How the Trans Alaska Pipeline Affected the Lives of the Alaskan Essay

How the Trans Alaska Pipeline Affected the Lives of the Alaskan Nativesand the company itself - Essay Example The single 48-inch (1.22 m) diameter pipeline was built between March 27, 1975 and May 31, 1977 at a cost of around US$8 billion. Five different contractors employing 21,000 people at the peak of work constructed the pipe in six sections; 31 were killed in accidents during construction (Trans Alaska Pipeline). during the course of the project (qtd. from Cowans). The obstacles faced and overcome in building the trans-Alaska pipeline are simply astounding. The harsh temperatures, rough terrain, lack of Arctic pipeline building knowledge at this time and the environmental concerns of a pipeline had to all be considered in making this project a success. In 1994, the American Society of Civil Engineers named the Alaska pipeline one of the "Seven Wonders of the United States". Their list includes the Panama Canal, Golden Gate Bridge, Hoover Dam, the Kennedy Space Center, the Interstate Highway System, and the World Trade Center (qtd. from Cowans). Along the pipeline, there are eleven pump stations, each with four pumps. Diesel or natural gas generators power each electric pump. Twelve pump stations were planned but Pump Station 11 was never built, though the southward numbering system for the pump stations retains a place for this nonexistent station. Usually only around seven stations are active at one time, and plans to replace the existing pumps with newer high-efficiency pumps may reduce the number of active stations even further (qtd. from Trans Alaska Pipeline). In areas where thaw-sensitive permafrost exists but the line must be buried, such as highway crossings or avalanche-prone areas, the pipe is encased in an insulated, refrigerated ditch. Nearby refrigeration, plants pump cold brine through 6-inch (15 cm) pipes, which absorb heat and keep the soil cooled. Other areas of burial are either conventional covered ditches or unrefrigerated but insulated ditches, depending on the sensitivity of the surrounding soil (qtd. from Trans Alaska Pipeline). The pipeline was completed on June 20, 1977 and the first oil was pumped into the pipeline. On July 8, 1977, a huge explosion destroyed Pump Station Eight. The explosion killed one worker and injured five more. Human error was attributed to the cause of the explosion. On July 19, 1977, a loader damaged a valve just south of Prudhoe Bay. Approximately 2,000 barrels of oil spilled onto the ground before the leak was stopped and repaired. On the next day, the first attempt of sabotage occurred. A section of insulation from the pipeline was torn off and supporting pipe brackets were torn from the line just north of Fairbanks. The pipeline itself was not injured and the oil continued to flow south towards Valdez. Several people were later arrested and convicted for malicious destruction of property (qtd.

Once Upon A Quinceaera Essay Example | Topics and Well Written Essays - 1000 words

Once Upon A Quinceaera - Essay Example Episodes from other "quinces" covered by the author as part of her research work for this book and also tales from her own adolescent years in America has been weaved in brilliantly. A comparison is drawn between the actual custom what it represents and the present day celebrations, complete with limousines, DJ's and extravagant cakes. The blending of different cultural practices that marks a woman's "coming of age," which is the main purpose of organizing a Quinceaera is brought to light by Alvarez through this book. The tumult of emotions that is associated with adolescence has been captured through the various emotions portrayed by the various characters of the story. The author identifies with the various circumstances through the flashbacks to her own adolescent years in America. [Latinaya, 2007] Through her book Alvarez highlights on the attempt of immigrants to stay in touch with their roots and culture. Quinceaera, which celebrates a woman's coming of age, her of official transition towards womanhood is marked by lavish celebrations. Celebrations that parents themselves could not afford back home. Hosting a Quinceaera is a lavish affair that could be afforded by the affluent, something a simple Mexican, Dominican or Salvadorian family could only dream about. Yet it is observed that many of the mothers, whom the author interviews, perceive the tradition of hosting a Quinceaera as a significant aspect of passing on the culture of their native states to the next generation. [Valdes, 2007] Themes The main theme that outlines the subject of the book is staying in touch with one's root. Quinceaera, which celebrates the transition of a girl into a woman, is an ancient Latino custom. The age of 15 in most Latin nations is marked as the marriageable age of girls. This is viewed as a pre - wedding celebration. Various sociological aspects are discussed throughout the book, with the help of small incidents. The social importance of hosting a Quinceaera disregarding all cost is depicted through the tale of Monica Ramos, who enjoys a lavish Disney themed Quinceaera even though her father is out of job. Quinceaeras have also become the sole source of livelihood for many. The author speaks of a one Enrique Munoz, who earns a living as a Quinceaera photographer in Miami [Valdes, 2007] Through the book the writer expresses her ambivalence in the empowerment of women that Quinceaera represents and her own development despite the lack of a similar event during her years of growing up. The feminism that was so hard earned for the author, could possible be achieved by the frivolous extravagance associated with quinces. Ambivalence is further expressed by Alvarez, when she is "torn between optimism and a sense of dread," for Monica. On one hand she expresses her optimism for the empowerment of women, reminding them of their origins that mark such events, as a girl blossoms into a woman. Yet on the other hand she is devastated by the fate of young Latina girls in America. The alarmingly large numbers of Hispanic girls, who are victims of teen pregnancy, suicide, abuse or are school dropouts. Health researchers are of

