Does Violence in Today’s Media Influence Aggressive Behavior Among Adolescence Essay

Chapter 1 Introduction Background and rationale There is increasing evidence that the programs aired on TV are responsible for the aggressive nature of children in their adolescent and early adulthood (Task Force on Television and Society. 1992). Cartoons and programs targeting children are more likely to have violent content than would an average soap opera or movie aimed at an adult audience. Violence aired on children’s shows is normally directed at the evil character or perpetrated by the ugly person who rarely gets punished. The victim of the violent act does not bleed or feel pain and as such the children believe that violence is acceptable as it does not cause any permanent damage. These misconceptions lead the children to adopt aggressive attitudes in a bid to imitate their TV stars. By reenacting scenes they watched, the children end up actually hurting one another and with time they internalize this behavior if they are not warned against it. This study is aimed at adding to the literature on the subject by investigating the influence of media violence on the aggressive nature of adolescents. By determining if a co-relationship exists between the exposure to media violence and the aggressive nature of adolescents in general, the research would have provided the basis for more research to be conducted into more detailed areas. The impact of TV violence on adolescents from different ethnic backgrounds, economic statuses and ages can be investigated to see if there are differences in overall results and if so why. This research will be deemed to have been successful it can come up with a general statement regarding the influence of media violence of the behavio r of children. Thesis Statement The researcher opines that, ‘media violence is responsible for the rise in adolescent aggressiveness in recent years.’ Statement of problem Parents, teachers, pediatricians and other stakeholders are increasing concerned at the trend of violent actions perpetrated by adolescents. The Columbine High School shooting shocked the nation into reassessing the triggers that make young people turn to extremely violent ways to deal with their problems. Video games and violent TV programs were singled out for mention as the possible contributors to the boys’ actions. In finding solutions to the problem of TV violence and its influence on adolescents, the stakeholders are keen to be better informed on the co-relationship between the two aspects so they can face the challenge more effectively. This research aims to fill the literature void and come up with realistic options that can be pursued. Chapter 2 Review of Literature In studies conducted by the American Psychological Association, it was found that the amount of violent TV watched had a corresponding effect on the level of violence exhibited by the viewer (Task Force on Television and Society, 1992.).The viewer becomes immune to the grim realities of violence and the consequences thereof that they begin to treat violence as an acceptable behavior. Cartoon figures rarely get hurt and violence meted on the characters appears funny as nobody bleeds even after being clobbered on the head with a hammer. The children attempt to play the same games they viewed on TV with painful results. Other programs glorify the use of armed weapons and killings such that the adolescents become desensitized and gradually accept violence as a mode of life and something to be emulated. Â  Unless the parents or caregivers can disabuse the children and get them to eschew violence, this view remains with them into adult life. Adolescents can be expected to act aggressively immediately after watching a violent movie (Comstock, 1980). The studies indicated that the individual is psyched up by the action viewed and needs little motivation to perpetrate violent actions against anything or anybody that will challenge their ego. Studies have indicated that children are more susceptible to media violence influences between the ages of 1-10. After that age the impact of media violence is tempered by the individual’s perception of life and a realistic view of things. By that time a child knows that being hit on the head with a hammer will cause a lot of pain and will not imitate everything they see on TV. However, adolescents can still be influenced to act violently especially if their hero succeeds through aggressive behavior (Lefkowitz, et al., 1977). Television programs have been scheduled such that the times those children are free to watch TV there is a lot of violence. Studies conducted found that between 8 and 9 am violence was screened at least 9 times while on Saturdays, the average number of violent scenes per hour peaked at 21(Greenberg et al., 1980). Yet another study established that parents have got to careful what they allow their children to watch as a lot of the programs being aired are violent or have adult themes that are unsuitable for adolescent viewing (Josephson, 1995). The findings further revealed that the viewing habits a child develops in their youth are carried on to adulthood. Thus, if they are used to violent movies, they will continue to prefer these over other programs and consequently internalize violent behavior as the accepted norm. In a bid to tackle the problem posed by media violence, specific measures must be taken by the caregivers to limit the exposure of the child to TV and to direct their energies to more productive pastimes. Where a child has developed aggressive behavior, it is crucial to counsel the child on the dangers of violence and encourage them to adopt a friendlier attitude towards people and life in general.

Effects of Broken Marriage to Children

Effects of Broken Marriage to Children SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE COURSE BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY BY Marie Julianne I. Reyes CHAPTER 1 INTRODUCTION Generally, most broken marriages are the result of domestic violence in the home, particularly men abused their wives physically and emotionally, and if are children are involved in the marriage, it means they all experience the situation and then, imagine the suffering they had to go through before the marriage finally leads to break up.All these affects the children negatively and often makes them feel unhappy, especially as it as involves detention battle, it’s as if the parent are fighting over the children. As divorce proceeds and it is time for realism. The way the children survive depends on how the parents handled the divorce proceedings. The more stressful, the harder it will be for the children. From time to time, even when the divorce proceeding was less stressful, th e children will suffer emotionally and otherwise and this in turn tends to affect their academic words.In a situation, where by the children love both parents very much makes the divorce even more difficult for them. They have to make a decision to follow one of the parents, either the mother or the father, though, they don’t even know which of them to follow or side without causing sorrow to the other one. Children from Broken Marriage, always have poor results due to the fact that they do not have happy home and there’s no atmosphere for reading. Since they are not always happy, they think a lot about their family. Statement of the ProblemThis term paper seeks to discuss how and why does husband and wife got to the point of separation and how it affects their children. The following questions will answer it: 1. What should couples do before deciding to end a marriage? 2. What are the factors that cause Broken Marriage? 3. How does divorce affect their children? 4. Wh at lies ahead on the future of children who experienced this kind of situation? Importance of the Study All children/teenagers who are in this situation will help them realized that it is not a hindrance for them to give up easily.They will know and learn how to manipulate what they had been experiencing. It can also help ex-husband and wives on how to handle the situation to their children. Scope and Delimitation of the Study The main idea of this study, is the emotion or feelings of children specially teenagers on how they react and how they really affected having a Broken Family. Research Method Used This topic needs to deal with Case and Clinical Studies. In this process, it will help to adjust, to have a treatment and therapy needed by cases studied. Definition of Terms Used 1.Annulment– states that no valid marriage was contracted because the legal requirement of marriage we’re not met. 2. Marriage– is a relationship between husband and wife. 3. Brokenâ₠¬â€œ it can use to describe a marriage that has ended in divorce, or a home in which the parents of the family are divorced, when you think this is a sad or bad thing. 4. Divorce– legal dissolution of marriage; disunion; to put apart. 5. Desertion– when one partner walks out on the other without notice. 6. Separation– when one spouse moves out with notice; legal disunion of married persons.The Body Of The Term Paper Effects of Broken of Broken Marriage to Children â€Å"Until death do us part† is a promise that has been repeated often in the traditional wedding vows. Nevertheless, many couples enter marriage equipped only with hopes and dreams. The knowledge they need to make this her promise come true is often overlooked. They may be convinced that their marriage will endure a lifetime. Marriages are much like any of the other friendships people have. They are strengthened and weakened in many of the same ways. Like friendships, marriages only work with effort.The mixture when two people get together can create any number of challenges, to the point that they want to separate. The factors that causes the couples got separated are because of their differences such as race, religion, nationality and education. Despite all efforts, some marriages do end. Divorce is the most common method. Other marriages are also ended through desertion and annulment. But before deciding to end a marriage, couples should think first what would be the effect of their decision to the people around them most specially to their children.The children are the most affected of the divorce because this can lead them negatively and often makes them feel unhappy. The pain that children go through when it comes to a broken marriage is devastating and the pain is caused only by the parents. A broken home can make a child insecure. Insecure in a sense that he had no longer had a complete family he can call his own and living without either his father or mother wil l create fear and insecurities in him. This feeling of insecurities will even trigger if he is around his friends who are living a normal, happy and complete life.The insecurities, self-doubt and lack of confidence in a child can eventually make him uninterested in school. Sometimes a child’s reaction on his parent’s announcement of a divorce is not visible. He keeps to himself the pain, shock and anger he feels. This in turn makes him vulnerable to anger, depression, revenge, alcohol, crimes, drugs and so on. He makes these as his outlets. Too much depression, alcohol addiction and drug dependency, if left untreated, can make him mentally ill or can turn him into criminal. He may even attempt to kill himself if he can no longer handle all the misfortunes which he thinks is killing him softly.Growing up in a broken home may also cause children to have difficulty in future relationships and cause them to struggle with the issue of trust. The parents should help their ch ildren to adjust to what has happened. They must be guiding their kids by being supportive and positive about the child’s relationship with the other parent. Children need calm; the information should be given at a level they can understand. And the most important thing is†¦ tell each child individually that he or she is not the cause of the divorce and always be loved by both parents.

