Classroom Rules Essay

One of the biggest challenges teachers face is in creating classroom rules. Too many, or too much detail, and students may feel overwhelmed. Too few, and a classroom can deteriorate into chaos. While the exact rules you need depend on the grade level and your students, here are the top 10 rules you probably should have in your classroom. 10. Treat your classmates with respect This is a broad rule, so consider having this as part of your classroom mission statement, as well as a rule. Involve the students in defining this classroom rule by asking them for examples of behaviors that support or violate this rule. 9. Come to class with the right materials Unprepared students waste precious classroom time looking for pencils, getting second copies of assignments or borrowing books, so this rule is important to having a successful classroom. If your students might not have access to needed school supplies, or if family situations make it difficult to arrive prepared, you may need to modify this classroom rule to include visits to an in-room supply cabinet at the start of the school day. 8. Use polite language Teaching children to avoid name calling, swear words and derogatory terms is a critical aspect of teaching today. Make sure your students know that hateful or crude language will not be tolerated in your classroom. 7. Respect school and personal property Students need to learn that other people’s property is not fair game. Making and enforcing rules against taking, using or damaging personal or school property will help students learn respect and boundaries – essential skills for life. 6. Allow others to talk without interrupting Listening skills are important for students of all ages. Including this in your classroom rules gives you the opportunity to point out both good example of respectful listening, and correct problems. 5. Use indoor voices Most of us heard this rule at home, but sometimes it can be forgotten in the excitement when other children are around. Usually a simple reminder is all a child needs to bring the volume down. 4. Do your own work A rule requiring students to do their own work includes prohibitions against cheating, having other people complete assignments or plagiarizing reports. Helping students understand why these behaviors hurt them might make this rule easier to enforce. 3. Ask for help when you need it For many students, asking for help is like admitting they’re stupid. Making it a classroom rule removes this stigma, opening the door for students to get the assistance they need. 2. Laugh with people, but never at anyone Bullying can take many forms, but laughing at another student is one of the most overlooked. This classroom rule is a great way to make students aware of how painful a small action can be. 1. Never hit, push, injure or threaten another student Of all the essential classroom rules, making your school safe from violence is the most important. And sadly, sometimes the hardest to convey and enforce. Be sure your students understand that this rule also applies on the bus, at bus stops and at school activities.

Health in Comminities

# 2008 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria CMH2602/1/2009 ±2011 98316532 (iii) __________________________________ __________________________________ Contents WELCOME AND INTRODUCTION (vii) PART 1: THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 1 LEARNING UNIT 1: 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 1. 9 CONCEPTS AND THEORIES/MODELS IN COMMUNITY HEALTH Introduction Theoretical thinking as a language Choosing a theory/model to apply to community health The dimensions model of community health nursing Orem's self-care deficit theory of nursingNeuman's systems model/theory Pender's health promotion model Gordon's functional health pattern framework Conclusion 2 2 3 4 5 8 9 10 11 PART 2: THE INDIVIDUAL AND FAMILY AS CLIENT 13 LEARNING UNIT 2: 14 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 Introduction Defining the concept of family Structure of the family Types of families Stages of family d evelopment The family as social system Cultural values in the family Family functions Roles of the family Conclusion LEARNING UNIT 3: 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 3. 11 THE FAMILY AS CLIENT ASSESSING FAMILY HEALTH IntroductionAssessment of the family The biophysical dimension The psychological considerations The physical environmental considerations The socio-cultural dimension The behavioural considerations The health system considerations Diagnostic reasoning and the family as a client Planning, implementation and evaluation Conclusion 14 14 15 16 17 19 20 21 21 21 23 23 23 25 25 27 28 30 31 31 31 32 (iv) LEARNING UNIT 4: INFANTS FROM BIRTH TO 18 MONTHS 4. 1 Introduction 4. 2 Definition of child health 4. 3 Growth and development during infancy 4. 4 Developmental tasks 4. 5 Infant nutrition 4. 6 Cognitive-perceptual patterns . 7 Child abuse 4. 8 Stress in infancy 4. 9 Pathological processes 4. 10 Immunisation 4. 11 Conclusion 34 34 34 34 35 36 37 37 38 38 38 41 LEARNING UNIT 5: THE TODDLER (18 ±36 MONTHS) 5. 1 Introduction 5. 2 Age and physical changes 5. 3 Nutrition in toddlers 5. 4 Elimination and exercise patterns 5. 5 Sleep and rest pattern 5. 6 Cognitive-perceptual pattern 5. 7 Self-perception-self-concept pattern, roles-relationships pattern, child abuse, sexuality-reproductive pattern, coping with stress, and values and beliefs 5. 8 Pathological processes 5. 9 Social processes 5. 10 Conclusion 43 43 43 44 44 44 45LEARNING UNIT 6: THE PRE-SCHOOL CHILD 6. 1 Introduction 6. 2 Age and physical changes 6. 3 Cognitive-perceptual patterns 6. 4 Self-perception-self-concept pattern, roles-relationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 6. 5 Pathological processes 6. 6 Social processes 6. 7 Conclusion 48 48 48 49 LEARNING UNIT 7: THE SCHOOL-AGE CHILD 7. 1 Introduction 7. 2 Age and physical changes 7. 3 Cognitive-perceptual pattern 7. 4 Self-perception-self-concept pattern, roles-rel ationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 7. Pathological processes and social processes 7. 6 Conclusion 52 52 52 53 LEARNING UNIT 8: THE ADOLESCENT 8. 1 Introduction 8. 2 Age and physical changes: Gordon's functional health patterns 8. 3 Gordon's functional health patterns in adolescents 8. 4 Pathological processes in the adolescent 8. 5 Social processes 8. 6 Conclusion 56 56 56 57 58 59 59 45 46 46 46 49 50 50 51 54 55 55 (v) LEARNING UNIT 9: GENDER HEALTH 9. 1 9. 2 9. 3 9. 4 9. 5 9. 6 9. 7 Introduction The status of women Women's health status The lesbian/gay, bisexual and transgender (LGBT) client Men's health statusThe epidemiology of health for gay, bisexual and transgender men Conclusion LEARNING UNIT 10: CARE OF THE CLIENT IN THE WORK SETTING 10. 1 10. 2 10. 3 10. 4 10. 5 Introduction The objectives of occupational health The occupational health nurse's scope of practice Nursing care of working populations Conclusion LEARNING UNIT 11: THE OLDER ADULT 11. 1 11. 2 11. 3 11. 4 11. 5 11. 6 11. 7 11. 8 11. 9 11. 10 11. 11 11. 12 11. 13 11. 14 11. 15 11. 16 Introduction Age and physical changes Goals of health promotion Pattern of health perception-health management Nutritional metabolic patternElimination pattern Activity-exercise pattern Sleep-rest pattern Cognitive-perceptual pattern Self-perception-self-concept pattern Roles-relationships pattern Sexuality-reproductive pattern Coping-stress tolerance pattern and values-beliefs pattern Pathological processes Social processes Conclusion 60 60 61 62 63 63 64 64 65 65 66 66 66 67 68 68 69 70 70 70 70 70 70 71 71 71 71 71 71 72 72 PART 3: THE COMMUNITY AS CLIENT 75 LEARNING UNIT 12: HEALTH PROMOTION IN THE COMMUNITY 76 12. 1 12. 2 12. 3 12. 4 12. 5 12. 6 12. 7 12. 8 12. 9 12. 10 12. 11 12. 12 Introduction Definition of a communityDefining the term community health The community as a client Goals of community-oriented practice Strategies for improving community health Community partnerships Community-focused nursing process Planning Implementation Evaluation Conclusion 76 76 77 77 77 79 79 79 80 81 83 83 (vi) LEARNING UNIT 13: INTERVENTIONS FOR HEALTH PROMOTION IN THE FAMILY 13. 1 13. 2 13. 3 13. 4 13. 5 13. 6 13. 7 13. 8 13. 9 Introduction Definitions of health promotion Interventions for health promotion The purpose of health education The health educator Principles for health education Implementation of the educational planEvaluation of the educational process Conclusion LEARNING UNIT 14: ISSUES IN COMMUNITY HEALTH 14. 1 14. 2 14. 3 14. 4 14. 5 14. 6 14. 7 14. 8 Introduction Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (Aids) Tuberculosis (TB) Poverty Homelessness Violence Community resources Conclusion 84 84 84 85 85 86 88 89 89 90 92 92 92 93 94 94 95 95 97 BIBLIOGRAPHY 98 ANNEXURE A: FEEDBACK FOR SCENARIO IN LEARNING UNIT 3 ? LEARNING UNITS 4 ±12 99 ANNEXURE B: FACTS ABOUT IMMUNISATION 106 ANNEXUR E C: THE REVISED EXPANDED PROGRAMME ON IMMUNISATION IN SOUTH AFRICA (EPI-SA) SCHEDULE 08 ANNEXURE D: PLANS TO ADD TWO NEW VACCINES TO PREVENT PNEUMONIA AND DIARRHOEA IN BABIES 110 ANNEXURE E: PRIVATE VACCINES SCHEDULE 111 (vii) Welcome and ____________________________ introduction ____________________________ Welcome to this second-level module on health in communities. You will learn about the concepts and theories/models involved in community health to equip you with a theoretical foundation for this module. The aim of this module is to equip you with knowledge about the life span of the individual in order to give you skills to work with families in the community.You will also gain a holistic approach towards critical issues in the community. You should grow and develop into a competent and skilful practitioner who can identify needs and problems relating to family health and respond to them in an innovative way. Working through this module will enrich your life not only professi onally, but also personally. The nature of this study guide This study guide has been designed in an interactive way with the aim of guiding you through two prescribed books. As you work through this study guide you should integrate the information in the study guide with the information in your prescribed books.The Internet has a wealth of information and you are advised to use the Internet as often as possible to broaden your knowledge on certain topics. Prescribed books You are expected to purchase the following prescribed books for this module: Clark, MJ. 2008. Community health nursing: advocacy for population health. 5th edition. Englewood Cliffs, NJ: Prentice-Hall. Edelman, CL & Mandle, CL. 2006. Health promotion through the lifespan. 5th edition. St Louis: Mosby. Edelman and Mandle (2006) has very valuable information on health promotion and covers the entire life span, from birth to death.In addition to your study guide, this book is very important: you will find a wealth of information. Clark (2008) is a book on community health nursing that emphasises the dimensions model of community health nursing right through. This is a very valuable model which will help you to gain a holistic and systematic approach towards the individual, family and community. (viii) The information in these two books is complementary. Together with the study guide it will help you to gain the knowledge and skills you will need to supply health care to individuals, families and communities.Activities The activities are planned to either reinforce content, to guide you to tackle upcoming content, or to motivate you to think about issues. You will note that in part 2 of the study guide there is only one activity at the end of each learning unit: here we want you to apply the dimensions model of community health to a member of the family. Feedback on all these activities will be given in annexure A. This CMH2602 module runs parallel with the practice module for Community Health, CMH2126. The theory cannot be separated from the practice. IconsYou will find a series of icons in the text to guide you as you progress with your studies. Activity When you see this icon, you will know that you must complete an activity. We may ask you to read a specific section in the prescribed literature, apply given information, think about topics that have not been introduced, find your own information or ask other people for information. Please read the instructions carefully. Assessment criteria This icon indicates the questions that you can use to assess your own understanding of the work. These questions are adapted from the outcomes.You are told what you should do to prove that you have met the learning outcomes. Prescribed reading When you see this icon, study or read the prescribed book as indicated, before continuing with the next section. Learning outcome This icon tells you how you will benefit in the field of practice if you know the content of the specific learning unit. The outcomes tell you what you will be able to do after you have studied the work. h Feedback This icon tells you what was expected from you when you did the activity. It will not necessarily give you all the facts but will give you guidelines on how to answer the question.Not all of the activities will have feedback because many of the answers are given in your prescribed books. (ix) Conclusion This module is designed to enable you to work with families in the community. It is based on the needs and problems of the family. It covers individuals who are part of the family and the family as part of the community. After completion of this module, together with the practice module, you will be able to take responsibility for practising as an independent community nurse in any community setting. PART 1 THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 2 Learning unit 1Concepts and theories/ models in community health Outcomes Since theories/models provide you with the knowledge you nee d to practise community health in a scientific way, it is essential for you to be familiar with the various theories/models in the field to be able to apply them to community health. When you have worked through this learning unit you will be able to: * * * * 1. 