet, by the senior citizens worldwide. The analysis will also look at the philosophy described by Zain et al. (2011) and Nejmej (2012). Sharpe explains that communication technology improves service delivery to the senior citizens, and enables them effectively and efficiently access information. For instance, a lot of government services are currently provided through the internet. The senior citizens must therefore, understand how to use the internet and access the online resources properly. One important online resource for the senior citizens is the ElderWeb. This is a website which is very effective in research on older people, families and professionals, seeking information concerning elderly care or long term care (Bandura, 2003). Tourism websites like Exploritas is helpful to the senior citizens because, it arranges for learning and travel adventures of the senior citizens. Social security administration is also conducted online. The senior citizen can therefore know their social security status through the internet, instead of visiting the actual offices. This ensures efficiency in service delivery because minimal costs are involved, and also ensure effectiveness because many people can be served at almost the same time. The government also illustrates the laws and regulations affecting the seniors through the internet. This ensures adequate publicity, because many people use the internet for getting information. Most of these legislations protect the interests of the elderly citizens; for instance, prohibition of age discrimination in public service delivery. In this

Environments of organization Essay Example | Topics and Well Written Essays - 1000 words

Environments of organization - Essay Example To create the fruit of this cooperative enterprise, LEJ employs about eleven full time staff and employs approximately fifty paid youth interns each year. Pfeffer & Salancik argue that Organizations are inescapably bound up with the conditions of their environment & they engage in activities which lead them to quicker adjustment in their environment (Pfeffer p.233). The Resource Dependency Theory (RDT) developed by Pfeffer & Salancik highlights that most important task of an organization is to survive & the most influencing factor on the shape of an organization is not how it consumes resources but how it acquires it (Pfeffer p.234). Therefore according to Pfeffer & Salancik, the effective organization is the one which satisfies the demand of those in the environment from whom it requires support for its continued existence (Pfeffer p.242) DiMaggio & Powell similarly argue in their seminal article on institutional isomorphism & collective rationality that organizations tend to look more and more similar the more an organizational field develops (DiMaggio & Powell, P.147). This process which they name Isomorphism in organization not necessarily drives it towards more efficiency but more acceptability. They argue that the major factor which organizations must take into account is other organizations as they not only compete for resources and customers but also political power & institutional legitimacy (DiMaggio & Powell, P.150). They suggest three mechanisms for this change which they term as coercive, mimetic & normative isomorphism. The biggest survival issue for any non-profit organization like LEJ is the constant supply of funding to various projects. With propping up of new non-profit organization with the same domain of work & the temporary down turn in economy post 9/11 caused LEJ to reconsider its funding issues. The leadership decided to stick to its mission principle and reject any funding & project proposals which are outside its scope to create an image of a principled organization which appeals to donors having environment related donations. This required restructuring, introducing processes within the organization which makes channelizing of ideas easily into grants proposals and actively pursuing potential donors for grants and ideas which can quickly be converted to grant proposals. This resulted into creation of a slot for full time grant writer, who can convert ideas into grant proposals. This was a classical attempt to improve their chances of securing their resources which in case of non-profi ts is extremely important. As Pfeffer & Salancik have argues that organizations always attempt to secure their resources without owning it (Pfeffer & Salancik, p. 236) in the environments once continuous availability of a resource is a problematic issue. Coercive Isomorphism always comes into play while dealing with Government & Donors (in case of non-profits). The constant change of government's procedures to ensure check and balances in non-profit organizations, LEJ has to constantly transform how it works through employee orientation and training for the departments which deal with government like taxations and audits etc. Moreover funding by donors also comes with certain compulsions in denial of donations to certain projects and emphasis on certain others, LEJ has to ensure that they constantly satisfy their

Foundational Philosophies of Management-Terence Essay

