General safety issues Essay Example for Free

General safety issues Essay General safety issues for any training programme eg kit chewing jewellery etc minimum four  The programme  This would mean giving detail as to the number of repetitions done at each station, and a clear description of how each exercise was completed (method,).  This should be written up as a diary see example  After each session there needs to be an evaluation how did it go. You need to appreciate that the circuit you develop and undertake will not be perfect. It will need adjusting. Some exercises will be too hard and/or too easy -you need to say which (and why) and to suggest how you will adjust the programme for the next time. This is where you need that detail of what you managed. So for example if your circuit includes sit ups and you managed to achieve 40 in one minute without the slightest feeling of fatigue, you need to make them harder next time -maybe changing you leg position or arm position. On the other hand if you only managed 3 in one minute then the exercise I obviously too difficult and you need to adjust it to an easier one.  Evaluation of programme  When you have finished the whole programme you need to summarize the benefits that the sessions had for you.  This will need to in include the re-testing of the fitness and skills tests that you initially undertook, The differences between the initial results and the final results for each test need to be commented on use figures did you improve, did it help your performance, was it a suitable test (reliable or valid) Did the program achieve what it set out to achieve this means referring hack to your original aims. Were the tests suitable should you have included others, were some not specific enough why not  Eg Yes I can hold off players better at football or no I cannot. Were the training methods that you used suitable/ideal in other worth was circuit training the best means of improving your fitness if not what else could you have done. This needs to be discussed and also suggestions made how the tests and/or programme could be improved upon. Appraisal of programme  This needs to include detail of how you used training theory specificity, overload, duration intensity, frequency, reversibility, progression etc. to work out your programmes and was the programme intensity and /or frequency perfect or could there have been some adjustments give examples from your ongoing evaluations  You need to discuss whether the PEP was a success or not and whether the programme could be used again.  When it is used again, what modifications would you suggest to anybody else undertaking this same programme.ie I would work at 50% intensity instead of 60%  What effects did the programme have on you performance in your activity did you find that you played better have you got any evidence that you played better more goals, coaches comments?

A Modest Proposal for Euthanasia Essay -- Argumentative Persuasive Arg

A Modest Proposal for Euthanasia Euthanasia is a controversy that cannot be resolved from a single court ruling or a single person’s opinion. Many proposals have been suggested based on various studies and surveys. In â€Å"You Say Murder, I Say Euthanasia,† Clair Rayner describes a notable proposal regarding extreme euthanasia cases. The proposal, which has been put into the Science of Museum forum, recommends complex cases to be considered individually. In â€Å"Assisted Suicide Largely Shunned,† the anonymous author offers statistics that oppose the ethics of euthanasia. In â€Å"You Say Murder, I Say Euthanasia,† Rayner commences the article by describing the exhibits of the Science Museum. One exhibit that the author discusses has a personal computer that operates as a euthanasia machine. The machine was given to the museum from the Voluntary Euthanasia Research Foundation of Australia. Many disabled people and euthanasia advocates relate differently to these exhibits presented in the museum. Rayner then introduces her proposal stating that complex cases, sometimes involving facts that are sometimes overlooked by court systems, need to be carefully examined individually (Rayner 31). Her proposal is based on the fact that the number of people who want voluntary euthanasia is small compared to the numbers who do not want treatment for euthanizing purposes. Legislation has offered laws that prohibit euthanasia in many areas but also permit it in other areas. Laws regarding euthanasia are useless when contemplating whether to euthanize a human being due to the fact that every case is unique. Rayner introduces us to the case involving Tony Bland, which serves as a precedent to the proposal. â€Å"When Tony Bland was app... ... Rayner, in his article, proposes a solution that would solve a lot of problems when doctors are confronted with the ethical dilemma of euthanasia. The idea that every case is distinct and needs to be analyzed individually is a noteworthy suggestion. Rayner does a plausible job in outlining the proposal in an orderly fashion. The author in the second article, however, presents a narrow-minded viewpoint that ignores the other side of the issue at hand. The statistics are disorganized and not supported by the author’s own thoughts and ideas. Despite this fact, the article supports the cons of euthanasia by exposing the audience to a number of surprising statistics regarding euthanasia. Works Cited Rayner, Clair. â€Å"You Say Murder, I Say Euthanasia.† New Statesman June 2000: 31 â€Å"Assisted Suicide Largely Shunned.† The Christian Century Dec 2000: 1267