1 describe various concepts in theoretical thinking explain selected theories/models in detail describe the key concepts and themes of the selected theories/models apply the theories/models to community healthIntroduction While we will discuss theories/models in general in this learning unit, we will also deal with several selected theories in more depth in order to indicate how they can be applied to community health. It is currently accepted that theories form the basis of community health. Since theories provide us with the knowledge we need to practise community health in a scientific way, it is essential for the community nurse to be familiar with the various theories/models in the field and to be able to apply them to community health. 1. 2 Theoretical thinking as a languageThe terms theory, model, conceptual framework, conceptual model are often used synonymously in literature. The literature reflects various conflicting opinions about the terms, their usage and meaning. According to Polit and Beck (2008:141) a conceptual model or a conceptual framework represents a more informal mechanism for organising and discussing phenomena or concepts, while theories are more formal in nature. Conceptual theories, frameworks and models are composed of concepts or constructs. These concepts or constructs are interdependent because they systematically demonstrate the relationship between variables.A model is a symbolic representation of concepts or variables with an interrelationship. A phenomenon is the abstract concept under study, often 3 used by qualitative researchers, while a concept is a description of the objects or events that form the basis of a theory. Both models and theories can describe and pre dict the relationship between phenomena. Models and theories are terms that are often used interchangeably in literature. The term theory is often used to refer to the subject content that student nurses must be taught in the lecture room to acquire the information they need to perform the nursing tasks in practice.Researchers such as Polit and Beck (2008:768) define theory as â€Å"an abstract generalisation that presents a systematic explanation about the relationships among phenomena†. Theories include principles for explaining, predicting and controlling phenomena. In all disciplines theories serve the same purpose. This purpose is to make scientific findings meaningful, and to make it possible to generalise. A theory is composed of concepts and constructs that are systematically related and that are also goal-oriented (Stanhope & Lancaster 2006:196). Types of traditional theories include grand theories and middle-range theories.Grand theories describe and explain large s egments of the human experience which are very broad. Middle-range theories explain more specific phenomena such as stress, self-care, health promotion and infant attachment. Metatheory is a term used to label theory about the theoretical process and theory development (Polit & Beck 2008:141). Metaparadigm refers to the main concepts that identify the phenomena or ideas of interest to a discipline, in this case the discipline of nursing. They provide the boundaries for the subject matter of the discipline.The metaparadigm concepts for nursing include person, environment, health and nursing (Clark 2008:67). However, current literature suggests that a four-concept metaparadigm for the discipline of nursing is too limited and suggests additional concepts such as transitions, interaction, nursing process, nursing therapeutics, self-care, adaptation, interpersonal relationships, goal attainment, caring, energy fields, human becoming and other concepts. The best-known and most used concep ts are however the first four: person, environment, health and nursing. 1. 3 Choosing a theory/model to apply to community ealth Choosing a suitable theory or model is not always an easy task ? especially when most theories are geared towards the care of individuals and were never designed to apply to groups or communities. The theory or model that is chosen must be flexible enough to be adapted to the community health situation and its aim must be to provide guidance for those who practise community health. The importance of the family or community network and the social network must both be clearly reflected, and the theory or model must be realistic and simple enough to understand and apply.In addition, the theory/model should harmonise with the community nurse's views about the individual, the environment, personal health and community health. You may find that the theory that is chosen may not always fulfil all your expectations and that it may also not be applicable to all cir cumstances. You may often be required to make adjustments or to develop your own personal model on the basis of existing theories. 4 Activity Explain why community health nursing should be based on a model or theory. h Feedback You should have considered the following points: * * * * * 1. 4A systematic approach is needed. Theories/models assist community nurses to evaluate health status and to plan, implement and evaluate effective nursing care. The model/theory used directs attention to relevant aspects of the client situation and to appropriate interventions. Epidemiologic models help in examining factors that influence health and illness. Nursing models suggest interventions to protect, improve and restore health. The dimensions model of community health nursing Clark's (2008:69) dimensions model of community health nursing is one of the few models designed for community health.This model is described in detail in your prescribed book (Clark 2008) and will therefore only be summa rised here. This model is a revision of the previously titled Epidemiologic Prevention Process Model. The dimensions model incorporates the nursing process and the levels of prevention as well as an epidemiologic perspective on the factors influencing health and illness. The dimensions model consists of three elements: the dimensions of health, the dimensions of health care and the dimensions of nursing. The dimensions of health include: * * * * * * the the the the the he biophysical dimension psychological dimension physical environmental dimension socio-cultural dimension behavioural dimension health system dimension The dimensions of health care include: * * * primary prevention secondary prevention tertiary prevention The dimensions of nursing include: * * * * cognitive dimension interpersonal dimension ethical dimension skills dimension 5 * * process dimension reflective dimension You should study this model to enable you to assess the health status of individuals, families or communities and to guide your nursing interventions.Prescribed book Study chapter 4 in Clark (2008, or later editions), on the dimensions model of community health nursing. Activity (1) Name the three elements of the dimensions model of community health nursing. (2) List the dimensions included in each element. (3) Give an example related to the dimensions in each element that addresses the health of a population group. 1. 5 Orem's self-care deficit theory of nursing Orem proposes a general theory of nursing which she calls the theory of self-care deficit. Orem's theory focuses on people's ability to practise self-care.The dominant theme of her philosophy of health is that people should be empowered and encouraged to practise their own self-care by means of their own efforts or with the help of significant others. Orem's self-care deficit theory of nursing consists of three interrelated theories: the theory of selfcare, the theory of self-care deficit and the theory of nursing syste ms. This theory is consistent with community health, based on the following premises: * * * Individuals and groups must accept responsibility for their own health and consequently care for themselves.The community nurse should provide the necessary training and support that will enable individuals or communities to do this. The community nurse should intervene only when a deficit or need arises in the selfcare framework. The World Health Organization (WHO) also strongly emphasises that self-care and selfresponsibility play an important role in achieving the goal of optimal health. 1. 5. 1 Theory of self-care In order to understand the theory of self-care, one must first understand the concepts of self-care, self-care agency, basic conditioning factors and therapeutic self-care demand.Self-care include those activities and decisions which a person undertakes in order to maintain life, health and well-being. These activities are acquired by learning, and they contribute to the mainten ance of human development and functioning. 6 Self-care agency refers to the ability of a person to exercise self-care in daily life. The ability to care for oneself is affected by basic conditioning factors: age, gender, developmental state, health state, socio-cultural factors, health care system factors, family system factors, patterns of living, environmental factors and resource adequacy and availability.Therapeutic self-care demand is the sum total of the measures which are called for at a particular time for the promotion and maintenance of health, development and general well-being. In the case of self-care, purposeful actions and steps are taken. Although selfcare should benefit an individual's health, his or her perception of self-care may not always promote good health, as is the case with a person who smokes in the belief that it reduces his or her stress levels. Self-care requisites refer to the reasons for which self-care is undertaken.The three categories of self-care requisites include universal, developmental, and health deviation. Universal self-care requirements include those processes which are essential for the normal functioning and maintenance of health and life, such as the following processes: * * * * * * having and maintaining sufficient fresh air/oxygen, water and food intake finding the balance between exercise and rest, and having social interaction avoiding dangers and obstacles that can compromise human functioning and well-being promoting human functioning and development in a group roviding care associated with elimination processes and personal hygiene keeping a balance between being alone and social interaction Developmental self-care requisites are divided into two categories: * * The first concerns the maintenance of those conditions which are favourable to a person's normal growth and development. The second is concerned with the prevention of those negative conditions, forces, influences and factors which can hinder and ob struct normal development. Awareness of such requirements reflects a person's level of development and his or her general capacity for self-care.Health deviation self-care is necessary for preventing illness, injury and retardation. It involves taking whatever steps are necessary for preventing or treating illness or disability effectively. The requisites for health deviation self-care include: * * * * * * seeking and securing appropriate medical assistance being conscious of and attending to the effects and results of pathologic conditions conducting medically prescribed diagnostic, therapeutic and rehabilitative measures attending to or controlling the negative effects of prescribed medical treatment effectively ccepting oneself as being in a specific state of health and in need of particular forms of health care developing and sustaining health-optimising lifestyles 1. 5. 2 Theory of self-care deficit The theory of self-care deficit forms the core of Orem's general theory of nurs ing. According to this theory, an adult who is unable to practise self-care requires dependent care; this refers to an adult who does not have the ability to meet his or her own needs or 7 only has partial ability to take care of himself or herself. This may happen or example when a person falls ill and this illness generates new demands, requiring the implementation of complex measures and specialised knowledge. Orem cites the following examples of support or help which can be offered in such circumstances: * * * * * acting on behalf of a person or undertaking certain activities for this person until he or she can once again care for himself or herself more independently providing guidance and direction in the new situation providing physical and psychological support creating and maintaining a new environment which supports personal development providing appropriate relevant instructionsA self-care deficit occurs where there is a discrepancy between the need for self-care and the ability to manage this self-care. In such circumstances the individual needs to be assisted and educated to administer whatever self-care he or she may need. In short, a self-care deficit occurs when a person is unable to practise appropriate self-care on his or her own or without external assistance. 