Foundational Philosophies of Management-Terence - Essay Example In the reference list the foundation philosopher that will be analyzed is Sharpe, C. This is because his 2011 work, Online Resources for Senior Citizens, provide techniques for ensuring effective use of communication technologies like the internet, by the senior citizens worldwide. The analysis will also look at the philosophy described by Zain et al. (2011) and Nejmej (2012). Sharpe explains that communication technology improves service delivery to the senior citizens, and enables them effectively and efficiently access information. For instance, a lot of government services are currently provided through the internet. The senior citizens must therefore, understand how to use the internet and access the online resources properly. One important online resource for the senior citizens is the ElderWeb. This is a website which is very effective in research on older people, families and professionals, seeking information concerning elderly care or long term care (Bandura, 2003). Tourism websites like Exploritas is helpful to the senior citizens because, it arranges for learning and travel adventures of the senior citizens. Social security administration is also conducted online. The senior citizen can therefore know their social security status through the internet, instead of visiting the actual offices. This ensures efficiency in service delivery because minimal costs are involved, and also ensure effectiveness because many people can be served at almost the same time. The government also illustrates the laws and regulations affecting the seniors through the internet. This ensures adequate publicity, because many people use the internet for getting information. Most of these legislations protect the interests of the elderly citizens; for instance, prohibition of age discrimination in public service delivery. In this

Wrongful Convictions Essay Example for Free

Wrongful Convictions Essay Causes of Wrongful Convictions There are three main causes of wrongful convictions in the United States. This leads to wrongful punishment and causes turmoil for everyone involved. It then creates multiple feelings on everyone’s behalf, therefore; leaving no choice but to choose sides. Should capital punishment be enforced or not enforced. To what extent do you believe the death penalty should be improvised? Wrongful convictions are sought out by lawyers and police to determine if a criminal is guilty. Evidence and DNA is all part of the investigation that leads to an arrest. Once evidence is presented, the jury will then deliberate on what information and the evidence that was given. A verdict will be handed down at that time. Based on what the crime is, what type of punishment is given for the crime. The first cause is based on what evidence is provided. Is it true and accurate, or presentable in court. Drug dealers, child molesters and robberies are all a major crime. These all have particular sentences in place for the crimes they commit. Murderers are looked at in a different way. Honest attorneys present all evidence and information that has been gathered for the case. This in turn could determine the conviction. DNA plays an important role in this evidence if it is acceptable . Today the accusation is the evidence. Thus, the criminal element itself has a big say in who goes to prison. Weak and fabricated evidence is seldom looked at in the eyes of the court. Approximately one case in twenty will go to trial. This effect will cause numerous criminals to walk freely as they choose. The pros are being convicted and tried for the crime and the cons are being offered a simple way out. The effects of this cause is being set free to commit another crime. There is not enough evidence to convict a criminal Plea bargaining is a second major cause of wrongful conviction. Plea bargains are created by fictional crimes in place of real ones. The prosecutors would begin to see a way to game the Wrongful Convictions 3 system back to a conviction Without plea bargaining the case goes unconvincing. This in turn undermines police investigative work. Police evidence is seldom used in the courtroom. Prosecutors have found that they can coerce a plea and elevate their conviction rate by raising the number of serious charges being thrown at a defendant. By releasing criminals known to be guilty, turns the justice system into a lottery for police, prosecutors and criminals alike. The effect of this cause is usually when the defendant gets a smaller or reduced sentence for the crime that has been committed and tried in court. Depending on the crime committed, the pros are convicted, time served and released. The cons are the criminal has enough time to plan and convey another crime. Carrying out another crime only leads to another plea deal to stay out of prison. This will continue to be a pattern of criminal acts. The effects are criminals walk with little or no punishment granted. Evidence is most generally not all that strong of a case. The third cause is the new deal made its own contribution to wrongful convictions. Statutory and enforcement authorities were combined to help regulate police vast discretions. A