Cyp Core 3.2 †Promote Child and Young Person Development...

CYP Core 3.2 – Promote child and young person development 1.1 Explain the factors that need to be taken into account when assessing development †¢ Confidentiality and when, for the safety of the child or young person confidentiality must be breached. †¢ Children’s wishes and feelings †¢ Ethnic, linguistic and cultural background †¢ Disability or specific requirements (Additional needs) †¢ Reliability of information †¢ Avoiding bias When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about†¦show more content†¦Video, photography, audio CAF and the pre-caf are also assessment methods for identifying meeting invididual needs where your service provision works in partnership with outside agencies. In my setting I have chosen to intially fill out a tick sheet questionnaire in order to gage starting points to where each mindee is at in regards to their development stage. I then carry around post it notes and a pen with me in order to note down my observations, as well as taking photos with my camera. Once or twice a month i also use pre written observation sheets to write down longer observations. In the mindees daily dailys I also write mini observations in there. 2.1 Explain how development is holistic and interconnected (part covered) Development is holistic means that each area is dependant on the other to ensure the child develops to their full potential. Although development is described as different areas: physical, social, emotional, language and intellectual, each area needs to connect in order for the child to develop. So for instance a child might be highly intellectual and then be unable to butter bread. This isnt because the child is incapable of buttering bread, it just has not had the chance to practice the physical skill. Another example is a chid needs to wear glasses for school (physical) and other kids start bullying him, this can mean his self esteemShow MoreRelatedCyp Core 3.2 Promote Child and Young Person Development Essay1256 Words   |  6 PagesPROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 1.1 When assessing you need to take account of a range of factors: 1. Confidentiality must be kept at all times. You must have the senior practitioner’s and/or the parents’ permission before making formal observations of children. Do not to leave confidential material lying around they must be secured in a locked cabinet. Line of reporting-only talk to authorized personal about confidential material. This confidentially can only be broken when a childRead MoreLearning and Social Care Essay examples30870 Words   |  124 PagesCACHE Qualification Specification CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE  © Copyright 2011 All rights reserved worldwide.    Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their ownRead MoreTDA 3.2 organisation in schools Essay3183 Words   |  13 Pageschildren, young people and adults Knowledge skill 3 2 2 A/601/3326 TDA 3.2 Schools as organisations Knowledge 3 3 3 F/601/4073 TDA 3.3 Support learning activities Knowledge skill 3 4 4 A/601/4069 TDA 3.4 Promote children and young people’s positive behaviour Knowledge skill 3 3 5 H/601/4065 TDA 3.5 Develop professional relationships with children, young people and adults Knowledge skill 3 2 6 M/601/4070 TDA 3.6 Promote equalityRead MoreWell Being of Children and Young People7337 Words   |  30 PagesTANDY: REF No: DG66205 UNIT 3 /CODE CYP CORE 3.3 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN amp; YOUNG PEOPLE TASK 1 TO LEARNING OUTCOME 1 ASSESMENT CRITERIA 1.1, 1.2, 1.3, 1.4, 1.5 1.1 The first children’s act was brought out in 1989 to make it easier for the laws which protected children and young adults. It was mad clear that all children had rights and all the children services should work together in the event of any allegations of child abuse. England amp; Wales producedRead MoreEssay about Dcypw Cyp Core 3.79411 Words   |  38 PagesCYP Core 3.7: Understand how to support positive outcomes for children and young people. 1.1 Describe the social, economic and cultural factors that will impact on the lives of children and young people. Every one is an individual and so everyone has individual needs. It is important that as a practitioner that I always take this into consideration and consider the fact that each child will also experience their own personal situations which are unique to them. These unique situations oftenRead MoreDuty of Care Assignment Level 3 Cache Diploma7178 Words   |  29 Pages`SHC 34 PRICIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDRREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Explain what it means to have a duty of care in your own work role Wikipedia describes â€Å"a duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeably harm others†. I understand that a Duty of Care within my work role requires many things. Firstly, the childrenRead MoreCyp Core 3.4: Support Children and Young People’s Health and Safety.1724 Words   |  7 PagesUnit Title CYP Core 3.4: Support children and young people’s health and safety. 