Neuroscience and Spirituality Dissertation Example | Topics and Well Written Essays - 12750 words

Neuroscience and Spirituality - Dissertation Example In recent years however, there is a growing interest in how spirituality or religion may play a role in managing mental and physical health and this interest has led to the exploration of the changes that spirituality or meditative practice may bring about in the human mind. This chapter contains a review and critical analysis of the available literature and research on the topic of neuroscience and spirituality. The aim of the chapter is to present and evaluate the evidence that backs the linkages between spirituality or meditation and brain activity using scientific empirical methods. There is a growing field of neuroscience that aims to understand the specific impacts of spirituality, religiosity and meditation on the brain functions and correspondingly on the mental and the physical health of the human beings. The current review is an attempt to collate and critically assess the available research in terms of the validity of the findings and claims and the validity of the methodo logy that has been employed by the numerous scholars. This niche field is still in a growing stage and most of the research undertaken is exploratory in nature, and hence a review of the available work in the area is expected to provide an understanding of what is already known and what potential future research may hold for the topic. This chapter is divided into sections that follow a logical structure from an overview of the methods, tools and techniques that are being employed and the approaches or hypothesis used in recent meditation studies. Next, the review focuses on the changes that occur in the brain during spiritual experience or among people who are high on religiosity. Finally, the literature review delves deeply into the analysis and evaluation of available research that are aimed at specific impacts of meditation, namely, attention and arousal, immunity, self-regulation and emotions, and pain management. 2.2 Meditation Studies There has been a large number of scholars who have aimed to assess the impact of meditation on the human brain and hence on the body functions. The studies are methodologically designed to assess autoimmune indicators like the blood pressure or the heart rate, hormonal indicators or immunity markers, and more recently, electroencephalographic (EEG) and brain scanning techniques to directly view the changes in the neural reactions. Meditation is the technique of focusing on the breath and proactively ignoring the thoughts. It is said to lead to physiological changes that are found to produce a body relaxation response (Newberg and Iversen, 2003). Several researchers have found that the physiological indicators of blood pressure and heart rate are decreased during a mediation phase. Early research conducted by Banquet (1973) had already established that the EEG patterns for people doing meditation are different from those people not doing meditation. In addition, it has also been found that sleep EEG patterns are different f rom the meditation EEG patterns, indicating that meditation involves a more powerful neural activity that is not seen during sleep. There are studies that have found that an increased alpha-wave activity in the frontal area associated with meditation (Al-Kandari), a change in heart rate and blood pressure (Koeing et al, 1998) and cortisol levels (Sudsuang et al., 1991). Most of the studies mentioned above have been done from an earlier era where neuroimaging was not available. However, with the advent of technologies like functional imaging

Globalization and its impact on the Public Sector Essay Example for Free

Globalization and its impact on the Public Sector Essay INTRODUCTION Globalization can be seen as a new phase of internationalization of forcing companies and countries reciprocally depend on degrees in the past. Here you can have globalization as the third phase of the internationalization of markets, the first of these phases properly called internationalization, ranging from late nineteenth century to the First World War, in which no economic sovereignty and international exchange and the second phase of Globalization, which runs from the end of World War II until about seventy years, time in which multinational companies begin to operate on a truly global basis (Peter, 2006). With the globalization of the modern world, businesses and government entities are forced to confront their results beyond its borders, in the fields of production quality and public administration, being necessary to rethink traditional management schemes within organizations. High competition forces that improve the quality of products and services and modernize the processes required must necessarily create a culture of modernity and innovation, on the staff of the entities in the public and private sector. The goal of globalization is no longer penetration neighboring market, but world trade, and standardizing it is the best instrument to achieve new trade realities. Thus, this brings to light what is public administration, since it is closely linked to what is trade and market. _DISCUSSION_ Administrators agree perceive the organizational environment as uncertain and turbulent of increasing complexity, and draw attention to the shape or style of thinking required to address more effectively the change phenomena. At present, the intensity and speed of global changes in the economic and social environment determines the need to know in advance the direction you point these changes and megatrends. The major changes are slow to form and once installed, its influence is felt for a long time in individuals and organizations. In terms of some management specialists, the adaptability of the organization and therefore their ability to survive depends on its ability to learn and act upon the changeable environmental conditions. In understanding the phenomena that affect the public-private sphere, the State-Society is the major element in understanding the context in which hatch and informational processes and flows of the social world are developed. The State in its historic role as sociopolitical