cooperative â€Å"offender† may get off with a civil penalty, whereas a person who sticks up for their rights may receive a criminal indictment. An asset-freeze is also associated with this new deal. Created to keep drug dealers and mobsters from returning to the neighborhood, local residents have unanimously voted to have a neighborhood watch group. Resident’s properties and or property that has been seized during the investigation will be returned after the deal has been finalized. Residents feel they are personally violated, and are living in fear that these criminals will come back repeatedly. For this cause there are pros, protecting civilians from future harm. The effect of this cause is that the cons are still out there on the streets, however; the evidence is not convincing enough to put the criminal away. These causes have put authorities such as police and attorneys on edge. Causing them to doubt the outcome of all the existing crimes that are happening. Wondering why they are taking Wrongful Convictions 4 such a risk capturing these criminals and watching them all be released back on the streets. Due to the evidence provided they should be punished to the fullest extent of the law. A jury can determine when a witness is giving false information and when they are telling the truth. Weak and fabricated evidence is often tested in court. Therefore; some criminals are wrongfully convicted. Given a plea or plea deal or even a new deal could lead to the conviction of an innocent situation In conclusion wrongful convictions are subject to many decisions. Not only by a judge or jury but by the evidence that is provided in court. Given the facts we will spend vast energies in freeing a few innocent people. We must gird for battle and restore the lost law. The law must be put back in congress where under the system it must reside forever. Giving hope to those who were wrongfully convicted and setting them free. I believe we should stick to the theory innocent until proven guilty. Evidence should be provided and proved to be legitimate before being presented to the courts. If the evidence is true and accurate there should not be any pleas or plea bargains offered. Deals should not even be allowed in a courthouse. If the information is not accurate, why waste tax payer’s money to try and convict an innocent person and send them to prison? We spend more time and money trying to convince the world that wrongful convictions are happening everywhere. As I stated earlier DNA has become a worldwide piece of evidence to link to a crime scene investigation. Wrongful convictions are being overturned as we speak. They may not be criminals but are victims in a wrongful conviction. If I am a robber have valid proof I done the robbery. If I molested a child ,again have valid proof . (DNA) If I am a murderer, then yes I should receive the death penalty. I do not deserve to live if I take another life. Then again have solid proof that I am the one who committed this crime. As I do not wish to be â€Å"Wrongfully Convicted†

Discontinuities using Automatic Flaw Detectors

Discontinuities using Automatic Flaw Detectors EET 333 Nondestructive Evaluation of Materials Lab Report # 3 -Calibration Procedure and Evaluations of Discontinuities using Automatic Flaw Detectors USM 35, USN 58, USN 60 Statement of Objective In the lab manual experiment 5 and experiment 6 were displayed as separate experiments. In experiment 5, the setup of the equipment with programming the device and calibrating the setup for the GE Inspection technologies Portable Ultrasonic Flaw Detectors USM 35X, USN 58L, and USN60. In this experiment all the calibration was using the GE Inspection technologies Portable Ultrasonic Flaw Detector USN 60 The objectives for experiment 5 was to manage the setup of the Ultrasonic Flaw Detector was correct and to manage to calibrate the Ultrasonic Flaw Detector for different probes. The probes are straight beam probe and angle beam probe; these are also methods of calibration. The other two methods of calibration are area amplitude and distance amplitude calibration. In experiment 6, the evaluation of discontinuities using the GE Inspection technologies Portable Ultrasonic Flaw Detectors USM 35X, USN 58L, and USN 60. In this experiment, all data that was collected and saved was using the GE Inspection technologies Portable Ultrasonic Flaw DetectorUSN 60. The objectives for experiment 6 were to seek and find discontinuities in particular steel and aluminum. Steel and aluminum was used in the experiment to find the lengths and configuration of the defect or discontinuities in every piece tested. The two techniques used are the 6 dB drop and weld testing. Theory In experiment 5, the setup of the equipment and calibrating the setup for the GE Inspection technologies Portable Ultrasonic Flaw Detectors. These Detectors each have their own purpose in the field of nondestructive evaluation of materials and produce ultrasonic waves through the probe(s) and display the received signals on the screen on the device. There are many different probes that can be attached to the devices. The model USM 35X is a smaller unit that has a battery for an