Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

The Causes of Gallbladder Attacks Essay -- essays research papers fc

The Causes of Gallbladder Attacks Outline I. Introduction: It is estimated that approxiamately 10 to 20 percent of the population in the United States and Western Europe are currently being affected by Gallbladder attacks. Thesis statement: These attacks are mainly caused by the development of gallstones in the gallbladder. II. Definition. A.  Ã‚  Ã‚  Ã‚  Ã‚  Gallbladder B.  Ã‚  Ã‚  Ã‚  Ã‚  Gallstones III. Causes. A.  Ã‚  Ã‚  Ã‚  Ã‚  Obesity B.  Ã‚  Ã‚  Ã‚  Ã‚  Estrogen C.  Ã‚  Ã‚  Ã‚  Ã‚  Ethnicity D.  Ã‚  Ã‚  Ã‚  Ã‚  Age and gender IV. Symptoms. A.  Ã‚  Ã‚  Ã‚  Ã‚  Chronic indigestion B.  Ã‚  Ã‚  Ã‚  Ã‚  Sudden, steady and moderate-to- intense pain in your upper abdomen C.  Ã‚  Ã‚  Ã‚  Ã‚  Nausea and vomiting V. Diagnosis. A.  Ã‚  Ã‚  Ã‚  Ã‚  Ultrasound B.  Ã‚  Ã‚  Ã‚  Ã‚  Cholecystogram Conclusion It might sound interesting to explore the reason why so many people are currently being affected by these attacks. According to statistics, 1 out of 8 men and 1 out of 4 women will have gallstones or gallbladder problems before they reach the age of 60. What then is the Gallbladder? The gallbladder according to Dorland’s Medical Dictionary is ‘the pear shaped reservoir for the bile on the posteroinferior surface of the liver, between the right and the left quadrate lobe, from its neck the cystic duct projects to join the common bile duct’. The function of the gallbladder in the human body is to solve and concentrate bile, which is produced by the liver and is necessary for proper digestion of fats. What are Gallstones? Gallstones form when the liquid stored in the gallbladder hardens into pieces of stone-like material. The liquid, called bile is used to help the body digest fats. Bile is made in the liver, and then stored in the gallbladder until the body needs to digest fat. At that time, the gallbladder contracts and pushes the bile into a tube—called the common bile duct—that carries it to the small intestine, where it help with digestion. Bile contains water, cholesterol, fats, bile salts, proteins, and bilirubin. Bile salts breaks up fats, and bilirubin gives bile and stool a yellowish color. If the liquid bile contains too much cholesterol, bile salts, or bilirubin, under certain conditions it can harden into stones. They may occur as a simple, large stone or many small ones. Gallstones are mixtures of compound, but are mostly cholesterol. According to studies many people have gallstones and never know it. Matter of fact, gallstones often cause no symptoms ... ...h a type of surgery called Cholecystectomy. The Non-Surgical approaches are used only in specific situations such as when a patient’s condition prevents using an anesthetic. In such cases, Oral dissolution therapy is used. In conclusion, 1 out of 10 people are at risk for gallbladder attacks. Gallstones are the main reason for these attacks. If you’re older, a female or overweight and have a sedentary lifestyle, a diet high in fat and sugar, you pose to be a potential candidate for these painful attacks. Bibliography Dorland’s Medical Dictionary http://www.lap-associates.com/SurgicalServices/biliary.html http://www.marysherbs.com/heal-gal.html Mayo Clinic Health Information. â€Å"What are Gallstones?† 11 Nov 2000< http://aolsvc.illness.aol.com/DS000165/main.html> http://www.med.upenn.edu/~surgery/clin/gallblad.html http://wwwmedocs.ucdavis.edu/IMD/420B/esylabus/biliary.html http://www.moreton.com.au/ana/handbook/gall.html National Digestive Diseases Information Clearinghouse. â€Å"Gallstones.†< http://www.niddk.nih.gov/health/digest/pubs/galstn/gallstns.html> http://www.wellweb.com/nutri/dieting_and_gallstones.html http:// www.yourhealth.com/ahl/1608.html