1. 5. 3 Theory of nursing systems The theory of nursing systems consists of two components: the nursing agency, and nursing systems.The nursing agency refers to the characteristics of people who are trained as nurses that enable them to act, to know and to help others meet their therapeutic self-care demands by developing their own self-care agency. Nursing systems are created when nurses use their knowledge and skills to plan and implement nursing care where there are deficiencies in self-care. The aim of intervention by the nurse is to compensate for the self-care activities which the individual, family or community cannot maintain at an optimal level. These compensatory activities a re classified into: * * *The wholly compensatory system where the community nurse becomes the self-care agent to compensate for the client's inability to maintain his or her own self-care. The community nurse cares for and supports the client wholly. For example, this would happen where a person is in a coma and cannot consciously look after himself or herself. The partly compensatory system where the client is capable of certain self-care measures but only to a limited degree. The aim of health care intervention is to lend support and carry out certain activities on behalf of the client until he or she is able to resume them again.The supportive/educational system where the client can manage self-care but needs the support and guidance of the community nurse. The community nurse regulates the selfcare agent's performance and development so that he or she can function more independently (George 2002:126). Activity (1) Describe the different components of the self-care deficit theory of nursing. 8 (2) Explain what is meant by a self-care deficit. (3) A mother and her two-month-old baby visit your clinic. The baby is not gaining sufficient weight and the mother appears tired and stressed. Identify the self-care deficit in this particular case. h FeedbackYou should have covered the following points in your answer: (1) The mother is not able to care for herself with the demands of a new baby. (2) She therefore needs health education and advice on how to handle the situation. 1. 6 Neuman's systems model/theory According to Neuman, her personal philosophy of helping each other live contributed to development of the holistic systems perspective of the her systems model. Neuman's theory is based on: * * the two main components of stress and the individual or his or her body's reaction to that stress the community's reaction to certain stress factors (stressors) in the environmentNeuman based her systems model on a general systems theory and regards the client as an op en system which reacts to stressors in the environment. Stressors may be intra-personal, inter-personal or extra-personal. Intra-personal stressors occur within the client system boundary and correlate with the internal environment (eg feelings such as anxiety or anger within a person). Inter-personal stressors occur outside the client system boundary and have an impact on the system (eg stimuli between people such as role expectations). Extrapersonal stressors also occur outside the ystem boundaries, but are further away from the system than the inter-personal stressors (eg work or finances). Environment includes all the external and internal influences that surround the client system. The external environment exists outside the client system and the internal environment exists within the client system: * * * * The client system contains a basic structure or core construct (individual, family community) which is protected by lines of resistance. The basic structure includes system variables such as physiological, psychological, socio-cultural, developmental and spiritual variables.Penetration of the basic structure results in death. The normal level of health is identified as the normal line of defence which refers to the client's usual state of wellness and represents stability over time. When the normal line of defence is invaded or penetrated, the client system reacts, for example with symptoms of illness. The flexible line of defence prevents stressors from invading the system and is a dynamic state of wellness that changes over time. It can for example be altered in a relatively short period of time by factors such as inadequate sleep or food.The lines of resistance protect the basic structure and become activated when the normal line of defence is penetrated by environmental stressors. If sufficient energy is 9 * available, the normal line of defence is restored; but if the lines of resistance are not effective, death may follow. Reconstitution involves stabilisation of the system and movement backwards to the normal line of defence. Health care intervention takes place in the prevention modalities, that is the primary, secondary and tertiary levels of prevention. (Clark (2008:67)) Prescribed reading Study Neuman's model in Clark (2008, or later editions).Activity (1) (2) (3) (4) Explain what Neuman means by client variables. Describe the concepts of line of resistance and normal line of defence. Describe Neuman's view on health. Define the term stressor. This theory/model can also be applied to community health because a preventive approach is followed and because of its flexibility. 1. 7 Pender's health promotion model Pender described a model which is applicable to community health in particular. This model is based on principles of health promotion and, to a certain extent, corresponds with the Health Belief Model.Pender's health promotion model comprises three basic concepts, namely individual perceptions, variables which can influence healthy behaviour and the probability that actions will be taken to promote health: * * * Individual perceptions include factors such as how important health is seen to be, perceptions on control and effectiveness, the definition of health, the state of health, the advantages inherent in preventive measures, and possible obstacles. Variables include factors such as demography, income, literacy, culture and family health patterns.The probability that action will take place includes matters such as ? ? ? ? how highly the person rates or values action any previous experience with health personnel the availability and affordability of preventive services the threat that the condition holds for the individual or family Prescribed reading Study Clark (2008, or later editions), the section on Pender's health promotion model. 10 Activity (1) Name the variables which can affect the preventive actions that a family and a community may take. (2) Write short notes on individual perce ptions and indicate how they can influence health-promoting actions.Pender's model is applicable to community health because the promotion of health is taken as the starting point and factors which influence the measures for promoting health are defined and emphasised. The model can guide and lead the community health nurse in promoting health. On the grounds of the variables and perceptions that are identified, she/he can make decisions on the degree of intervention that is necessary. For example a degree of knowledge and motivation may seem necessary to allow the community to take certain promotive actions, or to decide whether or not the available options are acceptable.The community health nurse's task could then be to give the community the necessary information or to influence them to modify perceptions that are detrimental to their health. Depending on the specific problems or behaviour that deviates from a healthy living pattern, the culture of the community, the level of li teracy and so on, the community health nurse can plan a programme or develop his or her own model based on Pender's promotive model. (Clark 2008:257) 1. 8 Gordon's functional health pattern frameworkHistorically, conceptual models in nursing have employed Gordon's health-related behaviours and developed them into an assessment model with 11 functional health patterns. Your prescribed book (Edelman & Mandle 2006) uses this framework throughout in the assessment of each developmental stage. The 11 functional health patterns include: * * * * * * * * * * * pattern of health perception-health management nutritional-metabolic pattern elimination pattern activity-exercise pattern sleep-rest pattern cognitive-perceptual pattern self-perception-self-concept pattern roles-relationships pattern sexuality-reproductive pattern oping-stress tolerance pattern values-beliefs pattern (Edelman & Mandle 2006:131) Read Edelman and Mandle (2006 or later edition), the section on functional health pattern s: assessment of the individual. 11 1. 9 Conclusion Various theories/models applicable to community health were discussed in this learning unit. It is very important that you as a community health nurse have an understanding of these theories/models and how they could be applied to community health. Assessment criteria (1) Define the following terms: ? ? ? ? ? theory model conceptual framework phenomenon concept (2) (3) (4) (5) 6) Define the different constructs of Orem's theory. Explain the defence mechanism in Neuman's theory. Describe the principles on which Pender's promotion of health model are based. Name the three elements of the dimensions model of community health nursing. Name the dimensions of the dimension of health in the dimensions model of community health nursing. (7) List the functional health patterns in Gordon's functional health pattern framework. Note: Application of selected models/theories will be assessed in part 2 of the study guide. 12 PART 2 THE INDIVIDUAL AND FAMILY AS CLIENT 14 Learning unit 2The family as client Outcomes When you have worked through this learning unit you will be able to: * * * * * * * 2. 1 describe the concept of family describe the structure of the family describe different family types and their characteristic features describe the stages of family development discuss family functions describe the family as a social system discuss cultural values in the family Introduction The family is the basic social unit in any community. Family members usually share living arrangements, responsibilities, goals, the continuity of generations, and a sense of belonging and affection.How well a family works together and meets any crisis depends on the composition of the family (the structure), the activities or roles performed by family members (the functioning) and how well the family is able to organise itself against potential threats. 2. 2 Describing the concept of family Clark (2008:318) states: â€Å"A family is a compo sed of two or more persons who are joined by bonds of sharing and emotional closeness and who identify themselves as being part of the family. Unlike those of other social systems, family relationships are characterized by intimacy, emotional intensity, and persistence over time. ‘ Santrock (2006:216) states: â€Å"[The family is] a social system, a constellation of subsystems defined in terms of generation, gender and role. Divisions of labour among family members define particular sub-units, and attachments define others. Each family member is a participant in several subsystems. Some are dyadic (involving two people) some polyadic (involving more than two people). † Stanhope and Lancaster (2006:322) refer to the following definition: â€Å"A family refers to two or more individuals who depend on one another for emotional, physical, and/or financial support.The members of the family are self-defined. † 15 Activity Ask different members of the multi-disciplinary health team to define family. Analyse the responses for similarities and differences. 2. 3 Structure of the family Family structure is the organised pattern or hierarchy of members that determines how they interact. Components of a family structure include the role of each family member and how they complement each other, the family's value system, communication patterns and power hierarchy. The family structure influences the way that a family functions. Allender & Spradley 2005:526) The genogram shows family information graphically in order to view complex family patterns over a period of time, usually three generations or more. d. 1956 Heart Peg 71 Housewife Al 72 Grocer Sue Housewife John Steelworker d. 1982 Cancer Mark 37 Engineer Jan 36 Housewife Jim 9 Jack 46 Mechanic Mary 16 Pat 41 Waitress Married 1979 Steve 18 Clerk Earl 17 Student Detroit Fig 2. 1 Genogram Source: Allender & Spradley (2005:528) Nan 4 Married 1977 Divorced 1979 Joe 45 Teacher Sam 20 Student Lou 13 Los Ang eles Married 1983 Ann 39 Nurse Pam 11 16 ActivityDraw a genogram of your own family. 2. 