easier way to use in the field, the USN 58L and USN60 are larger models also the USN 60 is an updated version of the USN 58L. Both the USN 58L and USN60 still have batteries for portability but are mostly used in a stationed area. All of these detectors are capable to be connected to computers and using the program ULTRADOC to save images on the devices. In each experiment, there were many different probes used. These probes and methods were used to produce a refracted shear or longitudinal waves in the specimen. In experiment 5 the probes used were single probe and dual probe for straight beam probe. A single probe has only one element. A duel probe has two elements, each element is angled in a way that when one sends a triangle shaped wave and comes back it can be received by the other element. Before putting the probe directly on the material a gel must be added to make a gapless space and to allow the transmission of the ultrasonic waves to go through to the specimen successfully. When using the angle probe method, the gel must be between the wedge and specimen but also must be between the transducer and the wedge. The angle probe method uses a single probe that is attached to a wedge that has a specific angle and is only used for that material. In experiment 5, there were many types of methods to calibrate the device. The different types were straight beam probe, angle beam probe, area amplitude, and distance amplitude calibrations. In each calibration method a different block was used. In straight beam probe calibrations use a step calibration block and can be made from many different materials, but in this experiment we used steel, aluminum and Plexiglas substances which had 5 steps on each block. The block started at .5 and decreased to .1 in increments of .1.The blocks used to calibrate angle beam probes were the IIW block and the small angle calibration blocks which were both made of steel. These blocks are the reference standards used for steel calibration. The blocks used for area amplitude and distance amplitude calibrations are the ATSM blocks set. The set includes nine blocks of steel with a diameter of 1-15/16th inches and have a 5/64 deep hole that was in the center bottom surface in each block. Other blocks hav e distinct lengths that made different lengths from the top to the hole in the block and other blocks had distinct diameter holes from each other. In experiment 5, using the straight beam probe calibration method first to find the discontinuities in a certain substance. This method was used in experiment 6 when we used the 6 dB drop method to find the magnitude and appearance of the discontinuity in bolts. In experiment 6 an angle beam probe method was used to find defects in given specimens, one of these methods was the weld testing method which found these defects in the welded steel samples given in class. To find the discontinuity or defect in the weld the area amplitude and distance amplitude methods were used to find the specific flaw. These methods can be used to find the defected area in the specimen. Using the equation = 20 we can take the different in the gains and in V1 as 1 then put it in the and V2 part to find the amplitude. Then we can create the graphs, area vs. amplitude and distance vs. amplitude. In experiment 6, the purpose is to be using the methods that were in experiment 5 to calibrate and then to find defects in specimens using the two different techniques. One of the methods was the 6 dB drop method to track and find the appearance of the flaw in the specimen. This is done by when the amplitude is dropped by about half then you found the defect. When using the equation = 20 and put in 2 for the the result will be 6 dB which is where the name for the method came from. The welding method is next, which is to find a defect in a weld and describe the defect by the appearance and location of it. Equipment USM35X, USN 58L, USN 60 GE Inspection technologies Portable Ultrasonic Flaw Detectors 2 Transducers 2.25 MHz 5.0 MHz Angle Wedge 45ÂÂ ° 70ÂÂ ° 3 Step Calibration Blocks Steel Aluminum Plexiglas IIW Calibration Block Miniature Angle-Beam Calibration Block ASTM Calibration Block Set 4 Bolts in Box Couplant 7 Weld Testing Steel Samples Aluminum Plate with Defects Caliper Pencil Computer ULTRADOC Experimental Setup Figure 1 Figure 2 Figure 3 Figures 1 shows the GE Inspection technologies Portable Ultrasonic Flaw DetectorUSN 60 used within the laboratory. Figure 4 Figure 5 Figures 2,3,4,5,6,7 are figures of all the calibration blocks that were used in the laboratory. Figure 3 shows the miniature angle beam calibration block. Figure 2 shows the IIW calibration block. Figure 4 shows the step calibration block in different material types. Figure 5 shows the ASTM calibration kit. Figure 6 Figure 6 shows the wedges that were used for angle beam calibration and testing. The left block is 45ÂÂ ° and the right block is 70ÂÂ ° Figure 7 Figure 8 Figure 7 shows the bolts that were tested in experiment 6 and figure 8 shows the steel weld samples that were also tested in experiment 6. Procedure In experiment 5 the first section was to setup the device. In the lab manual it says to refer