computer centralizer actions and decisions of socio-economic and cultural development of a country, is characterized by being constituted by institutional relevance actors: political parties and groups, trade unions, universities, media communication, among others, all active and engaged in the debate of major national issues participants. In this context, information channels are open and thus in the debate and discussion agendas are present from major structural changes to the discussion of basic problems of society, creating an interaction between all actors identified (Peters, 2001). From the change in the political system two elements characterize the new process: the role of the state comes into question, and the discussion focuses on the redefinition of it. Moreover, the market emerges as a new player with that also produces a redefinition of public-private relationships. The private sector breaks into many fields hitherto proprietary state action, the most notorious health, education and social security, resulting in double circuits of information: public and private. Radical changes in the early affect state-society relations are produced.  The state is directing its own administrative decentralization process and starts a new institutional framework. All these situations create new information flows in new directions and to new target groups. Centralized information becomes part of the State surpassed role. The legitimacy of the information is questionable and of course the reliability of it is also debatable. However, the changes that occur within the state and therefore in society begin to produce positive impacts on productivity levels, service efficiency, technological upgrade that streamlines the bureaucratic processes and a series of other events in the reformulation of the role of the state is designated as a profound reshaping of the state apparatus and at the same time, a substantial improvement of the State, as being able to regulate the production and processing of lead in achieving social equity. _Changes in Management Due to Globalization_ Within this perspective comes hard on the concept of intelligence, applied to the social field in general as well as to a particular organization. Concept defined as the ability to understand and even anticipate the behavior of the various environmental factors that affect or influence negatively or positively the development of a program or project. This advance knowledge is a prerequisite for organizing and planning the activities of organizations and individuals, in order to anticipate, minimize or neutralize impact or influence of changes in the internal activities of the organization and its relations with the surrounding frame of reference . Some organizations have the ability to adapt quickly to change, naturally occurring in the joints between the various work areas. It allows them to survive in the turbulent environment, among other conditions, your creativity or ability to conceive and imagine alternatives and new solutions beyond the traditional frames or thought patterns (Farazmand, 2012). The organization ceases to be regarded as a mechanism and tends to be conceived as a living organism, endowed with intelligence. In this context we can speak of a corporate intelligence internally structure the organizations and allows them to react to changes in their environment also based on the use of information. Such organizations, also known as the third typeenterprises, the authors G. Archier and H Serieyx have the following characteristics: Be constantly alert to events in the environment. Have organizational structures and rules that ensure flexibility and speed of adaptation. Individuals and groups articulate the organization and contribute to their full potential. Each member of the organization is constantly exposed to market pressures and customer expectations. The organizations projects are conceived, shared and accepted by all members of the organization. The work structures are focused on problems without choking the hierarchy. The organization ensures each official smart, useful, challenging work, also investing in the continuing education of staff. _Productive Transformation Process_ The marked acceleration of scientific and technological change brings many challenges in the economic field, the need for flexibility from the production system to make competitive adjustments, to expand trade by way of differentiation. Each country must seek to create in the international market its own space on the basis of new technologies (Farazmand, 2004). In the field of production of goods and services, the world is in one of the greatest moments of innovation and change, based on the knowledge-defined as the most expensive of the products of the modern era. Knowledge management supported by advances in information, computing and communications, offers possibilities of radical change, creating opportunities for new technologies, competitiveness, new markets. In the public sector, production processes undergo changes to adapt to the new demands generated by the private sector in those areas in which the State assumed key roles in development. The scope, variety and extent of the changes, which are generated in the information sector, the new organizational paradigms, should trigger an intensive process of studies and research in the area, so as to make the necessary adjustments in the production processes of information current and / or, when necessary, to design new components in these processes (James Van, 2004). Oriented training human resources policy focuses on the essential aspects of productive transformation: growth and equity. The training of human resources in this context should also increase productivity, support worker flexibility to adapt to the changing needs of the productive sector. Technology policy should aim at strengthening the productive transformation policies and strengthen national and regional innovation system. Must be well integrated with the industrial, agricultural, educational and trade policy. You can achieve your goals if a suitable economic and social environment, since the innovation process has a systemic character and requires several interrelated