1.1: Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. There are a lot of factors to take into account when planning a healthy and safe indoor or outdoor environment and service. These will include the needs and requirements of the children/young person firstly. The service should meet the needs of the children and young people, such as changing theRead MoreEssay on Child Care2272 Words   |  10 PagesCyp core 3.2 1.1-Explain the factors that need to be taken into account when assessing development. When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk. When carryingRead Moreunit 025 understand how to safeguard the wellbeing of children and young people12685 Words   |  51 Pagesprincipal aim of this position is to safeguard and promote the rights and welfare of children. In June 2010, the Welsh Assembly Government laid down the Proposed Rights of Children and Young Persons (Wales) Measure, which if passed by the National Assembly for Wales, will embed the principles of the UN Convention on the Rights of the Child into Welsh law (NSPCC, 2010). Sharing information to safeguard children and young people Safeguarding children and young people raises issues of conï ¬ dentiality that mustRead MoreEssay on Cyp Core 3.73885 Words   |  16 PagesCYP Core 3.7: Understand how to support positive outcomes for children and young people 1.1 Social factors Personal choice Some families decide that they do not wish to live or act in a way in which is viewed as normal. For instance a child may be from a travelling family. The outcome of this factor is that there are people which may not be able to relate to the child or young person’s families views. If a Child is from a travelling family there is a possibility that their development at school

The Historical Events Of World War Two - 1491 Words

As the world knows, World War Two is among the most widely known historical events of our past. One of the major events that makes this time period so unique is the Holocaust which claimed the lives of around 11,000,000 victims most of which were those in the practice of the Jewish religion. A broad observation sure seems to be an eye opener, but what accounts for an even bigger shock was what you would find while taking a closer look on a more micro perspective. Many of the events in the world’s past that dealt with the elimination of a group of people were simply brushed off and ignored. And this in a large part was due to the disbelief that anything so extreme could be done by anyone. Anyone however holds more truth to it than it sounds as not every perpetrator came from a military or political setting. As we are human and possess the capability of education: from examples, what people teach us, and our personal experience. Christopher Browning, Jan Gross, Milgram, and Zimb ardo, several significant individuals took it upon themselves to illustrate, illuminate, and help us understand the idea on the reasons involved, which drove so many people to be directly apart of one of the biggest number of killings recorded to this day, the genocidal attempt on the Jewish people. To begin, we must first understand that Anti-semitism, or the act of prejudice against people in the Jewish religion, to this day is the oldest hatred that exists. As such it is a concept that has evolvedShow MoreRelatedRemembering The Road Of World War Two : Analyzing The Collective Memory Of A Historical Event1738 Words   |  7 Pagesexamined is through analyzing the collective memory of a certain historical event in a particular place. Patrick Finney’s Remembering the Road to World War Two: International History, National Identity, Collective Memory examines seven countries, the Soviet Union, Germany, Italy, France, Great Britain, the United States of America and Japan and h ow their civilians and historians collectively remember the beginning of the Second World War. This paper will examine how objective history is a myth by usingRead MoreOur World War Film Analysis1099 Words   |  5 Pages Through quality production and cinematography aired on BBC3, â€Å"Our World War†, a mini-series persisting of only three episodes, is able to demonstrate the brutality and emotional/emotionless mentality that had occurred within that time period. In â€Å"Our World War†, specifically episode one (which may act as a movie due to its length) enacts the first battle Britain had combated with the Germans in World War One, as an emotional distraught instant for the British soldiers rather than the emotionlessRead MoreB1 World War II and Its Aftermath UA Essay1683 Words   |  7 Pagesï » ¿ Unit: World War II and Its Aftermath This Unit Activity will help you meet these educational goals: Inquiry Skills—You will develop questions and plan investigations, evaluate change and continuity over time, develop credible explanations of historical events and developments based on reasoned interpretation of evidence, gather evidence, evaluate and use evidence, develop explanations and make persuasive arguments in support of your conclusions, and communicate your conclusions. 