Does Pre-maintenance Save Machines from Risks Essay

Does Pre-maintenance Save Machines from Risks - Essay Example hine in factories, profound evidence and empirical results have been identified to support the thesis that consistent pre-maintenance of machines lowers machine related risks. Pre-maintenance is associated with highly reduced production down periods due to fewer unexpected tool or equipment breakdowns. However, concerns have been raised over the impact of preventive maintenance of machines with regards to plants and equipment related risks. The paper seeks to demonstrate that the implementation of comprehensive and consistent pre-maintenance practices saves machines from risks. Bloch et al. (277) noted that the negative impact on production schedules due to equipment shutdowns could be pre-emptively projected, and service events conducted through the implementation of production planning. As a result of strict pre-maintenance activities, suitably serviced equipment will last longer thus resulting in the minimization of the costs connected with replacement of damaged machines (Bloch et al. 277.) The authors added that part substitution costs are abridged as repairs are made on a well-scheduled basis as compared to part damage control or response to a part or a total failure. The reworking is reduced due to frequent equipment maintenance and good operating condition. Pre-maintenance means that there is less time spent on supplementary equipment setup and corresponding adjustments that become indispensable to compensate for frequent wearing components. Timely identification of equipment with elevated maintenance costs that may demonstrate the need for remedia l actions such as skilful training or even timely replacement of the equipment is an imperative precautionary measure that reduces machine related risks in the long term. (Bloch et al. 270) Das et al. also reiterated that common preventive maintenance is a premeditated maintenance activity that is calculated to improve the entire life of machines or entailed equipment and thus leading to the avoidance of any

Developing a Nursery That Meets the Needs of a Child

Developing a Nursery That Meets the Needs of a Child Foundations to Psychology This essay will look into how the designs of nurseries, in light of relevant research will contribute to meeting the cognitive, social, emotional and physical needs of children aged three to five years old. The aim of this essay will be to provide a range of activities that nurseries could in cooperate into their timetable to meet these needs. Cognitive The key elements of the cognitive theory is to try and explain the method and processes by which an infant, and then a child will develop into an adult, who can think and reason using hypotheses (simplypsychology.2009.) Cognition consists of the development of perception, attention, language, memory and thinking. As children develop they acquire the cognitive structures that stay with them throughout their lives. Psychologist Jean Piaget viewed cognitive development as maturational process which focuses on childrens interactions with the physical word, and how they view it in their mind. He suggested that children think differently than adults and that they actively try to explore and make an understanding of the world. (simplypsychology, ND.) There are four stages to Piagets cognitive theory, but the one that is most relevant to a nursery caring for three to five year olds is the preoperational stage. This is the idea that children cannot conserve because they like to please people (psychologyabout,  ND.) To test if children were egocentric, Piaget used the three mountain tasks, where children were shown a mountain that had snow on it and a hut on the other side, they were then asked what could be seen from a different perspective (simplypsychology,  ND.) A child of age three to five is beginning to think with numbers and symbols and develop memory strategies. An activity relevant to developing this would be placing counters in front of a child and asking them how many counters they have, this is encouraging them to think logically. Piaget believed that each child moves from stage to stage at their own pace, and that in the classroom you have to look at what stage each child is, to move them forward. So ones who are at a further stage would be able to do more complicated counting tasks. Another activity would be mouse trap, children would have to work together to keep the mouse from being trapped, making the children having to see someone elses point of view and developing their inability to conserve according to Piaget. (littlechildren,  ND.) Lev Vygotskys theory for cognitive development relies on the zone of proximal development. The three different levels are what I cant do, what I can do with help and what I can do. This is known as Vygotskys scaffolding theory and it was to try and explain that social interaction is important for cognitive development. (simplypsychology,  