Schizophrenia :: essays research papers

Schizophrenia WHAT IS SCHIZOPHRENIA? What does the term schizophrenia mean? In its most elementary sense, we might say that schizophrenia is a disease, invented by Eugene Bleeder. Eugene Bleeder was one of the most influential psychiatrists of his time. He is best known today for his introduction of the term schizophrenia, previously known as dementia praecox. In actuality, schizophrenia is often used generically and inappropriately as it is often applied to almost any kind of unusual behavior of which the speaker disapproves. Schizophrenia is almost universally viewed as the "classic example of madness" . It is a startling and sometimes frightening experience to unexpectedly come across a person who proclaims himself Jesus Christ, rants gibberish, or sits with his body unmoving as if frozen in time and place. For some people, such an experience is too shocking, too fearsome, too repulsive. They hurry away, trying to dismiss the image of the deranged individual from their minds. No other illness is as disabling and baffling as schizophrenia. Today, in spite of the drugs that have allowed many schizophrenics to live at home or in the community, a significant number of people admitted to mental hospitals are victims of the disease. According to the Encyclopedia Of Health, schizophrenics account for nearly 40% of admissions to state mental hospitals, 30% of psychiatric admissions to Veterans Administration hospitals, and about 20% of admissions to private psychiatric hospitals. Schizophrenia is incurable. Its cause or causes are yet unknown, and it is impossible to predict what course the disease will take. There are many theories about the causes of schizophrenia, its progression, and its eventual outcome. They are currently being explored by researchers around the world. Schizophrenia's most dramatic symptoms are severe and perpetual delusions and hallucinations. A delusion is a false belief or idea that logic and reason show to be "crazy". A hallucination is seeing, hearing , or sensing something that is not there. Both symptoms occur in other mental illnesses, but the content of the schizophrenic delusions is often distinct enough that the experienced psychiatrist or clinical psychologist can readily identify the disorder. Another common characteristic of this disabling disease is the disjointed conversation of its victims. Their discourse often consists of a series of vague statements strung together in an incoherent manner. Listeners are left puzzled by what they have heard and this can be attributed to the unevenness of the schizophrenic's speaking patterns. To one degree or another, schizophrenics display a certain indifference or nonchalance regarding what is happening around them. Their whole emotional outlook is deadened, and they show little or no warmth toward others.

The Poetry Lesson by Don Maclennan Essay -- essays research papers fc

In the poem â€Å"The Poetry Lesson† by Don Maclennan an ironic mood emerges. The poem is about an English poetry lecturer. He expresses his views and feelings on his lessons, how he might have impacted on the lives, altered the views and the challenges he has given his students. He states what he expects from his students. It is interesting to note that Don Maclennan is in fact a South African English poetry lecturer. I thus assume that this poem is a reflection on how he views himself and his students. I intend to give a detailed analysis of the poem, by defining the type of irony that occurs in the poem and commenting on the use of irony and the nature of the poems commentary on itself. I will give my interpretation of each stanza of the poem and indicate where the irony of a given situation is. Irony as The New International Webster’s Pocket Dictionary describes it is: A paradox between what happens and what does or might be expected to happen; a literary style often used to mock or satirize convention.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (NIWPD 2002: 247) The predominant form of irony in the poem is situational irony, which John Dury defined as: A discrepancy between appearance or likelihood and an actual reality.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (Dury 1995: 140) M.H. Abrams terms this type as structural irony, which is defined as: The author, instead of using occasional verbal irony, introduces a structural feature that serves to sustain a duplex meaning and evaluation throughout the work.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (Abrams 2005: 135) Both these definitions are accurate in describing the type of irony that is present in the poem. This will be discussed in the subsequent paragraphs. Upon completion of reading the poem The Poetry Lesson, it can be said the title of the poem can be construed to be ironic. As this is a poem about a poetry lesson, I assume the poet will talk about a poetry lesson where he is analysing a... ...essage across. He does this by drawing on his own life experiences. It would seem that this is what Maclennan wanted the readers of his poem to do.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Word Count: 1 301 Bibliography: Macclenan, Don. 1995. â€Å"The Poetry Lesson†. In: Clarkson, C. Mkhize, J.   Ã‚  Ã‚  Ã‚  Ã‚  MacKenzie, C. Mnqadi, S. 2005. Anthology of Poetry and Short   Ã‚  Ã‚  Ã‚  Ã‚  Stories. University of Johannesburg: Content Solutions. pp. 51-53. Abrams, M.H. 1999. Irony â€Å"A Glossary of Literary Terms/Seventh† Boston:   Ã‚  Ã‚  Ã‚  Ã‚  MacPeek, Earl. Dury, John. 1995. â€Å"The Poetry Dictionary.† United States of America: Story   Ã‚  Ã‚  Ã‚  Ã‚  Press. 2002: The New International Webster’s Pocket Dictionary: Quebecor World   Ã‚  Ã‚  Ã‚  Ã‚  Peru. Trident Press International. Van Heerden, J-M. 2005. â€Å"How to Write a Critical Examination of a Literary   Ã‚  Ã‚  Ã‚  Ã‚  Work: English 1A†. Johannesburg: University of Johannesburg,   Ã‚  Ã‚  Ã‚  Ã‚  February.