21st CenturyRead MoreTo What Extent Did Public Opinion Shape International Politics in the First Half of the Twentieth Century’?1632 Words   |  7 PagesStudent Number: Submission: Word count: 1,617 words approximately The first half of the twentieth century was indeed a time in history in which things such as two of the most deadly wars, the Russian Revolution, the Great Depression, the foundation of the UN and the start of the Cold War took place. But, were these events at any point influenced by the views expressed by citizens?. This essay is going to discuss public opinion during the first half of the twentieth century. To do so, theRead MoreGlobalization : A Short History1720 Words   |  7 Pagesevolved in the world we live in today. Nations that were once empowering and controlled many parts of the world today are seen less superior and most likely to keep peace and order rather than starting violence. In Jujen Osterhammel and Niels P. Petersson’s book Globalization: A Short History, they investigate what led to globalization. They discuss events in history starting from the 1800s to the cold war era and what events led to globalization. Osterhammel and Petersson describe every event in detailsRead MoreModern Day Society : The Legacies Of Historical Globalization1253 Words   |  6 PagesModern day society is built from legacies of historical globalization. It should be recognized that some legacies were not the most positive, and that every legacy of historical globalization affects us today. I t has been heavily debated that to what extent should we dwell on the legacies of historical globalization. Some people believe that it is necessary to dwell on events of the past. Yet others say that it is the past, and our current society functions normally without it. While contemporaryRead MoreReview of Russell Bakers Growing Up Essay1039 Words   |  5 Pagesdepression, a world war, Utopia, a sexual revolution, and a lost cause conflict, among other things. If one were to study either the Great Depression or the Second World War, Russell Bakers autobiography would prove to be a valuable resource. Bakers autobiography provides a screen through which readers can view historical events in American history through one boys eyes. As a newspaper columnist, Russell Baker has the ability to recall newsworthy events and tell ofRead MoreIntroduction. The Film, Gallipoli, Directed By Peter Weir,1677 Words   |  7 Pagesand Australia’s size in the world at large. Weir’s Gallipoli is taken from an Australian perspective and presents a compressed narrative of the events that shaped Australian society during World War I. The 20th Century saw the emergence of cinematography as a primary medium. One aspect of cinematography that is popular with audiences is war movies; movies that depict key battles that helped to shape the countries involved . Gallipoli is not a war movie or even an anti-war movie; it serves instead asRead MoreThe Neutrality of Analyzing History784 Words   |  4 PagesIn a world that filled with disputes and disagreements, it is somehow difficult to describe a conflicting event in a neutral tone based on one’s own judgment, typically for those historians who attempted to examine the events occurred in the past. As a matter of fact, peopleà ¢â‚¬â„¢s perspectives may be influenced by many conditions such as their cultural identities, genders, religions, emotions etc. Therefore, it is more likely that historians tend to hold biased view that may affect their tone in neutralityRead MoreHistory Vs. Hollywood Essay528 Words   |  3 Pagesuse many historical events to spark up and idea for a movie. One historical event that is commonly used is war. One advantage a film maker has when using war as a movie plot is that there is already a lot of drama in war. This may seem like a good advantage for the film maker, however focusing on all of the drama of war leaves much of the actual info. When watching a war movie, you may feel like you have an understanding about the war, but when you really compare a war movie to an actual war you find

Negative impact of modern technology on students Free Essays

Introduction The paradigm shift in the contemporary society in relation to the learning environment witnessed in the wake of a new light of advancement in technology has had all sorts of impact on various entities in the society. The forces of globalization have been viewed directly as destructive in many ways though this is still debatable as it is subjective of personal judgment. When technology fails to be used constructively or when it does not find an effective application, technology becomes detrimental to autonomy in thinking and action. We will write a custom essay sample on Negative impact of modern technology on students or any similar topic only for you Order Now This technology has seen introduction of the gadgets of science into the classrooms, study rooms and to be specific, to the students’ life. It has impeded the capability of self creativity in students as they leave all thinking to machines like computer and the hi-tech learning gadgets. Most people argue that modern technology has a negative impact on the socialization of students because it eliminates need for physical activity, impairs critical thinking skills, and limits face to face interaction. Discussion Limits face to face interaction This is not a subject one would conclude at once by leaning on one particular side. It is therefore imperative to critically look at both sides of the divide and an analyze views on the basis of zero bias. On the contrary, and in support of the argument above, we find that technology has invaded the learning environment and turned it upside down. The introduction of computers in schools, for example, has reduced the level of student- to-student interaction and in its stead placed student-to-computer