King of Country Music Essay

When Strait was a teenager, he began his music by joining a rock and roll garage band. After he graduated high school, he enrolled in college, but soon dropped out and married his high school sweetheart, Norma Voss, in 1971. He later enlisted in the Army. He was stationed in Hawaii and began to play in an army-sponsored band called Rambling Country. On October 6, 1972, while still in Hawaii, George and Norma welcomed their first child, Jenifer. In 1975, Strait was discharged from the Army and soon after returned to Texas. Strait returned to college in San Marcos, where he graduated in 1979 with a degree in agriculture. During college, he joined the country band â€Å"Stoney Ridge†, answering a flyer the band posted around campus looking for a new vocalist. Strait renamed the group the â€Å"Ace in the Hole† and quickly became the lead, they began to perform at different honky tonks and bars around south and central Texas, traveling as far east as Huntsville and Houston. They gained a regional following and opened for national acts such as The Texas Playboys. Soon, his band was given the opportunity to record several Strait-penned singles including â€Å"That Don’t Change The Way I Feel About You†, for the Houston-based â€Å"D† label. However, the songs never achieved wide recognition, and Strait continued to manage his family cattle ranch during the day in order to make some extra cash. Strait attempted tried to become famous in Nashville but failed because he lacked any strong business connections. In 1979, he became friends with Erv Woolsey, a Texas club owner who once worked for MCA Records. Woolsey invited several MCA executives to Texas to hear Strait. He did so well on his performance they signed him in 1980. Straits first single was â€Å"Unwound’ in 1981. It made it into the Top 10. Next he released two more songs â€Å"Down and Out† and â€Å"If You’re Thinking You Want a Stranger (There’s One Coming Home)†. Both these songs did great on the charts, but it wasn’t until 1982 when Straits second album Strait from the heart was released. Then George Strait had his first number one hit â€Å"Fool Hearted Memory. In the 1980s alone, he reached the top of the chart 18 times with songs such as â€Å"The Chair,† â€Å"All My Exes Live in Texas,† â€Å"Famous Last Words of a Fool† and â€Å"Baby Blue. † In 1985, he won CMA awards for album of the year and male vocalist. In 1986, he repeated his win as male vocalist, but his year was marked by tragedy when his daughter was killed in a car wreck. â€Å"B aby Blue† is said to have been written for his daughter. Strait won CMA entertainer of the year award in 1989 and 1990. In the 1990’s, George Strait continued to dominate country music. He released his tenth album, Livin’ It Up, which featured two number one hits including â€Å"Love Without End, Amen† and â€Å"I’ve Come to Expect It From You†. He later released the singles â€Å"If I Know Me† and â€Å"You Know Me Better Than That†which both were number one hits. In 1992, Strait starred in the movie Pure Country and recorded â€Å"I Cross My Heart† which is still one of his biggest hits today. His song once again reached number one. In 1995, He released a four-CD boxed set, Strait Out of the Box. It had become one of the five biggest-selling boxed sets in music history.

Ethics Social Justice Essay

The ethical issues that were identified in the case study of Guerrilla Government in EPA’s Seattle Regional Office were cumbersome. The first of many to create unethical situations was the administrator of EPA’s Seattle regional office in 1981, John Spencer. His staff remembers his tenure for all the unethical actions he took such as using tax payer’s money to buy a membership for the EPA in the Chamber of Commerce (O’Leary, 2014 p. 48). His actions continued even after numerous attempts to advise him that his actions were against federal guidelines and caused serious conflict of interest questions. He also allegedly took several personal trips to Alaska to handle affairs related to his previous job on public expense. In addition, he requested as personal driver to take him to and from and requested modifications to the EPA office building without getting prior approval from the General Services Administration thus violating federal law (O’Leary, 20 14 p. 48-54). There was also unethical conduct displayed by Ernesta Barnes ‘successor, Robie Russell. In March of 1987, Russell made his unethical behavior known when the local media announced that a veteran engineer had quit his job due to being angry that he was being transferred involuntarily to another job. At that point, Russell began making decisions that had once been a group effort behind closed doors. Workers who were once performing analysis, were cut out of the decision making process. He was even believed to have removed important comments in reports before they were released to the public. He was also known to back out of his support for the development of oil in the Arctic National Wildlife Refuge and then recall that support later in a testimony to the U.S House of Representatives who were considering the proposal. He stated that â€Å"The EPA does not oppose the environmentally acceptable development of the Arctic National Wildlife Refuge†.