elements. The strategic dialogue, as proposed by ECLAC, comprises a set of explicit and implicit reaching agreements between the state and the main political and social actors around the productive transformation with equity, and also about the consequences policy and institutional innovations needed to achieve it. The economic transformation strategy posed ECLAC is conceived as part of the conditions of the international economy in the outer and maintaining macroeconomic stability, development financing, maintaining  social cohesion and consolidation of democratic processes within (Gareth, 1988). _Transforming the Work Environment_ Associated with global changes in the organizational structures should be considered external factors: economic, social, political, technological and other as competition, labor market, etc. Such administrative language in examining the opportunities and threats presented by the environment to the organization and its members, comprising also analyze the implications that the forces of change are internal work processes in the organization. The work environment is undergoing major changes due to the impact of external factors among other aspects of the new objectives that organizations are posed by the internationalization of the same, the transition from production companies to utilities, the need for human resources in technologies, by increasing interrelationships of public and private sector, etc. It is argued that the technological revolution affects the levels of employment, working conditions and social organization and the application of computer science, robotics and other automation involving a small group of overspecialized workers and a large number of unqualified workers. However, the forces of change can also arise within the organization or individuals that compose themselves. The work environment of the organization is under pressure from those who want change and those who oppose tenaciously (Robert, 2009). The organization must adapt or fundamentally change strategies and plans created for different situations and contexts. In this scenario, the training of human resources is a must for the new management style component. Learning new technologies and developing new skills conducive to the efficient performance of individuals can not be absent from any policy to improve the work environment. While it is not the intent of this document describe enter multiple situations affecting the organizational structure and respective management approaches in solving  problems, mainstreaming workplace transformation aims to support the understanding of the issues new organizational forms, examining the competitive environment, adaptation to the new, the educational needs of human resources and the occurrence of the information sector in all strategies of the organization. _CONCLUSION_ Globalisation has catalysed the need to accelerate public sector reforms in developing countries and the need to set up correctly-working institutions. The time is ripe for reform. The challenge will be to adapt the model to different social, economic, political, legal and cultural contexts. REFERENCES Farazmand (2012), Chaos and Transformation Theories: Implications for Organization Theory. _Public Organization Review_ 3(4)/2003: 339-372; James Van (2004). Resistance to Change and the Language of Public Organizations:†¦_Public Organization Review_ 4 (1): 47-74. Farazmand (2004). Innovation in Strategic Human Resource Management: Building Capacity in the Age of Globalization. _Public Organization Review_ 4 (1): 3-24. Gareth Morgan (1988). _Riding the Waves of Change._ San Francisco, CA: Jossey-Bass (HR). Robert Golembiwski (2009). _Handbook of Organizational Behavior_, new edition. NY: Marcel Dekker. French and Bell (1999). _Organization Development_ Englewood Cliff, NJ: Prentice-Hall (HR). Connor and lake, _Managing Organizational Change_, 2nd ed. (1994) Peters, Guy (2001). _The Future of Governing_, 2nd ed., or the latest. Lawrence, KS: University of Kansas PressSenge. Peter (2006). _The Fifth Discipline: The Art and Practice of Learning Organization._ NY: Random House/Garden City, NY: Doubleday.Skinner, B.F. (1948, 1986, 2005), _Walden Two_ (small paperback$2-3 online), Hackett Publisher.

Food Safety for the Home Environment

Food Safety for the Home Environment Milena Marcinek Part 1: Handling food This part will help you to evidence Learning Outcome 1: Know the importance of handling food safely Learning objective Place in Assessment Explain why it is important to handle food safely Question 1 Page 1 1.2 Identify hazards relating to food safety Question 2 Page 2 1.3 Identify ways in which food should be handled safely to avoid contamination during the following operations: Storage Preparation Cooking Serving Re-heating Question 3, Page 2 1. Explain why it is important to handle food safely. [1.1] Safe food handling prevents food from being contaminated. It is highly important to preven food contamination as contaminated food can cause not only heachache or atomach pain but also can lead to severe health problems such a kidney failure and even death. If people who are responsible for handling the food do not take enough care for safe food handling they might put peoples health at risk. 2. What are the key hazards to be aware of when it comes to food safety? Identify at least three examples in your answer. [1.2] Bacterial Hazard: Over time food can be subject to a range of changes caused by micro- organisms such as bacteria, fmould, yeast, viruses. As a result the color, taste texture can be affected. Some of the changes look unpleasant bu they do not have to be dangerous for humans life although some forms of bacterial contamination, caused by pathogenic bacteria, causes the food to become inedible or a potential hazard to health. Foreign Bodies: The food may be contaminated by the foreign body even before the food is reacheing the home. Examples of foreign body: I pieces of metal, wood, plastic and food packaging, II bones, shells, pips, stalks and stones. III hairs, jewellery, plasters, nails, saliva Allergic Hazard The most common food that cause alergic reaction are milk, soya, nuts, seafood. Even just a tiny bit of certain food can