Railway Work Shop

INDEX 1. Acknowledgement 2. Introduction 3. Layout of Railway Workshop 4. Salient Features of Jodhpur Railway Workshop 5. B. T. C. 6. Shop Organization 7. Machine Shop 8. Mill Wright Shop 9. Black Smith & Heat Treatment Shop 10. Roller Bearing 11. Corrosion Shop 12. Brake Gearing Shop 13. Lifting Shop 14. Project ACKNOWLEDGEMENT To make any endeavor successful, especially where the cooperation so many is needed, a lot of help is needed from those who are in a position to help.In the Engineering field only theoretical knowledge cannot satisfy an Engineer’s need and only on the basis an Engineer cannot do field work efficiently therefore it is very important for an Engineering student to opt some training. To get this knowledge every student of engineer college takes training according to his own branch in a well established factory or an organization in which work is being done practical and how practical work is managed in normal working condition. I am grateful to MR. RAJAT B HAGWAT, the Training and placement officer, M. B. M. Engineering College, Jodhpur for giving me the permission fro training.I would like to take this opportunity to thank all those who made my training at NORTH WESTERN RAILWAY WORKSHOP, (JODHPUR) not only possible, but also a learning experience. My sincere thanks to the Sh. Mr. B. C. Soni (B. T. C. Chief Instructor), Mr. M. S. Solanki (Sr. Instructor), Mr. R. K. Jain (Sr. Instructor), Mr. A. K. Gautam (Sr. Instructor), Mr. Rajesh Purohit (Sr. Instructor), Mr. Premdas Vaishnav (Sec. Engineer), Mr. Rajendra (Ju. Engineer), Mr. L. P. Verma (Sr. Sec. Engineer), Mr. Rajendra Sisodia (Store Clerk), Smt. Urmila Solanki (Office Clerk) I also express my sincere thanks to the incharge of B.T. C. for their regular Guidance and their helpful nature without which I cannot complete my training. I am also thankful to all the incharge of Jodhpur Railway Workshop and their sub ordinates and workers, which helped us a lot and shown the interest in u s, it gives me a great pleasure in presenting my training report on Jodhpur Railway Workshop. Sumita Hemrom B. E. II Year Student Mechanical Engineering M. B. M. Engg. College, Jodhpur ADMINISTRATIVE HIERACHYJodhpur workshop is handled by Chief Workshop Manager. He is assisted by a team of officers with the sectional staff as under: C. W. M. Sh. S. D. Meena Dy. C. M. E. Sh. D. S. Bhati W. M. Sh. J. P. Sharma W. E. E. Sh. R. S. Choudhary S. P. O Sh. N. S. Chawada S. A. F. A. Sh. K. C. Ramdeo X. En. Sh. D. R. Choudhary A. W. M. Sh. R. A. Yadav W. A. E. E. Sh. L. D. Gautam A. F. A. Sh. S. S. Ram INTRODUCTION Workshop is located near main Railway station of Jodhpur. This workshop is well established and running successfully as a complete organization.In 1969, to increase administrative efficiency, the post of â€Å"Works Manager† was upgraded to Deputy Chief Mechanical Engineer. Now a days, this workshop has not only stopped importing valuable and costly components but also st arted the production of some essential and sophisticate components. Along with this, the basic role of Jodhpur workshop is: – 1. Periodic over hauling of the Railway coach and bogies at the level. 2. Manufacture and repairing of components used in Diesel engine for Diesel shed. 3. Maintenance and repairing of all the machines, which are installed in Jodhpur Railway station. 4.Now a days, it is also engaged in production of some components, which needs to be replaced in Railway coaches and bogies. There are 16 regional head quarters in India which are as follows:- 1. Western Railway – Mumbai 2. Central Railway – Mumbai 3. Northern Railway – New Delhi 4. Southern Railway – Chennai 5. Eastern Railway – Chennai 6. South Eastern Railway – Calcutta 7. North Eastern Railway – Gorakhpur 8. South Central Railway – Secundarabad 9. North East Frontier Railway – Guwahati 10. East Central Railway – Hazipur 11. North Cen tral Railway – Allahabad 12. North Western Railway – Jaipur 13. West Central Railway – Jabalpur 4. South Western Railway – Hubli 15. South East Central Railway – Bilaspur 16. East Coast Railway – Bhuvaneshwer SALIENT FEATURES OF JODHPUR RAILWAY WORKSHOP | 1. |Total Area | 115339 sq. m. | | 2. |Covered Area (Shed + Buildings) | 48983 sq. m. | | 3. |Track length | 8820. 9 m. | | 4. |Road Length | 1564 m. | | 5. Electric Consumption | 2. 2 lac units/month | | 6. |No. Of Machines | 446 | | 7. |Standby Generation Capacity | 796 KW | | 8. |Power Demand | 1240 KVA | | 9. |Power Factor | 0. 85 | | 10. Water Storage: Underground | 3337 lit. | | |Overhead |225 lit. | | 11. | Pneumatic Power By | 10 Compressors | POWER SUPPLY The electricity is supplied by JVVNL and is also generated by generator sets in case of supply failure. The requirement of electricity in workshop is as follows:- | 1. |Connected Load | 4600 KVA | | 2. Demand | 1360 KVA | | 3. |Maximum Demand | 1400 KVA | | 4. |Actual Utilization: Day Shift | 110-1250 KVA | | |Night Shift |400-500 KVA | | 5. |Average Consumption per day | 9000 Units | | 6. Lighting Consumption Per Month | 15000 Units | Today the staff strength stands at 2400 employees including 150 supervisors and 6 administrative officers. In 1992 it achieved the ISO 9001 certificate. Shop Organization [pic] BLACK SMITH AND HEAT TREATMENT INTRODUCTION Smithing is understood to handle relative small jobs only such as can be heated in an open fire or hearth. The shop in which the work is carried out is known as smithy’s or smithy shop and various operation are performed by means of hand hammer or small power hammers.Forging refers to production of those parts which must be heated in a close furnace. The portion of work in which forging is done is termed as the forge and work is mainly performed by means of heavy hammers, forging machines and presses. Shaping of metal is done either by steady comp ression or by impact between hammer and anvil after heating it above recrystallisation temperature in forging. Forging can be defined as the controlled plastic deformation of metal at elevated temperature in to a predetermined sizes and shapes using compressive forces exerted through some type of die by a hammer, a press or an upsetting machine.The B. S. H. T. shop is divided as:- 1. Draw gear section 2. Buffer section 3. Spring section INSTALLATIONS 1. Pneumatic power hammers (5 nos. ) 250 kg. Capacity-2nos. 500 kg. Capacity-1nos. 1000 kg. Capacity-2nos. 2. Hydraulic presses (3 nos) 3. Combined shearing, punching and nibbing machine (1 nos) 4. Spring testing machine (2 nos. ) 5. Air blowers (2 nos. ) 50 h. p. 6. Grinder (1 nos. ) 7. Circular saw (1 nos) 8. Power hacksaw (1 nos ) 9. Furnace (6 nos) 10. Shot peening machine (1 nos) 11. Tension (proof load ) testing machine (1 nos) PNEUMATIC POWER HAMMER:-The hammer has two cylinders compressor cylinder & ram cylinder. Piston of compr essor cylinder compresses air and delivers it to the ram cylinder where it accelerate the piston, which is integral with ram delivering the blows to the work. The reciprocation of the compression piston is obtained from a crank drive which is powered from a motor through reducing gear. The air distributor device between the two cylinders consist of rotary valves with parts through which air passes into the ram cylinder, blows & above the piston, alternatively. This drives the ram up & down respectively. HYDRAULIC POWER PRESS:-In power press the ram is driven by power instead of hand as in the case of hand press , The principal of a typical forging press is as follows:- The fluid passes first from a large capacity tank to a pump and then is delivered on the press with the aid of an accumulator and distributor at a pressure of at a pressure of at 200 to 300 kg/cm. The accumulator fluid pressure flows into to main cylinder and pressure on the top of the large piston. Since the cross-se ction area of the piston in the main cylinder is large, the press ram is forced down upon the material to be forged which lies on the anvil with high total power.Each power stroke the large piston is returned into its initial position by action of the working fluid on the piston rod in the pull back cylinder. To perform this motion, a relatively lower fluid pressure, but a large volume of water per unit time is required to accelerate the return stroke. FURNACES: The job is heated to correct forging temperature in a hearth or furnaces. The gas and oil are economical, easily controlled and most widely used fuels. In workshop, we used coal and crude oil as fuel forge furnaces are built so as to ensure a temperature up to 1350 degree centigrade in their working chamber.Two types of furnaces are used in this shop:- 1. Coke fired furnaces 2. Coal fired furnaces In cock furnace coke is used as fuel. In oil fired furnaces diesel is used as fuel. Diesel is sent by cast iron pipes from diesel tank in an injector and compressed air is sent on high intensity by a blower. The air jet mixed with diesel is used as fuel in oil fired furnace. Furnace are used to red hot the raw material to the required temperature. Fuel is injected into these furnace with a great pressure associated with air blast. This high pressure is generated by centrifugal air compressor, which is situated in the shop itself.This compressed air from the compressor is then taken to several furnaces through the underground pipes. One man is present near the furnace that puts the raw material and takes out the red-hot material, which is then placed under power hammer. After acquiring the required shape, these products are either hardened by various hardening procedures or simply cooled to the atmospheric temperature. Draw Gear Section:- The draw gear and screw coupling are used to connect two coaches to each other. These are designed for a proof load of 75tones and breaking load of 130t.The components are sp ecially heat treated to achieve the load bearing capacity. In maintenance procedure of draw gear and screw coupling stress relieving is done. The components made of st 60-61 are to be stress relived and the new material introduced for draw gear IS: 5517-93 Grade35Mn6M03 is not to be heat treated. The maximum temperature up to which draw gear can be heated is 550 C. Buffer Section:- Buffers are used to absorb the shock during impact action of coaches. Apart from absorb the impact energy it also guide the coaches to align in track during turn on curvature.Each buffer has capacity of 1030 kg-m with a total stroke of 127 mm. Rubber springs are used in this buffer assembly so it have low absorption capacity in earlier part of the stroke which rises rapidly towards the end resulting in absorption of high shock loads and transmitting of minimum end pressure to under frame. Components of buffer assembly: ? Buffer casing (cast steel) ? Buffer plunger (cast steel, forged) ? Rubber buffer pads ? Buffer spindle ? Destruction tube ? Recoil spring ? Recoil spring parting plate ? Buffing spring parting plate ? Recoil spring washer ? Face plate for buffer plunger M-24 Hex head bolt Spring Section:- The springs are used in the bogie for the suspension system of coaches. There are two types of suspension as primary and secondary suspension. The springs classified to primary and secondary system by the load carried by them. Fig: Inspection procedure:- Inspect all components visually for dimensional distortion and surface defects such as cracks, wear, dent marks and pitting etc. Remove scale, rust, light cracks by grinder. Stress relieving. In case of doubt of cracks dye penetration or magna flux machine is used to check the cracksLoad test is done on load testing