4 Types of families There are many family types and a family type may change over time as it is affected by birth, work, death, divorce and the growth of family members. * * * * * * * The nuclear conjugal family. The traditional nuclear family structure consists of a husband, wife and children. Most young people move away from their parents when they marry and form nuclear families (no grandparents, aunts or uncles live in the home). The nuclear family is found in all ethnic and socio-economic groups, and is accepted by most religions.Today the number of nuclear families is declining as a result of the increase in divorce, single parenthood and remarriage, the acceptance of alternative lifestyles, and greater disparity. The extended (multi-generational) family. The extended family includes the nuclear family as well as other family members such as grandmothers, grandfathers, aunts, uncles, cousin s and grandchildren. The advantage of such a family is that it means more people may serve as resources during crises and also provides more role models for behaviour and learning values. The single parent family.Single parent families consist of an adult woman or man and a child or children. Single parent families result from divorce, out-of-wedlock pregnancies, absence or death of a spouse, or adoption by a single person. A health problem in a single parent family is almost always a serious matter, because there is no backup person for childcare when the parent is ill. The blended family. The term blended family refers to a remarriage or a reconstituted family, where a divorced or widowed person with children marries someone who also has children of his or her own.Children of blended families are exposed to different ways of living and also have increased security and resources. They may become more adaptable to new situations. However, rivalry may arise among the children for the attention of a parent or there may be competition with the step-parent for the love of the biological parent. The communal family. The communal family is made up of groups of people who have chosen to live together as an extended family group. Their relationships with each other are motivated by social values or interests rather than by kinship.Because of the number of people present, members may have few set traditional family roles. The values of commune members are often religiously or spiritually based and may be more oriented to freedom and free choice than those of a traditional family structure. The cohabitation family. The cohabiting family consists of two persons who are living together, but remain unmarried. They may be heterosexual or homosexual. Some such relationships are temporary but others are long-lasting. Reasons for cohabitation include the desire for a trial marriage, the increased safety that results from living together and financial factors.The single allianc e family. Many single young adults live together in shared apartments, dormitories or homes for companionship and financial security. Although these relationships are often temporary, they have the same characteristics as cohabitation families. 17 * * The homosexual family. The homosexual family is a form of cohabitation where a same sex couple live together and share a sexual relationship. Such a relationship offers support in times of crisis that is comparable with that offered by a traditional nuclear or cohabitation family. The foster family. Children whose parents are unable to care for them are laced in a foster home by a child protection agency. Foster parents usually receive remuneration for their care. Foster families may also include the parents' own biological or adopted children. Foster care is theoretically temporary until children can be returned to their own parents (Clark 2008:318). Prescribed reading Read Clark (2008, or later edition), types of families. 2. 5 Stage s of family development Stage 1: Beginning family During this first stage of family development, members work to accomplish three specific tasks: * * * to establish a mutually satisfying relationship to learn to relate well to their families of origin f applicable, to engage in reproductive life planning The first stage of family life is a tenuous one, as evidenced by the high rate of divorce or separation of partners at this stage. The time frame for this stage extends from marriage to the birth of the first child. Stage 2: The early child-bearing family The birth or adoption of a first child is usually an exciting yet stressful event in a family. It requires economic and social role changes. The duration of this stage is from the birth or adoption of the first child to 30 months after this date. The following developmental tasks are usually accomplished during this stage: * * * he establishment of a stable family unit the reconciliation of conflict regarding developmental tasks fa cilitating developmental tasks of family members Stage 3: The family with pre-school children A family with pre-school children is a busy family as children at this age demand a great deal of time related to growth and developmental needs and safety: accidents are a major health concern at this stage. The time frame for this stage is when the oldest child is two to five years of age. Developmental tasks during this stage include: * * * integration of second or third child socialisation of children beginning of separation from children 18Stage 4: The family with school-age children Parents of school-age children have the major responsibility of preparing their children to be able to function in a complex world. At the same time they have to maintain their own satisfying marriage relationship ? this can be a difficult time for a family. Many families need the support of tertiary services such as friends, church organisations or counselling. The time frame for the family with school-ag e children is when the oldest child is 6 to 13 years old. Developmental tasks during this stage include: * * * separation from children to a greater degree fostering education and socialisation aintenance of marriage Stage 5: The family with teenage/adolescent children The primary goal for parents with teenagers differs considerably from that of the previous developmental stages. Family ties must now be loosened to allow adolescents more freedom and prepare them for life on their own. Rapid technological advances have increased the gap between generations ? this can make stage 5 a trying time for both parents and children. Violence, accidents, homicide and suicide are the major causes of death in adolescents ? and death rates from HIV are growing. This places a still greater responsibility on the family.The time frame for this stage is when the eldest child is 13 to 20 years of age. Developmental tasks of this stage include the following: * * * maintenance of marriage development of new communication channels maintenance of standards Stage 6: The launching centre family For many parents this stage when children leave to establish their own households is the most difficult. It appears as though the family is breaking up and parental roles change from those of mother and father to guideposts. The parents may experience a loss of self-esteem as they feel themselves replaced by other people.For the first time they may start feeling old and less able to cope with responsibilities. The time frame for this stage is from the time the first child leaves home to the time the last child leaves home. The following developmental tasks should be accomplished during stage 6: * * * * * promotion of independence integration of in-law children restoring of marital relationship developing of outside interests assisting own aging parents Stage 7: The family of middle years At this stage a family returns to a two-partner nuclear family, as before childbearing.Some partners see thi s stage as the prime time of their lives with the opportunity to do things they never had time or finances for, such as travelling and hobbies. Others may experience this time as a period of gradual decline without the constant activity and stimulation of children in the home and may experience the â€Å"empty nest† syndrome. Support people may 19 also not be as plentiful as earlier in the parents' lives. The time frame for this stage is from the time the last child leaves to retirement. Developmental tasks for this stage include: * * * developing leisure activities provision of a healthy environment ustaining a satisfying relationship with children and grandchildren Stage 8: The family in retirement or older age The number of families of retirement age is increasing rapidly, with people living longer as a result of advanced technology, medical research and increasing health consciousness. Family members of this group are, however, more apt to suffer from chronic and disablin g conditions than people in the younger age groups. The time frame for this stage lasts from retirement to death. Developmental tasks include the following (Clark 2008:323): * * * maintaining satisfying living arrangements adjusting to reduced income djusting to loss of spouse Prescribed reading Study Duvall's and Carter and McGoldrick's stages of family development in Clark (2008, or later editions). 2. 6 The family as social system All families share certain characteristics. Every family is a social system with its own cultural values, specific roles, functions and structure and each family moves through recognisable developmental stages. A social system consists of a group of people who share common characteristics and who are mutually dependent. What affects one member affects the whole family, and vice versa. Families have certain features that differ from other social systems: * * * Families last longer than many other social systems. Families are inter-generational social sys tems consisting of three or sometimes four generations. Family systems include both biological and affinal relationships (relationships created by law or interest). Biological aspects of family relationships create links to a larger kin group that are not found in other social systems. A social network support map gives a detailed display of the quality and quantity of social connections. The community nurse can use this to help the family understand its support systems and to form a basis for nursing interventions. 20 Fig 2. Social network support map Source: Allender & Spradley (2005:528) 2. 7 Cultural values in the family The cultural values in a family can have a major influence on how a family views health and health care systems. Each new generation takes on the values of the previous generation, passing traditions and cultures from generation to generation. A family's cultural values and behaviours can either facilitate or impede the promotion of health and prevention of dise ase. Prescribed reading Read Clark (2008, or later editions), the chapter on the cultural context. Activity (1) Apply the four principles of cultural assessment to the family. 2) Discuss culturally competent care. h Feedback Note the following points: 21 (1) You needed to view the culture in the context in which it developed, examine the underlying premise of culturally determined behaviour and the meaning of behaviour in the cultural context. There is a need to recognise intercultural variation. (2) You needed to define cultural competence, consider the characteristics and challenges of cultural competence and the modes of culturally competent care. 2. 8 Family functions Family functions are the activities that a family performs to meet the needs of its members.These needs include basic needs such as food, clothes, housing, emotional support and guidance. All families ? regardless of the type of family ? have in common these basic needs that require a family to function in certain ways to ensure family survival. As the social system changes, the family system has to adapt if it is to meet individual needs and equip its members to participate in the social system. The family is a hierarchical system which is usually built on kinship, power, status and privileged relationships that may be related to age, gender, personality and health. All family functions can be reduced to two basic ones: * *

Education and Auditory Work Hand

My learning style involves all three visual, auditory, and tactile. Using combinations of all three of these learning styles increases my chances of learning and remembering. I find that reading and studying before a test helps me a lot, as well as taking notes and listening to my teachers during class's. It is also every important to me to reduce stress before I learn. Being a visual learner I learn by reading questions and answers, watching demonstrations and presentations. I find that underlining in a different color test information I am ble to retain more information visually, also using tools improves the ability to recall more information complete. I can benefit from being an auditory learner by watching videos and participating in group discussions, using word association to remember facts and lines. I also sometimes need to hear information and read out loud to learn, it is sometimes easier for me to listen to somebody talk then for me to read it myself. Also being a tactile learner i find that sometimes it is easier to learn by drawing pictures nd brainstorming using mind maps, it helps to study with others and take field trips. Hands on experience is a good way of learning and remembering. Visual and auditory work hand in hand, you can hear something and with a picture or a diagram you can also see it, giving you a better chance of understanding it. Being visual and tactile watching someone else do it and explaining it such as a teacher is also very effective. Using auditory and tactile hands on experience has always helped me, if I have done it once with y hands, talked about it I will be able to do it again. So when learning I find it easier to use more than just one style at a time. In combination any two styles make it more understandable and easier to remember. When learning and all three styles are used I have the best chance for remembering it because if I can recall one of the things such as what a teacher said or what a teacher was doing, or what I was doing I should be able to remember the rest of the answers to the questions.