Child observation Essay

All the children at Gerber Preschool are between the ages of 3 and 4 years old and mainly consist of lower to lower middle class Hispanic and Caucasian families. Mya is a small statured 3 year old Hispanic Caucasian female, with light olive-toned skin, long brown hair, and large brown eyes. Toby is an average statured 4 year old Caucasian male, fair-skinned, blue-eyed, short brown hair. Toby and Mya both seem to be in good physical heath. Jesus is a slightly above average statured 4 year old Hispanic male, with dark brown skin, short spikey black hair and brown eyes. Spanish is Jesus primary language at home but is encouraged to speak English at school. Mya, Toby, and Jesus all appear to be right handed and in good physical heath. Description of Setting: The observation session began on Tuesday May 7, 2013, at approximately 10:00 AM in Gerber, California; the preschool has 2 adults and 8-10 kids. All the children were in line waiting to exit out the back door to the playground. The playground featured a large fenced off area with a large grassy area and the class flower bed covered by a large shade tree, large cement slab with tricycles and tetherball, play house, sand box, and large gym set. There is an assortment of activities available for the children to play including: kickball, bubble buckets, tetherball, hopscotch, jump rope, soccer, etc. Primary Observation: Start time 10:00 AM on Tuesday, May 7, 2013 10:00- Toby impatiently stands in line telling Jesus â€Å"I’m going to be the first one on the playground† Jesus yells â€Å"No I am! † two people behind them Mya and Jessica are holding hands laughing and whispering in each other’s ears. Everyone is squirming about unable to sit still waiting for the go ahead to head outside. 10:05- The children rush outside onto the grass and prepare for story time. Jesus screams â€Å"Rainbow Fish† once he sees the book in the teacher’s hands. Mya excitingly says â€Å"I want a rainbow fish† to Jesus, he in return says â€Å"I want one too. † All the children sit down so the teacher could begin the story. 10:10- During the story Toby was unable to see the book and yells to his teacher â€Å"Aren’t you going to face it to me. He continues to be disruptive getting up and interrupting the teacher. Toby is very energetic and begins to get restless playing with whatever is within his reach. He starts disturbing Jessica until the teacher asks him to sit back down and stop disturbing others Toby than sits back down and begins whining that he is unable to see the book again. 10:15- At the end of the story the teacher asks the children â€Å"Why did Rainbow Fish give away his scales? † Jesus immediately stood up and said â€Å"Because he was alone and wanted friends† Toby says â€Å"Now he has no more rainbow scales. † 10:20- The class is now on free time for the rest of the day. All the children immediately take off running for the playground; Toby and Jesus immediately go for the tricycles. While Mya went straight for the flower bed to dig with the shovel and buckets that were there. 10:25- Jesus, Toby, and another little boy raced back and forth across the pavement a couple times but quickly lost interest in the tricycles and more interested in what the other children were doing. 10:30- Toby ran over to where Mya was and Mya said â€Å"Let’s play house† the children discussed where they would live and what part they would act out. Toby excitedly screamed â€Å"Ok, I’m the daddy†, and Mya says â€Å"I’m the mommy†, and two other little boys Gauge and Angel are the sons. 10:35- Mya runs over to the play house and begins putting sand in a bucket and acts as if she is cooking while Toby makes the fire. Jesus walks over and picks up Mya’s bucket, she instantly got mad at Jesus and hit him. Jesus left crying and she said â€Å"He didn’t say please, so leave me alone. † She than stuck her tongue out at him, another girl by the name of Jessica told the teacher. The teacher told Mya that if she couldn’t talk nice and share she would have to choose another area to play. 10:40- After the incident Toby moves over to a bucket of bubbles with 3 wands, colored green, purple, and pink. Toby and Jesus blow bubbles together. No bubbles were coming out of Toby’s wand, so he blew with more force. Toby takes his wand to the teacher. He brought his wand back, dipped it in the bubble bucket and flung it out. 10:45- Mya gets the purple bubble wand and Toby goes over to Mya and tries to take it away from her. Mya begins to make sounds of being upset but soon gets over it when the other children begin popping the bubbles and she joins in squealing and laughing. 10:50- The teacher blows her whistle to signal to the children it’s time to clean up and go inside. Mya quickly grabs the bubble bucket yelling â€Å"I got the bubbles† while Jesus and Toby raced to the door to line up without picking up anything. 10:55- All the children walked back into the class room and were instructed to sit at a table. Toby got up from the table and a little boy named Gauge took his seat. He tried to get the attention of the teacher but she was busy with another child, so he pulled Gauge by the shirt and begin to cry saying â€Å"get out my chair† Gauge refused to move. Once the teacher finally got to them they had already started to tussle a little. Toby and Gauge were both placed in time out but first they had to apologize to one another. 11:00- End of observation. Analysis: Gender identity is the perception of oneself as male or female (pg. 252). All three children show gender identity when they discuss the roles of one another to play house, with Mya being the mother, Jesus the father, and Gauge and Angel as the sons. Mya also displays gender identity when she pretends to cook while playing house as well. On page 254 cooperative play is described as children playing with one another taking turns, playing games, etc. Mya, Toby, and Jesus demonstrate cooperative play as well as make-believe play throughout their game of house they coordinated ideas together as a group. Cooperative play is also apparent when the children play with the bubbles. The text on page 264 states that aggression is an intentional injury or harm to another person. Mya showed aggression by hitting Jesus when she became angry at him. Toby also displayed aggression when he grabbed Gauge in an attempt to get his chair back. In sum all of the children seem to be displaying appropriate social and emotional behavior and skills typical of their age.