ABC Chemicals Essay

After reading the scenario about ABC Chemicals it was obvious that there were several apparent hazards and risks that I identified which needed to be assessed and either eliminated or controlled. These can be achieved using different Legislative measures and Codes Of Practice(COP) which is relevant to their Industry. By Looking further into the chemicals that ABC handle we can assess the presentable hazards Solvent: most solvents are either flammable or highly flammable, this is dependent on their volatility. When a mixture of vapour and air combine there is a possibility of an explosion. The vapours from solvent is denser that air, it sinks to the bottom of the container. Vapours can still be found in empty containers and pose threat of possible fire, hence empty containers should be stored open and upside down. There are many potential health risks caused by solvent including toxicity to the nervous system, liver and kidney damage, respiratory issues to name a few. It burns with an invisible flame making it harder to extinguish. Corrosives – corrosives have the ability to destroy other substances when in contact. It causes chemical burn when in contact. PPE should be worn including Gloves, Safety Goggles, Protective Apron, Safety Shoes, and a Face Guard. Workers should always consult a SDS relating to the corrosive substance prior to use. Corrosive substances and mixtures [class 8 dangerous goods] can be either alkaline or acidic and these two categories are incompatible. Risks associated with storage and handling of corrosive substances and mixtures can be eliminated or minimised by observing the guidance on Worksafe Australia â€Å"National Code of Practice for the Storage and Handling of Workplace Dangerous Goods† Eyewash and safety showers should be readily accessible where corrosives are handled or transferred. Acid – acid comes in as a water treatment chemical. It should not be stored with detergents or solutions. Acids should never be stored with alkaline chemicals due to the potential for harmful reactions. Some reactions of acids and alkaline chemicals can be highly exothermic and rapidly generate large amounts of gas, causing an explosion risk. Chemicals such as acids can cause respiratory illnesses, cancers or dermatitis. WHS Regulation 2011 (357 containing and managing spills) (359 Fire control) (360-362 Emergency Equipment, Emergency Plans, Safety Equipment) (363-control of risks from storage or handling systems & regulation) (331 – SDS’s) (60- managing risks to health and safety) manual handling The WHS Act provides a framework to protect the Health, safety and welfare of all workers at work and that of people who may be affected by the work carried out. The WHS Act aims to *Protect the health and safety of workers and other people by eliminating or minimising risks arising from work or workplaces *Ensure fair and effective representation, consultation and cooperation to address and resolve any health and safety issues in the workplace *Encourage employer organisations and workers Unions to take a constructive role in improving work health and safety practices *Assisting businesses and workers to achieve a healthier and safer working environment *Promote information, education and training on work health and safety *Provide effective compliance and enforcement measures, and *Deliver continuous improvement and progressively higher standards of work health Worksafe Australia has devised the National Model Work Health and Safety (WHS) Regulations. A new system of Chemical Classification and Hazard communication on Labels and Safety Data Sheets (SDS’s) based on globally Harmonised system of Classification and labelling of chemicals (GHS) will come into affect. There will be a five (5) year transitional period for moving to the new GHS based system, this will allow the two different systems to be used together . After 31 December 2016, (the end of the 5 year period) all workplace chemicals must be classified using the GHS system, Labels and safety data sheets (SDS) must also be updated.. The WHS Regulations include duties for a Person conducting or Undertaking a business to manage any risk to Health and safety that can be caused from the Handling, Storing and Generating of Hazardous chemicals in the workplace. These Duties include tasks such as, but not limited to: *The correct labelling of Containers *Displaying Safety Signs *Maintaining a