interaction to rule supreme. (Glenn M. Kleiman (2000) The Digital Classroom- http://hepg.org/hel-home/home). This means that the students spend most of their time relating and communicating with the machines rather than face-to-face interaction of the students to each other. This later on leads to development of ethical dilemmas in the future society. In such a milieu the learner prefers to associate with ‘non-physical’ characters on TV, net or web. This leads to stereotyping behavior in students. Recent research carried out in 2001, (Seemann, E. et al-(2001). Also see C. Crawford et al. 2001 , reveals that the use of computer mediated communication and technology in the learning environment has great impact in changing the lives of students in the classroom. It further indicates that through modern technology, students’ behavior in terms of interactions with the teachers and the tutors is immensely influenced as well as that among the students themselves. This approach, the researchers argue, downplays the significance of social contact hence may lead many students to fail in developing the necessary social skills to function in the world. .Impediment to Critical thinking Secondly, the use of the modern technology in learning environment may be a substantial threat to the ability of students to develop high level of critical thinking. This means that since the use of computer aided communication will entail the fingers pressing for a click of the mouse, liberation of ideas will be thwarted and thus hinder creativity. When there is no liberation of ideas there’s little or no creativity and therefore originality and subsequent development take a back seat. Because of availability of a machine with ready-to-use programs, the student will not care questioning of the present method of approach to a problem and therefore will not discover new ways and means of solving a given problem. Eliminates need for physical activity The technology can also play quite a significant role in producing laziness in terms of reduced physical dexterity to engage in any exercise that involves exercise to the body. The importance physical exercises play to the body is of great relevance to the healthy development of a physically fit individual. The above research also reiterates that even physical activity by students becomes a nightmare as the only involvement of the student will be the hand or fingers, the eyes together with ears- if there be any additional item on the list, it should be nothing other than maximum fixation to the screen, (Seaman, E. et al-(2001)). Opposing arguments On the other side of the divide lies the great relevance computer aided communication and technology based learning have in modeling individual students in the classroom and the society. Those who argue that the relevance of technology in a learning environment is absolute contend that though the technology may have some negative impacts, the positive achievements are far much superb and outweigh the negative ones.   This argument holds that a student needs to develop the skills referred to as the multiple intelligences (Howard Gardner, 1983). Gardner says that the use of the powerful technological enables speeded development of these intelligences. In addition, human machine interaction enables an individual to think, communicate and deliberate on ideas through development of creativity in words, speech and writing. Most modern technology like some computer software that allows young children to and illustrate their own narratives or stories before their motor skills are fully developed enhance learning and creativity to start early in life. Even though the use of computer aided communication and the technology in the conveyance of learning information is objected by some, learners are able to interact closely with mathematical intelligences which enable them to memorize, and carry out mathematical operations in addition to thinking mathematically, analytically and logically before applying the understanding to solve problem. Through these modern systems students are able to interact with scientists exploring the depths of certain places but electronically. The students also develop high ability to understand the world they live in through what they see thus developing spatial or visual intelligence. By development of kinesthetic intelligence students are able to learn through dexterity and coordination thus developing the ability to express their feelings better thereby removing any doubts of ethical dilemmas. The students too can have musical intelligence thus be able to perform and appreciate or create music by whichever means, voice, dance or instruments. Though some scholars argue and maintain that use of the technology reduces the student’s socialization capability, others maintain that in the real sense the technology gives the student the chance to gain high levels of interpersonal intelligence thus being able to cooperatively work with others. This is done through electronic networking. Refutation The bias that is revealed when trying to analyze the argument from one viewpoint is quite evident. Technology has been of great importance in improving the quality of education, the efficiency in acquisition of information and effective application of positive changes in the society and