machine for 100t to 150t. In all this procedure if component is find ok then it is dispatched to the assembly. ROLLER BEARING In passenger coaches of Indian Railway system, only single bearing type axle box arrangement is used, means only two bearing are used to support the axle. The bearing used for this purpose is of Spherical Type Roller Bearing. CONSTRUCTION:- Spherical roller bearing consist of an outer ring having a spherical race way within which two rows of barrel shaped rollers operate. These rollers are guided by an inner ring with two raceway separated by a center rib.This bearing has self alignment. Spherical roller bearings have a large capacity for radial loads, axle loads in either direction. Spherical roller bearing no. 22336/c3 with 130 mm parallel bore on the inner ring are being used on ICF type coaches. They are directly shrunk fit on the axle journals. These roller bearings are to be inspected periodically as per schedule. Fig: TOOLS AND PLANTS FOR MAINTENANCE OF ROLLER BEARING:- |S. no. |Function |Equipment used | |1. Cleaning of roller bearing |3 stage cleaning plant or pre wash, wash & water rinsing | |2. |Dismounting of spherical roller bearings |Hydraulic dismounting equ ipment-withdrawal nut | |3. |Mounting of roller bearings |Induction heater with demagnetizing device | |4. |Securing of end locking bolts |Torque wrench | |5. |Visual inspection of demounted roller bearings |Magnifying glass with light | |6. Checking of radial clearance |Long feeler gauge | |7. |Measurement of journal |Outside micrometer | | | | | | | | | DISMOUNTING OF BEARING:- ? For dismounting of bearings, special hydraulic dismounting equipment is used.This machine injects oil between the journal and bore to the inner ring with high pressure which expands inner ring resulting in breaking of interference. The bearing becomes loose on the journal and slides over it. The bearing is then removed from the journal and sent to the cleaning plant. ? All components of bearing such as inner ring, outer ring, rollers, and cage are examined for cracks, damage and breakage. If bearing is found free from all the defects mentioned above, the radial clearance is measured with feeler gauge. R adial clearance is not within prescribed limits, the bearing is rejected.RECOMMENDED RADIAL CLEARANCE LIMITS FOR BEARING IN DISMOUNTED CONDITION: |Bearing make |Radial clearance | |SKF |0. 105 to 0. 296 mm | |NBC |0. 080 to 0. 190 mm | MOUNTING OF BEARING:- ? Before mounting the bearings, it is checked that journal and shoulder diameters are within permissible limits. All direct mounted spherical roller bearing have interference fit with axle journal, therefore it requires heating and shrinkage fitting. Heating of bearings is done by using an induction heater. Fig: ? Temperature range for heating the bearing is 100 to 120 centigrade. ? Induction heating is a quick, safe, energy saving and environment friendly process. In this system, bearing is short circuited to perform as a secondary winding whereas the core winding is at primary side. Bearing is placed around a yoke. Due to principal of induction current, bearing is heated due to its electrical resistance and attains the desired temperature. It is recommended to set the machine in such a way that it takes 5 to 7 minutes to attain the temperature of 120c maximum of bearing. ? Heated bearing mounted on journal with the help of hook and it is positioned by giving light taps with plastic hammer. BEARING IS REJECTED FOR THE FOLLOWING DEFECTS: ? Pitted or flaked roller tracks and rollers. ? Cracked or deformed or badly worn out cage ? Cracked inner or outer ring ? Scored or damaged outer surface of the outer ring. ? Indentation or rings or rollers ? Scoring of roller tracks or rollers ? Corrosion damage Excessive or less radial clearance CORROSION SHOP ICF coaches incorporate a no. of pressed steel sections made of thin sheets (1. 6, 2. 0, 2. 5, & 4 mm) and plates of thickness 5 to 16 mm in the construction of the shell. These sheets are considerably stressed as the design of the coaches is based on the principle of a self supporting structure and it is essential that these coaches are maintained in good conditi on free from corrosion. Corrosion is take place when a steel surface comes in contact with moisture. For prevention the corrosion, film of paint is coated on steel surfaces.In addition to it, application of an inhibite Zinc Chromate Red Oxide Primer is done to prevent the surfaces coming in contact with atmosphere. Surfaces which are not finish painted have also been given ? coats of bituminous emulsion which gives added protection to the steel surfaces by excluding moisture along with primer. If due to some reason like abrasive action of sand, the bituminous film brake down, the inhibitive primer acts as a second line of defence. Corrosion of steel surfaces starts only when both the bituminous and the primer suffer mechanical injury.Corrosion is indicated by: ? Flaking of paints ? Flaking of metals ? Pitting and rusting Corrosion can be classified into two categories as vulnerable and not vulnerable. Vulnerable corrosion of parts means, the parts are fully corroded and they should be changed for further operation. The examples of vulnerable members in coaches are tubular frame below lavoratories, trough floor in bays, sole bar, body pillars etc. Not vulnerable parts mean the parts which are corroded to little depth and they may be use still by treatment of corrosion.The examples of mot vulnerable members are head stock inner and outer along with stiffening tubes, roof sheets, body side doors, partition walls, water tank ceiling construction, battery box etc. All the components of coaches are examined in following way for corrosion:- ? Visual inspection ? By spiked hammer ? In the inner surfaces by making g the holes in corresponding component. ? If the components are corroded excess as prescribed limit then change the component by new one. ? And if the component is not so much corroded then repair the component by scrapping old coats of paint and make new coats of paints of anticorrosive layerBRAKE GEAR SHOP Presently coaches are mounted with air brake system instead of vacuum brake system due to better braking application. The air brake used is TWIN PIPE GRADUATED RELEASE AIR BRAKE SUSTEM. In this system two pipes known as feed pipe and brake pipe are used, instead of that there are two brake cylinder on each bogie, one auxiliary reservoir, a distribution valve, a control reservoir etc. The air brake system uses compressed air supplied by the main reservoir in locomotive. The locomotive compressors charge the feed pipe throughout the length of the train .The feed pipe is connected to the auxiliary reservoir and the brake pipe is connected to the brake cylinder through the distributor valve. Brake application takes place by dropping the pressure in the brake pipe. Charging the brake system †¢ Brake pipe throughout the length of train is charged with compressed air at 5 kg/cm2 †¢ Feed Pipe throughout the length of train is charged with compressed air at 6 kg/cm2 †¢ Control reservoir is charged to 5 kg/cm2 †¢ Auxiliary reservoir is charged to 6 kg/cm2 Brake application stage For brake application the brake pipe pressure is dropped by ventilating air from the driver’s brake valve.Subsequently the following actions take place †¢ The control reservoir is disconnected from the brake pipe. †¢ The distributor valve connects the auxiliary reservoir to the brake cylinder and the brake cylinder piston is pushed outwards for applications of brakes. †¢ The auxiliary reservoir is however continuously from feed pipe at 6kg/cm2 |Description |Reduction in B. P Pressure | |Minimum Brake application |0. 5 to 0. kg/cm2 | |Service Brake application |0. 8 to 1. 0 kg/cm2 | |Full service Brake application |1. 0 to 1. 5 kg/cm2 | |Emergency Brake application |Brake pipe is fully exhausted and its pressure reduces | | |to almost zero. | Brake release stage: Brakes are released by recharging brake pipe to 5 kg/cm2 pressure through the driver’s brake valve. ? The distributor valve isolated the brake cylinder from the auxiliary reservoirs. ? The brake cylinder pressure is vented to atmosphere through DV and brake cylinder moves inwards. [pic] BRAKE CYLINDER Every coach fitted with air brake system, have two brake cylinders for actuating brake rigging for the application and release of brakes. During application of brakes the brake cylinder develops mechanical brake power by outward movements of its piston assembly, by receiving air pressure from auxiliary reservoir through the distributor valve.This mechanical power is transmitted to the brake shoes through a combination of levers. During release action of brakes the compression spring provided in the brake cylinder brings back the rigging to its original position. The cylinder body is made out of sheet or cast iron and carries the mounting bracket, air inlet connection rib and flanges to the cylinder body a dome cover is fitted with the help of bolts and nuts. The dome cover enclosed the spring and passage for the piston trunk which is connected to the piston by screws.The piston is cast iron having a groove in which piston packing is seated . piston packing is of oil and abrasion resistant rubber material and is snap fit to the piston head. The packing as self lubricating characteristic which ensure adequate lubrication over a long service period and extends seal life considerably. AUXILARY RESERVOIR The auxiliary reservoir is a cylindrical vessel made of sheet metal. On both the ends of the reservoir, flanges are provided for pipe connections. One end of the auxiliary reservoir is charged through the feed pipe to a pressure of 6 kg/cm2 .At the bottom of the auxiliary reservoir, a drain cock is provided for draining out the condensate/moisture . The auxiliary reservoir should be overhauled in every POH. DISTRIBUTOR VALVE Distributor valve is the most important functional component of air brake system and is also referred as the heart of air brake system. The distributor valve sense drop and rise i n brake pipe pressure for brake application and release capacity. It is connected to the brake pipe through branch pipe.Various other components connected to the distributor valve are auxiliary reserve reservoir, brake cylinders and control reservoir. FUNCTION OF DISTRIBUTOR VALVE For application and release of brakes the brake pipe pressure has to be reduced and increased respectively with the help of driver’s brake vale. During these operations the distributor valve mainly performs the following function. i) Charges the brake system to regime pressure during normal running condition. ii) Help in graduated brake application, when pressure in brake pipe is reduced in steps. ii) Helps in graduated brake release, when pressure in brake pipe is increased in steps. iv) Quickly propagates reduction of pressure in brake pipe throughout the length of the train by arranging additional air pressure reduction locally inside the distributor valve. v) Limits maximum brake cylinder pressu re for full service applicationemergency application. vi) Control the time for brake application and brake release depending on service conditions. vii) Facilitates complete discharge of air from the air brake system manually with the help of operating lever. iii) Protects overcharging of control reservoir when the brake pipe pressure is quickly increased for releasing the brakes. C3W DISTRIBUTOR VALVE The C3W distributor valve consists of: 1) Main body 2) Quick service valve 3) Main valve 