History of Japan Essay

1. What are the key features of the Tokugawa settlements that were worked out under Ieyasu and Iemitsu? What is the rationale behind this system? In what ways might it be considered `centralized feudalism`? The Tokugawa settlements that were worked out under the rule of Ieyasu and Iemitsu were mainly forms of centralized feudalism.   The Tokugawa period, particularly the Ieyasu Shogunate, was based on a strict class hierarchy.   This was based on the old structure created by Toyotomi Hideyoshi (Bryant 2005).   It was comprised of the warrior-caste of samurai who were at the top of the hierarchy and they were followed by the farmers, the artisans, and the traders. The key feature of the Ieyasu Shogunate was the implementation of the feudal military dictatorship by Tokugawa Ieyasu.   This system of â€Å"centralized feudalism† was the key tool which helped the ruling body in restoring political and social order after a long period of warfare and chaos.   The system was such that there were feudal lords who controlled their own domains but they subject however to the whims of the Shogun who was characterized as the defacto ruler for Japan.   The ascension to Shogun was hereditary and thus led to the control by the Tokugawa Shoguns from the 1600s to 1868 (Sadler 1937). Tokugawa Ieyasu was able to gain control of the entire country through this method.   Though once a Daimyo himself, he soon became a Shogun and began exercising power over the 250 other daimyos all over Japan.   This was the centralized system that the Tokugawas were able to establish and relevant to this system was the â€Å"Alternate Attendance System† or the sankin kà ´tai (Sadler 1937). This system simply meant that every daimyo had to live every alternate year in the capital city of Edo under the penalty of permanently living in the city and leaving his life and heir behind in case such a task was not fulfilled.   Needless to say, this had immense implications for the history of Japan.   It meant that there were huge transfers of wealth since the daimyos had to finance their trips.   It also led to the fostering of a sense of loyalty to Edo as every daimyo after 1700 felt drawn to Edo as a native of the city (Sansom 1961). The situation was not so different during the time of Tokugawa Iemitsu who was the grandson of Tokugawa Ieyasu (Bryant 2005).   Iemitsu’s rise to power was predicated by the abdication of Hidetade in his favaor.   Hidetada installed all of his advisors and veteran daimyo in the service of Iemitsu but soon after, Iemitsu appointed most of his childhood friends and was soon able to carry on the installation of a strong and centralized form of administration similar to that by his grandfather Tokugawa Ieyasu.   While there were those who opposed such an act, Tokugawa Iemitsu simply removed all opposition and remained in power (Sansom 1961). The reason that these periods were considered as â€Å"centralized feudalism† was the fact that though there were different domains that were ruled by the daimyos, all power still emanated from the Shogun (Bryant 2005).   The Shogun ruled under the authority of the emperor and in fact ruled over most, if not all, of the activities of the realm.   This was eventually overthrown and replaced during the Meiji Renewal. 2. How would you characterize Meiji Japan`s economic development? In what ways was it distinctive? What role did the state play? Meiji Japan’s economic development was characterized by the Meiji Renewal which was a series of events that led up to major changes in Japan’s political and social structure (Beasley 1995).   The arrival of the Black Ships of Commodore Matthew Perry ushered in a direct response from the Shogunate and thus the Meiji restoration began.   It was during this same period that Japan established itself as an Imperial Power. The foundation of the Meiji Renewal was the formation of the Satsuma-ChÃ… shÃ… « Alliance between SaigÃ…  Takamori, who was the leader of the Satsuma domain and Kido Takayoshi, who was the leader of the ChÃ… shÃ… « domain (Jansen 2000).   Initially brought together to challenge the ruling Tokugawa Shogunate and installing the emperor into power, the Satsuma-ChÃ… shÃ… « Alliance succeeded in altering the political structure of Japan.   The two leaders, SaigÃ…  Takamori and Kido Takayoshi, were supported by Emperor KÃ… mei (Beasley 1995). The distinct characteristic of this period was the fact that it ushered in the industrialization of Japan (Jansen 2000).   It also led to the emergence of Japan as an island nation that possessed military power by the year 1905.   The slogan for Japan during this time was fukoku kyohei, which translates into â€Å"Enrich the country, strengthen the military.† The manner in which this Renewal was accomplished was by creating a group in which all the power was consolidated against the remnants of the Edo period government, the shogunate, daimyo, and the samurai class.   Thus the Meiji Oligarchy was formed.   During this period, the Tokugawa lands were seized and placed under the direct control of the government.   Some of the Daimyos who protested such an act eventually relented and returned their domains to the Emperor which lead to the creation of a central government in Japan for the first time in its history and also allowed the new centralized government to exercise direct power throughout the entire realm (Beasley 1995). The pivotal point came in 1871 when all the Daimyos were brought before the emperor and it was decreed that all domains were now to be returned to the Emperor (Jansen 2002).   These â€Å"returned† domains were converted into prefectures that were under the control of a government appointed governor. The next step came in the abolition of the four divisions in Japanese society that had previously existed.   This led to the abolition of the Samurai class, which at that time numbered nearly 1.9 million, and led to the development of the Japanese military which was now open to peasants (Beasley 1995).   Nationwide conscription was now established in order to fill in the ranks left by the former Samurais and every male was mandated to serve in the new armed forces of Japan for four (4) years upon turning 21. The state therefore played a very critical role in all of this as it was under the state that the abolition of traditional political structures was engineered and the abolition of the social classes was commenced.   The establishment of a strong Japanese Imperial Army also played a great role as it provided the state with the power that it needed in order to institute the reforms that is sought to implement (Jansen 2000).