Register And Manifest (if relevant) Of the hazardous Chemicals and providing Notifications to the Regulator of the Manifest Quantities *Ensuring that exposure standards are not exceeded. *the provision of Training, information, instruction and supervision to all employees *identifying risk of physical/chemical reaction of hazardous chemicals and to ensure the stability of these chemicals *provision of spill containment system for hazardous chemicals if needed *obtaining up to date Safety Data Sheets (SDS) from the manufacturer, importer, supplier of that chemical. *Controlling ignition sources and accumulation of flammable and combustible substances. *Provision and availability of fire protection, fire fighting equipment and emergency/safety equipment. *preparing an emergency plan if the amount of a hazardous class chemical exceeds the manifest quantity for the chemical *Ensure the stability & support containers for bulk hazardous chemicals including Pipe-work and any attachments. *De-commisioning of underground storage and handling system *Notifying the regulator as soon as possible of any abandoned tanks More information regarding Hazards and risks associated with the use, generating, storing and handling of a hazardous chemical can be obtained from the following resources -incident reports -Australian Code for â€Å"Transport of Dangerous Good by Road & Rail† -National Industrial Chemical Substances Information System (NICNAS) – The Regulatory Authorities -WHS Consultant -Trade unions -Employer Associations -By Searching the internet, such as Safework Australia, the Australian Government webpages as well as many other sites relevant to your industry. Hazards *When spillage occurred, it states that it was cleaned up with a rag then dumped into a general waste dumpster which was emptied on a weekly basis. The disposal of these rags in the general dumpster poses a major risk of  cross contamination with other rags that have had been used with other chemical/substances, which could lead to a toxic/hazardous situation, the production of toxic gases and the potential of a fire hazard. There is also no mention of any PPE being used during the handling of the chemicals either * Chemical storage: there are several different types of chemicals stored at the facility, there is a risk if stored together that they can cause either a chemical or physical risk, *Another hazard I noted was that ABC chemical’s building only had a limited amount of emergency equipment, with the amount of employees working for ABC this definitely causes a hazard, there obviously is not enough equipment available to accommodate more than a handful of workers. The company could end up in legal strife for not supplying the correct amount of Emergency Equipment as set out in the WHS Regulation 2011 *Manual Handling Hazard – the drums are 205 Ltrs, they are then decanted into containers approximately 30 ltrs/Kilo ,there is no mention of appropriate equipment to move these containers. *The Storing the empty drums in the rear of the yard against a cyclone fence, these drums are sitting for a whole month before being removed. Even though these drums are presumably empty, drums that have had solvent in them, unless stored open and upside down pose a major risk of explosion causing fire, with an un-kept paddock directly behind the fence where these drums are stored there is the potential for the fire to spread causing damage and risk to the public also. *The lack of employee training in relation to Safe Handling Of Chemicals (hazardous substances) or how to deal with Emergencies. . No employee’s have be appointed as safety officers (section 19 of the Act), if there was an incident there would be no clear direction to follow.. *Location: There is risk to not only to employees of ABC there is also risk to all at the childcare centre, the nursing home, as well as the general public with the building being located on a busy street which is prone to accidents. *Lack of Emergency plan displayed. No emergency plan displayed to direct people when there is an incident These risks can be assessed by several means such as SDS (Safety Data Sheets), independent Audit, Employee participation, hazard studies. Level of risk and Control Small chemical spills:- (dependent on the severity)- first aid injury is likely due to chemical burn(dependent on skin sensitivity, injury could range from minor-major) High Risk- Have a separate area