2007.) Vygotsky suggested that having interaction with older people would be an effective way to develop skills. So nurseries could pair up a five year old child with a three year old child and they could work together to complete a puzzle, this would give the three year old the help from an older peer which could help them to complete the puzzle on their own eventually (simplypsychology,  2007.) Piagets contributions to cognitive development in children are not flawless. Piaget didnt take into account who he was talking to, children of that age like to say whatever would please someone, so if a child is asked what is two add two, the child will answer four, but then if they are asked now what is two add two the child will think that they have answered the question incorrectly and will give a different answer. Physical The key elements of physical development in children is the physical maturation of an individuals body up until it reaches the adult stage. A childs physical and measurable growth such as weight and height are taking place. Physical development concerns the development of our bodys structure and processes during life and how these developments help of hold back how we think and behave socially and emotionally. Everyone develops physically at roughly the same age but the physical changes that occur may vary from one person to another. (psychologyabout,  ND.) According to theorist Mary Sheridan, at three years old, a child will be able to walk up the stairs, cut with scissors and turn while running and pulling toys, so they are able to multi task. At four years old, a child can turn sharp corners, they can run, push and pull, and they can hop and climb. Then at five years old, they can skip and dance and hop (childdevelopmentchart,  2013.) Sheridan also suggests that in terms of other physical developments a child of aged three to five years would be able to give their name and address, they can help with dressing themselves, use their fork and spoon, be able to draw a person and be able to speak roughly 1500 words. (childdevelopmentchart,  2013.) Sheridan says that children between aged three and five should be able to draw figures, so nurseries could cater for this type of physical development by having art sessions where children can draw or paint family portraits. This would also improve their fine motor skills such as fingers and hands. Another theorist Arnold Gesell identified the importance of the role of nature and heredity in childrens development. There is a psychology debate about whether our nature (biological heritage ) or our nurture (the environment we are brought up in.) Gesell believed that a timetable could be used to outline the developmental growth of every child. (ehow,  ND.) Gesell indentified the typical behaviours of children through their childhood. He categorized these behaviours into different areas which he called the gradients of growth. The ones that would be mostly used at a nursery would personal hygiene, motor characteristics, school life and play and pastimes. (education,  ND.) In terms of physical activities to help a childs development and to help work on their gross motor skills (arms and legs,) nurseries could provide a playtime, where children have the chance to interact with each other, play games and have a run around. This would be part of the play and pastimes section on Gesells timetable. (developmentalpsychology,  ND.) Gesells theory of development has been accepted as it is still used today, however there are criticisms of his theory because his timetable only went up to the ages of five, so there is no developmental stages for the childhood beyond that age (ehow,  ND.) Emotional Emotional development is how an individual develops emotional competence, for example how they deal with emotions and how their identities develop. For a child, hints of their personalities will start to show, so if they are upset of angry they may kick and scream as a way of dealing with that emotion. How a child is treated and their relationships contribute to their emotional development. Psychologist Wolcott believed that if a child brings in a toy that reminds them of home and their mother they will still have this attachment. This toy would be the mother substitute because they are recognising it as something from being at home. So if the child became upset from missing home which children tend to do when they are going to nursery for the first time, they have something to remind them of home. (psychologytoday,  ND.) A more interactive activity that would strengthen a childs emotional development would be a persona doll. A persona doll is a puppet and could be used at nurseries to put on a show where different situations are created and the children would be asked how they would feel if such a situation happened to them. This would help a child to understand emotions and how they might feel. (personadolltraining,  ND.) Michael Rutter believed that you have to have a mother or a