Living and non living things Essay

Abstract Whenever you are teaching student a new language that they are not used to speaking at home or around their peers; require a lot of sacrifice for the he teacher and the students that are usually speaking their native tongue. With the challenges ahead the teacher will need to dedicate more time for teaching and instruction for the English Language Learner. And for the student wishing to learn a new language it will also take some sacrifice on their end as well. For the teacher and the pupil it will be very crucial that the students know and see the different language acquisition theories; how they are used in a classroom setting and how to implement those theories in a lesson plan. Introduction As the English Language Learner’s numbers start to increase in districts around the United States; many instructors are looking for more effective ways to teach the ell a new language. The Sheltered Instruction Observation Protocol (SIOP) is an avenue that teachers use to decide how he/she will attack the different ways of delivering the lessons to the ell so they will be able to understand and gain knowledge and deliver lessons that allow English learners to acquire academic knowledge develop some English language proficiency. When the SIOP method is used all students benefit from the lessons and instructions not just the ells. The more the instructors use the SIOP model the English learner’s progress shall be seen in their academics. Since there are so many language acquisition theories that go along with SIOP; the two methods used in my lesson plans are an Innatist and Interactionist methods. Within both methods there is an emphasis on natural language development and they focus on interaction between people as the main ways to learn and develop a new language. Innatist Theory In the innatist natural language development is received by the students through materials such as books, friends and other resources. The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By  having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. During this time a students’ output is not a concern and it is shown that language will occur naturally. There is also, a silent period to be expected during this time but there should be no worries. Innatist also believes that errors should not be corrected; students will correct them over time. â€Å"Most English language learner errors among their subjects were best described as similar to errors made by children acquiring English as a first language† (Peregoy, et al., 2008, p. 53). Some students are known to make the similar mistakes of those who are learning English as a small child. So the innatist theory is a way of making the students learn on their own, at their own pace, and use the interactions they have with others to build different skills. The lesson plan discussed will work jointly with the theory; due to the fact that the students will continue to use resources and do normal activities that they do on the normal. There will be times when the students will pair off with another student who may speak their native tongue so he/she will be able to relate to his/her peers; during this time they will bouncing ideas off each other to find out what the other may have learned so the will be able to teach each other. My lesson plan was given to a teacher of 6 and 7 years students where there are quite a few of English language learners. If the teacher were using the innatist theory he/she would pair students according to language level. The students who are considered more proficient in their native language would be paired with an student who may be ELL. With this lesson plan it was a good way to use group discussion it was an interesting to keep those students attention in order to make them more interested and excited to discuss the big ideas. Interactionist Theory The interactionist theory and the innatist theory are very similar. . The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. On the student output end, speaking occurs  naturally in communication with others. This theory puts no pressure on speaking, except when the student has the natural impulse to communicate with others. As for the treatment of errors is concerned, errors that impede communication will be naturally corrected as the meaning is negotiated; some errors may require explicit corrective instruction in order to make sure that the student is not being taught in the wrong way. â€Å" Interactionists view the communicative give and take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process† (Peregoy et al., 2008, p. 55). Lesson Plan Success As you can see from the reading innatist and interactionist theories were present in the discussed lesson plan. As noted before the theories are very similar and the key purpose is to let the student learn and interact with each other in hopes that they will pick up on a new language and possibly learn to speak a new language. By using different activities that may be interesting and engaging to the students is also a big part of learning success. Many students like to hang out in groups; so with making a lesson plan around having the student to work in groups doing so can really help with the success of the students. The only major opposing view is that one theory would not make any correction on errors and the other theory would correct the wrongs. In a classroom setting it is important for teachers to correct errors as much as possible, this would help make sure that students are not abusing the language in the negative manner; and it would be easier to correct errors as they happen instead of having to force a student to change a habit he/she has been doing for a while My plans were not difficult; I made it interesting and fun for all students. As the students learn it becomes evident that the plan fits everybody. Conclusion When you have to create a lesson plan to teach students of different language backgrounds and make the plan fun and enjoyable for all students in the class; and when you also have to make the lesson where any teacher is able to instruct any group of students and keep them interested is not an easy task. And do keep in mind while creating these plans you may have some students in the selected class that may have no knowledge of the current  language being spoken in the class. In order to make the plans enjoyable for all students it is very important that a teacher or whomever is creating the plans have knowledge of the student that they may be potentially teaching and trying to get to grasp the English language. If the SIOP lesson plan broken down in it will be easier to follow and keep student interested in the learning process. If the lesson plan is followed no areas will be omitted and the students’ success will be seen in their academic increase. So as a teacher; you will have more time for teaching and less time trying to plan and focus more on ensuring that all the objectives and language acquisition theories are in place to assure that the all student have an equal chance to obtain the and learn the English or any other language. (Building Background) Students will read the book See How They Grow: Owl. Pose class discussion questions from the story such as: Is the owl from the story a living thing? Why or Why not? What does the owl do to make it a living thing? What does the owl need to survive? Steering the conversation into differentiating between living and non-living. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) Using a whiteboard divide the board into two categories, living and non-living things. Introduce the various pictures of living and non-living things. Do not tell students which is living or non-living. Students will approach the white board and place the living and non-living pictures under the correct category. Discuss with students why these things are living and why they are non-living. Using the teacher pointer ask for a volunteers to point out living or non-living things in the classroom. Discuss the differences among the things that the students  pointed out. Practice/Application (Meaningful activities, interaction, strategies, practice/application, feedback) Two stations should be created in the classroom. One station will be the â€Å"plant station† and the other will be the â€Å"Fish station.† Students should be divided into two groups also. One group will observe like scientists at the plant station and the other group will observe like scientists at the fish station. Pass out data sheets and magnifying glasses prior to students going back to their station. At the plant station the fake plant and the real plant should be positioned in the middle of the table and be labeled plant #1 and plant #2. At the fish station the beta fish and the candy Swedish Fish should be positioned in the middle of the table and labeled fish #1 and fish #2. Students will go to their assigned station and predict which plant or fish they believe is a living thing and which they believe is a non-living thing. Students will use their magnifying glasses like scientists and record on their data sheets characteristics of each plant and fish. Water for the plant and food for the fish should be available for the students to use when recording observations. Students will complete their data sheets by concluding which plant and fish was living and non-living. Students will discuss their conclusions as a class. Review/Assessment: Content (Review Objectives and vocabulary, assess learning) Students will use their science journals to draw a picture of a living thing and a non-living thing. The students will write in their journals what makes the picture they choose to draw a living and non-living thing. Extension: Introducing the word metamorphosis and how some living things can change when they grow. Reference Peregoy, S., Boyle, O. (2008). Reading, Writing, and Learning in ESL. New York: Allyn and Bacon.