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Philosophical and Sociological aspects of crime and punishment Term Paper

Philosophical and Sociological aspects of crime and punishment - Term Paper Example gy on crime argues that neither a state nor a society is able to exist without regulations as he states, without law there lacks a state or a society. In this case, the law forms an imperative foundation to a society and thus enforcing a law means the protection of the society. Any individual who violates the law tends to lose the right of being a member of the society and is against social order, and as are result must be punished (Murphy, 1994). The philosophical reflection on punishment assists criminologists, sociologists, and penologist to acknowledge the rehabilitative effects of programs prevalent in prisons. Kant offers invaluable knowledge in relation to the realm of punishment and crime. According to the proponent, punishment is validated if the criminal has committed a crime. Many theories contrast this argument, for instance, and the Utilitarian approach demonstrates that punishment is vindicated by the good it brings to the community. In Kant’s view, the utilitarian theory is implausible in various ways. He believes that the theory treats offenders as means to the good of others and that the theory might punish innocent lives due to the good it passes to the society. To Kant, this is a sort of injustice, and in reference to his argument, he states how much the offenders should be punished. The offense committed by the offender should equal the punishment given to the criminal (Murphy, 1994). Kant’s retributive theory associated with punishment asserts that retribution is not justified by any good outcome, but by the offender’s guilt. Offenders must pay for their criminal activities; otherwise unfairness as occurred. Consequently, the punishment given to the offender must fit the crime committed and thus the punishment for taking the life of another individual is equivalent to the death of the murderer (Ripstein, 2009). Therefore, punishment must be administered at all times because an individual has committed a crime. According to Kant

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Marketing Environment - Essay Example While some of these factors are easily controllable by the firm, others are difficult or impossible to change and as a result, need to be accommodated in the business decision making. According to Kotler (1999, p. 10), â€Å"A company’s marketing environment consists of the internal factors & forces, which affect the company’s ability to develop & maintain successful transactions & relationships with the company’s target customers.† A business’s marketing environment consists of various internal and external factors. These factors are sub-divided into various micro and macro factors. A business’s internal marketing environment consists of factors such as, machine, workers and employees, equipments, capital and internal operations that guide the internal marketing decisions. Internal marketing environment comprise forces that affect an organization’s ability to cater to the consumers. These factors may include sales representatives, marketing managers, marketing plans, marketing budget, inventory, procedures or logistics (Ferrell and Hartline, 2010). It also includes departments, which are often ignored during the decision making process. For instance, besides the marketing, finance and human resource, the management should also consider other departments such as, research and development, accounting department and personal department, before making any business decisions (Homburg, Workman and Jensen, 2000). A discussion on the various marketing environment factors will help in better evaluation of their influence on marketing decisions undertaken b y a business. External marketing environment factors are further subdivided into macro and micro environment factors. Micro-environmental factors consist of suppliers, marketing intermediaries, consumers and competitors. Suppliers are individuals delivering important resources for producing services and goods. Supplier policies significantly affect marketing decisions of the managers

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Simulating Dialysis Essay Example for Free

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Violence On Television Affects Children Negatively Media Essay

Violence On Television Affects Children Negatively Media Essay Children watch an average of three to four hours of television daily. Television can be a powerful influence in developing value systems and shaping behavior. Unfortunately, much of todays television programming is violent. Hundreds of studies of the effects of TV violence on children and teenagers have found that children may, become immune to the horror of violence and gradually accept violence as a way to solve problems.   Sometimes, watching a single violent program can increase aggressiveness into childrens who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. Children with emotional, behavioral, learning or impulse control problems may be more easily influenced by TV violence. The impact of TV violence may be immediately evident in the childs behavior or may surface years later, and young people can even be affected when the family atmosphere shows no tendency toward violence.   While TV violence is not the only cause of aggressive or violent behavior, it is clearly a significant factor. Because there is a great deal of violence in both adult and childrens programming, just limiting the number of hours children watch television will probably reduce the amount of aggression they see. Parents should watch at least one episode of the programs their children watch. That way theyll know what their children are watching and be able to talk about it with them.  When they see a violent incident, parents can discuss with their child what caused the character to act in a violent way. They should also point out that this kind of behavior is not characteristic, not the way adults usually solve their problems. They can ask their children to talk about other ways the character could have reacted, or other nonviolent solutions to the characters problem. Parents can outright ban any programs that they find too offensive by making sure theyre appropriate before your child watches them. Also you can restrict their viewing to shows that you feel are more beneficial, such as documentaries, educational shows and so on. Its also a good idea to make sure your child has a wide variety of free-time activities in addition to TV, video games, and the Internet. Activities like reading, playing with friends, and sports can all play a vital part in helping your child develop a healthy body and mind. Effects of Media Violence The effect of media violence seems to be a heated debate among researchers and the public as well. According to David Gauntlett, despite many decades of research and hundreds of studies, the connections between peoples consumption of the mass media and their subsequent behavior have remained persistently elusive. (Gauntlett, 1998). He also states that the media effects research has quite consistently taken the wrong approach to the mass media, its audiences, and society in general. (Gauntlett, 1998). I agree with this statement, I think that the environmental and cultural influences have been neglected in the majority of the research done on this topic. In all the research that I have read through, I have found that the researchers involved have many disagreements. I went to the Media Awareness Network website and found an article where Andrea Martinez did a review of all the scientific writing for a Canadian Radio-television and Telecommunications Commission. She concluded that the lack of consensus about media effects reflects three grey areas or constraints contained in the research itself. (Media Awareness Network, Par. 2) The three grey areas are that media violence is hard to define, researchers disagree over the relationship, and those that agree argue the way that one affects the other. It seems that the effect of media violence is hard to research and prove the kind of connection it has with aggressive behavior. In my opinion, it is hard to prove the relationship because there are too many external factors that need to be taken into consideration. Environmental and cultural influences, to me, seem like an important part tha t needs to be considered and in all the research I have seen it is not. According to Martinez, there is a positive, though weak, relation between exposure to television violence and aggressive behavior. Violence in the media can have different effects. I personally feel that it differs from each person, but also that it depends on each individuals environmental and cultural influences. According to one website, there are four different psychological effects that can occur from violence in the media, they are Direct, Desensitization, Mean World Syndrome, and Catharsis. In the direct effect individuals who watch a lot of violence on television could attain aggressive behavior or be more favorable towards violence. I feel that the way the media portrays certain things is done in a way to purposely affect peoples emotions. There are certain instances where I do feel that the violence being shown in the media can cause anger, but it is in the way it is represented not because of the violence contained in it. In desensitization, the viewer may become less sensitive to violence occurring and less sensitive to the pain violence can cause. People who live in violent environments or cultures see violence a lot and can become desensitized to violence and therefore would be prone to act aggressively. When living in these environments it becomes more of a learned behavior rather than a reaction to the violence in the media. With Mean World Syndrome, the viewers may begin to view their environment as a violent place. To me, I would think the people that develop this syndrome are sensitive to what they see or are involved in. For someone to honestly believe that the world around them is a violent place and to not see the good that does occur is extremely hard for me to understand. Catharsis can possibly be a positive effect by actually reducing the aggression. I feel that these effects would have a lot to do with the individual as well as their environment as to how they will be affected. I have noticed though, that most of the research does seem to leave out the environmental and cultural effects. These effects, to me, seem to have a big influence on whether or not there wo uld be a connection between media violence and aggressiveness. The Media Awareness Network had a lot of other articles pertaining to media violence, but the majority of the research had been done with children. One experiment in particular seems to have stuck in my mind because of the age of the children involved. I unfortunately did not print up this article and cannot find it online anymore. From what I recall, they showed a certain group of 2-3 year olds a violent cartoon while showing another group a non-violent cartoon. When they put both groups in the same room to play, the toddlers that watched the violent cartoon were more aggressive than the toddlers that did not watch the violent cartoon. Many other researchers however stated that this study wasnt very useful because cartoons are meant for comedic relief. In this study, it makes sense that the toddlers acted aggressively because that is what they had just seen. Toddlers, especially at this age, imitate what they see and hear. Since they were shown violence they acted out what they had seen. I do not think this would be an accurate way to test the effects of media violence or to prove a relationship between media violence and aggressive behavior, I think it showed that an individual would need to reinforce the toddler letting them know that what they see is not what they should do. If someone were to teach them this then they will know when they are older that they should not be violent or aggressive. Young children have yet to learn that violence is not the answer, and in a normal setting, the child behaving aggressively would be corrected so they would know that it was the wrong thing to do. In my personal opinion I feel there is no correlation between media violence and aggressive behavior, if there is a correlation I believe it to be a very weak one. Correlational method is defined in our book as, a numerical value that indicates the strength and direction of the relationship between two variables. (Wood, Wood, and Boyd, 2004). Therefore, a correlation would be whether or not there is a relationship and if there is how strong or weak that relationship is. My personal belief is that just because an individual watches a violent movie, plays a violent video game, or listens to violent lyrics, does not mean that person will go out and act more aggressively or act out what they have seen or heard. To me, it seems to be common sense that seeing or hearing violent acts or behaviors does not mean someone should copy those behaviors or acts. I feel that if one were raised with any kind of morals or values, then they would know the difference between right and wrong and that an individual would know that they should not go and perform what they saw or heard. I strongly feel that the way an individual is raised directly affects how things affect that person and if they are raised in a happy non-aggressive environment then they would not act aggressively as a result of the violence in the media. When someone knows right from wrong, I feel that they would know not to act aggressively unless they are in a situation where aggressiveness is warranted. Granted, there are some instances where one would not know these differences. I feel that children of a certain age have not completely learned about morals and values, so they do not know that what they have seen or heard are the wrong things to do. This is why legally, a minor under the age of 14 cannot be held liable for their actions. Minors under 14 have not yet completely learned right from wrong and, therefore, cannot competently make decisions. This is why I dont feel you can use children in any kind of res earch trying to define the relationship between media violence and aggressive behavior. There are also psychological disorders that could prevent an individual from comprehending the difference between right and wrong. People with very low IQs also may have trouble understanding the differences between right and wrong. Once again, individuals with these types of disorders cannot be held liable for their actions legally because they cannot competently make these decisions. In my opinion, the majority of people that commit these violent acts and then blame it on the media had no one to teach them the differences between right and wrong, or had no one around who cared to teach them these things. Unfortunately, there are also people that blame the media to try and have an excuse to get out of the consequences of their behaviors or actions. I feel that, in children, it is up to the parents to teach them what is acceptable and what is not, and to teach them that what they see and hear is not always the correct thing to do. I feel that society is blaming media violence for aggressive behavior when, for the most part, the blame should be laid on the individuals who brought up and cared for the individual. It was their responsibility to raise these individuals with the knowledge to know the difference between right and wrong and to know that being aggressive or violent is never the solution. From what I have learned the effect of media violence is hard to measure and it is equally as hard to define if there is a relationship and how strong or weak that relationship is. The research on the effects has yet to yield anything conclusive and each researchers results vary as to whether the relationship between the violence and aggressive behavior is strong or weak. In the end, I maintain my belief that it depends upon the individual and their environment and culture as to whether or not there is a relationship and how strong or weak that relationship is.