to the devices manual but in the class the professor showed how to use the device. In this experiment we used a GE Inspection technology Portable Ultrasonic Flaw Detectors USN 60. To start off is to start to program to device to the correct parameters. The measurements were always in inches and the probe was determined under the PLSRCVR button menu. To set the probe if it is a single probe or dual probe we use the DUAL part on the screen to set dual on or off, in these experiments the dual will be off. The same screen will be a PULSER which should automatically be spike. After it was all completed under that tab, the home button was pressed to go back to the main menu screen. The left dial on the side would change the dB. The right dial would change the number the selector was put on. The range is changed so the pulse we are looking for is on the screen and not off the screen. To make sure y ou are reading the correct pulse you must set the gate over the pulse and the width of the pulse you are trying to read. The pulse should also have about 80 percent of amplitude. After all this setup the device may be begin to start to be calibrated. To begin to calibrate with the straight beam probe for experiment 5, you must determine which material you will be testing and then pick the correct step block that correlates with that material. Determine if you are using a single or dual probe. In this experiment we used a single probe, so the DUAL should be off. If on the top of the home screen a box does not state the SA, then go to the results tab and make sure it is displayed, then hit the home button and press the autocal button. This will display two important windows of REF1 and REF2, these are programmed to which steps you are going to use on the block, and we picked .4 and .2 as the references. The range is set to a length longer than the longer reference point you used to be able to see it on the screen. The frequency on the device should also match the frequency of the probe(s) being used. Put gel on the steps and then place the probe on REF1 which should be the smaller thickness. Press record, make sure your gate is ove r the first pulse for REF1 and press record again, and then move the probe to the second step, move the gate over the pulse and press record again. If it was done correctly the gate over the last pulse recorded should show the numbered thickness on the step. Also on the home screen the velocity and probe delay should be the same as the material that is being tested. If this is correct then the calibration was a success. A picture of the screen was taken for each calibration specimen. The next section of experiment 5 is to use the angle beam probe on the IIW block and miniature angle block by using a 45ÂÂ ° wedge with a 2.25 MHz probe. To set the angle, go to the home screen and then hit the TRIG button, make sure the angle is set to the same angle the wedge you are using. Press the home button again and then go to the results tab and makes sure the boxes on the top of the screen are set up to display SA, PA, DA, A%A. Press the home button again. Press the autocal tab and set the REF1 to 4 and REF2 to 9 to program the device for the IIW block, to program the device for the miniature block then set the REF to 1 and 4. Put gel between the transducer and wedge before putting them together. Put gel on the block and then place the probe at the 0ÂÂ ° that is marked on the block with the line on the wedge. Do the same steps to record the REF as stated before. The velocity of the shear wave that is used in the angle beam probe should be divided by about 2 for th e velocity of the longitudinal wave that is used in the straight beam probe in the same specimen. Pictures are taken with the gate over the 4 and 9 pulse for the IIW and the 1 and 4 pulse for the miniature block. The final part of experiment 5 was to find the area amplitude and the distance amplitude by using the cylinders from the ASTM set. These cylinders have the same height but the diameters of the hole within the cylinders are different. On the cylinders used the diameters were stated, which we used the cylinders that said 3/64, 5/64, and 8/64. In order to make the graph area vs. amplitude, the equation = 20 was used with the found gain. To determine the distance the six cylinders that had the same diameter hole within in it was used but the height of each cylinder was different which were 1, 1.25, 1.5, 2.25, 3.75, and 6.75. In order to make the graph distance vs. amplitude, the equation = 20 was used with the found gain.. In experiment 6, the initial part was to find the depths of four bolts that are hidden from sight in a box with only the head of the bolt shown. In addition on the bolts we had to determine if the bolt had a defect and the location of the defect. To start, the device must be calibrated by using the straight beam probe method. Put the gel on the top of the bolt and use the 5 MHz probe, make sure the device is set on dual probe on for this probe. While scanning the top of the bolt the pulses on the screen should show the bottom of the bolt which will determine how long the bolt is, also before the pulse for the bottom, other pulses