Operation Of Electrical Equipment In Hazardous Environment Environmental Sciences Essay

Based on my research up to day of the month I came to the decision that risky countries is a large subject to cover and after a series of meetings with my supervisor Mr. Jerry Duggan I have decided to concentrate preponderantly on â€Å" Dust Explosion † a subject which has ne'er been covered before by an electrical technology pupil in Cork Institute of Technology. By finishing this undertaking my purpose is that it will function as an educational tool in our progressive environment for me and for future readers. I hope to larn many things from this undertaking that will profit me in the hereafter and in my calling. I intend to analyze all the of import facets of dust detonation, by reexamining bing literature on the topic, hunt of appropriate web sites and by a possible site visit to a chemical works near me.1 Introduction:In Electrical technology, a risky location is defined as a topographic point where concentrations of flammable gases, bluess, or dusts may happen. Electrical equipment that must be installed in such locations is particularly designed and tested to guarantee it does non get down an detonation, due to curving contacts or high surface temperature of equipment. For illustration a family light switch may breathe a little, harmless seeable flicker when shift ; in an ordinary ambiance this discharge is if no concern, but if a flammable vapor was present, the discharge might get down an detonation. Electrical equipment intended for usage in a chemical mill or refinery is designed non to bring forth any flickers, or else to safely incorporate the discharge and do certain it can non light any explosive gases, bluess or dusts that might be present around the equipment. Many schemes exist for safety in electrical installings. The simplest scheme is to minimise the sum of electrical equipment installed in a risky country, either by maintaining the equipment out of the country wholly or by doing the country less risky by procedure betterments or airing with clean air. Intrinsic safety is a pattern where setup is designed with low power degrees and low stored energy, so that a mistake is improbable to put off an detonation. Equipment enclosures can be pressurized with clean air, and interlocked so that the equipment is disconnected if the air supply fails or arc-producing elements of the equipment can be isolated from the environing atmosphere by encapsulation, submergence in oil, sand, or by hardy enclosures that prevent extension of an internal detonation to the environing ambiance. As in most Fieldss of electro engineering, different states have approached the standardisation and testing of equipment for risky countries in different ways. As universe trade becomes more of import in distribution of electrical merchandises, international criterions are easy meeting so that a wider scope of acceptable techniques can be approved by national regulative bureaus. Standards regulating electrical equipment for usage in risky dust countries are altering so quickly that purchasers and users of electrical production equipment are happening it hard to maintain up. However, A by non maintaining abreast of the alterations, they run the hazard of a dust detonation happening in their works due to inadequately protected equipment and/or being prosecuted forA non-compliance or carelessness. The hazard of a dust or pulverization detonation happening in a fabrication works should non be underestimated. Around 2,000 dust detonations occur in Europe every twelvemonth, impacting all types of companies, including makers of sugar, coal, chocolate, flour-based goods, milk pulverization, tea, grain, fresh fish and baccy, every bit good as wood and metal processing companies. Any environment in which dust or pulverization is allowed to garner on hot surfaces or that could be ignited by a flicker from electrical equipment is a possible hazard. The cost, in footings of lives lost and harm to works, as a consequence of a dust detonation can be tremendous.2 Dust Explosion:Definition: Dust detonations occur when all right atoms dispersed in the air as a cloud react with O in the presence of an ignition beginning, bring forthing an detonation concatenation reaction. When this occurs in a changeless volume, there is a rapid and important addition in force per unit area. Prevention steps must be the first line of defense mechanism against such detonations, but in many state of affairss efforts to extinguish ignition beginnings are merely non plenty. Measures for extenuating the harm caused and the dangers posed to workers by eventual detonations are necessary. To assist vouch the safety of silo installings, companies in Europe are required to follow with the ATEX Directives sing explosive ambiances ( [ ATEX 1999/92/EC, 1999 ] and [ ATEX 94/9/EC, 1994 ] ) by put ining protection mechanisms.3 What is a dust detonation?Explosions are defined as sudden reactions affecting a rapid physical or chemical oxidization reaction, or disintegrate bring forthing an addition in temperature or force per unit area, or both at the same time. When the fire velocity is greater than the velocity of sound, we call it a explosion. Otherwise the detonation is known as a deflagration. Typically, dust detonations are comparatively slow burning procedures. If ignition occurs i n a dust cloud in an unfastened country, so small or no overpressure consequences and the primary jeopardy is a bolide. The best manner to acquire informations refering a specific type of dust is to make proving on the existent substance. Most written proficient resources on dust detonations have informations for the minimal explosive concentrations and other belongingss of common pulverizations.4 European Laws:In July 2006 a 2nd ATEX directive became compulsory European Standard EN 14491, 2006 EN 14491 for dust detonation venting protective systems and CEN ( 2006 ) .EN 14491 ( 2006 ) for the discharge of dust detonations came into force in 2006 and depict the basic design demands for dust detonation venting systems. This criterion is one of a series including criterions EN 14797 ( 2006 ) and EN 14460 ( 2006 ) on blowhole industry and detonation immune constructions. Together, these three criterions wholly cover dust detonation venting ordinances in Europe.5 Conditionss for dust det onation:As we all know detonation can merely happen, when three factors come together: 1. Flammable stuff ( in burnable measures ) 2. Oxygen ( in the air ) 3. Ignition beginning Fig.1 An detonation can merely happen, when these three factors come together Once the reaction is ignited, depending on how the exothermal energy is liberated, the consequences can be a controlled burning, fire moving ridge