cause severe reaction. Food allergic can lead to anaphylaxis. Sufferers can experience swelling of the throat, breathing problems and potential collapse. Food labels have to always inform if the food might have any conatct with any of food that can cause allergic reaction. Chemical Hazard 3. Complete the table below by identifying how food should be handled in order to avoid contamination during each of the operations listed: [1.3] Operation How food should be handled Storage Every type of food has an ideal storage condions. If food is storaged in a wrong way the food can quickly become inedible or unusasble. Preparation Keep the highest hygine standart at the place where food is being brepared. The perosn who prepares the food should fallow the highest hygene standarts. Cooking Food should be cooked throughly to avaoid bacterial contamination. If the temeperature of cooking is not high enough then bacteria may survive and people eating undercooked food risks becoming ill. Serving It is important to ensure that hot food dont go cold, persihable foods are not left in room temperature for longer than two hours and people do not make contact with food they do not intend to eat. Re-heating Food shouldnt be re-heated more then one time. Re-heated food must be minimum 75 degrees C. To check the temeperature of food an appropriate thermometer should be used. Take particular care when feeding pre-heated food to vulnerable people. For food such as soups be sure to stir them so the whole foodstuff is at required temperature. Now that you have completed Part 1 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 2: Personal hygiene This part will help you to evidence Learning Outcome 2: Know the importance of personal hygiene when handling food Learning objective Place in Assessment 2.1 Explain ways of maintaining personal hygiene when handling food that helps reduce the risk of contamination Question 1 Page 3 2.2 Identify how and when to wash hands Question 2a Page 4 Question 2b Page 5 2.3 Describe potential problems resulting from not maintaining personal hygiene when handling food Question 3 Page 5 1. Explain three ways of maintaining personal hygiene when handling food. Also provide a brief explanation as to how these efforts can reduce the risk of contamination. [2.1] a) People should avoid touching or combing their hair while handling with food as hairs can physically contaminate the food. In commercial enviroment food handlers have to cover their hair with a hair net or other form of covering. These efforts reduce risks of getting hairs into food what is not only not pleasant but olso have a potential to be harmfull to death. b) People should take off jewellery while they handle the food. Jewellery can harbour bacteria and dirt and also brings a risk of phissical conatmination c) People should ensure their nails are short and tidy while they handle food. The food handler shouldnt use nail varnish or fake nails that can drop of. Following this rules reduces risks of physical conatmination ( bits of nails, varnish, dirt undar nail, or pieces of fake nails can conataminate the food ) 2a. Read the case study below describing a typical day for Chris. Afterwards, identify three situations where he should have washed his hands. [2.2] Chris works in a sandwich shop every weekday from 9am to 6pm. He gets up and out of bed at 7 and jumps into the shower straight away. Once dressed, he heads downstairs for breakfast. Today, he’s decided to have his favourite; bacon sandwiches. He puts the bacon into the sizzling hot pan and waits until it is brown and crispy. He also chops up some fresh tomatoes from the fridge before putting together his meal. He is running late so takes his sandwich with him to the bus stop. He needs to finish it quickly to pay for his ticket and hold on to the side bar because the journey is unusually bumpy and busy. When he arrives at work, Chris puts on a plastic apron and gloves immediately and positions himself behind the counter awaiting his first morning customers. By lunchtime, Chris has put together 34 sandwiches and he sets about making the total 35 by preparing his own. Once he has made his lunch, Chris removes his gloves and apron and sits himself in the staff room, ready to rewa rd his hard work. Between mouthfuls, he decides to make a cup of tea so wanders over to turn the kettle on and get a spare mug from the cupboard. He sits himself back down until the kettle has boiled which conveniently coincides with his final bite. He places his plate in the dishwasher, makes his tea and prepares to head back to his second shift. After returning home from work, Chris quickly uses the bathroom before beginning to prepare his dinner. He takes some chicken from the fridge and cuts it into cubes for a stir fry. Whilst doing so, his phone rings so he runs to answer it. It’s his mum, so he finds comfy place to sit down as he expects it will be a long chat! Your answer: a) before touching bacon, after touching bacon and before cutting tomatoes b) When arriving to work befor he starts making sandwiches and before coming back to work after the break c) Before cutting the chicken 2b. Prepare some simple instructions that could be used to explain the correct technique for hand washing. [2.2] use warm water and good amount of soap rub palm to palm rub backs of both hands rub palm to palm with fingers interlaced rub backs of fingers ( interlocked) rub each thumb clasped I nopposite hand using a rotation movement rub both palms with fingertips dry torhoughly in clean paper towel or use hand dryer 3. Describe three potential problems that can result from not maintaining personal hygiene when handling food. [2.3] a) foreign object conatmination If people who deal with handling the food dont keep high hygene standarts as covering their hair, wearing appropriate clothes, keeping nails clean and tidy or they wear jewellery while they handle any food they might contaminate food with foreign objcect such as for example : hairs, pieces of jewellery, pieces of nails or clothes. b) Food poisoning bacteria Lack of personal hygiene can result in food poiosning bacteria. To avoid it people handling the food should remember to wash their hands, keep the kitchen area