for decanting each separate chemical. Provide spill containment system, Provide appropriate training in the control of spills, Develop procedure for the control of spills Provide appropriate PPE for each specific chemical Disposal of Chemical Rags: minor – fatal injuries is very likely from this dangerous practice which is exposing the risk to the disposal company staff and driver Extreme risk- Notify Supervisor/ HSR- Provide spill containment system, Provide controlled waste system, – have a separate waste area for specific chemicals. Set up a controlled collection of waste Staff Lacking Training in handling chemicals – minor – fatality possible Extreme risk-Immediate action required, notify supervisor/HSR. | Adopt a training plan to up skill the workforce in line with legislative requirements. Ensure the training covers areas such as * How to understand SDS Data Sheets * Personal Safety * Emergency procedures * Induction training & Ongoing training Limited Emergency Equipment – major injury is very likely through to fatality Extreme risk- immediate action required, notify supervisor/HSR. Undertake risk assessment with workers and emergency services to determine all main risks. Review SDS to identify risks Implement additional emergency equipment as required, an example of such equipment could be : * Spill containment systems * Emergency showers and eye wash stations * Monitors and alarms *Fire fighting equipment Storage of chemical drums – Major- fatality Extreme risk- separation of the different chemicals in storage areas to minimise the risk of interaction. Ensure the clear displaying of SDS information for each of chemicals Storage of empty chemical drums- Major – Fatality Extreme Risk- Organise that the collection of empty drums are done more frequently (eg: Weekly) Ensure Solvent drums are turned upside down with lid open to reduce risk of gas build up. Ensure each chemicals drums are stored separate to each other to minimise interaction Lack of emergency Plan displayed- Minor- Fatality Extreme risk- consultation within the workplace, and surrounding Businesses. Develop a emergency plan including things such as – evacuation procedures – Notification Procedures ( advising emergency services – medical treatment – Communication procedures between co-ordinater of the emergency response and everyone at the workplace. The plan is to be explained to all existing staff, and included in inductions for future staff. The plan needs to be displayed in a location that is accessible to all staff of the workplace. The plan will be reviewed at acceptable intervals no more than 5yrs to ensure its effectiveness or when there is a change warranting an update. Manual Handling- Minor- Major There is no mention of Lifting devices meaning injury is then Extreme Risk. Ensure adequate training of workers in regard to proper Manual handling. Ensure there is appropriate lifting devices for employees to use to minimise the risk of injury Location- Minor – Fatality. Due to proximity to day-care and nursing home and the fact it is on a busy rd which is prone to accidents there is a Extreme risk- the installation of safety barriers around ABC Chemicals to minimise the risk of damage caused by motor vehicle accident, set up exclusion zone for storage of any chemicals. Consultation with the aged care facility and the surrounding Businesses regarding ABC’s emergency Plan in case of incident Risk Controls 1.Eliminate a hazard, removing the hazard totally, Eg repairing damaged equipment immediately. If this is not reasonably practicable the next step is to minimise the risks so far as is reasonably practicable by doing one or  more of the following: 2.Substituting (wholly or partly) the hazard creating the risk with something that has lesser risk, Eg instead of using a lead based product, use a non lead based one 3.Engineering controls/. Isolation- the hazard from any person exposed to it, with use of Barriers etc, lifting devices for manual handling 4. Administrative controls. Training, provide manuals regarding H&S in the workplace,redesigning the job task. If the risk is still present, the remaining risk must be minimised, so far as is reasonably practicable, 5.PPE. such as Gloves, Safety Goggles etc A combination of controls should be used if a single control is not sufficient for the purpose. PPE is a last resort because it protects the person against the hazard but it does not remove the hazard