or detonation. All the protection methodological analysiss are seeking to extinguish one or more of the trigon constituents to cut down the hazard of lighting an detonation to an acceptable degree. To obtain an acceptable degree of hazard at least two independent events must be present, each one of low chance, before a possible detonation can happen. There are besides five necessary conditions for dust detonation to happen: a dust has to be combustible the dust is suspended in the air at a high concentration there is an oxidizer ( typically atmospheric O ) the dust is confined there is an ignition beginning Fig.2 Necessary conditions for dust detonation to happen The add-on of the two elements scattering and parturiency to the trigon ( see fig.1 ) creates what is known as the â€Å" detonation Pentagon † ( see fig. 2 ) . An initial primary detonation ( see fig. 3 ) in treating equipment or in an country were fleeting dust has accumulated may agitate free more accrued dust or damage a containment system such as a canal, vas or aggregator. As a consequence, if ignited, the extra dust dispersed into the air may do one or more secondary detonations ( see fig. 3 ) . These can be far more destructive than a primary detonation due to increased measure and concentration of spread combustible dust. Fig. 3 Primary and secondary dust detonations If one of the elements of the detonation Pentagon is losing, a ruinous detonation can non happen. Two of the elements in the detonation Pentagon are hard to extinguish: O ( within air ) , and parturiency of the dust cloud ( within procedures or edifices ) . However, the other three elements of the Pentagon can be controlled to a important extent, and will be discussed farther in this papers.6 Facility Dust Hazard Appraisal:As I have mentioned above a combustible dust detonation jeopardy may be in a assortment of industries, including: nutrient ( e.g. , confect, amylum, flour, provender ) , plastics, wood, gum elastic, furniture, fabrics, pesticides, pharmaceuticals, dyes, coal, metals ( e.g. , aluminum, Cr, Fe, Mg, and Zn ) , and fossil fuel power coevals. The huge bulk of natural and man-made organic stuffs, every bit good as some metals, can organize combustible dust. The European`s Industrial Fire Hazards Handbook provinces that â€Å" any industrial procedure that reduces a combustible stuff and some usually non-combustible stuffs to a finely divided province nowadayss a possible for a serious fire or detonation. † 7 Facility Analysis Components: Facilities should carefully place the followers in order to measure their possible for dust detonations: Materials that can be combustible when finely divided ; Procedures which use, consume, or produce combustible dusts ; Open countries where combustible dusts may construct up ; Hidden countries where combustible dusts may roll up ; Meanss by which dust may be dispersed in the air ; and Potential ignition beginnings.8 Beginnings of ignition:There are many beginnings of ignition and a bare fire need non be the lone one, a study shows that half of the dust detonations in Europe were from non-flame beginnings. Beginnings include fire hot surfaces clash curving from machinery or other equipment illuming work stoppages cutting and welding fires mechanical machinery As I mentioned earlier at the start of the study a differentiation is made between primary and secondary dust detonations. When a dust is found in a container, room or system component ignites and explodes we speak of a primary dust detonation. In a secondary dust detonation, dust that has settled on the land or on other surfaces is stirred by the primary detonation and ignites. As a consequence of this a concatenation reaction follows and the force per unit area wave emanating from the secondary dust detonation can stir up farther dust sedimentations and do farther dust detonations.9 Example of Historic Incidents:The undermentioned incident is an incident that marked the universe, in February 2008, a ruinous dust detonation occurred at the Imperial Sugar Refinery in Port Wentworth, USA. The dust detonation killed 13 people and injured many more. The undermentioned images below show the amendss of the refinery after the catastrophe ;10 Measuring the hazard:Identifying risky or non-hazardous countries should be carried out in a systematic manner. Risk appraisal should be used to find if risky countries exist and to so delegate zones to those countries. The appraisal should see such affairs as: the risky belongingss of the unsafe substances involved ; the sum of unsafe substances involved ; the work processes, and their interactions, including any cleansing, fix or care activities that will be carried out ; the temperatures and force per unit areas at which the unsafe substances will be handled ; the containment system and controls provided to forestall liquids, gases, bluess or dusts get awaying into the general ambiance of the workplace ; any explosive ambiance formed within an enclosed works or storage vas ; and, any steps provided to guarantee that any explosive ambiance does non prevail for an drawn-out clip, e.g. airing. Taken together these factors are the get downing point for risky country categorization, and should let for the designation of any zoned countries. The undermentioned paragraphs give farther information on what to see during an appraisal.11 The risky belongingss of unsafe substances:The belongingss of a unsafe substance that need to be known include the boiling point and brassy point of any flammable liquid, and whether any flammable gas or vapor that may be evolved is lighter or heavier than air. For dusts, information on atom size and denseness will be needed, one time it has been shown that a peculiar dust can organize an explosive ambiance. Often, relevant information is contained on a safety informations sheet provided with the merchandise.12 The size of possible releases:Some possible beginnings of release may be so little that there is no demand to stipulate a risky country. This will be the instance if the effect of an ignition following a release is improbable to do danger t o people in the locality. However, in the incorrect fortunes ignition of rather little measures of flammable gas/vapour assorted with air can do danger to anyone in the immediate locality. Where this is the instance, as in a comparatively confined location, from which rapid flight would be hard, country categorization may be needed even where rather little measures of unsafe substance are present. The size of any possible explosive ambiance is, in portion, related to the sum of unsafe substances present. Industry specific codifications have been published by a assortment of organisations to supply counsel on the measures of assorted unsafe substances