will determine if a defect was found and how far it is from the top of the bolt. Each bolt had a picture taken of the devices screen to show the defect. After testing the bolts, the next section was to use the 6 dB drop method as described before to seek and locate the appearance of the defect within the random aluminum specimen given. By calibrating the dev ice using the straight beam method and covering the entire surface of the specimen with gel. The specimen was then examined with a horizontal and vertical motion with the probe to locate the defect. While this was happening another person was watching the screen to make sure a pulse was not missed. The pulse would have two equal pulses when a defect was found, after a defect was found, the end was found on and a pencil mark was placed. Each time we found an edge we placed a pencil mark. After we have decided we have found all the edges we would connect the dots to make the shape. After the shapes were decided upon, the back plate was removed and shown the real shapes of the defects, then comparing the drawn shapes wo the actual shapes. In experiment 6, the welding method was used to examine six welded steel specimens. To begin with start to calibrate the device for the angle beam probe using the procedures as stated before. Following those procedures, apply gel to the surface of the plate being tested and to search for the defect within the welded part of the plate by determining the depth in the specimen compared to the thickness of the specimen. Marking each end of the defect then measuring the length of the defect, then to compare it to the given sheet that will be shown in the appendix, of the defect area. Also stated on the sheet, each length of the defect should be 1 inch in length. DATA Experiment 5 Figure 9 Straight pobe Steel .4 Figure 10 Straight pobe Steel .3 Figure 11 Straight pobe Steel .2 Figure 12 Straight pobe Steel .5 Figure 13 Straight pobe Steel .75 Figure 14 Straight pobe Acrylic .4 Figure 15 Straight pobe Acrylic .5 Figure 16 Straight pobe Acrylic .3 Figure 17 Straight pobe Acrylic .2 Figure 18 Straight pobe Acrylic .75 Figure 19 Straight pobe Al .4 Figure 20 Straight pobe Al .5 Figure 21 Straight pobe Al .3 Figure 22 Straight pobe Al .2 Figure 23 Angle beam , ref 1 Figure 24 Angle beam, ref 2 Figure 25 Miniature Angle Beam, ref 2 Figure 26 Miniature Angle beam, ref 1 Figure 27 Miniature angle beam reverse, ref 1 Figure 28 Miniature angle beam reverse, ref 2 Figure 29 Bolt 1 defect Figure 30 Bolt 1 length Figure 31 Bolt 2 edge Figure 32 Bolt 2 Length Figure 33 Bolt 3 Length Figure 34 Bolt 3 edge Figure 35 Bolt 4 Length Figure 36 Bolt 4 Defect Figure 37 Cylinder 3/64 back wall Figure 38 Cylinder 3/64 diameter of flat bottom Figure 39 Cylinder 5/64 Figure 40 Cylinder 8/64 Figure 41 cylinder height 6 Figure 42 cylinder height 3 Figure 43 cylinder height 1.5 Figure 44 cylinder height .75 Figure 45 cylinder height .5 Figure 46 cylinder height .25 Analysis of Data Part of experiment 5, in straight beam probe calibration, figures 9 through 24 shows pictures of the device screen of a few steps that we used to calibrate the device. For example in steel at .4 the probe delay was .4119us and velocity was .2252 in/us. In figure 14 the Plexiglas was on stop .4 with a velocity of .0873 in/us and the probe delay was .4119 us. In figure 19 it sows the .4 step for aluminum, which shows a velocity of .2458 in/us and probe delay of .4713 us. In figures 13 and 18 show the side of the step block at .75 for another step. In angle beam probe calibration, the figures 23 through 28 show pictures of the screens device for those calibrations. Figure 23 and 24 shows the references of the IIW steel calibration block which had a velocity of .1599 in/us and probe delay of 26.4325 us. This value was supposed to be half of the straight beam calibration but it was close enough. In figures 25 through 28 shows the miniature calibration block and the probe delay was 5.3931 us and the velocity was .1266 in/us. This was also compared to the straight beam probe velocity in steel and should be about half. It was close enough to be counted. Looking at the probe delays, it seemed to be reasonable time for the distance it had to go. In area and distance amplitude calibration the figures 37 through 40 displayed the devices screen of each cylinder tested. Figure 37 shows the back wall of the 3/64 diameter hole which had a 25dB. In figure 38, it shows the 3/64 diameter of flat bottom hole at 53dB. In figure 39, shows the 5/64 diameter of flat bottom hole with a 50 dB. In figure 40, shows the 8/64 diameter flat bottom whole with a 47 dB. Each figure had a probe delay of .4822 us and a velocity of .2331 in/us, which was very close to the velocity reference for steel. Table 1 Diameter Notation Gain (dB) 3/64 V1 53 5/64 V2 50 8/64 V3 47 Graph 1 In table 1 it displays the dB for every diameter. In graph 1 the area vs. amplitude calibration curve is shown. Table 1 and equation = 20 was used to calculate the calibration curve. An example of a calculation is shown below: |V2-V1|=|40 dB 46dB|= 6 dB = 20 V2= 2V In figures 41 through 46, the pictures shown are the different heights of cylinders