mother substitute in the first five years of life. Rutter conducted a study on children at an orphanage of whom had suffered emotional deprivation. He looked at adopted children and how when they were adopted into families their weight and their IQs had improved dramatically (pbworks,  ND.) Michael concluded that if a child doesnt develop an emotional attachment this is privation whereas deprivation is the loss of an attachment. (simplypsychology,  ND.) John Bowlbys attachment theory looked at the attachment relationship between parents and their children. Bowlby believed that if an infant was unable to develop a warm relationship with their mother, the child would have difficulty forming relationships with other people (bowlbyattachmenttheory,  ND.) Bowlby was convinced that the mother and baby bond was formed on a biological basis and that the baby is born with the need to form their bond and the mother has the instinct to form this bond. Bowlby suggested that a child would form only one attachment, normally their mother and this figure would act as their secure base when they explore the world. This one attachment acts as a starting relationship for future relationships that the child may have. (simplypsychology,  ND.) In light of what Bowlby and Rutter say about the importance of having the mother of the mother substitute, nurseries could assign carers or teaching assistants to groups of children or to each child if there is enough. Bowlby in particular said that consistency is important, so by assigning a carer to each child, there would be the mother substitute always there for that child. (littlechildren,  ND.) The implications of Bowlbys theory are that he suggested that the mother should be the constant carer therefore implying that the mother should not go out to work as she should be at home looking after the children and keeping this consistent bond (simplypsychology,  ND.) Social The key element of social development is socialisation, how individuals develop social abilities by building relationships and how they form friendships. For a child they will develop same sex relationships known as vertical relationships, and they will form friendships by playing with other children. Social development looks into our moral development, groups and peer group influences. Theorist Erik Erikson developed the psychosocial theory. Erikson had eight development stages, but the one that applies to a child of aged three to five is initiative vs guilt, this is where children start to understand purpose and the meaning of different things (currentnursing,  ND.) During the initiative vs guilt stage, conscience and imagination develops, children begin to understand what people expect of them whether it be at home or at school. Children can begin to assert some kind of power and control through direction of play which can include fantasies. (childdevelopmentchart,  2013.) The best way to in cooperate Eriksons psychosocial theory would be with indoor activities. At a certain time of day at a nursery, children could have the chance to have a play time indoors where there are sandpits, a play kitchen and a play house. The children would be in groups and they would rotate so that they could have the chance to play with each thing. This would give the children a chance to interact with each other and use their imagination to play restaurants or mummys and daddys with the play house or kitchen (jubed,  ND.) Albert Banduras social learning theory emphasized the importance of observing behaviour. Most human behaviour is learned through modelling by observation. The social learning theory explains that human behaviour is interaction of different influences; behavioural and environmental. Bandura believed that an individual is more likely to adopt behaviour if it results in outcomes that are valuable to them. (instructionaldesign.ND.) Banduras theory is supported by the bobo doll experiment. Children observed an adult attacking a bobo doll to try and knock it down, the children then imitated this behaviour (simplypsychology,  ND.) When meeting childrens social needs in light of Banduras experiment on the bobo doll in which behaviours are learned, a nursery would ensure that children behave correctly, and that no violent or aggressive behaviour is tolerated. Also children would learn to put their hand up when they want to speak. This way they are learning how to behave when they are at school. Criticisms of the social learning theory are that they rejecting the differences in individuals such as genetics, brain and learning differences which could affect how they perceive and respond to behaviour. With the bobo doll experiment, critics have argued against saying that children manipulated into responding to the attack on the doll. Children were further teased because they could not knock the doll down (criminology,  ND.) This is the way to go about creating a nursery that would meet the cognitive, social, emotional and physical needs of children aged three to five years old. There is a lot of evidence from doing experiments such as Piagets three mountains experiments and observations like Rutters orphanage study that supports the theorists and their theories, therefore strengthening the ideas on how a child develops in each criteria. Essentially every child develops differently and at a different pace, but looking collectively at children aged three to five years, there are certain activities that nurseries could use to help children thrive emotionally, socially, physically and cognitively. Reference List bowlbyattachmenttheory.