realization of the relevance of these changes to the learning environment. At the same time, it would still be unwise to refute the negative impacts of the technology to the social relations, physical activity and critical thinking of the students in their classrooms. However, the positive role played in enhancing the appreciation of technology in the learning environment cannot go without being lauded. The role for sure supersedes by far the demerits that accompany it. Conclusion To be of maximum benefit and relevance, application of technology in the learning environment must be applied with care and consideration in order to make the learning process to be qualitatively different and attractive. As we embrace the benefits of having technology, we must also prepare to deal with its negativities. This way, the learning process in the classroom can become richer and pose less threat to the values and autonomy of every individual student. Otherwise it would have an impact that is not desirable whether the learning environment is home-based or institutional one. References: Seemann, E., Wilkinson, L., et al. Impact of Technology on Socialization of Student in the Classroom, 2001. Kleiman, Glenn M. The Digital Classroom- 2000. Accessed on Friday April 25, 2008 from URL: http://hepg.org/hel-home/home Crawford et al. (Eds.), Proceedings of Society for Teacher Education and Information Technology. International Conference; 2001 pp. 104-108. How to cite Negative impact of modern technology on students, Essay examples

The Enrolled Nurse Scope of Practice free essay sample

This publication is produced by Australian Nursing Federation (Victorian Branch) to assist registered, enrolled nurses and midwives understand the scope of practice of enrolled nurses, with particular reference to administration of medications. The information contained in this document is intended as guidance and is not a substitute for proper legal advice. Financial members of the Australian Nursing Federation (Victorian Branch) are able to access legal advice as a membership entitlement. Further information is also available on the NMBA website: www. nursingmidwiferyboard. gov. au CONTENTS Page 3 Page 4 Page 4 Page 5 Background Transitional Process Enrolled Nurse Scope of Practice Medication Administration – NMBA Approved Programs and Essentials units of study Medication Administration Qualifications for Enrolled Nurses Course Entry Level Criteria Integrating the Administration of Medicine Competencies into Enrolled Nurse Scope of Practice Course Overview Further Reading Page 6 Page 7 Page 8 Page 9 Page 10 Background In accordance with changes associated with the shift to national registration, in effect since July 2010, medication endorsement is no longer displayed on an enrolled nurse’s registration. We will write a custom essay sample on The Enrolled Nurse Scope of Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Instead, the public register identifies where an enrolled nurse is unable to administer medicine as part of their scope of practice. 1 It is assumed by the NMBA that: †¢ enrolled nurses graduating from approved pre-enrolment courses run after 2008 have completed the relevant medicine administration units of competence from the national Health Training Package (HTP); and, enrolled nurses graduating from the Diploma of Nursing after 2010 will achieve the relevant education units of competence for administering medicine. In Victoria, prior to the introduction of the national registration scheme, there were several training programs in the administration of medicine available to enrolled nurses. Completion of the associated units of competency enabled enrolled nurses to expand their scope of practice. This resulted in Victorian enrolled nurses having an endorsement to administer medicines placed on their practising certificate. This endorsement notation no longer appears on the regi stration papers of endorsed enrolled nurses. It does so by placing a notation on the national nursing register (public register) against the individual enrolled nurse’s name. The notation states: â€Å"Does not hold Boardapproved qualification in the administration of medicines†. 4 The NMBA states the notation should not be seen as a punitive measure; rather it is a strategy to inform and protect the public. A transitional notation against an individual enrolled nurse’s name will remain in place for five years or until the individual enrolled nurse provides evidence to the NMBA of having completed an approved education in medicine administration. The ANF is advised the NMBA will review the transitional arrangement policy at the end of a five year period . 