Source Of Mechanical Energy Engineering Essay

Source Of Mechanical Energy Engineering Essay Introduction Electricity is a basic part of nature and it is one of our most widely used forms of energy. It is a secondary energy source that we get it from the conversion of other sources of energy, like coal, natural gas, oil, nuclear power and other natural sources, which are called primary sources. Many cities and towns were built alongside waterfalls (a primary source of mechanical energy) that turned water wheels to perform work. Electricity consists of the presence of electric charges, as well as the flow of those charges. There are three forms of electricity. One form is static electricity, which is the presence of either positive (+) or negative (à ¢Ã‹â€ Ã¢â‚¬â„¢) electric charges in or on an object, usually a non-conducting material. The second form of electricity is the flow or movement of free electrons through a conducting material, such as a metal wire, toward an area of positive electric charges Electricity appears in two forms: alternating current (AC) and direct current (DC). Direct current does not change directions the electron flow is always from the negative pole to the positive pole although as we mentioned before, the electrons themselves dont really move, its the holes that are created that move. Direct current is almost always what is used inside of electronic devices to power the various internal components, but it is a harmful thing in audio signals, which are alternating current. Alternating current (AC) electricity is the type of electricity commonly used in homes and businesses throughout the world. While direct current (DC) electricity flows in one direction through a wire, AC electricity alternates its direction in a back-and-forth motion. The direction alternates between 50 and 60 times per second, depending on the electrical system of the country. AC electricity is created by an AC electric generator, which determines the frequency. What is special about AC electricity is that the voltage can be readily changed, thus making it more suitable for long-distance transmission than DC electricity. But also, AC can employ capacitors and inductors in electronic circuitry, allowing for a wide range of applications. Direct current or DC electricity is the continuous movement of electrons from an area of negative (à ¢Ã‹â€ Ã¢â‚¬â„¢) charges to an area of positive (+) charges through a conducting material such as a metal wire. Whereas static electricity sparks consist of the sudden movement of electrons from a negative to positive surface, DC electricity is the continuous movement of the electrons through a wire. A DC circuit is necessary to allow the current or steam of electrons to flow. Such a circuit consists of a source of electrical energy (such as a battery) and a conducting wire running from the positive end of the source to the negative terminal. Electrical devices may be included in the circuit. DC electricity in a circuit consists of voltage, current and resistance. The flow of DC electricity is similar to the flow of water through a hose. Electrical Wiring Electrical wiring system is a network of electrical conductors for carrying electrical current to the electrical equipment involved. This method is related to the wiring system for buildings in Malaysia. In Malaysia, the electric wiring system is subject to the rules established by the Energy Commission as provided under the Electricity Supply Act 1990, Electricity Regulations 1994, the MS IEC 60364:2003 Standard Electrical Installations of Building, MS 1936:2006 Electrical Installations of Building Guide To MS IEC 60364 and the MS 1979:2007 Electrical Installation of Building Code of Practice. Wiring systems used in Malaysia is very similar to the electrical wiring standards used by the United Kingdom but by the standards of the wire conductor already changed. NEW TOWN DEVELOPMENT SDN BHD PROJECT The high-rise building electrical system For The New Town Development Sdn Bhd project, this building was a high-rise commercial building. The building comprises of 4 storey basement parking and 7 storey shopping complex and the rest are offices lot. So, for the electrical installation should at every floor there were a number of electrical panels to serve all the lighting and power requirements on that floor including the lighting, switched socket outlets, toilet exhaust fans and anything else. Some areas of the office used an open floor office systems so under floor trunking was also used here. Besides, a few of the panel were located inside the riser room of each floor. However, since each was a large area some panels needed to be located at the office area. Wiring directly from the electrical riser would be unnecessarily too long. Therefore, the electrical consultant locates these electrical panels along the corridors throughout the building. The design architect was requested to provide small rooms to house the panel. Alternatively, small electrical cabinets with lockable doors and sufficient work access and ventilation would be acceptable. If the planned building is very high example like 40 storey office building or in cases where heavy loads are located at higher levels of the building, it may be necessary to provide substations at the higher levels of the building. For the 40-storey office building, an 11/415 kV substation may be necessary at one of the upper floor. It may be located at twentieth floor, for example. All the electrical substation room spaces as explained earlier will then need to be provided except the authoritys electrical rooms. The floors of this substation would then need to be specifically designed by the appointed structural consultants to handle the loads of all the substation equipment. Based on the structures and other factors was related. We propose the installation of electricity for this building using the radial system and ring main system. Because its easier to maintain and simple system for the design and construction. In addition, using the rising main distribution system is important because the building is more than 5 levels. So, to distribute electric power at every level is appropriate to use the rising main for the building. Basement A basement is one or more floors of a building that are either completely or partially below the ground floor. Basements are typically used as a utility space for a building where such items as the furnace, water heater, breaker panel or fuse box, car park, and air-conditioning system are located; so also are amenities such as the electrical distribution system, and cable television distribution point. In British English the word basement is used for underground floors of, for example, department stores but is used for a space below the ground floor of a house only when it is habitable, with windows and (usually) its own access. The word cellar is used to apply to any such large underground room. Subcellar is a cellar that lies further underneath. Based on the planned building project, the level of 1st to 4th is the basement. In part this is a car park. Therefore, we recommend the installation of electricity in the area using ring system. Ring system is ideal because in this part do not use electrical appliances and many others. Basement car parks.jpg Basement pendlehill1.jpg Basement Ring Main System in Basement A ring main wiring circuit is the alternative to a radial wiring circuit. In a radial wiring circuit, the wiring starts at the circuit breaker and connects to each device on the circuit (fans, outlets, lamps, etc) in turn. When it reaches the last device, the wiring simply ends. Ring main wiring goes one step further instead of ending the wiring at the last device; it pulls more wiring back from the last device to the circuit breaker, completing a loop. Ring main wiring is required in some places, and illegal in others. The main advantage to a ring main system is smaller wiring. Since each device on the ring has two hot wires connecting it to the circuit breaker (one on each side of the loop), smaller wiring can be used to safely carry the electric current. Smaller wire is both cheaper and easier to work with. It bends more easily, can be pulled around corners with less effort, and is easier to fit into the screws and connectors you need to attach it to. One other advantage is wiring distance. Wire has some small amount of resistance, and the longer the wire goes to reach the device it is powering, the more resistance it has. This results in a voltage drop over the length of the wire run (by Ohms Law), which could affect the operation of your electrical devices if it drops too low. The maximum distance from the circuit breaker around the ring is the midpoint of the ring, while the maximum distance in a radial circuit is the end of the chain. In this manner, the ring setup effectively cuts the distance to the farthest device in half. The radial system does have one advantage over ring main. If a break were to occur somewhere in the wiring loop of a ring main system, you wouldnt know it. Everything would still function normally because it is still powered from one end. However, this means that if you took advantage of the ability to run smaller wiring (and everyone does), your wire is now undersized for the current it is expected to handle because the system is no longer powered from two wires, only one. This can result in overheating of the wires, which in turn breaks down the insulation and can start a fire. In electricity supply, a ring final circuit or ring circuit (informally also ring main or just ring) is an electrical wiring technique developed and primarily used in the United Kingdom that provides two independent conductors for live, neutral and protective earth (ground) within a building for each connected load or socket. 