but the diameter of the hole inside is the exact same. As follows, figure 41 shows 6 cylinder, figure 42 shows 3 cylinder, figure 43 shows 1.5 cylinder, figure 44 shows .75 cylinder, figure 45 shows .5 cylinder and figure 46 shows .25 cylinder. Each figure shows .2312 in/us for velocity and probe delay is 4.8750 us. Notation Height Sound Path Gain (dB) V1 6.75 5.812 100 V2 3.75 2.976 92 V3 2.25 1.480 74 V4 1.5 .740 68 V5 1.25 .491 61 V6 1 .247 53 Table 2 Graph 2 In table 2 it displays the dB and sound paths on the picture taken for each picture of different heights. In graph 2 it displays the distance vs. amplitude calibration curve. The curve was made from the equation = 20 and table 2. If you compare the graph with reference data my graph is not accurate at all. With my data incomplete this is an example of how to calculate the equation: |V3-V1|=|47.1 dB-97.2 dB|= 50.1 dB = 20 V3=319.89V In experiment 6 the bolt defects are shown in figures 29 through 36, which show a picture of the devices screen for the four bolts that were examined. Figures 29 and 30 for bolt 1 shows the length at 2.03in and defect at .608in, figures 31 and 32 shows bolt 2 with length of 3.398in and defect at .473in, figures 33 and 34 shows bolt 3 with length 3.954in and no defect but we took an edge of the bolt to show, figures 35 and 36 for bolt 4 shows length at 4.426in and defect at 3.922in. Figure 47 shows a picture of the bolts. Figure 47 Aluminum Plate defect (6dB drop)- Figure 48 Figure 49 In figures 48 and 49, it displays the aluminum specimen that was tested in experiment 6 using the 6dB technique. Figure 48 shows the sketched markings and figure 49 shows the actual defects. Figure 50 Defect 1 T= 0.375in length of defect= 1.013in Figure 51 Defect 2 T= 0.395in Length of defect= 1.17in Figure 52 Defect 5 T= 0.397in Length of defect= 1.012in Figure 53 Defect 6 T= 0.390 Length of defect= 0.992 Figure 54 Figure 55 Defect 7 T= 0.390 Length of defect= 1.047 Figure 56 Defect 8 T= 0.389in length of defect= 0.915in In figures 50 through 56, shows the pictures for the six weld tests examined for experiment 6. Figure 50 shows defect 1 with thickness of .375 and defect at .035, figure 51 shows defect 2 with thickness of .395 and defect at .241, figure 52 shows defect 5 with thickness of .397in and defect at .201in. Figure 53 and 54 shows defect 6 with thickness of .390 and defects at .121 and .271. Figure 55 shows defect 7 with thickness of .390 and defect at .184. Figure 56 shows defect 8 with thickness at .389 and defect at .186. This data was compared to the sheet in the appendix. Discussion of Results In experiment 5, we learned how to calibrate the three different detector devices using many calibration techniques. One of the methods was straight beam calibration. Following the setup and recording the pictures of the experimental data, we can agree on the calibration was a success. This was agreed by making sure the heights matched the heights of the step block written on the steps. Our heights were very close to the actual height. To make sure this is correct we were also shown a probe delay and velocity. The velocity of steel we got .2252 in/us and the reference velocity was .2300 in/us. The probe delay was .4119 us which was approved by Dr. Genis to be okay. For aluminum the velocity was .2458 in/us and compared to the reference velocity of .2490 in/us, our velocity was very close. The probe delay was .4713 us. For Plexiglas, the velocity was .0873 in/us and compared to the reference velocity .110 in/us was close but still had decent gap. The probe delay was .4119 us. The next part of experiment 5 was angle beam calibration. Following the setup and recording the pictures of the experimental data, we can agree on the calibration was a success. To see if our data matched was to detect the pulses were in the right place. For IIW calibration block, the first pulse seen was close to the 4 mark and the second pulse was also very close to 9 mark. For the miniature calibration block the first pulse was at 1 and the second pulse was at 4. We detected all the pulses were at the correct location on the screen. We were also able to get the velocity of .1599 in/us which are approximately half of the reference velocity for steel. The probe delay is 26.4325 us. In experiment 5, the last part was area amplitude and distance amplitude calibrations. For area amplitude we were able to figure out that we succeeded by the velocity and probe delay. The steel cylinders had a velocity of .2331 in/us, which compared to the steel reference velocity it seems to be very close. The probe delay of .4822 us seemed to match the accepted probe delay. The last part to confirm the data was from graph 1, which shows the area amplitude calibration curve that matched the reference curve that was presented in class. The velocity we obtained was .2312 in/us which was proper. A trend of 7 or 8 in different dB until between two of the cylinders, but at the end it was ok because as long as when the dB was raised the trend line was also being raised. Looking on the graph it seemed that either the graph was wrong or the collected data was wrong. It could be multiple reasons why