(ND). Retrieved from http://explorable.com/bowlby-attachment-theory instructional design. (ND). Retrieved from http://www.instructionaldesign.org/theories/social-development.html childdevelopmentchart.(2013). Retrieved from http://pgcegroup3.files.wordpress.com/2013/11/child-development-chart.pdf psychologyabout.(ND). Retrieved from http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_2.htm jubed.(ND). Retrieved from http://www.jubed.com/youth_ministry/view/Animal-Farm/?s=106 simplypsychology.(ND). Retrieved from http://www.simplypsychology.org/bowlby.html simplypsychology.(2009). Retrieved from http://www.simplypsychology.org/piaget.html developmentalpsychology.(ND). Retrieved from http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_2.htm littlechildren.(ND). Retrieved from http://littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/ irrpublic.(ND). Retrieved from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf simplypsychology.(2007). Retrieved from http://www.simplypsychology.org/vygotsky.html pbworks.(ND). Retrieved from http://as-psychology.pbworks.com/w/page/9174253/DeprivationPrivation currentnursing.(ND). Retrieved from http://currentnursing.com/nursing_theory/theory_of_psychosocial_development.html psychologytoday.(ND). Retrieved from http://therapists.psychologytoday.com/rms/state/VT/Wolcott.html personadolltraining.(ND). Retrieved from http://www.persona-doll-training.org/ukhome.html education.(ND). Retrieved from http://www.education.com/reference/article/arnold-gesell-child-learning-development-theory/ ehow.(ND). Retrieved from http://www.ehow.co.uk/info_8593772_criticisms-gesells-maturation-theory.html childdevelopmentchart.(2013). Retrieved from http://pgcegroup3.files.wordpress.com/2013/11/child-development-chart.pdf criminology.(ND). Retrieved from http://www.criminology.fsu.edu/crimtheory/bandura.htm

The Correct Response to Abortion :: Persuasive Essay, Argumentative

The Correct Response to Abortion    Psalm 139 has often been noted as a beautiful expression of the value of human life. Taken as a whole, it is a prayer reflecting on God's intimate knowledge of who we are - a knowledge stretching to the moment we were conceived in the womb and before. The theme of continuity is striking. Notice how the author uses personal pronouns with reference to himself both before and after his birth. Past (v.1), present (vv.2-3), future (v.10), and the pre-natal stage as well (v.13). The psalmist is clearly aware of no discontinuity in his existence. He was, is, and will be the same person...again both during his pre-natal and post-natal life.    Recognizing this, how should we respond to those who would advocate aborting such a life? It's at this point we need to read a little further through Psalm 139 and take a look at vv.19-24. As always, God's Word tells us not only what is right, but also how to do the right thing in the right way. Reflecting on what we've seen so far, the psalmist finds himself filled anew with a zeal for this God who knows him so completely. And he then turns this zeal both to those around him as well as towards himself.    As the psalmist looks at others around him, he recognizes that not everyone responds to God with faith and love. Some respond with blasphemy and hate. And this leads him to use some strikingly harsh language...words that really take us back (READ v.22). How ought we to understand such words? And is it ever appropriate for us to say the same thing? Well, in order to answer these questions, we need to clear some things up...    Who are the people being cursed? (READ v.19a and b) How are they characterized? (READ v.20a and b, v.21a and b) So what then are the curses? We need to recognize that in Hebrew poetry, we often find the usage of vivid and graphic language. Used here, it is not intended to be expressions of a desire for personal vengeance. Rather, the psalmist is filled with moral indignation and a desire for God to exercise justice.    So in terms of application, we need to remember that these words are the prayer of the psalmist, not actions he carries out.

Bell Rock Lighthouse: Signal and Guide to Fishermen and Travelers