4) Limiting device 5) Double release valve 6) Auxiliary reservoir check valve 7) Cut off valve 8) Application choke 9) Release choke OPERATION OF C3W DISTRIBUTOR VALVE For effective functioning of air brake system, the distributor valve has to operate effectively during 1) Charging stage 2) Application stage 3) Release stage 1) CHARGING STAGEDuring charging stage the compressed air flows from the brake pipe and enters into the brake pipe chamber of main valve, cutoff valve and quick service valve. Due to this pressure the various valve get activated and perform as under MAIN VALVE Due to brake pipe pressure acting on top face of the large diaphragm, differential pressure acts on the main valve. As a result the hollow stem moves downward there by connecting brake cylinder to atmosphere. In addition these because of BP pressure at top of large diaphragm it press ring and trigger. This action unlocks the CR release valve by raising upward the locking rod.CUT OFF VALVE As brake pipe pressure enters into the cut off valve it flows through the solex jet and valve, (which is held upon due to action of BP pressure on bottom side of the lower diaphragm) to the control reservoir, as the CR & BP pressure equalizes, diaphragm assembly comedown and valve reach to lap position. The control reservoir pressure now also reaches to the upper portion of top diaphragm of quick service valve and the bottom portion of large diaphragm of main valve simultaneously, the auxiliary reservoir is charge d with BP pressure reaching from cut off valve chamber- via auxiliary reservoir check valve. ) APPLICATION STAGE EMERGENCY APPLICATION During emergency application the brake pipe pressure is reduced rapidly to 0 kg / cm2 by the driver’s brake valve. Because of this drop the position of the various valves will be as described below. MAIN VALVE: With drop in BP pressure to 0 kg / cm2 differential pressure acts across the large diaphragm. As a result the hollow stem is moved in upward direction and pushes the check valve there by opening the passage for entry of auxiliary reservoir pressure at top portion of main valve. This pressure then gets a way to break cylinder through limiting device.The brake cylinder thus gets charged with the compressed air. This pressure is known as BC-pressure. LIMITING DEVICE The auxiliary reservoir pressure, which entered into the top position of main valve, now enters the limiting device through the valve, which is held open. From limiting device air pressure now enter the brake cylinder. When the BC pressure rises to 3. 8 kg / cm2 the upwards force on the diaphragm lifts the guide and the valve at the bottom of the limiting device gets closed. Thus further entry of air into the brake cylinder stops. When the brake cylinder pressure reaches 3. kg / cm2 this pressure i. e. BC pressure act on Top face of small diaphragm of main valve ? Bottom face of upper diaphragm of cut off valve ? Top (small chamber) of quick service valve Now because of this BC pressure acting at main valve small diaphragm, the hollow stem is pulled down. As a result the check valve at top comes down to close stage and assume lap position with the hollow stem closing further entry of AR pressure. CUT OFF VALVE: In cut off valve the bottom face of the upper diaphragm is subjected to BC pressure because of which guide is lifted.Also the upper portion of lower diaphragm is subjected to CR pressure, which pushes the total assembly downwards. This action close s the valve off cut off valve, these by isolating it from control reservoir pressure. QUICK SERVICE VALVE In quick service valve BC pressure acts at the top of valve and control reservoir pressure act at top face of upper diaphragm, As a result the stem is pushed down BP pressure inside the DV is at â€Å"0† kg / cm2 the residue BP pressure from the bulb of quick service valve will flow back and vent to atmosphere with the BP line.GRADUATED APPLICATION During graduated brake application the brake pipe pressure is draped in steps by driver is brake valve. The movement of various valve assemblies is almost in the some direction as during emergency application, but their movement is comparatively less. In the main valve however after each application the hollow stem assumes the lap position with the check valve. In addition to this during graduated application the bottom valve of limiting device is held open to allow compressed air to enter into brake cylinder. When BC pressure reaches 3. kg / cm2 the bottom valve in the limiting device gets closed, similarly at the time of full service application as the BC pressure reaches 3. 8 + 0. 1 kg / cm2 within specified time, the position of various valve assemblies will be the same as described above. 3) RELEASE STAGE When the brake pipe pressure is increased in steps for graduated release of breaks the position of different valve is as described below. MAIN VALVE At the top face of large diaphragm as the BP pressure increases, the hollow stem is moved down ward leaving its lap position with check valve.The BC pressure thus finds a passage from top of hollow stem to exhaust to the atmosphere. This action reduces pressure on top of the upper diaphragm and the hollow stem engine lifts up to lap position. It closes the hollow stem top portion. The some cycle is repeated when BP is increased during next stage. In this way graduated release effect is obtained. CUT OFF VALVE; As the BP pressure increase the position of cut off valve remains similar as in graduated application i. e. the cut off valve will remain close isolating CR pressure from brake pipe pressure. QUICK SERVICE VALVEWhen the BP pressure is increased then as explained above from the main valve the BC pressure gets exhausted to atmosphere. This action gradually reduces the BC pressure. When BC pressure reduces to 0. 8 kg / cm2 during brake release, the force at the top of the quick service valve, becomes comparatively less than BP pressure present in Quick service valve. As a result the valve at top gets lifted thereby giving passage to blocked BP pressure to atmosphere with the exhaust of BP pressure the quick services valve of the distributor valve again gets ready for next brake application. MANUAL RELEASEDouble release valve provides for accelerated manual brake release when is particularly useful during shunting operation. A short pull on the lever of double release valve is all that is needed. This action opens the control re servoir release chock valve, which is then held open by the locking rod, venting control reservoir through the open control reservoir release check valve brings the main valve to release position and exhaust the brake cylinder pressure through the hollow stem. PASSENGER EMERGENCY ALARM SYSTEM It consists of two components: 1. Passenger emergency alarm signal device (PEASD) 2. Passenger emergency alarm valve(PAEAV)These two components in combination give an indication to the e driver that some passenger is in need to stop the train. The indication is transmitted from the coach when the passenger pulls the chain. Passenger Emergency Alarm Signal Device:- PEASD is a manually operated pilot vent valve. It is operated through mechanical force exerted by pulling the alarm chain provided inside the coaches for emergency use. Passenger Emergency Alarm Valve:- Passenger coaches are fitted with an alarm chain pull arrangement. Alarm chain is connected to the two PEASD which are situated at ei ther side of one end wall of the coach.PEASD’S are connected to the PEAV through a 10mm control pipe. BP pressure is fed to the PEAV through a 20mm branch pipe, in the event of alarm chain pull air is depleted form the control pipe connecting PEAV and PEASD causing BP pressure to exhaust through the 4 mm choke in the PEAV. This causes partial application of brakes. This drop in pressure in the brake pipe line is also observed in flow meter fitted in the locomotive for the driver to stop the train. LIFITING SHOP The main constructional and design feature of the ICF/RCF all-coil bogies, used on mainline BG coaches are briefly described as follows: |S. No. Description |Parameters | |1 |Maximum Axle load bearing |16,25t,13t | | |capacity | | |2 |Wheel base |2896 mm | |3 |Wheel Diameter |915 mm | |4 |Axle guidance |Telescopic axle guide with oil damping | |5 |Primary suspension |Coil spring | |6 |Secondary suspension |Coil spring | |7 |Shock absorbers |Vertical dashpot in prim ary suspension | | | |Hydraulic double acting vertical shock | | | |Absorber in secondary suspension. |8 |Transfer of coach body weight |Through bogie side bearer pitched | | | |at 1600mm | ALL-COIL ICF BOGIE The bogies being currently manufactured by ICF/RCF which have been accepted as standards of the Indian Railways and are of an all welded light weight construction. Axles are located on the bogie by telescopic dash pot and axle guide assemblies. Helical coil springs are used in both the primary and the secondary stages. The axle guide device provides viscous damping across primary springs while hydraulic dampers are provided across the secondary stage.Dampers are protected against misalignment by resilient fittings. Isolation of vibration is effected by rubber pads in primary and secondary suspension. Deflection due to the tare weight is almost equally divided between axles and bolster springs. Weight of coach body is transferred to its bogie by side bearers consist of lubricate d metal slides immersed in oil baths. No vertical weight transfer is affected through bogie pivot and the pivot acts merely as a centre of rotation and serves to transmit tractive / braking forces only. BOGIE ASSEMBLY The bogie frame and components are of all-welded light construction with a wheel base of 2. 896 metre.The wheel sets are provided with self-aligning spherical roller bearings mounted in cast steel axle box housings. Helical coil springs are used in both primary and secondary suspension. The weight of the coach is transferred through side bearers on the bogie bolsters. The ends of the bogie bolsters rest on the bolster helical springs over the lower spring beam suspended from the bogie frame by the inclined swing links at an angle 70 . Hydraulic shock absorbers and dash pots are provided in the secondary and primary suspensions respectively to damp vertical oscillations. AXLE BOX GUIDE WITH DASH POT ARRANGEMENT Axle box guides are of cylindrical type welded to the botto m flanges of the bogie side frame with close dimensional accuracy.These guides together with lower spring seats located over the axle box wings house the axle box springs and also serve as shock absorbers. These guides are fitted with guide caps having nine holes of diameter 5 mm equidistant through which oil in the lower spring seat passes under pressure during dynamic oscillation of coach and provide necessary damping to primary suspension to enhance better riding equality of coach. This type of rigid axle box guide arrangement eliminates any longitudinal or transverse relative movement between the axles and the bogie frame. The quantity of oil required to achieve 40 mm oil lever above the guide cap in modified arrangement is approximately 1. 6 liters and in unmodified arrangement is approximately 1. 