that should be stored. For illustration,13 Temperatures and force per unit areas:Extra information associating to the procedure that involve the unsafe substances should besides be taken into history, including the temperatures and force per unit areas used in the procedure, as this will act upon the nature and extent of any release, and the extent of any subsequent risky countries. Some substances do non organize explosive ambiances unless they are heated, and some liquids if released under force per unit area will organize a all right mist that can detonate even if there is deficient vapor.14 Ventilation:Ventilation, either natural, or automatically ( e.g. produced by fans ) , can both dilute beginnings of release, and take unsa fe substances from an enclosed country. As a consequence there is a close nexus between the airing at any given location and the categorization and extent of a zone around a possible beginning of release. Well designed airing may forestall the demand for any zoned country, or cut down it so it has a negligible extent.15 Extent of risky countries:The appraisal needs to place countries within a workplace that are connected to topographic points where an explosive ambiance may happen. This will supply information on any countries off from the beginning of the jeopardy to which an explosive ambiance may distribute, for illustration through canals. Such countries should be included in the categorization system for topographic points where explosive ambiances may happen. An attack to measuring this hazard is described in BS EN 60079/10. A technique for forestalling this hazard is described in BS EN 50016, on pressurisation of enclosures or suites incorporating electrical equipment.16 Othe r considerations:When sing the potency for explosive ambiances, it is of import to see all unsafe substances that may be present at the workplace, including waste merchandises, residues, stuffs used for cleansing or care, and any used merely as a fuel. Besides some combinations of unsafe substances may respond together, organizing an ignition beginning, or in combination may organize an explosive ambiance, where singly this does non happen. Some perennial activities such as refuelling autos, or lading and droping oilers intended for usage on the public roads, involve the debut of possible beginnings of ignition into an country where a spill is possible, and which would run into the description of a risky country. In these fortunes, safety can be achieved by insulating power beginnings ( e.g. turning off engines, etc ) while a transportation is taking topographic point, and doing suited cheques before and after a transportation, before traveling a vehicle into or out of a risky country. Activities, such as care, may incur hazards non covered by the normal country categorization of the country where the activity is taking topographic point, for case the debut of beginnings of ignition into a risky country. Sometimes the unsafe substance can be removed before the care work activity starts. Sometimes, particular control steps can be taken to forestall the release of any unsafe substance during the work. In such instances the extra hazards associated with the activity should be assessed before work starts.17 Relationship between fires and detonations:In many instances where an explosive ambiance can organize, any ignition will do a fire instead than an detonation. Both fire and detonation cause dangers to workers, and in many instances the safeguards required to forestall an ignition are the same. The overall bundle of safeguards required will depend on the possible effects of a fire or detonation. Many factors influence the hazards from a fire affecting unsafe substances. In peculiar, employers should see whether a fire could take to an detonation, how fast a fire might turn, what other stuffs might be quickly involved, any dangers from fume and toxic gases given off, and whether those in the locality would be able to get away.18 Classifying risky countries into zones:Once an country has been identified as risky it should be classified into zones based on the frequence and continuity of the potentially explosive ambiance. This so determines the controls needed on possible beginnings of ignition that may be present or happen in that country. These controls apply peculiarly to the choice of fixed equipment that can make an ignition hazard ; but the same rules may be extended to command the usage of nomadic equipment and other beginnings of ignition that may be introduced into the country ( for illustration, lucifers and igniters ) and the hazards from electrostatic discharges. An international criterion, BS EN 60079/10, explains the basic rules of country categorization for gases and bluess, and its equivalent for dusts was published in 2002 as BS EN 61241/3. These criterions form a suited footing for measuring the extent and type of zone, and can be used as a usher to following with the demands in DSEAR. However, they can non give the extent and type of zone in any peculiar instance, as site-specific factors should ever be taken into history. Industry specific codifications have besides been published by assorted administrations and, provided they are applied suitably, they are valuable in promoting a consistent reading of the demands. Area categorization surveies normally take the signifier of drawings placing the risky countries and zones. Additional text gives information about the unsafe substances that will be present, the work activities that have been considered, and other premises made by the survey. Whenever such drawings and paperss have been produced, they should be included in the hazard appraisal record required by DSEAR. These paperss should be considered whenever new equipment is to be introduced into a zoned country. Hazardous topographic points are classified in footings of zones on the footing of the frequence and continuance of the happening of an explosive ambiance.Gass, bluess and mistsFor gases, bluess and mists the zone categorizations are: Zone 0 – can be describes as a topographic point in which an explosive ambiance dwelling of a mixture with air of unsafe substances in the signifier of gas, vapor or mist is present continuously or for long periods or often. Zone 1 – can be described as a topographic point in which an explosive ambiance dwelling of a mixture with air of unsafe substances in the signifier of gas, vapor or mist is likely to happen in normal operation on occasion. Zone 2 – can be describes as a topographic point in which an explosive ambiance dwelling of a mixture with air of unsafe substances in the signifier of gas, vapor or mist is non likely to happen in normal operation but, if it does happen, will prevail for a short period merely.DustsFor