5 Enrolled Nurse Scope of Practice Because it is assumed, unless otherwise indicated, that all enrolled nurses are able to administer medication there will be no indication of the route of administration the enrolled nurse is authorised to administer medication by, that is orally, intramuscularly, subcutaneously and/or intravenously. It is the responsibility of the employer to sight every enrolled nurse’s qualification to practise, including their qualification to administer medication. nd it is the responsibility of the enrolled nurse to work within their scope of practice. The extended scope of practice for enrolled nurses includes the administration of medication under the Health Practitioner Regulation National Law Act 2009. Under the Nurses Act 1993 and the Drugs, Poisons and Controlled Substances Regulations 2006, the enrolled nurse was legally authorised to administer a prescribed drug of dependence, a Schedule 4 poison, Schedule 8 poison or Schedule 9 poison via the route cited in the enrolled nurse’s qualifications. Therefore, each State and Territory has legislation which regulates the management of drugs and poisons. Furthermore, all nurses are subject to the parameters prescribed within organisational policies and guidelines of the respective health departments and health services, and the standards set by the NMBA. 4 NMBA 2010 Explanatory Notes: Enrolled nurses and medicine administration, http://www. nursingmidwiferyboard. gov. au/FAQ-and-Fact-Sheets. aspx 5 NMBA 2010 Explanatory Notes: Enrolled nurses and medicine administration, http://www. nursingmidwiferyboard. gov. au/FAQ-and-Fact-Sheets. aspx 4 Medication administration: NMBA approved programs and essential units study The NMBA has defined the difference between ‘essential requirements’ and ‘units of study’ in their 2010 Explanatory Note for enrolled nurses and medicine administration. 6 The essential requirement enabling enrolled nurses to administer medicines comes when an enrolled nurse who has completed a Certificate IV Nursing has satisfactorily completed the following units of competence from the Health Training Package: †¢ †¢ HLTAP501A – Analyse Health Information; and HLTEN507A – Administer and Monitor Medications in the Work Environment. The ‘essential requirement’ listed above is included in the Certification IV and Diploma in Nursing qualification undergraduate preparation from 2010. Enrolled nurses who have satisfactorily completed the above units of competence may then be offered: †¢ HLTEN519A – Administer and Monitor Intravenous Medication in the Nursing Environment8 an elective unit of competence, included as part of the Diploma of Nursing qualification, or as a separate unit of competence. This elective unit of competence is intended to be left separate from the ‘essential requirements’ for administration of medicine. This enables Certificate IV – Nursing graduates prior to 2008 to obtain competence in administration of intravenous medicine once the required prerequisite learning has been achieved. 6 NMBA 2010 Explanatory Note: Enrolled Nurses and Medicine Administration. http://www. nursingmidwiferyboard. gov. au/FAQ-and-Fact-Sheets. aspx 7 National Training Information Service (NTIS). 2007 Health Training Package 2007 – Enrolled Nurse Units of Competence www. ntis. gov. au/Default. aspx? trainingpackage/HLT07/volume/HLT07_5/unitsector/Enrolled_Division_2_Registered_Nursing_703 8 National Training Information Service (NTIS). 2007 Health Training Package 2007 – Enrolled Nurse Units of Competence www. ntis. gov. au/Default. aspx? /trainingpackage/HLT07/volume/HLT07_5/unitsector/Enrolled_Division_2_Registered_Nursing_703 5 Medicine Administration Qualifications for Enrolled Nurses Medicine administration courses are designed to equip the enrolled nurse with the knowledge, and sk ills to administer medication in a competent manner under the direction and supervision of a registered nurse or midwife. These courses consist of the delivery of units leading to endorsement for the enrolled nurse to administer medication and is classed as a short course comprising two compulsory units of competence. The two compulsory educational units of competence are: HLTAP501A Analyse Health Information (30 hours) This educational unit of competency describes the application of in-depth level of knowledge of anatomy and physiology required to analyse available health information in relation to specific services to be provided. This unit is a prerequisite for unit HLTEN507A. HLTEN507A Administer and Monitor Medications in the Work Environment (104 Hours) This educational unit of competency describes the skill and knowledge required of enrolled nurses to administer and monitor medications and evaluate their effectiveness for clients within a health environment. 10 This unit can only be undertaken by a student who has successfully completed HLTAP501A. The course content hours total 210 hours. The delivery of the course is divided into 134 hours of theory and 76 hours of clinical experience.

Influence of Boron on the Hot Ductility of TWIP steels The WritePass Journal

Influence of Boron on the Hot Ductility of TWIP steels 1.0 Introduction Influence of Boron on the Hot Ductility of TWIP steels 1.0 Introduction2.0 Literature Review3.0 Aim Method of Contribution3.1 Gannt Chart Project4.0 ReferencesRelated 1.0 Introduction The demand for crude steel has increased worldwide according to World Steel Association the steel production in 2010 was 1414 million tones.   This shows an increase 15% when compared to the total in 2009 where production was 1229 tonnes. What is interesting is that China accounted for 44% of this total, if China was excluded the annual total increased by 20% when we compare this to 2009.   The steel production in December for 66 countries increased by 7.8% to 116 million tonnes [1]. To meet these production demands, casting is engaged as the chosen fabrication process as it is more economically viable for high production rates than forming operations.   