clean, not to store rice at room temeperature for sustained period, carefool cook and cool the food, wash thoroughly the meat, fish and vegetable, not to use damaged cans, preserve food carefully, keep raw and cooked food separately, keep food at safe temeperature, keep animals away from food, avoid coughing and sneezing on food, cover cuts, pay attention to use by dates. c) Foodborn disease Foodborne illness is caused by consuming contaminated foods or beverages. Many different disease-causing microbes or pathogens can contaminate foods, so there are many different types of foodborne illnesses. Most foodborne diseases are infections caused by a variety of bacteria, viruses, and parasites. Other diseases are poisonings caused by harmful toxins or chemicals that have contaminated food. Of note many foodborne pathogens also can be acquired through recreational or drinking water, from contact with animals or their environment, or through person-to-person spread. Here are a few dos and donts to prevent food borne illness: *Dont leave foods that need to be chilled sitting out. Refrigerate and freeze necessary foods right away. *Do use a meat thermometer to make sure your food is cooked thoroughly. *Do wash your hands for at least 20 seconds with warm, soapy water before and after handling any raw meats, fruits and vegetables. *Do wash utensils and disinfect surfaces before and after use. *Dont defrost food on the kitchen counter. Instead, use the refrigerator, cold running water, or the microwave oven. *Dont let food marinate at room temperature. *Keep marinating food refrigerated. *Dont over pack the refrigerator. Now that you have completed Part 2 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 3: Storing food This part will help you to evidence Learning Outcome 3: Know how to store food safely Learning objective Place in Assessment 3.1 Explain how to store the following types of food correctly to avoid contamination: Fresh Convenience High risk Low risk Question 1 Page 6 3.2 Explain why it is important to follow food storage instructions Question 2 Page 7 1. In the table below, explain the correct way to store the different food types in order to avoid contamination: [3.1] Food type Storage method Fresh Raw meat, fish and poultry should be stored in the bottom of a fridge below ready to eat food. Fresh salad vegetables should be stored in lided boxes in a fridge to prevent it from being contaminated by drips from raw food. Convenience Convenience food should have a label saying what is its best storage method. High risk High risk food should be keeped in low temeperature enviroment such as refrigerator and only for short duration outside of that. Low risk Can be stored in dry, cool, dry area , ideally in the shade. 2. In 50 words or less, explain why it is important to follow food storage instructions. [3.2] IT is importarnt to follow food storage instruction to be sure that the food is being kept in right condition and to prevent food spoiling to quickly and to reduce risk of food poisoning. Now that you have completed Part 3 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 4: Importance of correct food storage This part will help you to evidence Learning Outcome 4: Know how food storage can affect the nutritional value of food Learning objective Place in Assessment 4.1 Outline how storage methods can affect the nutritional value of food Question 1 Page 8 Outline in 50 words or less, how storage methods can affect the nutritional value of food. [4.1] Nutrition in food is prone to change with time. Exposure to light, temeperature, water or oxygen can cause all sorts of reactions in food what effects in nutritional changes of the food. Now that you have completed Part 4 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 5: Keeping the food work area clean This part will help you to evidence Learning Outcome 5: Know how to keep the food work area clean Learning objective Place in Assessment 5.1 Describe why it is important to keep the food work area clean, hygienic and disinfected Question 1 Page 9 5.2 Outline ways of keeping the food work area clean, hygienic and disinfected Question 2 Page 9 1. Describe why it is important to keep the food work area clean, hygienic and disinfected. [5.1] Keeping the food work area clean, hygenic and disinfected eliminates bacteria growth, reduces bacteria to safe level, creates the inviroment that is uinattractive to pests and verim, minimises the possibility of cross conatmination, results in a clean and safe enviroment for the people who are preparing the food. 2. Outline three actions that you can take in order to keep the food work area clean, hygienic and disinfected. [5.2] a) To avoid cross conatamination you can restrict some food preparation and cooking tasks to specific part of the kitchen. Yo can also have dedictaed equipment for certain tasks, such as colour coded chopiing boards. b) Disinfect food contact surfaces, hand contact surfaces as well as equipment used to clean the kitchen to avoid cross contamination . c) Clean the kitchen area systematically and implement kitchen cleaning scheadule. Now that you have completed Part 5 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 6: Checking food is cooked to the correct temperature This part will help you to evidence Learning Outcome 6: Know how to check food is cooked to the correct temperature Learning objective Place in Assessment 6.1 Describe why it is important to ensure that food is cooked to the correct temperature Question 1 Page 10 6.2 Give examples of ways to check food is cooked to the correct temperature Question 2 Page 10 1. Describe why it is important to ensure that food is cooked to the correct temperature. [6.1] Bacteria multiply in the temperature between 5 and degrees 65 Celcius. Baceria are killed in the temeperature above 75 degrees Celcius so it is important to check the food is cooked all the way through to be sure there is no threat to peoples health. 