I’ve always been interested with lighthouses even before I watched this documentary film that’s why it wasn’t hard or boring for me. I’ve always wanted to go to a lighthouse and see how it flashes lights towards the sea. It’s amazing how it saves many lives of people and even animals that live underwater. I find it wonderful learning how to build a lighthouse, well, technically. This Bell Rock lighthouse was built in a rock, a very dangerous rock according to people who came across it. The man behind this rock, Robert Stevenson, built this rock between 1807 and 1810. And it’s amazing that this certain lighthouse still stand even to this day! Awesome, indeed! The history of Bell Rock was amusing and interesting as well in my opinion. How many ship wrecks had happened there before, I had no idea. Robert Stevenson, a man full of dreams, wanted to pursue building a lighthouse on Bell Rock. Although many people were against his plan, he stayed determined and thought of many ideas how to build a lighthouse without the waves crashing the base. That was one of the disadvantages since the lighthouse will be built in the sea. He based his idea to some already built lighthouses and hired almost sixty men to work on this project. They went to the sea, with a steady ship floating not so far away from the rock, they went with the ships to the rock and started digging for the base of the lighthouse. One thing I noticed about this story, the laborers were all religious men. They pray before and after working which is very admirable. The going back and forth routine has been a disadvantage to Stevenson as he were already behind time working with the base of the lighthouse. He decided, together with his men, to build a beacon in the rock which they can stay to. They started with the beacon not long. The question would be how long will it stay standing? Storms can sweep away the beacon and they were still behind schedule. Fortunately, there weren’t any super storms during the days they put the pieces one by one. The workers stayed loyal to Stevenson as he instructs them to do so. Of course, more dilemmas had befallen to Stevenson as his workers didn’t want to work during the Sabbath days. Some of them had lost faith to him and that made Stevenson’s task harder. They believed that doing work on a Sabbath is against God. It’s disrespectful and disloyalty. They continued working for him though despite the lack of faith. Another dilemma came, two of the men died (not consecutively) while working. Their bodies weren’t found at all. It diminished the worker’s self-esteem as they work with the lighthouse in the Bell Rock while still staying in the beacon. After all the difficulties relating to the building of the lighthouse in Bell Rock, they finished after three years with pure diligence and teamwork and of course, faith to God. However, Robert Stevenson, the man behind this magnificent project, had continued facing problems which seemed to be beyond his limit. Unfortunately, his twin and a daughter had died of whooping cough. That was the sad part here. If I were in his shoes, I’d probably die of depression. That was tough. But Stevenson was a tough man from the start. Even though he had a huge loss on his part, he still continued with the Bell Rock Lighthouse project. His work became his only focus. And after they finished it, it’s as if they have produced a work of nature. Something deeper in the lighthouse has touched many people’s lives. It was also considered as a tourist spot. Kudos to Stevenson for it! On the other hand, John Rennie, whom Stevenson had asked opinions about before, ranted that Stevenson didn’t deserve his popularity since he was the one who suggested about the curve base of the lighthouse which wasn’t true at all since Stevenson was there all the time and he based it through another’s work. A lighthouse serves as a signal, a guide to all the fishermen and to all the travelers using the sea as their way of commuting. It serves as guidance for everyone who wants to go home and take the right path. Same for what happened to Stevenson and what he had went through by building this lighthouse on a risky rock.

Drama Short Scene

CHARACTERS JENNA ROBERT GAS STATION ATTENDANT CHAPLIN [JENNA has been driving all night after a fight with her husband. JENNA leaves a truck stop with a cup of coffee and although it is not her nature to pick up hitch hikers, at this point she figures what is the worst that can happen? Death? Then so be it. ] ROBERT: Hey, can I get a ride? JENNA: Why not? Where are you headed? ROBERT: Oklahoma. JENNA: Okay. ROBERT: [Getting in car] Where are you from? Where are you going? JENNA: Jackson, Wyoming and Jackson, Wyoming ROBERT: Are you married? JENNA: Yes ROBERT: How far can you take me? JENNA: Twin Falls, Idaho.ROBERT: You have small breasts. Do you talk to spirits? JENNA: What? What do you mean? ROBERT: My girlfriend was small like you; she spoke to the spirits and became a double D overnight. JENNA: [White knuckled on the steering wheel] Where is your girlfriend? ROBERT: Oklahoma. JENNA: Do you work there? ROBERT: [Looking down at his lap] No, I blew up the oil truck I was driving bec ause I was angry. I got fired. I have no job and no money. I