In particular, the technique of continuous casting is favored as a primary hot-rolling operation that produces slabs or thin sheets of steel.   These are a convenient entity that can then undergo secondary metal-forming operations. The conventional way to improve the strength and impact behavior of steel is to add small amounts of micro-alloying elements such as Al or in our case B to benefit grain.  Ã‚   Micro-alloying additions enable tensile strengths of over 500 MPa to be achieved [2] as the micro-alloys formed fine precipitates that would attach the austenite grain boundaries from moving as well as to provide strengthening via precipitation hardening.   It is important to note that these beneficial mechanical properties engineered into steels are only applicable to the finished product, where the steel is employed at room temperature as automobiles.   This point is applicable before the finished steel is even utilized, as at the high temperatures of the continuous casting operation, the steel has undesirable properties. Over the past forty years, the difficulty in casting some steels has led to great efforts in understanding the science behind the cracking processes.   The continuous casting process can to some degree be simulated using a simple laboratory hot tensile test.   Investigating the hot ductility of the steel under these laboratory conditions does give great insight into the viability of producing continuous cast steel free from transverse cracking.   It has been quantified that after straining a steel sample to failure, a ductility displayed as a reduction of area (R of A) value of greater than 40 % will allow for successful casting in industry [3].   These findings are further enforced with visual probing techniques such as microscopy, scanning electron microscopy (SEM) and transmission electron microscopy (TEM).   These allow insights into the influence of grain size, precipitation hardening, cooling rates, strain rate and composition on crack propagation which are all import ant in explaining failure modes and preventing failure.   New steel types need to be tested under laboratory conditions before steel companies have the confidence for mass production in industry. 2.0 Literature Review 3.0 Aim Method of Contribution The major problem with TWIP steels is the difficult in casting it; this is because during the continuous casting operation, the cast has to be straightened as it is being cast in a curved mould.   The straightening process puts the surface and the edges of the slabs into tension and this causes cracks and this can be propagated easily into fragile steel grades this is what TWIP falls into. The aim of the project is to do a hot ductility test in which a tensile specimen is melted and then cooled to the straightening temperature which ranges from 1000-700 °C as used in the commercial casting operation.   Following this the specimen is strained to failure by using the strain rate used in the unbending operation as this is a good indicator of a steels likely hood to crack. There have been indications that that by adding a small amount of boron in our case (0.001%) that this will improve the hot ductility of the new TWIP steels and this would make them easier to cast [3] As mentioned the experiment involves the ductility test in which a tensile specimen is melted and then cooled to the straightening temperature which ranges from 1000-700 °C from this we will get a hot ductility curve.   Following this I will perform microscopically and scanning electron microscope examination of the fractured surfaces to find out the mechanism of this improvement. I have 12 specimens which have been provided by POSCO. The machine used for the tensile test is the Hounsfield Tensometer which is situated at City University. 3.1 Gannt Chart Project 4.0 References [1] ISSB: World Steel Review (Iron Steel Bureau, February 2011) [2] Abu Shousha, R., I: Hot Ductility of Steels (PhD thesis, City University) [3] – Discussions with   Prof B.Mintz

The Meaning of Nani in Japanese

The Meaning of 'Nani' in Japanese The word nani  Ã¤ ½â€¢ (㠁 ªÃ£  «) in Japanese means what. And depending on the situation, you might, instead, use  nan (㠁 ªÃ£â€šâ€œ). Which term you use depends on the context, in particular, whether you are speaking or writing formally or informally. The sentences below are listed first in a transliteration of the Japanese phrase or sentence, followed by the spelling in Japanese characters- using  kanji,  hiragana, or  katakana  as appropriate- followed by the translation in English. Where indicated, click on the link to bring up a sound file and hear how to correctly pronounce the word or sentence in Japanese. Using Nani or Nan in a Sentence Nani is the more formal and polite term to use when asking a question, as in: Nani  wo  suru  tsumori  desu ka? (㠁 ªÃ£  « ã‚’ 㠁™ã‚‹ 㠁 ¤Ã£â€šâ€šÃ£â€šÅ  㠁 §Ã£ â„¢ 㠁‹)   What do you intend to do? or What are you planning to do? In more casual situations it would  be  fine to use nan. As a general rule,  if the word following what begins with a syllable from the t, n, and d groups, use nan, as in: Nandeshou? (㠁 ªÃ£â€šâ€œÃ£  §Ã£ â€"ょ㠁†) What do you want? More on Using Nan vs. Nani Nan is used before  particles.  A particle is a word that shows the relationship of a word, phrase, or clause  to the rest of the sentence.  