4 litters. AIR VENT SCREWSOn the bogie side frames, directly above the dash-pots, tapped holes are provided for replenishing oil in the dash pots. Special screws with copper asbestos washers are screwed on the tapped hole to make it air light. BOGIE BOLSTER SUSPENSION The bolster rests on the bolster coil springs- two at each end, located on the lower spring beam which is suspended from the bogie side frame by means of bolster-spring-suspension (BSS) hangers on either side. The two anchor links diagonally positioned are provided with silent block bushes. The links prevent any relative movement between the bogie frame and coach body. SPRINGS In ICF bogie, helical springs are used in both primary and secondary suspension.The springs are manufactured from peeled and centre less ground bar of chrome vanadium/chrome molybdenum steel conforming to STR No. WD-01-HLS-94(Rev. 1) CENTRE PIVOT ARRANGEMENT The centre pivot pin joins the body with the bogie and transmits the tractive and braking forces on the bogies. It does not transmit any vertical load. It is equipped with rubber silent block bushes which tend to centralize the bogies with respect to the body and, to some extent, control and damp the angular oscillations of the bogies SIDE BEARERS The side bearers are provided to support the weight of the coach. It consists of a machined steel wearing plate immersed in an oil bath and a floating bronze-wearing piece with a spherical top surface kept in it, on both sides of the bogie bolster.The coach body rests on the top spherical surface of these bronze-wearing pieces through the corresponding attachment on the bottom of the body-bolster. The whole arrangement is provided with a cover to prevent entry of dust in the oil sump. ANCHOR LINKS The floating bogie bolster which supports the coach body is held in position longitudinally by the anchor links which are pinned to the bolster sides and the bogie Transoms. One anchor link is provided on each side of the bolster diagonally across. The links can swivel universally to permit the bolster to rise and fall and sway side wards. They are designed to take the tractive and braking forces. The anchor link s are fitted with silent block bushes SILENT BLOCKThis is a synthetic rubber bush fitted in anchor link and center pivot of ICF bogies to transmit force without shock and reduce noise. EQUALISING STAYS This Device has been provided on bogies between the lower spring plank and the bolster to prevent lateral thrust on the bolster springs which have not been designed to take lateral force. These links have pin connection at both ends and therefore can swivel freely. BOLESTER SPRING SUSPENSION HANGERS (BSS HANGERS) In the secondary suspension the bolster is supported on helical coil springs which are placed on the lower spring plank is suspended from the bogie side frame through BSS hanger on hanger blocks. SHOCK ABSORBERSHydraulic shock absorber is also provided to work in parallel with the bolster springs to facilitate damping for vertical oscillations. WORKSHOP MAINTENANCE- BOGIE SHOP 1. Coach Lifting 2. Bogie cleaning 3. Bogie dismantling 4. Component cleaning 5. Attention to compon ents 6. Repair of components 7. Bogie assembly 8. Load testing and adjustment 9. Lowering of coach 10. Final adjustment OBJECT:- To study inspection & testing procedure of helical spring of coaches also suggest methods of improvement to reduce rejection & prevention from corrosion. USE OF SPRINGS:- Springs are used in the suspension system of coaches to absorbs the jerks developed during running of coach and provide comfort to the passengers. INSPECTION OF SPRINGS:- Springs are inspected during every POH.The inspection procedure is as follows: ? Springs which are lowered from the bogie are sent for the washing in spring section. Here the springs are dipped in the caustic soda tank for 12 to 16 hrs. so the oil, grease, scale etc are cleaned. ? Springs are then washed by the water jet. ? Visually inspect the springs for breakage, welding marks, cracks and corrosion pits. ? Shot peening for surface finish and fatigue relief of springs. ? Cracks are tested in magna flux machine. ? Codin g of springs ? Anti corrosive coating of red oxide, and painted. ? Load test ? Grouping SHOT PEENING:- Shot peening is done for the surface finish and fatigue relief of springs.In shot peening process small particles of chilled iron are blasted on the springs with high velocity, so these particles works as abrasive and take away a fine layer of metal with it. And the surface of springs looks clean. Rotary Table Type Shot Blasting machine is used for the shot peening process. This machine has two tables which alternately loaded by springs. The max. dia of job is 1800 mm and load carrying capacity is 2500kg.. At a time 25 axle box springs or 18 bolster springs can be shot peened by the machine. TESTING OF CRACKS:- It is nondestructive method of testing. Magna flux machine is used for detection of cracks in spring. The spring is first bathed by the solution of flouroscent, iron powder and kerosene.Then the springs are magnetized by the machine with clamping in machine itself. When the springs are magnetized, the springs are lightened by the ultraviolet lamp. Since the process is done in the dark room, so if the springs have cracks then this flouroscent shines which penetrated in the springs due to crack ness and detection of cracks is done so the spring will rejected. LOAD TEST:- After coding and coating of paint the springs are sent to the load test. The springs are tested for the 2000ton load and this load is kept for 1 to 2 minutes. If the springs can sustain this load with limited deflection then springs are selected else rejected. METHODS OF IMPROVEMENT:- Use the springs made of standardized material as suggested by Railway’s Standard. ? The springs should be made of fine grained spring steel. ? Use the springs manufactured by the authentic company and also notice the manufacturing process of springs should be according to the standardized method. ? 100% of springs should be checked for all the test procedure. PREVENTION FROM CORROSION:- Springs shoul d be coated with the anticorrosive paint and black bituminous paint. ———————– Technician 2 Technician 1 Senior technician Supervisor Supervisor Junior Engineer 2 Junior Engineer 2 Junior Engineer 1 Junior Engineer 1 Section Engineer Senior Section Engineer (SSE) Helper

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History in America Essay Domestic abuse has a long and harmful history in America. Generally it occurs when the man within the family seeks to maintain or create control over his wife or loved one through a variety of motives which in the end, are counterproductive and which usually further the distance between the victim and the perpetrator which had already existed in the beginning and which contributed to the start of the abuse. What is starting to gain some light in recent years is the fact that men sometimes can be the victims of intimate partner abuse, both from homosexual and heterosexual relationships and which can be very damaging to the relationship in both cases. Abuse can be divided into physical, emotional, economic and spiritual. (Cook, 2003 pg. 13) All four can and often times do, place irreversible damage on the victim which if they are to ever recover from the abuse, can often times takes years and sometimes decades to recover. Others will never fully recover and in carrying that hurt, such abuse serves as a severe impediment to the victim ever carrying out successful and intimate relationships with future individuals. This is how intimate partner abuse can be so destructive. A black eye will completely heal in the matter of a couple of weeks at the most. However, a bruised psyche and emotional hurt can often times linger when there seems to be no outside effects on the victim. Only when that victim engages in a intimate relationship with an outside party will such hurt often times come to the surface and can sometimes completely negate the ability of the couple to continue in a successful and loving relationship as the victim may be forever scarred as a result of the previous abuse. Further understanding of the causes of domestic violence and the ways in which it can be dealt with and even prevented is so very important to not only the victim and his or her loved ones, but also their future relationships and also, the perpetrator himself. In doing this, the individual can better identify the reasons why he acts out in such a fashion and in doing so, it becomes that much more likely for the motivation to be identified and then corrected in one way or another. In the end, domestic violence can take on many forms and each case of intimate partner abuse can be the result of a single motivating factor or the combination of various factors and all to varying degrees. Domestic violence will not be disappearing anytime soon from our society but in the recognition of the causes and lasting and damaging effects of such abuse, one may be better educated and prepared to identify it and stop it from ever occurring. 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Facial expressions or threatening body postures can also constitute an example of emotional or mental violence. The third is economic or social abuse. This is where one member of the family controls the other’s money in such a stringent sense that the victim is under strict economic dependence upon the perpetrator to a degree that a sense of empowerment is concluded and usually is the chief motivating factor. Social abuse is when the social life of the victim is dependent completely upon the perpetrator as he or she dictates who, the victim will see and how often. The victim usually suffers from a decrease in the number of friends in comparison to the time when the victim was not under the control of the perpetrator. Lastly, the fourth most common form of family violence or abuse is spiritual abuse. This is the prevention of the victim’s spiritual faith to be practiced in the home. This can also constitute a repeated harassment of the victim’s faith and personal beliefs to the point of ridicule. This also takes a toll on the victim but is one that has not received the same amount of coverage from violence prevention groups and therefore, there is less known as the repetitive of the violence as well as its direct effects upon the victim. All forms of family violence is harmful to the individual but the one that is the most common as well as the most dangerous is physical violence within the home. Often times, this relates to sexual violence. â€Å"Sexual violence is defined as the use of physical force to compel an individual to participate in a sexual act which is against the will of both people involved. † (Cook, 2003 pg. 23) When one of the participating parties is forced into the sexual act, this is an example of sexual violence. Also, the sexual advances upon somebody who is unwilling to refuse the advances, whether that be a result of the victim being intoxicated or his or her mental or physical disability preventing the victim from refusing. This is an example of sexual violence as well. It is a sad fact but one that is well established despite men’s reluctance to report as being victims of both sexual and physical abuse by their partners, it is much more common for men to be the perpetrators than women. One of the impediments to achieving an exact study on this problem is the fact that many men will not report such cases to the police out of fear of embarrassment as well as the police or their loved ones from taking the incident seriously. It is estimated that as many as 70% of all abuses of women towards men goes unreported. (Cook, 2003 pg. 118) This reluctance speaks to the misunderstanding of society as to the importance that the recognition of female abuse towards men. Mental and emotional violence which has a direct and