started my house on fire and burnt everything up. My girlfriend got mad at me because all her bras were burned. I am hoping she will forgive me when I get back to Oklahoma.When I get angry, I just snap. JENNA: [Tongue in cheek] Are you angry now? ROBERT: No, I feel better. Are you angry now? JENNA: No, just out for a drive. I love going for drives. ROBERT: Would your husband let me come home with you? You are so pretty. JENNA: Hmmm, sorry but I don’t think so. Oh, my gosh! ROBERT: What? JENNA: My radiator is overheating! ROBERT: Why? JENNA: I don’t know! But I need to stop and let it cool down. [JENNA pulls over and retrieves a book from the glove box. She is very nervous. ] ROBERT: What are you reading? JENNA: Just a story. ROBERT: I see the word kissing. Can I kiss you?JENNA: No, I don’t think that is a good idea. ROBERT: Ok. JENNA: [Starts the car. ] We will stop at the next gas station. ROBERT: Are you sure I can’t kiss you? JENNA: Don’t touch my leg again! ROBERT: Ok. JENNA: Stay in the car and I will go see if someone can help me. Or, maybe someone here can give you a ride directly to Oklahoma. ROBERT: No! I want to go with you! JENNA: Whatever, I will be right back. [JENNA walks into the gas station. Suddenly there is commotion in the parking lot. ] GAS STATION ATTENDANT: [Yelling at Jenna] Son of a bitch! If that antifreeze takes the paint off of the cars it sprayed on, your ass is grass!Your husband opened the radiator cap when it was hot! What in the hell is wrong with him? Stupid people! JENNA: He is not my husband and I am sorry. Can you look at my car and tell me why it is overheating? GAS STATION ATTENDANT: If it will get you the hell out of here! [JENNA waits nervously, hoping Robert will find a new ride and that there is nothing to serious wrong with her car. ] GAS STATION ATTENDANT: You need a new hose clamp, I have one. Twenty bucks. JENNA: Really? For a clamp? A little piece of metal? GAS STATION ATTENDANT: Take it or leave it. JENNA: I won’t have enough gas money to make it home!ROBERT: I can get you money for gas. JENNA: What? How? ROBERT: Trust me. JENNA: Ok, go ahead and fix the car. ROBERT: Trust me. JENNA: But how are you going to get money? ROBERT: Easy we will just ask for the chaplin. JENNA: What? What in the hell are you talking about? ROBERT: Trust me. JENNA: [Getting into the car] We only have about an hour to Twin Falls. ROBERT: Will you kiss me then? JENNA: No! ROBERT: Ok. JENNA: So tell me how your girlfriend received her double d breasts. ROBERT: It is simple. You pray to the body spirit, the breast spirit and the cosmetic spirit and the next day you will have big breasts.You really could use a little more you know. JENNA: Robert, with all due respect, I think your girlfriend got implants and lied to you. ROBERT: [Grabbing Jenna’s arm. ] She did not lie! I prayed with her! She got the gift! Do y ou understand me? JENNA: Please let go of me. I believe you. [Quietness the rest of the way. ] JENNA: We are here. Now what? Where do you want me to go? ROBERT: Find the police department. JENNA: Ok. [They drove around until they found the police department. ] JENNA: Here it is. Now what? ROBERT: Come with me. JENNA: Do I have to?ROBERT: [Waving her on into the police department] Can I speak to the chaplain please? CHAPLAIN: What can I do for you my son? ROBERT: She needs a gas voucher and I need a bus ticket to Oklahoma. We are stranded and are trying to get home. The car broke down a ways back and we have no money. I am hungry. CHAPLAIN: Have a seat please. JENNA: It looks like you have done this before. ROBERT: [Scowling] That is my business. JENNA: Ok. CHAPLAIN: Ok, here is a gas voucher for fifteen dollars that you can use at the Standard station right up the road and here is your bus ticket voucher along with a voucher for a hot dog and a soda.ROBERT: Thank you. Do you pray to the breast spirits? CHAPLAIN: Just be on your way now. Blessings to you. [Jenna drives to the bus station. ] JENNA: Here you go Robert. Have a safe trip. Thank you for helping me get enough gas to get home. Bye. See ya. ROBERT: Will you wait for the bus with me? JENNA: I really need to head home Robert. Thanks again. ROBERT: [Grabs Jenna’s arm and leans into her face] You will wait with me or I will pray to the death spirits to take your breath away. If I have to help them I will. JENNA: [Trembling] Ok Robert, I will wait with you.ROBERT: [At the bus window] A ticket to Oklahoma City please. A hot dog, soda and a cookie for her. JENNA: Oh no, that is alright. ROBERT: Eat it! JENNA: Ok. ROBERT: Here comes the bus. JENNA: Ok, let’s go. ROBERT: [Boarding the bus] But I want to go with you Jenna. Please? JENNA: Robert just board the bus. Your girlfriend is waiting for you. ROBERT: Ok but will you wait until the bus leaves? JENNA: Sure ROBERT: Good bye. [Jenna watches as t he bus pulls away, Robert waving goodbye. She goes back to her car. ] JENNA: [Sitting behind the wheel] Dear spirit of protection†¦ [She drives away. ]