Particles are added to the end of sentences to  express the speaker  or writers  emotions, such as doubt, emphasis, caution, hesitation, wonder, or admiration. You might use  nan   with a phrase such as /㠁 ®, /㠁 § (which means of the and is pronounced no de)  and verb da/desu (打㠁 §Ã£ â„¢ ), meaning it is hitting or it is striking. Nani is used before: /㠁‹ (meaning or and pronounced as ka)  and /㠁 « (meaning into a and pronounced as ni). Be careful when you use nan because, for example, if you use  nan  before ka  (/㠁‹), which means or, it would sound like the word nanka  (㠁 ªÃ£â€šâ€œÃ£ â€¹), which means things like. Another example would be if you were to use  nan with  ni (/㠁 «), it would be nanni  (㠁 ªÃ£â€šâ€œÃ£  «), meaning why, but this sounds very much like nannimo  (㠁 ªÃ£â€šâ€œÃ£  «Ã£â€šâ€š), which translates as nothing at all. Using Nani or Nan in Context You might use  nani  or  nan  in a restaurant. Depending on whether you are at a formal business luncheon or a casual eatery, you might use either of these terms. For example, at fast food eatery you might say: Osusume wa nan desu ka.  (㠁Šå‹ §Ã£â€š Ã£  ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹) What do you recommend?Are wa nan desu ka. (㠁‚ã‚Å'㠁 ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is that?   If you are at a more formal eatery, but you dont know what to order, you might ask a fellow diner: Nani ga oishii desu ka. (ä ½â€¢Ã£ Å'㠁Šã â€žÃ£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is good? If you are traveling on a train and need to ask for help from a stranger or train conductor, that would be considered a more formal situation in Japan. Thus, you would use  nani  and might say: Tsugi  wa  nani  eki  desu ka.  (æ ¬ ¡Ã£  ¯Ã¤ ½â€¢Ã© §â€¦Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is the next station? However, if you are traveling with a friend, you might use   the informal  nan, as in: Nan-ji  ni  demasu  ka.  (ä ½â€¢Ã¦â„¢â€šÃ£  «Ã¥â€¡ ºÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š)   What time does it leave?

Dinosaurs (In Science) Research Paper Example | Topics and Well Written Essays - 1000 words

Dinosaurs (In Science) - Research Paper Example As in moderns day nature â€Å"nature abhors a vacuum† (Aristotle, quoted by Link, 2011 ) and so dinosaurs developed to fit into every niche, large, small, carnivorous, herbivorous etc. It is possible to tell what each creature ate if their teeth are examined. Just as the teeth of dogs and cows are very different, to suit their individual diets, so the teeth of meat eating dinosaurs are very different from those of the vegetarians. They also carried an impressive array of body part including such extras as scales, horns, collars and crests, what Viegas (2012) describes as ‘Feathered, clawed and jaws,’. So far, the remains of over 1,000 different dinosaur species have been identified from fossils though technically, birds are feathered dinosaurs, meaning dinosaurs aren't really extinct at all. The fact that some dinosaurs have been found which are feathered adds emphasis to evolutionary ideas and the hypothesis that birds are direct descendants of some dinosaurs, a n idea first put forward as long ago as 1870 ( Stone 2010) brings to mind other scientific questions such as who are the predecessors of mankind. Some, although not all dinosaurs, are known as being ‘bird hipped’ because of their particular anatomical features. They were . small, agile, and walked on two legs, unlike some much larger relatives. One such example is the Lesothosaurus Diagnosticus, a medium sized herbivore, first discovered in Southern Africa, within the kingdom of Lesotho, in 1978 ( National Geographic, 2012). It is so birdlike that it looks somewhat like a plucked bird. The dinosaurs were a highly diverse and successful group. They are often said to have lasted for far more than 100 million years, being the dominant from of life on land for some 160 million years, but if one includes birds then they are still around ( BBC, Science and Nature: Prehistoric Life, undated). Yet most of them did disappear, which has lessons perhaps for man , who acts as if th e world belongs to him by right. Dinosaur remains are often found in association with rocks which can be dated to a particular time. These rocks are usually sedimentary rocks, formed during a great ancient flood , massive floods are often being mentioned in ancient legends in many civilizations, despite the fact that the oldest humanoids found have been dated to only 4.4 million years ago (Schmid, 2009). Perhaps people were describing another cataclysmic flood. If so that will surely also be found in the geological record. According to Gilroy, most dinosaurs became extinct 65.5 million years ago, but it seems that there were survivors , and some dinosaur remains have quite recently been dated at some 700,000 years later (2011). So the picture isn’t at all clear. There was not for instance just one massive extinction period , but two. Viegas, ( 2012) describes the Permian extinction, when 90 per cent of all life on earth was destroyed, the most devastating extinction of all ti me, from insects to plants. Marine creatures as well as those on land were affected as well as amphibians and reptiles. Dinosaurs often had air sacs which enabled them to survive in poor air quality