557px-Ring_circuit.svg.png ring distribution Ring Main Distribution Size of cable used to ring system is 2.5 mm2. Installation Rules of Ring System at basement Rules for ring circuits say that the cable rating must be no less than two thirds of the rating of the protective device. This means that the risk of sustained overloading of the cable can be considered minimal. In practice, however, it is extremely uncommon to encounter a ring with a protective device other than a 30 A fuse, 30 A breaker, or 32 A breaker, and a cable size other than those mentioned above. The IEE Wiring Regulations (BS 7671) permit an unlimited number of socket outlets to be installed on a ring circuit, provided that the floor area served does not exceed 100 m2. In practice, most small and medium houses have one ring circuit per storey, but for this building should having more. An installation designer may determine by experience and calculation whether additional circuits are required for areas of high demand; for example, it is common practice to put kitchens on their own ring circuit or sometimes a ring circuit shared with a utility room to avoid putting a heavy load at one point on the main downstairs ring circuit. A heavy concentration of load close together on a ring circuit can cause minor overloading of one of the cables if near the end of the ring, so kitchens should not be wired at one end of a ring circuit. Unfused spurs from a ring wired in the same cable as the ring are allowed to run one single or double socket (the use of two singles was previously allowed but was banned because of people replacing them with doubles) or one fused connection unit (FCU). Spurs may either start from a socket or be joined to the ring cable with a junction box or other approved method of joining cables. Triple and larger sockets are generally fused and therefore can also be placed on a spur. It is not permitted to have more spurs than sockets on the ring, and it is considered bad practice by most electricians to have spurs in a new installation (some think they are bad practice in all cases).Where loads other than BS 1363 sockets are connected to a ring circuit or it is desired to place more than one socket for low power equipment on a spur, a BS 1363 fused connection unit (FCU) is used. In the case of fixed appliances this will be a switched fused connection unit (SFCU) to provide a point of isolation for the appliance, but in other cases such as feeding multiple lighting points (putting lighting on a ring through is generally considered bad practice in new installation but is often done when adding lights to an existing property) or multiple sockets, an unswitched one is often preferable. Shopping Complex Based on commercial building a project was planned by the New Town Development Sdn Bhd. A 40 storey high building will put the shopping complex of seven stories are starting at level 5th to 11th. Thus, the electrical installation for this we propose to use a radial system. We feel the radial system is suitable for shopping complex. Because there are a lot of use of electrical appliances such as lights, air conditioners and so on. In addition, the radial system is easy to designed, built and maintained. Shopping Complex at level 5th Shopping Complex at level 5th 8th Offices In this building project, a total of 29 levels will be provided for offices start from level 12th to 40th. Based on this, we agreed to use the same method of electrical installations such as shopping complexes, namely the radial system. This method is ideal because it is easy to maintain. In addition, if there is damage to the wire. It is easily known and easily repaired than the ring system. Office Radial System in Shopping Complex and Offices The radial system is widely used, economical systems often found in low-load density areas. To reduce the duration of interruption, overhead feeders can be protected by automatic reclosing devices located at the substation or at various locations on the feeder. This device reenergizes the feeder if the fault is temporary. To further reduce the duration and extent of customer interruptions, sectionalizing fuses are installed on branches of radial feeders allowing unaffected portions of a feeder to remain in service. Radial distribution systems are the simplest systems to plan, construct, and maintain, but are also the least reliable because of the radial nature of the design being served from a single source at a time. If any part of the system experiences a failure, some or all of the customers served by the radial feeder will be without power until a repair is completed. Straightforward design, lower cost, and decent reliability are the distinguishing characteristics of the RDS. An auto-loop distribution system is a special type of radial distribution system and is differentiated by having two feeders that tie to a customer load. The auto-loop system automatically senses the loss of one source of voltage and quickly and automatically switches the load to the second feeder. This type of system adds reliability benefits by keeping outages to a few seconds (or less) but the added cost of having two sets of utility equipment at one location, could be as high as hundreds of thousands of dollars for each installation. radial distribution Radial System Radial system distribution Size of cable commonly used for circuit radius is 4 mm2 Rising Main Distribution for commercial building For multi-storey buildings such as this are ideal to use the rising system. This is because, to ensure that each level of the building is fully supplied with electricity from renewable sources of electricity. A riser is a feeding cable or pipe giving supply to upper floors of a multi-storey building (high rise building). The above picture shows a typical installation of bus duct rising mains in the riser room at individual floor of a high rise building (The Bus duct was taken in the riser room at one of the upper floors of a high rise building). Most of the major components of a bus duct riser system. In electrical works, a riser is a set of cables the supply the upper floors. The feeding cables rise up straight to the top floor. Then at each floor a tap-off unit is connected so electricity can be supplied to that floor (for this project, we propose the radial distribution system). An alternative is to run one individual set of cables to each floor. Then there would be many cables that need to be installed the number of which is directly proportional to the number of upper floors. There are actually three risers, first one is the normal main electricity supply. This supply is just the normal authority supply like the one you have in your house. The 100A tap off unit is for this riser. The second tap off, which is one of the 60A units, is what is called essential supply, or emergency supply. It is a normal authority supply like the one you have from the 100A tap off unit above. However, it is also backed by a standby diesel generator. This means that if the electricity supply from the authority distribution network fails due to problem with their underground distribution cables or whatever, the standby electric generator would kick in and switch in the locally generated electricity to this electrical riser. Large capacity electric generators are expensive. Therefore, it is not economical to supply all electricity needs in the building from this generator. That is why separate electrical risers are used, and the normal riser is not backed by the generator supply. The third tap off unit (the second 60A unit) is for the air conditioning system. It is quite common (and is considered a better design) to have a separate feeder cable for the air conditioning and mechanical ventilation (ACMV) system in a large building. That is the reason for the third electrical riser here. rising main detail Rising Main Distribution Rising main distribution is use to distribute 415v 3-phase electricity from main distribution board to all floors. The copper vertical bus bars which run up in electricity cable riser. The vertical duct or trunking to the height of the building. To prevent the spread of fire and smoke, fire barriers are incorporated with the bus bar chamber at each compartment floor level. One more point to note here is that some office buildings use the generator-backed supply example like essential supply to feed the electrical riser for the air-conditioning system. With this arrangement, ACMV equipment that need to continue operating even during the mains failure do not need to be connected to ESSENTIAL supply riser, which is why it is given a separate riser in the first place. Observe the large flexible conduits coming out from the bottom of the tap off units and connect to the orange-colored electrical trunking. Some installations use rigid metal trunking for this purpose. Cables are run from a tap off unit into the flexible conduit to go to the orange metal trunking. They run inside the trunking to connect to the respective sub-switchboard. The switchboard for the air conditioning system is normally located inside the AHU room of that particular floor. From the sub-switchboards, separate outgoing cables are run inside the trunking to connect to separate distribution boards (DB) on that particular floor. Even though electrical installations at hospitals are relatively much more complex than the office building above, the installation at their hostel and staff quarters buildings are usually very simple. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjftz9yr67SxCWUJHD86NSpgwPS02BG3Gc5Ur5xprDrrYK2czUdNayyjOmJ15BioYDPwPe00yqBJWHYETL1gijSOogJ0LyAxI8XnZt0HoYbH7752mCgzeccsVMt6JR7Me2FiKWAEBem9G5A/s320/Floor+Sub-switchboard+Picture.JPG Typical bus duct rising main at individual building floors https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTDakzaLA_DCqzZAkYXU2dfXKS3LKclVxthUC4X6kDjXtPm0I2C_qKq3MLWqxU0g0dBg7DTNHgC8lltHQAVTDySaKA9ge7fchxrxFltdcwngW3wyrM_mxpBIc7KZEKTxmT4TnntU1ZFDQD/s320/Electrical+Busduct+Riser+Picture.jpg The electrical riser room Basically, there only two new components at each riser, which is the Termination Box (Feed In Box) and the incoming cables that terminate into the termination box. The generator-backed Essential supply cables need to have red colored insulation. It is because this supply is part of the fire emergency system of the building. A fire-rated cable must be able to continue operating for a certain number of hours during fire before it fails. This is the requirement. It used to be MICC (mineral insulated copper cables) cables that play this role, but now people use mostly the fire-rated cables for this purpose except in very special installation condition. The fire-rated cables are cheaper, easy to install and maintain. The black-colored cables are from the Normal supply. That means the other ends of the cables are connected to the Normal Supply main switchboard. While the red cables are connected to the Essential Supply main switchboard. Which means the Essential Supply main switchboard is the one that is backed by the standby electric generator. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDCvOUpmBRCNtebmqOmoqaILuW2AhwqFHV_1LWx4KFFNZuQF0RhT6T5Z2nCRMC6RNWLNqjYW8JE7CRYHcboenI3daNyto0Kjp2T2e0veYad4fieI5k9khFN0qxqA1vsXLrydZoEbLosl8D/s320/Busbar+Trunking+Picture.jpg The bus duct risers at riser room https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhugpWzrvaOvJzo08bTMztH9gcuX6S-TVawIIVrC58JxFdfljdRFfyZYehvDdyz9pz9vFPd__8x3N3WnyyGFq3wbb4WM2Ntj_DV1oBgHWB25P3VpGZ0Z165rrc7kePjxl4rIr_CvrmEZaOg/s320/60+A+TPN+Tap+Off+Unit+Image.jpg The front view of one of the 60A TPN tap off units https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLpHOj9bz8LcFCLQcr3ywQ7c8T2oCEaWvIFACO8R-RT49DOEHi8CHAVXY478tzvUAfRGIx6gnawBNgeO877z-7gj2nDZ5I82S2yg-MwzjMgA3zf8Zy3A7sUeREJFV-9dsw_QZd-1sLh1zs/s320/Busduct+Conductors+Arrangement+Image.JPG A closer view of the vertical bus duct showing the arrangement of the conductors inside Cables and busways A busbar trunking system comprises a set of conductors protected by an enclosure. Used for the transmission and distribution of electrical power, busbar trunking systems have all the necessary features for fitting: connectors, straights, angles, fixings, etc. The tap-off points placed at regular intervals make power available at every point in the installation. A busbar trunking is placed at the offices. http://www.electrical-installation.org/w/images/c/c9/FigE37.jpg Busbar trunking system design for distribution of currents from 25 to 4000A. The various types of busbar trunking Busbar trunking systems are present at every level in electrical distribution: from the link between the transformer and the low voltage switch switchboard (MLVS) to the distribution of power sockets and lighting to offices, or power distribution to workshops. http://www.electrical-installation.org/w/images/3/32/FigE38.jpg Radial distribution using busways at the offices There are essentially three categories of busways that we proposed for the commercial building, that is; 1) Transformer to MLVS busbar trunking Installation of the busway may be considered as permanent and will most likely never be modified. There are no tap-off points. Frequently used for short runs, it is almost always used for ratings above 1,600 /2,000 A, i.e. when the use of parallel cables makes installation impossible. Busways are also used between the MLVS and downstream distribution switchboards. The characteristics of main-distribution busways authorize operational currents from1,000 to 5,000 A and short-circuit withstands up to 150 kA. 2) Sub-distribution busbar trunking with low or high tap-off densities Downstream of main-distribution busbar trunking, two types of applications must be supplied: Mid-sized premises (industrial workshops with injection presses and metalwork machines or large supermarkets with heavy loads). The short-circuit and current levels can be fairly high (respectively 20 to 70 kA and 100 to 1,000 A). Small sites (workshops with machine-tools, textile factories with small machines,supermarkets with small loads). The short-circuit and current levels are lower (respectively 10 to 40 kA and 40 to 400 A). Sub-distribution using busbar trunking meets user needs in terms of: Modifications and upgrades given the high number of tap-off points Dependability and continuity of service because tap-off units can be connected under energized conditions in complete safety The sub-distribution concept is also valid for vertical distribution in the form of 100 to 5,000 A risers in tall buildings. 3) Lighting distribution busbar trunking Lighting circuits can be distributed using two types of busbar trunking according to whether the lighting fixtures are suspended from the busbar trunking or not. Busbar trunking designed for the suspension of lighting fixtures These busways supply and support light fixtures (industrial reflectors, discharge lamps, etc.). They are used in supermarkets, department stores and warehouses. The busbar trunkings are very rigid and are designed for one or two 25 A or 40 A circuits. They have tap-off outlets every 0.5 to 1 m. Busbar trunking not designed for the suspension of lighting fixtures Similar to prefabricated cable systems, these busways are used to supply all types of lighting fixtures secured to the building structure. They are used in commercial buildings (offices, shops, restaurants and etc.), especially in false ceilings. The busbar trunking is flexible and designed for one 20 A circuit. It has tap-off outlets every 1.2 m to 3 m. Busbar trunking systems are suited to the requirements of a large number of buildings. Industrial buildings: garages, workshops, farm buildings, logistic centers, etc. Commercial areas: stores, shopping malls, supermarkets, hotels, etc. Tertiary buildings: offices, schools, hospitals, sports rooms, cruise liners, etc. Examples of Canalis busbar trunking systems http://www.electrical-installation.org/w/images/3/39/FigE40.jpg Flexible busbar trunking not capable of supporting light fittings  : Canalis KDP (20 A) http://www.electrical-installation.org/w/images/5/5c/FigE41.jpg Rigid busbar trunking able to support light fittings  : Canalis KBA or KBB (25 and 40 A) http://www.electrical-installation.org/w/images/b/b3/FigE42.jpg Lighting duct  : Canalis KBX (25 A) http://www.electrical-installation.org/w/images/a/a5/FigE43.jpg A busway for medium power distribution: Canalis KN (40 up to 160 A) http://www.electrical-installation.org/w/images/5/52/FigE44.jpg A busway for medium power distribution: Canalis KS (100 up to 1000A) http://www.electrical-installation.org/w/images/4/47/FigE45.jpg A busway for high power distribution: Canalis KT (800 up to 1000 A) Trunking and Conduit System in Commercial Building https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaopB0vbuTNcURuPBLnf1P6PaOlt2mrxqUIstJEQ96YoVXONewqikJYXfkK2nepQICpAoX4aJ9UsMz9Y6dAxIUCoviAkkNBb2-y03MV6GdtwfcIFlldRjwRqT28Eslu8H02_c6In7azCis/s320/Mechanical+and+Electrical+Coordination+Picture.jpg Conduit and trunking This picture shows how the electrical conduit and trunking installation should be coordinated with water pipes on the building. Trade subcontractors (water piping sub-contractors, electrical sub-contractors, telephone cabling contractor, computer network contractor and others) must not be allowed to proceed with the installation of their individual services and equipment on the first come, first served basis. Prior to the commencement of the installation works by trade sub-contractors, a set of proper coordinated drawings, endorsed by all relevant parties, should be made available to all the sub-contractors involved in a particular area. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivdIemI52xoS75j8s4f6Ae_Hi8EBGkjjJfWZcs1ooZRgtxB9coaJfg6Q8uJrl_PQpFxZ1S85wDQXREQVCdvP7Ty9bJ2ntWPXZg2jHNhJ22UdB9dXJ1MkKQbtNa-Q3zyXyChJK9z9hlbX_3/s320/Below+Slab+Trunking+Installation+Photo.jpg Electric trunking running below soffit of a concrete floor slab There is no electrical installation work of a significant size can be done properly without the use of an electric trunking. A trunking is a larger size of a conduit. When you need to run a number of electric conduits along each other for a significant distance, then consider using a trunking in place of the conduits. There are so many sizes you can choose from. The above picture is an example of a trunking installation above ceiling level, under the soffit of the concrete floor slab. we also labeled some of the other services there for the benefit of those non-electrical readers who need pictures like this for reference, to know what is what among the myriads of pipes, conduits and trunking running above the ceiling level. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ4fBytLQOCb1GGXovYAcIqC1rAkS0CBqOPcvDod5yGODbQ8iOc6_0O4Cn9l4Hb1baiT0naFo7Y1q2FlnNSOO1vmgsV9AdIBgC5L8M5_BxV8u0jwDNQ9Z6j3Bw2LxjgJ9_i2CaWky1i5hY/s320/Wiring+Trunking+Picture.jpg Electrical trunking in and out of the electric panels There are electrical trunking connecting the panels at above and below the panels. But the box-up walls have hid them. This picture is metal trunking. In future, the maintenance electrician would need to access and open the cover of the trunking in the repair and upgrading works. Therefore, a means of access is required, which was not provided at all at the mock-up unit. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia-IunB919BOYdJHJCZYl6CZlu-NN02lQceXO7nuHQiZMKPOMrrwU_LRerl_DcI9d_8AsM5QEYO9UY0n9-LEEJfTiydw-jvp5fz0GUgrdaX_Jhz15ItEs3I0lKLg1ALDWa8XhfskB2JsJA/s320/Underfloor+Trunking+Installation+Photo.jpg Under floor trunking installation The under floor trunking system has been around for a long time. An under floor trunking system is an alternative way of providing the dedicated routes to run electrical cables, telephone cables or any other wiring cables. An 11KV cable is not a wiring cable. A 25 sq.mm electrical feeder cable to supply an 11 KW fire pump panel is not a wiring cable. The 1.5 sq.mm cables that are used for wiring the office lights are categorized wiring cables. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bmySVn3CO4U4zwrVVNmvDM_wQpBFvjTTiDHP9WlqBzQI7Y0RniAzVAItJf-wJCptLrToxy1VIc3siEReD4p31n_ViixjPlwaCtJ3BApDabXgeDWN66eg8tQEwdKjS8AxV-ml4pBb3g8F/s320/Surface+Conduit+Installation+Picture.jpg Surface conduits The conduits are used to protect the wiring cables that carry the electrical current. Electricity is dangerous. Even though the electric conductors that carry the current is insulated by some PVC covering materials or whatever, the covering material is not strong enough to protect the cable from damage. When the covering is damaged, the electrical conductor inside may be exposed to touch or it can also unintentionally come into contact with things that can carry electric current. This scenario would present a high risk of electric shocks. Therefore, we protect the electric cables so that they do not present the dangers of electric shocks to people (or animals). A second reason to protect the cables is to make sure the electrical system stays reliable. When the cable PVC covering is damaged, the conducting metal can come into contact with other metals that are in contact with earth. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS0vCzq2I9esFvFLGvc07KddBi6uSyxFmRVKfzGNVEJcLYx6azEVPSLECmQnpYF7AI6iR9n2vaxwo1Sny7V78aS8wEdwFp72wQ-SWefr5edkk3YnLIwpxteCD09Hira7JJDRsXTz2ldmc1/s320/Overhead+Projector+Installation+Picture.jpg A motorized overhead projector The electrical contractor produced a mock-up unit of the installation bracket for motorized overhead projector. The overhead projector was for meeting rooms (offices level). There were about thirty units to be installed through the building. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEwXWKgXwKQ1MhTBbGrVA6qq5WemQOP-RJMl-EIldWqbiHvVGqv4lULmmdpS9IdUCOL-chVRUDU6K0KIYryJbAz3B7KJ6ey6mn4zjUQQzw2v6Wouu7I-D-C8NyFLnoVtawtV6iVwtUT-QS/s320/Feeder+pillar+picture.jpg Compound lighting feeder pillar A building construction of significant size is usually not complete without at least one small outdoor weatherproof feeder pillar. High rise building electric closets https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipl2uT9Y0pmNx4I-vVvA2xqXgEUBG51Fw6dHICdp3obroF4ArvjyfTx7kfZDYLl_sbTNY5WQbhYx654MJmdvB3ZWOpCTkFGSbDBFaXY8xjnrSA_l_ql058XNWj_pNPm16-Z0lHUtntHFCL/s320/Electric+Closet+Picture.jpg Electric closet The electric closet in the following pictures has been done for a multi storey bui