dusts the zone categorizations are: Zone 20 – can be describes as a topographic point in which an explosive ambiance in the signifier of a cloud of combustible dust in air is present continuously, or for long periods or often. Zone 21- can be describes as a topographic point in which an explosive ambiance in the signifier of a cloud of combustible dust in air is likely to happen in normal operation on occasion. Zone 22 -can be describes as a topographic point in which an explosive ambiance in the signifier of a cloud of combustible dust in air is non likely to happen in normal operation but, if it does happen, will prevail for a short period merely.19 Equipment in risky countries:Particular safeguards need to be taken in risky countries to forestall equipment from being a beginning of ignition. In state of affairss where an explosive ambiance has a high likeliness of happening, trust is placed on utilizing equipment with a low chance of making a beginning of ignition. Where the likeliness of an explosive ambiance happening is reduced, equipment constructed to a less strict criterion may be used. Equipment is categorised ( 1, 2 or 3 ) depending on the degree of zone where it is intended to be used. A figure of ways of building equipment to forestall ignition hazards have been published as consonant European Standards, and in some instances, extra demands are set out in the Standards associat ing to installing and usage. The risky country zone categorization and corresponding equipment classs are: Zone 0 or zone 20 – class 1 equipment Zone 1 or zone 21 – class 2 equipment Zone 2 or zone 22 – class 3 equipment20 Marking of equipment:A standardized marker strategy is applied to place equipment suited for a specific location. Equipment built will transport the detonation protection symbol â€Å" Ex † in a hexagon, the equipment class figure ( 1, 2, or 3 ) , the missive G and/or D depending on whether it is intended for usage in gas or dust ambiances, and other indispensable safety information. In many instances this will include a temperature evaluation expressed as a â€Å" T † marker, and sometimes a gas group. These indicate restrictions to safe usage. Employers and those installing equipment should see the marker and certification provided with â€Å" Ex † equipment when it is being installed. All ATEX equipment will be required to transport three Markss. The CE grade The ATEX grade The Certification Code Additionally, it must be marked decipherably with the following minimal specifics: Name and reference of maker Appellation of series/type/model Consecutive figure Year of industryThe CE Mark:All ATEX equipment must transport CE grade ; the minimal tallness is 5mm. The CE grade confirms conformity with all the comparative Directives.The ATEX Mark:The ATEX grade ( EU Explosive Atmosphere symbol ) is a bluish hexagon incorporating the conventionalized letters ExThe Certification Code:All equipment points are required to transport the Certification Code as portion of their designation label.Log Table:Date 9/11/2009 I met up Mr. Jerry Duggan and discussed the importance of this undertaking and what country of jeopardies am I interested in to cover my undertaking. Date 11/11/2009 In my ain clip I got to seek the webs and happen out what is a dust detonation and what universe and European Torahs are out at that place to forestall these detonation from go oning and if they do go on due to unknown fortunes, how to carry on an detonation appraisal. Date 14/11/2009 I did some book research and reading from what was available in the library and what Mr. Jerry Duggan gave me and go really familiar with the factors that can take to an detonation. The book entitled â€Å" Electrical Apparatus and Hazardous Areas † became really ready to hand to understand the different zones for gas and blues, and dust jeopardies. Date 17/11/2009 After farther research in jeopardies I have decided to concentrate merely on one country preponderantly â€Å" dust detonation † . The meeting helped me understand how to near this country, which non many people know excessively much about. Date 19/11/2009 While making some internet research I came across a papers saying that half of the dust detonations go oning in Europe were from non-flammable beginnings. The beginnings that could take to an ignition were stated and an incident illustration was given. Date 21/11/2009 As a consequence of including an illustration of dust detonation that took topographic point in the USA, I wanted to show a hazard appraisal in order to find if risky countries exist in an enclosed country and so to delegate zones to those countries. Date 23/11/2009 I showed Mr. Jerry Duggan my up to day of the month research on dust detonation and advised me to seek and acquire a site visit which will profit me better on my stage research and the completion of the study. Date 24/11/2009 On this twenty-four hours I researched how would ventilation either of course or automatically ( produced by fans ) can both seek and extinguish beginnings of release and most of import take the unsafe substances from an enclosed country. Date 27/11/2009 Leaving unprecedented work unfinished from the day of the month of 14/11/2009 I wanted to lucubrate more on the designation of a hazard topographic point and the categorization into zones. Research had to be done to happen a definition on the zones categorization for dust. Date 30/11/2009 After farther desk research I met up once more and discussed the layout of my concluding twelvemonth presentation and a day of the month was set on the 10/12/2009 along with my assessor.Table of figures:The undermentioned figures are listed below as they appear in the study: Figure 1: An detonation can merely happen, when one of this factors come together Figure 2: Necessary conditions for dust detonation to happen Figure 3: Primary and secondary dust detonationsBooks:Electrical Apparatus and Hazardous Areas/Fifth Edition by Robin Garside Electrical Installation in Hazardous Areas by Alan McMillan Introduction to Intrinsic SafetyLinks & A ; Mentions:HBIRDPRO- # 692251-HOT Work HBIRDPRO- # 570000-Safety Signs HBIRDPRO- # 562514-Welding Thymine: TemplatesOH & A ; S – Occupational Health & A ; SafetyPTW Hot Work Control Guide.dot Thymine: TemplatesOH & A ; S – Occupational Health & A ; SafetyATW Hot Work Control Guide.dot OH & A ; S – Occupational Health & A ; SafetyHazardous Area Check Sheet Equipment In Combustibles Dust Areas www.encoderonline.com/UK/Data-Sheets/Incremental/Data-14.htmDocuments:Corporate Standard Hazardous Areas Handbook for risky country solution No. 14 – AB – Iraqi national congress A cosmopolitan attack for hazardous-area categorizations A usher to European ( EEC ) enfranchisement for electrical equipment in risky countries DOE Handbook Electrical Safety 1998Web sites:www.rowanhouse.co.uk www.stackmasula.com.au www.intrinsicallysafe.com www.stahl.de