negative effect upon the psychological make up of the individual is one of the four main categories of family violence. One aspect of this is when a threat is made from one person to another which promises bodily harm in the immediate future as well as an indeterminate time in the future. However, this is only one aspect of the psychological violence which occurs most often within the home. Harmful and repeated words of aggression or an attempt to bring down the family member with repeal hostile words or gestures in an attempt to maintain the supposed authority of one individual over another. A threat of a physical injury only constitutes a percentage of the abuse which can fall under the category of psychological abuse. This abuse is basically any intentional verbal assault which is designed to maintain the believed authority of one person over another. â€Å"When it is perceived that the victim is slipping away from the authority of his or her perpetrator, the abuse will often times intensify. † (Jones 2001 pg. 14) This feeling of a loss of power will only increase the abuse so when a victim feels as though the abuse will stop or is coming to a stop, often times, it is simply the calm before the storm as a more intensified version of the abuse is to soon follow. Psychological abuse can also use the children as weapons as the parents are seeking a divorce and the custody of the children is at stake. One parent will use the child to alienate the parent and to make the other feel as though he or she is powerless in their child’s life and that the authority, influence and love which the parent has present in the child’s life, is no longer valid and will soon be completely erased. These are very powerful feelings which often times can evoke a powerful response. In a very sad case in Hazel Crest, Illinois, a suburb of Chicago in the fall of 2006, John Jacobs, a forty one year old man in the middle of a bitter custody battle with his wife over his only child, an eight year old girl, the man, an avid pilot, piloted his plane along with his daughter inside and purposely, flew his plane into his ex wife’s house, killing both him and his eight year old daughter. The mother was not home at the time of the incident. The suicide note that the man left for his friends, and the testimony of those who knew the family was able to substantiate his story; that his wife was daily threatening him with their daughter and the possibility that she would never see her father again. Before killing both himself and his only daughter, Mr. Jacobs stated in his ransom note: â€Å"Julie, ( his wife) you have done everything in your power to try to take my daughter away from me. That is not right and I feel compelled to do the only thing that I have any power over. For your efforts, I will now take the daughter away from you forever. † (Pearson, 2003 pg. C3) This of course, was not a justified reaction to the parental alimentation which the mother reportedly used as a weapon against his ex husband. Hurt feelings were at a premium and when the child is used as a weapon, parents often times, do not possess all of their rational faculties. This was one very sad and tragic example of what can happen when the emotional abuse of one person over another reaches its zenith and the victim will often times become the aggressor in response as he or she feels completely helpless by the abuse and now seeks to eliminate the gap in power between the victim and the perpetrator which had existed. † (Roberts 2002 pg. 114) Often times in such cases, the courts are dragged in to take sides and in the process, usually will contribute the parental alienation as well. Economic abuse is when one person, usually a spouse, has complete control over the finances of the family and over the other person. This goes beyond the responsible actions of one who seeks to place his or her family on a budget and adheres to the strict restrictions himself, as well as what he imposes upon the other members of the family. Economic abuse occurs when there is an unnecessary and very fiscally stringent limitations placed upon the other’s spending habits while at the same time, not following the advice of his own actions. This is designed, not for the sake of fiscal responsibility but in order to create a dominion over the other in the form of financial power. If one does not have the economic freedom to act in accordance with his or her own financial earning power, then the person who controls that money, also controls the person who earns it. When one speaks of family violence and abuse, economic abuse often times is forgotten as physical abuse monopolizes the conversation. However, over time, economic abuse can be just as effective in the pursuit of one person to create or maintain control over another. This is true because â€Å"at the center of all abuse, whether it be physical, emotional or economic, there exists the desire of one person to create or maintain their control over another person† (Roberts 2002 pg. 200) Now that the various types of abuse has been defined, it now behooves the reader to realize the various facts which are associated with domestic violence. However, one must realize that by its very nature, domestic violence in all of its various forms, will usually remain underreported. However, these are some of the established and published statistics which are available to the public. In 2001, there occurred in the United States, 588,420 incidents of intimate partner violence (FBI 2004 pg. 15) Those incidents cost the United States between three and five billion dollars on medical expenses and an additional 90 million dollars is lost to businesses as the victims of domestic violence are therefore compelled to miss work out of a medical necessity or from the embarrassment that often times is associated with being a victim of intimate partner abuse. In the United States, 35% of violent crimes against women, occurred as a result of their intimate partner’s abuse within the home in 2003. ( FBI 2004 pg. 117) This is a stark comparison to the fact than less than 3$ of violence towards men occur as a result of their intimate partner as well. This latter figure and the fact that our society does not take seriously the occurrence of violence towards males, the reported 3% is only a ballpark estimate and there is no way of knowing exactly what percentage of men are being victimized by their intimate partner within the home. 23% of men of men who live with their homosexual partner, experience physical violence. 3. 2 million men experience â€Å"minor† abuse such as pushing, shoving and slapping from their intimidate partner. Nearly ? a million men are stalked annually and it has been reported that at least 22% of men have experienced some form of physical, emotional or sexual abuse in their lifetime from an intimate partner during their lifetime. (Cook 2003 pg. 118) except for the above mentioned, there seems to be a shortage on the information about men as being the victims of abuse of various kinds. This will continue until the stigma is completely erased and men feel an absence of guilt and embarrassment from being the victims of such crimes. The embarrassment comes from the fact that society perceives men as being stronger than women and therefore, it is always possible to fend off the attacker. In this erroneous assumption, one believes that the only form of abuse is physical. If that were the case, then society would be correct a majority of the time as men usually are stronger than women but this does not exclude a woman from using a weapon of any kind in which to overcome the difference in physical strength. Over 70% of men who were victims of physical abuse by their wives or girlfriends, were used on them, some sort of object which was then used as a weapon. However, often times, abuse does not take the form of physical violence and as it was seen in the case of the Jacobs, emotional abuse can for some people be more damaging than any form of financial or physical abuse. A man who is torn down every day for not fulfilling the expectations of his wife or girlfriend, who is made to feel as though he is not good enough and undeserving of her, who feels inferior in comparison to not only her, but as a man himself, will likely react in a wide array of different ways in which he seeks to regain control of the power which he felt he once had or as he feels emasculated by the entire process, the man now seeks to gain any sort of dominance over the perpetrator and in the process often times, is transformed from the victim to the perpetrator and physical violence will many times follow. Also, when there first is psychological violence, physical violence will likely follow. As it was touched on previously, the causes of domestic violence revolves around the fact that the victim, either intentionally or unintentionally is challenging the power and control of the perpetrator who is committing these various forms of abuse upon the victim. The need to control their victims also surrounds feelings of lose self esteem and the belief in the inadequacy of the person and that through the control of the victim, the gap which exists in their self esteem can somehow be corrected. Also, the more that these efforts fail to fill that â€Å"gap within their self esteem, often times, the abuse will intensify. † (Cook, 2003 pg. 134) However, there are other causes of abuse and often times, it is the childhood environment in which the perpetrator was subject to and which predisposed him or her to abusing a loved one in the future. A man is six times more likely to abuse a loved one if he was abused himself. A man is seven times more likely to abuse his loved one if he came from a broken home where the parents got divorced after a prolonged period of fighting and four times more likely to lack the emotional capacity to abstain from any aspect of the various abuses, if the person came from a broken home in which only one parent had always been present. (Roberts, 2003 pg. 190) Also, if a boy grows up in a family where his father routinely mistreated his wife, then when that boy grows up to become a man, as the sociologists all say that individuals are products of their environment more than then biology, it can sometimes become a certainty that the boy will grow up to repeat what he had spent his life witnessing. † (Jones, 2001 pg. 113) Substance abuse, mental illness and a low self esteem are among some of the various motivating factors which are somewhat to blame for a perpetrator’s likelihood to commit violence towards an intimate partner. What can be agreed upon, is the fact that intimate partner abuse can be the result of one chief motivating factor or is the result of various factors and all to a varying degree. This is what contributes to the complexity of the problem and the fact that spousal abuse, in all of its various forms, will not be eradicated from the social scene any time soon. Another cause of spousal abuse comes from the ability or desire of the man to devalue the woman for a wide range of reasons. This relates to the overwhelming percentage of spousal abuse in which the woman is the victim of the aggressive and hurtful behavior of the man. This is called dehumanization or the reduction of the other person to the importance of nothing at all; less than an object. Something that id disposable and therefore can be replaced and is of little importance. Only when the perpetrator values the victim as not only a person, not only an individual but one that is of a great value and cannot