Format for a Business Report Essay

There are few standard rules for writing business reports that dictate what information should come in which section of the report. This format is followed in most of the business report examples, that one may refer to. The most widely used format consists of the following standard sections: Title Section: In a short report, this could be the first page bearing the title of the report, author name and date. The reason of making such a report could also be included in this section, so that the reader can establish an instant connection with the information in subsequent sections. In case of long reports, include the Table of Contents, Terms of References and so on. Summary: As the name suggests, this is the summary of the whole report. Then why include it in the beginning of the report itself? It is because this is the section that most of the senior personnel, who do not have enough time to go through the whole report, will read through. Hence, give a very clear and precise information about the problem/aspect of business that the report is analyzing. Also, include the main points, conclusions, recommendations and important results. Although, this section contains a lot of information, ensure that it is a small one. Treat the summary as a separate report and use bullets and numbered lists to highlight important points. Methodology: List the methodologies used in your research, like if you interviewed focus groups or consulted research firms. Also, give the reason why you resorted to using a particular methodology. Introduction: This is the first part of a proper report. Use this section to provide the background of the report. Highlight the reasons why the report is important for the readers. Include information about what is covered in the main body and the order in which the details are covered in the report. In case, the Terms of Reference has not been mentioned in the Title Section, Introduction is the section to include it. Main Body: This is the heart of the report. Arrange all the information in order of priority, so that this section follows a logical sequence. Divide this section further into subsections. Lend greater order to the Main Body using sub-titles within each subsection. A paragraph about the relevance of the findings of the report can also be included in this section. Data Tabulation: Another important factor when writing format of business report is data tabulation. Presenting your data in lists or tables can help in readily understanding the report. Also, data tabulation or listing, makes the report look professional and neat. So, accompany necessary lists or tables in your report whenever required. Make sure you use neutral colors to make tables and keep the list and tables looking neat and crisp. Conclusion: Present logical conclusions for the topic investigated in the report. One can also suggest an option for the way forward. In case, discussion has not been included in the Main Body, include it in the conclusion. Otherwise keep this section small. Recommendations: Since you have worked on the report, no one would have a better understanding of the topic than you. There may be a few solutions or actions that you think would be effective in dealing with the problem, investigated in the report. Include those solutions in this section. List them in bullets and numbered lists for easier comprehension. Appendix: Although very few people read the Appendix, the information in this section gives support to the arguments used in the report. It is the Appendix where the author includes all the sources and research information, in detail. Although it is not about creative writing, good writing skills are important in business information reports, as one needs to give comprehensive information using precise words. It is advisable to keep the language simple and lucid in a business report, specially in the Summary and the Recommendations, as these are the sections most commonly read by senior level managers. However, some technical jargon can be used in the Main Body, as this is the section that is mostly read by experts. In the world of business, time is money. Following a standard business report format is what senior level managers and busy businessmen look for, as it reflects what they value the most, that is effective utilization of time. You can find many such examples online and use them as a reference for designing a suitable report format.

Psychological review Essay

This interesting movie had many twist and turns that always kept you on the edge of your seat. The mysterious ending could have been interrupted in a variety of different views depending on the person watching the movie. The psychological role of the movie was tremendous, with patients ranging from paranoid schizophrenia to multiple personality disorders. The patients in the Manhattan Institute are suffering from various different disorders. The patient Prot was a delusional person that also suffered from PTSD. He thinks he’s from another planet, and many other of the patients are starting to believe him. Bess is another patient that is in a state of depression called paraiod schizophrenia and psychotic depression. Maria is a patient that is suffering from Multiple Personality Order. Her personalities vary form one to another. Howie is a patient that is on tranquilizers, and he has a desire for perfection. He spends most his time reading dictionaries and encyclopedias which enables him in his mind to speak without any mistakes. Prot is to be said from another planet, K-Pax. The evidence that is supporting his statement would be numerous events in the movie. First, he gave an entire map of his solar system and the exact coordinates. It was an amazing discovery that no other astronomer has yet discovered in our time. Next would be when the scientist said that Prot could see ultraviolet light, no human being can see this light. Also when Prot talked to the doctor’s dog about the kids sneaking up on the dog that the dog did not like that and the dog told him that which he talked to the kids about not sneaking up on the dog from the left side because he was hard of hearing in that ear. Prot said that he was going on a trip to Iceland and Greenland. The doctor didn’t believe him but Prot was missing for a couple of days. When he said he was going back to his planet at that exact time and date, a light came into the room and messed up all the security systems. Also Bess was missing because he said he was going to take one person back with him. After this incident Prot didn’t have to wear his sunglasses, and didn’t talk at all. All of the other patients didn’t recognize him at all. Also where Robert Potter lived near Roswell, New Mexico, which is a place where aliens have been spotted. Also after Robert killed the rapist and murderer he went down to kill himself in the river. The movie never really gives you the exact answer you are looking for as far as if he was an alien or not, it leaves the viewer to determine their own answer. All in All, k-pax is still one of my favorite movies just because of the psychological elements behind it.