Summarize William Paley's argument Essay Example | Topics and Well Written Essays - 1000 words

Summarize William Paley's argument - Essay Example He illustrates this through an examination of a watch. While taking a leisurely walk and one finds a stone and a watch on the ground, an examiner may be curious about those objects. He may think that the stone had been there forever because it was nature’s design, but the watch may have been there due to human intervention. This may get him to focus on the watch, which is a far more valuable thing than the insignificant stone. The watch, so carefully designed, had been created with a specific purpose, and being found on the ground may seem to be an unlikely circumstance since it does not belong there. Paley so meticulously describes each part of the watch to show that its interconnection with the other parts was intended, so that the whole system could work. Had one part stop working, then the whole thing would be worthless. In examining the watch, so many questions may come to mind, such as why it was created, who was behind the creation and for whom and for what purpose it w as created other than the obvious reason of telling time. Paley first argues that so much more can come out of one’s examination of the watch that it brings about more appreciation to the examiner. He may marvel at the genius behind its creation, taking notice that the creator is one of a kind to have crafted such a machine. He may even be humbled to know that he himself is unable to come up with a fraction of the idea of a watch! The existence whoever or whatever created that watch whether he is still living or have died in the distant past now becomes more concrete to Paley. On his second argument, he admits to the fallibility of the watch, that even with the best intentions of the creator to make it work efficiently at all times, it may still be vulnerable to defects. However, it does not lessen the examiner’s appreciation of such a gadget. He also argued that because of the intricate design of the watch there may be parts that could be missed in the examination, or parts that may still be in need of clarification as to its role in making the watch work. Not knowing about these details does not invalidate the examiner’s belief that all parts, including the unknown ones, work together harmoniously in contributing to the efficiency of the watch. Another argument Paley made was that the existence of the watch in the place found must have followed an order that caused it to land where it is which the watchmaker may not even be aware of. All the thinking that the examination of the watch entails can make the examiner wonder if it was placed there on purpose for him to think deeply, but Paley argues that it would be realized that there was no contrivance on that matter, but the curious nature of the watch’s existence in the particular situation was inherently bound to make one think deeply about it. Paley goes on to explain the â€Å"metallic nature† of the watch. No matter how overwhelming the watch and its inner workings is, i ts existence should just be accepted as a usual occurrence. Confident as the examiner may be with his knowledge of the world, examination of the watch may make him conclude that he does not and cannot know everything. Paley concludes that there are things in this world that the examiner will never know nor understand no matter how hard he tries, and he

Tendering and Contracts Topics Essay Example | Topics and Well Written Essays - 3500 words

Tendering and Contracts Topics - Essay Example Lump sum contracts are the simplest type of contracts used in engineering and construction. They are also called stipulated sum, as this is the simplest type of an agreement among the supplier of services and a customer (Oklahoma State University, n.d., p.1). The customer pays the price upon completion of the agreed work, or as agreed. The price offered by the supplier of services is based on estimation of the costs of labour and materials, and a standard amount for overhead and the desired amount of profit (Oklahoma State University, n.d., p.1). Profit and overhead are usually estimated to the total of about 12-16 percent of the project cost (Oklahoma State University, n.d., p.1). This share increases with risk (Oklahoma State University, n.d., p.1). In case the final costs of labour and materials are higher than the builder's estimate, the profit is reduced (Oklahoma State University, n.d., p.1). When final costs are lower, profit increases. However, the price of the project remain s the same. Though there are advantages of this contract, problems might arise as well. In cases where costs turn out to be higher than first estimated, the provider of services might attempt to substitute cheaper materials for those first specified (Oklahoma State University, n.d., p.1). ... ed plan of activities must be defined ahead of time; owner’s financial risk must be low and fixed at the beginning; there must be sufficient time to design the project properly and bid (Oklahoma State University, n.d., p.1). Unless these requirements are met, this type of a contract should not be used. This contract is thus usually used with â€Å"Design-Bid-Build method of project procurement† (Oklahoma State University, n.d., p.1). In this method, project planning is outsourced and separated from project execution (AECOM CONSULT, 2006, p.i ). Transportation companies have traditionally used it. Another type of contracts is the measures and value contract. Unlike in the lump sum contract, here the final cost of the project is established upon completion. Before the outset, costs are estimated. Upon completion, costs are re – measured in order to establish the actual cost (Royal Institution of Chartered Surveyors, 2012). Instead of receiving one final bill, the o wner receives â€Å"the bill of quantities,† which is composed of a schedule of rates for each unit or item (Royal Institution of Chartered Surveyors, 2012). This type of contracts is best suited for projects where the initial design cannot be completed ahead of time. Drawings and a bill of approximate quantities is usually produced (Royal Institution of Chartered Surveyors, 2012). They are recommended for the residential projects (Georgie P Landscape Architecture Ltd, n.d., p.1). The advantage of this contract over the lump sum is that the program for design, tendering and construction is shortened (Royal Institution of Chartered Surveyors, 2012). However, here the owner of the project suffers the unexpected costs of the project. This type of a contract is also used in the design – bid – build method of