be replaced will the occurrences of abuse either stop of be curtailed. † (Cook, 2003 pg. 210) This also speaks to the gender differences of abuse. This is certainly not always the case but men’s abuse is preceded by physical violence and women are more known for psychological violence. However, an important issue to recognize is the fact that often times, physical abuse so preceded by psychological abuse and as a result, hospital records report a higher percentage of females seeking treatment than men for spousal abuse. Another factor in the high rate of physical abuse of women in comparison to men is the idea that women, had a predisposition towards being the victims of violence. In Erin Pizzey’s controversial book on abuse of women, Prone to Violence, Pizzey who was the founder of a women’s shelter in England stated that some women had a predisposition towards being the victim of abuses since they were seeking out the â€Å"bad boys;† the ones who were known to act out against society and therefore had within them a sense of danger which some of the women would find exciting. In the same book, Pizzey stated that of the first 100 female victims of spousal abuse, 62 were in her opinion, more violent than the men that they were running away from. Her book does not state if she thought that these women were instead made to act out violently because of the experiences that were placed upon them by their abusing spouses. These findings, no doubt, were the cause of a controversial discussion as to what was the cause of spousal abuse. Nowhere did Ms. Pizzey blatantly state that it was the fault of the women for being abused as it is not the fault of women who enter a bar wearing provocative clothing and gets raped. What is similar is that women, according to Ms. Pizzey, possess the power to many times, prevent the abuse from occurring by responsible behavior. This is not to say that women are to blame for the abuse since there does not seem to be any legitimate cause for the abuse of anyone, regardless of their gender, age or relation to the perpetrator. What next must follow is that the law will become involved. This is done reluctantly as the judicial system wishes to stay out of such affairs. This changes however, when one or more of the many crimes which are associated with spousal abuse, are deemed to have occurred or is about to occur. This includes but is not limited to murder, manslaughter, rape, threats to kill, kidnapping, false imprisonment, obstruction of justice and criminal damage as well as harassment and blackmail. When the above mentioned is present with a spousal abuse case, often times it is designed to create or maintain control over another person or the overreaction that the victim had towards the abuse of the perpetrator. In any event, the initial presence of the abuse increases into more than just a private family dispute. Often times, the presence of police and the judicial system often times will compound the problem. In a recent issue of the television show COPS, an individual’s common law wife called the police as she has become the victim of physical abuse by her husband. The cops responded to the call and tried to talk rationally to the man. The presence of the cops enraged the man and as he was being tackled to the floor, yelled that he was going to kill his wife and that he would never forgive her for what SHE had done. The police stated over and over, once the man was subdued, that they had not intention of arresting the man, despite the fact that it was obvious that the man had caused physical harm to both their home and to the woman but she was not going to press charges, the man was not going to be arrested until he decided to assault the police. Not only was the feelings of the man hurt and he was now more enraged by what he perceived to be the incorrect actions of his wife, the court case which followed, only prolonged the negative feelings that the man had towards his wife. Also, both the family disturbance and the court trial that was to follow, occurred in front of their small child. It seems unlikely that all three people will walk away from this event totally unaffected. The negative effects may last for decades to come in all three individuals. This speaks volumes as to the lasting dangers that domestic violence has on those who are involved and those who witness it. In an ideal world, everyone would find that one person that they were meant to spend the rest of their lives together in heavenly bliss. This still occurs but those are the lucky ones. Nearly every one of the millions of couples which have gotten divorced in America, either one or both of the people involved, were victims of one form of abuse or another. This is one of the leading reasons why divorce so severely scars the parents as well as the children involved as such abuse does not disappear quickly. Therefore, it would behoove all those involved, to abstain from such abuse on others, especially their loved ones and in front of their children. This is easier said than done for most people but if those who have a disposition towards either being the victim or perpetrator of physical violence, can recognize both the causes and effects of this most dangerous and harmful abuse, they can therefore be given much more of a chance to avoid its pitfalls and to enjoy the happiness of a mutually loving relationship; free from physical, emotional, economic and spiritual abuse which plagues the happiness of millions of people in this country and around the world. WORKS CITED Cook. P (2003) Abused Men: The Hidden Side of Domestic Violence Westport, CT: Praeger Publishers Jones, A ( 2001 ) More Than Victims: Battered Women, the Syndrome Society, and the Law (Morality and Society Series Chicago: University of Chicago Press. Pearson, D. Man and Daughter are Killed in Tragic Plane Crash. Chicago Tribune October 14, 2006 Roberts. A ( 2002) Handbook of Domestic Violence Intervention Strategies: Policies, Programs, and Legal Remedies New York: Oxford University Press Uniform Crime Reports: Crime in the U. S. , 2004 (Uniform Crime Reports: Crime in the U. S. ) Federal Bureau of Investigation Washington D. C Government Printing Office

Inter-Professional Education, Working and Learning

Inter-Professional Education, Working and Learning What do you understand by the terms inter professional education (IPE), inter professional working (IPW) and enquiry based learning (EBL)? Discuss the potential benefits and difficulties associated with them The modern NHS is constantly evolving and arguably has done so since its inception. This evolution has been on many different levels. In this essay we shall consider some of the changes in the professional working and learning practices of the nurse with consideration of the topics of inter professional education (IPE), inter professional working (IPW) and enquiry based learning (EBL). We shall consider each in turn and then examine its relevance to modern day practice. Interprofessional education (IPE), IPE has been defined in a number of ways. One of the most complete is: The application of principles of adult learning to interactive, group-based learning, which relates collaborative learning to collaborative practice within a coherent rationale which is informed by understanding of interpersonal, group, inter-group, organisational and inter-organisational relations and processes of professionalisation. (Gough D.A et al. 2003) When reading the literature on the subject, one quickly becomes aware that there are a number of commonly used terms that are virtually synonymous with IPE, and contribute to the â€Å"semantic quagmire† referred to in the McPhearson paper (discussed later) that surrounds terms such as multi-disciplinary learning and multi-professional education. (Scottish Office 1998). In broad terms they describe the process whereby two (or more) professions or disciplines come together for the purposes of learning (Jackson, N et al. 2004). The important functional features of such a system are not that the individuals concerned learn the same material together but that there is a learning both about and from each other to improve collaboration and the overall quality of care provided and it is this latter feature which distinguishes the term IPE from the rest of the group mentioned earlier. (NCIHE 1997) The emergence of multidisciplinary teamwork and the seamless interface concepts (Yura H et al. 1998) have highlighted the need for smoother integration of both processes and knowledge (as well as other less tangible concepts such as mutual respect and understanding) between the caring professions. (CAIPE 1997) Quite apart from the ideological requirement for such processes to be adopted, we note that there is an increased pressure of guidances coming from central sources, primarily the Dept. of Health, that specify IPE as essential to the task of healthcare professionals and also a number of enquiry reports (such as the Kennedy report and other in the field of child abuse and mental health such as the Laming inquiry (2003)) that have highlighted the need for strengthening both IPE and interprofessional working Interprofessional Working (IPW) IPW is, to a large extent, a direct and natural consequence from the adoption of the concepts of IPE. (Molyneux J 2001). In essence, it describes the process of healthcare professionals collaborating in working together more effectively to improve the quality of patient care thereby allowing for both flexible and coordinated services and a skilled and responsive workforce. (McNair R et al. 2001). We should note that the adoption of IPW is seen as a key element in the optimum working of multidisciplinary team working which allows healthcare professionals to work competently and confidently across previously defined professional boundaries and it enables effective role substitution (Finch J et al. 2000) Enquiry based learning (EBL) This is essentially a description of a process of learning that is driven by a process of enquiry. It is complementary to the process of project based learning (PBL) which is determined by the end point of the solution of a problem and usually requires the creation of a finished product such as a project report or a dissertation. EBL is characterised by deep involvement and engagement with a complex problem and incorporates structures and forms of support which can help the student carry out their enquiries and can cover a broad spectrum of different approaches. The characteristic feature of this type of structured learning is that the tutor establishes the topic and the student then pursues their own lines of enquiry, both seeking evidence to support their views and also taking responsibility to present this evidence appropriately. In the words of Barrett: It promotes personal research†¦ the student becomes familiar with the multifarious resources at their disposal such as e-journals and databases. There is the opportunity to support one another in research and explore different avenues of information. The whole experience becomes one of interchange where students can share opinions, research and experience to achieve an end result. (Barrett et al. 2005) Collaborative working In essence, the forgoing paragraphs all come under the over-reaching concept of collaborative working. This is not an isolated academic concept, it is a very practical one. The literature on the subject is very informative. If we consider a number of specific examples from recent journals, we can cite the paper by Rogowski (J A et al. 2001) which