2. Give two examples of how you can check that food is cooked to the correct temperature. [6.2] Example 1: U can use food thermometer to check if the food is cooked in a correct way. Example 2: Yo can also see if food is piping hot and steam is visible before the food is served. Now that you have completed Part 6 of your Assessment, remember to save the work you have done so far – you will need to send your work to your tutor for marking once you have completed all 7 Parts of this Assessment. Part 7: Disposing of food waste This part will help you to evidence Learning Outcome 7: Know how to dispose of food waste safely Learning objective Place in Assessment 7.1 Describe why it is important to dispose of food waste safely Question 1 Page 11 7.2 Outline how to dispose of food waste safely Question 2 Page 11 1. Describe why it is important to dispose of food waste safely. [7.1] It is important to dispose of food waste safetly to avoid cross contamination- when the food is no longer going to be consumed it should be thrown away straight away. If we leave the unwanted food at home it can be a place where bacteria are able to thrive. Bacteria van be spread to other food that still can be consumed what causes a risk for humans health. It is also important to dispose of food waste in a safe way to avoid pests at home. 2. Outline two ways in which you can dispose of food safely. [7. 2] a) Do not left food waste undercovered before throwing it away. Waste needs to be disposed of immediately b) Clean with water food containers and food packaging. This removes small bits of food that can facilitate bacteria growth. Now that you have completed all 7 Parts of this Assessment, go to www.vision2learn.com. Log in to the platform and send your Assessment to your tutor via your My Study page for marking. Good luck! Â © Creating Careers Ltd, 2015. All rights reserved.Page 1 of 16

Nuclear Energy :: essays research papers

Nuclear energy by definition is the energy consumed or produced in modifying the composition of the atomic nucleus. Nuclear energy is used for things such as atomic bombs, hydrogen bombs and other nuclear weapons. Nuclear energy can also be used for powering electricity-generating plants all over the world. There are many arguments for and against nuclear power. Nuclear power is an inexpensive clean source of power. Others feel that because of the hazardous radiation emitted during the producing of the power and the radioactivity of the material used that nuclear power is not as good as the alternatives which are fossil fuels and solar power.(Hansen, 1993) If matter changes state or composition, it is accompanied by the production of energy. Processes such as combustion produce energy by rearranging the atoms or molecules of that substance.(Brain, 1998) An example of this is the combustion of methane (natural gas) CH(4) + 2O(2) = CO(2) + 2H(2)O + energy In this example the amount of energy released is eight electron volts or 8 eV. The electron volt unit is the unit used by nuclear physicists. The electron volt represents the gain in kinetic energy when an electron is accelerated through a potential drop of one volt.(Brain, 1998) The most common nuclear reaction is nuclear fission. Nuclear fission is the process in which a heavy nucleus combines with a neutron and separates the heavy nucleus into two lighter nuclei.(Roy, 1993) The most typical fission reaction is that of uranium-235 it is as follows: 92 U235 + 1 neutron = 38 Sr96 + 54 XE138 + 2 neutrons + energy Another type of nuclear reaction is nuclear fusion. Nuclear fusion occurs when two light elements combine to form a heavier atom.(Grisham, 1993) An example of this is: 1 H(2) + 1 H(3) = 2 He(4) +1 neutron + energy Nuclear Fission Nuclear fission is a complex process, but many products are formed during this process. Not only the two nuclei but also neutrons, beta particles, neutrinos and gamma rays are created during the fission process.(Roy, 1993) There are more than fifty different ways a nucleus may undergo fission. Some of the ways are much more common than others. During the fission process the nucleus breaks into to unequal parts, one lighter fragment and a heavier fragment. These nuclei are formed with excess energy that they do not usually have in their ground state they must lose the extra energy. They release this extra energy in the form of gamma radiation or sometimes neutron emission. The primary fragments are rich in neutrons and are radioactive. Uranium-235 which contains 92 protons and 143 neutrons are more likely to under go fission when bombarded by low-energy neutrons.(Hansen, 1993) Nuclear Fission Used in Bombs The fission process was discovered in the late

Book Analysis: No Matter How Loud I Shout: A Year in the Life of Juvenile Court Essay

A Pulitzer Prize-winning reporter Humes dedicated a year of his life researching California’s juvenile justice system His book, â€Å"No Matter How Loud I Shout: A Year in the Life of Juvenile Court† is inspired from this experience. Humes has written a moving account of California’s juvenile justice system and the children who pass through it. This carefully researched book chronicles the arrests of seven teenagers and their experiences both in juvenile court, and while serving time. The book also describes the legal processes and interactions between prosecutors, public, private defenders, and judges that decide the fates of these teenagers The book begins by shedding light on the development of laws for Juvenile Delinquents. In the 1960s sentencing for juvenile offenders was entirely left to the mercy of the judge since as minors they were not granted the same legal rights as an adult However this practice allowed an Arizona Judge to sentence a teenager to six years in jail for making just an obscene phone call. Three years later when the Supreme Court overturned the conviction it ruled that juvenile delinquents could not face sentences more severe than adults This particular ruling, though safeguarding delinquents from the whims of an overzealous judge has also allows those who have committed serious juvenile offences to receive sentences which are more lenient than those warranted by the severity of the crime. This ruling and its consequences in shaping the life of Juvenile delinquents forms the cornerstone of Hume’s book . When Hume’s wrote his book the law in California allowed only offenders sixteen years old and up to be tried in adult court. This has proved to be an arbitrary and extremely infuriating