Building Construction Essay - 1698 Words

In building construction and in fire prevention there are organizations that have created a useful system on how to determine what type of building falls under which category. The ICC (International Code Council) and the NFPA (National Fire Protection Association) create these building codes for the safety of firefighters. The two most commonly known standards for building classifications are the NFPA 5000 and also the International Building Code (IBC). The two are very similar, however, they different on sub-categorizing. The International Building Code uses Roman numerals behind the type of construction. In addition to subcategories with letters for each five classes and the amount of fire resistance provided for each building. NFPA†¦show more content†¦The interior walls are usually wooden boards with a lacquer finish or a gypsum board finish. Due the types of interior finishing, it can help a going or started fire indoors spread within seconds. The lacquer finishing pro poses an extreme fire hazard for both firefighters and the occupants. Post and Frame construction types of structures came to America from Europe. This type of construction was fitted together using a wooden frame and timber. They connected at joints called mortise and tenon. To ensure that load transfer was properly distributed they used wooden pins to hold the connected piece together called trunnels. Like log cabins, the interior wall finishing’s we often made of wood. This poses a danger to firefighters as well because it just adds more fuel to a structure fire. Balloon Frame construction derived from Post and Frame types of construction. The two types of construction are very similar in many ways. The differences between the two are that Balloon Frames didn’t require a skilled laborer to cut the notches in the timber and studs. Instead, by using nails it would hold the frame together. 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It is evident from Queensland Building and Construction Commission (2015a) annual report that in 2014/15 alone received 4,793 complaints about defective work. There are many other defects that are seen to occur during the construction process, which gets rectified before the practical