produced an ingenious design of study to assess the degree to which a number of neonatal intensive care units (NICUs) could make improvements in both the quality of care and also the economic functioning of their departments by embracing the concept of collaborative multidisciplinary working. Ten NICUs adopted the collaborative multidisciplinary working model and their outcomes were compared with nine â€Å"controls† who did not. The paper is both long and complex and the analysis is exhaustive but, in essence, the authors concluded that such collaborative working practices could certainly achieve cost savings (which were comparativel y easy to quantify). They noted that these were certainly obtainable in the short term and most were sustainable in the long term. They also commented on the improvements in the quality of care parameters (which were much harder to quantify). There was an improvement in a number of indices of quality of care including patient (parent) satisfaction levels, staff satisfaction levels and this was not accompanied by any reduction in clinical outcome. On a wider consideration, one can turn to the paper by Anderson (P et al. 2003) Which describes the WHO’s collaborative survey on the management of alcohol problems in a primary health care setting. The paper starts with the premise that the handling of alcohol-related problems in primary healthcare is poor (and cites many reasons for this). (Aalto, M et al. 2001) . The relevance to our discussions here is that the paper considers the outcomes in this area when such problems are treated by the GP alone and when they are treated by a multidisciplinary primary healthcare team (IPW) and it is clear that the later group has a generally better outcome. These two papers are presented to support the hypotheses that IPW and collaborative working are not simply new mechanisms without foundation or substance, they are a demonstration of their ability to work in a practical field. If we now consider the benefits and shortcomings of IPE and IPW within the context of the modern NHS, we note that there is not only a consideration of the benefits of IPW between the various healthcare professional’s specialties but some authors also call for IPW between those healthcare professionals who work in primary healthcare teams and those who work in a hospital setting. The current structure of the NHS is such that hospital based practitioners tend to train, work, and have their horizons limited by the confines of the hospital environment. When the patient leaves this environment they become â€Å"someone else’s problem† and the care is then taken over by another team of healthcare professionals. Parsell ( G, et al. 1998) calls for both IPE and IPW to accommodate this rather artificial divide and to educate healthcare professionals into the consideration that it is the patient who is the constant factor and that considerable levels of collaborative work ing are required to provide optimum levels of patient care. A more recent paper by McPherson (K et al. 2001) takes this argument a stage further. It is both analytical and well written and the authors have an impressive pedigree (two professors of medicine and a lecturer in health administration). The paper puts education at the centre of the modernisation debate They make the very pertinent observation: Most health needs require the collaboration of a group of health professionals. The professionals involved may work together in the same space or be scattered throughout several hospital departments or sectors of care. Whether or not the caregivers see themselves as part of a team, each patient depends on the performance of the whole. The paper then makes a number of analyses form both practical experience of the authors and the current literature. They suggest that, in order to work well a work group or team should have the following characteristics: Clear aim: shared understanding of goals. Clear processes: knowledge of (and respect for) others contributions, good communication, conflict management, matching of roles and training to the task. (Headrick L A et al. 1998) Flexible structures that support such processes: skilled staff, appropriate staffing mix, responsive and proactive leadership that emphasises excellence, effective team meetings, documentation that facilitates sharing of knowledge, access to needed resources, and appropriate rewards. (Firth-Cozens J 2000) The authors cite an impressive and persuasive evidence base that IPW and collaborative working have been demonstrated to produce patient benefit in a number of specific areas including reduced mortality for the elderly. (Rubenstein L Z et al. 1991), morbidity after CVA (Langhorne P et al. 2001) and mortality after CABG (OConnor G T et al. 1996) to mention just three. Despite these clear and demonstrable benefits, the authors make the point that IPW is not just something that happens when professional training is completed, it should ideally be considered as part of a continuum of learning starting with the pre-qualification experience, continuing into postgraduate education, and extending into continuing professional development. They make a call (which has been echoed by many others viz. CGME 2000) for learning in the field of healthcare to be about healthcare as a whole, rather than a series of disjointed â€Å"chapters† in order to help the developing healthcare professionals to acquire a deeper understanding of the processes of care and also to prepare the professionals to be in a better position to contribute to the development of a better system in the fullness of time One of the impediments to a wholehearted embracing of these concepts is perhaps a clinging onto the older concepts of trying to blur boundaries between what a nurse and a doctor might do or perhaps how an occupational therapist or a psychologist might approach management issues. It seems to be a fundamental issue that need to collectively understand the different ways of thinking and problem solving that the different specialties require so that the different skills and knowledge bases can be combined in a way that benefits patients. (Koppel I et al. 2001) Part of the requirement of the writing of this essay is to reflect on the experiences gained in the EBL group work and the learning derived from the research for this essay. Gibbs reflective model is ideal for this purpose. The descriptive elements are largely contained within this essay and, in addition, my experiences within the various groups. It has to be said that the groups that I was involved with were largely harmonious and entered into the various learning exercises in a spirit of self-help. I am aware however, that a number of the other groups did not share this experience and I have been told about a number of heated discussions that apparently tool place within these other groups. My feelings are that instinctively I find the former more conducive to a positive learning experience. Although it can be useful to enter into a heated debate on a subject, it rarely helps to persuade you to a different point of view. (Taylor, E. 2000). The evaluation of the episode was that it gave me a personal insight into how other healthcare professionals consider and manage problems in their own sphere and, as such, I feel that I have learned a great deal and formed a deeper understanding of their perceptions and knowledge of certain issues. In terms of what I might have done differently, I believe that I was able to assimilate a great deal of useful information from these groups which will almost certainly help me in my professional career. On reflection, I think that I was not as vociferous as I might have been in putting my own viewpoint forward, and it occurred to me that the other healthcare professionals in the group may therefore not have had the same opportunity to assimilate my particular viewpoints and opinions and may therefore have been disadvantaged by this. (Palmer 2005). It is certainly clear to me that there is considerable benefit to be obtained in both IPE and IPW and the mechanism of EBL is a valuable tool to obtaining that benefit. In terms of a discrete action plan, I have every intention of engaging as fully as I can in any further measures in this regard and will try to make my own viewpoint available for others to assess and assimilate as actively as I have tried to assess and assimilate theirs. (Van Manen, M. 1997). I feel that this is a positive step in making all of us more fully professional and able to contribute more fully to the healthcare systems that we will eventually work in. References Aalto, M., Pekuri, P. and Seppa K. (2001)  Primary health care nurses and physicians attitudes, knowledge and beliefs regarding brief intervention for heavy drinkers.  Addiction 96 : 305–311 Anderson P, Eileen Kaner, Sonia Wutzke, Michel Wensing, Richard Grol, Nick Heather, and John Saunders 2003 ATTITUDES AND MANAGEMENT OF ALCOHOL PROBLEMS IN GENERAL PRACTICE: DESCRIPTIVE ANALYSIS BASED ON FINDINGS OF A WORLD HEALTH ORGANIZATION INTERNATIONAL COLLABORATIVE SURVEY Alcohol Alcohol., November/December 2003 ; 38 : 597 601. Barrett T, MacIbrahim I, Fallon H (eds) 2005  Handbook of enquiry and problem based learning  Galaway : CELT 2005 CAIPE (1997)  Interprofessional Education A Definition.  CAIPE Bulletin. No. 13, 19. CGME 2000  Council on Graduate Medical Education National Advisory Council on Nurse Education and Practice. Collaborative education to ensure patient safety: report to US Department of Health and Human Services and Congress. A Report on a Joint COGME-NACNEP meeting and implications of the IOM Report. Washington, DC: Health Resources and Services Administration, 2000 : 9–18. Finch J, May C Mair F et al 2000  Interprofessional education and teamworking: a view from the education providers.  British Medical Journal 321 : 1138-40. Firth-Cozens J. 2001  Multidisciplinary teamwork: the good, bad, and everything in between.  Quality in Health Care 2001 ; 10 : 65–6. Gibbs, G 1988  Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1988 Gough D.A., Kiwan D., Sutcliffe K., Simpson D. Houghton N. (2003).  A systematic map and synthesis review of the effectiveness of personal development planning for improvement student learning  London : EPPICentre, Social Science Research Unit. 2003 Headrick L A, Wilcock O M, Batalden P B. 1998  Interprofessional working and continuing medical education.  British Medical Journal 1998 ; 316 : 771–4 Jackson, N. Ward, R. 2004  A fresh perspective on progress files. 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Payne, Patricia Shiono, Roger F. Soll, and Kathy Leahy 2001 Economic Implications of Neonatal Intensive Care Unit Collaborative Quality Improvement Pediatrics, Jan 2001 ; 107 : 23 29. Rubenstein L Z, Stuck A E, Siu A L, et al. 1991  Impacts of geriatric evaluation and management programs on defined outcomes: overview of the evidence.  J Am Geriatr Soc 1991 ; 39 : 8–16S ; discussion 17–18S. Scottish Office (1998)  Higher Education for the 21st Century: Response to the Garrick Report.  London: HMSO. 1998 Taylor, E. (2000).  Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory.  Adult Education Quarterly, 48 (1) , 34-59. Van Manen, M. (1997)  Linking Ways of Knowing with Ways of being Practical.  Curriculum Inquiry 6 (3) , 205-228. Yura H, Walsh M. 1998  The nursing process. Assessing, planning, implementing, evaluating. 5th edition. Norwalk, CT: Appleton Lange, 1998. ################################################################ 19.11.06 Word count 3,069 PDG.