cut off for both the prosecutors and the Judges. The reason for contention is that this law often allows a delinquent who is just a few months short of a sixteenth birthday being given a lesser sentence for a crime quite severe in nature while a delinquent who is just barely a few months over sixteen is a given a longer sentence for a crime of a less severe nature In his book Hume’s illustrates the injustice that delinquents have to suffer as a result of this ruling. He follows the case of 15-year-old Ronald Duncan from a middle class family with no prior criminal record. Duncan was accused of double homicide when he shot his employers at point-blank range. The motive for the crime: a few hundred dollars and revenge for a petty reprimand by his employer on being late for work. But because Ronald was still a few days short from his 16th birthday at the time of his crime the maximum sentenced he received was eight years and would be released by his 25th birthday– with a clean record. The author draws a parallel between this case and Geri Vance another case he has been following. This 16-year-old was forced to participate in a motel robbery by two drug dealers. When the robbery was botched Gerri ended up getting arrested because he took his wounded partner to hospital and sacrificed a chance to flee. Geri lacked a pre-meditated intention to commit this crime, a determination to reform, an excellent record in juvenile hall, the fact that he had not fired his gun and that he had taken a wounded man to hospital. How can they charge me with murder? I never even fired my gun at anyone, Geri tells the Intake Officer, which is perfectly true — and, legally at least, completely irrelevant. â€Å"I was forced to take part in that robbery. I didn’t want to do it, but I gave in. I know I have to do some time for that, I understand that. But I’m no killer. † (Humes 1997, 13) But despite all this he still ended up facing potential life imprisonment when his cohort died of his wounds because he had already turned sixteen and was treated like an adult. This is definitely a much severer penalty than the one imposed on Duncan who deliberately shot two people with the intent to kill them. However Gerry did get lucky on a plea bargain and his sentence was reduced to 12 years, still longer than the time served by Duncan â€Å"Geri Vance, the would-be motel robber — the murder defendant who killed no one — faces life in prison without possibility of parole, and will almost certainly get it. Ronald Duncan, the shotgun killer, can serve no more than eight years, and probably will do less. He can never see the inside of a state penitentiary. After his release, his record will be wiped clean, as if it never existed, the files sealed by state law, so that he can move freely, run for office, own a gun. † (Humes 1997, 15) In his book Hume tries to establish that three out of four juveniles who are arrested under the age of 16 walk away with minor punitive action. This has resulted in an increasing incidence of repeat offenders. He states that in California, repeat offenders account for almost 16 percent of the total crime committed y juvenile delinquents. However these repeat offenders only get serious and deterring punishment when their offences progress to the most serious levels. Until that happens the juveniles are not actually deterred from committing a crime because of the lax punitive measures. In his book Humes mentions that an experienced judge can predict the punishment meted out to a juvenile just by looking at the size of the file. â€Å"When a file is a sixteen of an inch, it will almost certainly end in probation. A quarter to a half inch, add some time in the hall†¦. An inch or so in thickness and the likely sentence is one of the county’s two dozen juvenile camps. And over two inches, the kid is probably a Sixteen Percenter. â€Å"(Humes 1997, 35) Another major issue: that Hume discusses in his book, is the fact that juvenile offenders with financial resources receive much more lenient sentences. He states that rich kids get their sentences tailored according to them while the poor kids receive sentences tailored to their crimes. He cites that this injustice occurs because rich kids and their parents can hire lawyers who prove to the judge through character witnesses that the rich kid is a law abiding and morally righteous and that his criminal behaviour is a deviant occurrence which can be corrected through rehabilitation and does not warrant a long sentence. However the poorer kid cannot prove the case for rehabilitation and ends up with a longer prison sentence. Hume discusses the need to reform the young offender. Offenders should be caught early at the age of 13 or even before that when they first start to cut school and commit their first offence or right after they join their official gang. â€Å"And, finally, when I was growing up, I learned how to load bullets into a gun. I learned how to carry it and aim it, and I learned how to shoot at the enemy, to be there for my homeboys, no matter what† (Humes 1997, 17) Currently the system doesn’t focusing on reforming those who are caught early because it is too overburdened in punishing those that it has allowed to become repeat offenders and commit serious crimes. Hume sites that there is a lack of proper rehabilitation facilities to accommodate those who can benefit and reform as a result. Rather than release young juvenile offenders parole send them to rehabilitation camp can prove to be a greater deterrent that can cause them to abandon their life of crime and escape serious punitive action in the future. Hume ends his book by advocating that that early prevention programs targeting kids with high-risk profile can yield positive results and reduce the incidence of absenteeism from school, first time drug use and repeat offences. He also notes that there is greater support to change the Law and have all juvenile delinquents be treated as adults and warrant serious punishments attributable to their crimes. Though this would definitely ensure that the Ronald Duncans of the world get what they deserve it would also mean turning a blind eye on the countless kids who could have been reformed through a rehabilitation program.