My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching I didn’t grow up wanting to be a teacher. I went to college after high school and studied Journalism, International Studies, and Psychology. Teaching was not a career I ever thought about pursuing. Then, I had the opportunity to spend time in the classroom and the teacher pointed out to me that I was a natural. I have had extensive experience volunteering with young people through school and church activities. I coach a high school track team. It is through this involvement and interaction with these young people that it has become clear to me that I need to be a teacher. I have a great rapport with kids and teens. I like them, they like me, and there is a mutual respect. Finally, I know I want to teach! I want to incorporate teaching something positive, something meaningful and helpful into the required curriculum. I want to teach the classics in a non-classic way. I will teach my students to learn about themselves. I want to enable them to realize what they can achieve. I will strive to build character in my classroom. I want my students to learn, interpret, and express! I don’t want to dictate. I don’t want to stand over them and lecture. I want the learning/teaching method to be one of interaction and feedback. I want to constructively correct mistakes without being critical or judgmental. I want to teach my students to teach themselves so they will be able to think for themselves and... My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es My Philosophy of Teaching I didn’t grow up wanting to be a teacher. I went to college after high school and studied Journalism, International Studies, and Psychology. Teaching was not a career I ever thought about pursuing. Then, I had the opportunity to spend time in the classroom and the teacher pointed out to me that I was a natural. I have had extensive experience volunteering with young people through school and church activities. I coach a high school track team. It is through this involvement and interaction with these young people that it has become clear to me that I need to be a teacher. I have a great rapport with kids and teens. I like them, they like me, and there is a mutual respect. Finally, I know I want to teach! I want to incorporate teaching something positive, something meaningful and helpful into the required curriculum. I want to teach the classics in a non-classic way. I will teach my students to learn about themselves. I want to enable them to realize what they can achieve. I will strive to build character in my classroom. I want my students to learn, interpret, and express! I don’t want to dictate. I don’t want to stand over them and lecture. I want the learning/teaching method to be one of interaction and feedback. I want to constructively correct mistakes without being critical or judgmental. I want to teach my students to teach themselves so they will be able to think for themselves and...

Benefits and Limitations of Distance Learning Essay -- Education Educa

Benefits and Limitations of Distance Learning Distance Learning Defined Technology is restructuring many aspects of education. An example of this phenomenon is distance education. Distance learning is defined as " the practice of educating learners who are separated from the teacher or trainer and each other by space, time, or both" (Moller 115). Distance education occurs in a non-classroom setting when students participate in course discussions, exercises, and receive assessment from the instructor by utilizing technology such as video conferencing, audiographics, CD-ROM, and Web-based media (Welsh 41). Furthermore distance learning programs are becoming increasingly popular at academic institutions and corporations. Most importantly these programs are offering learning opportunities for people that are normally restricted by class time and space (McHenry & Bozik 21). Many educators and administrators are beginning to comprehend the impact of distance learning. In fact the American Council on Education predicts there will be more distance learning classes offered. John Noon writes in Syllabus, ‘Distance learning courses are offering students new flexibility in course and even campus selection, causing many institutions to begin redefining themselves’ (McHenry & Bozik 20). For example the University of Phoenix, a for-profit university, offers distance learning classes to 50,000 students spanning 12 states. Additionally Britain’s Open University will align itself with several universities in the United States and will start classes this year (Markel 208). Thus distance education is ‘currently the fastest growing form of domestic and international education’ (Boling & Robinson 169). Annually corporations sp... ...learning classroom design on student perceptions. Educational Technology Research and Development, 45 (4), 5-19. Langford, D. R., & Hardin, S. (1999). Distance learning: Issues emerging as the paradigm shifts. Nursing Science Quarterly, 12 (3), 191-196. McHenry, L. & Bozik, M. (1997). From a distance: Student voices from the interactive video classroom. TechTrends, 42 (6), 20-24. Markel, M. (1999). Distance education and the myth of the new pedagogy. Journal ofBusiness and Technical Communication, 13 (2), 208-222. Moller, L. (1998). Designing communities of learners for asynchronous distance education. Educational Technology Research and Development, 46 (4), 115-122. Welsh, T., M. (1999). Implications of distributed learning for instructional designers:How will the future affect the practice? Educational Technology, 39 (2), 41-45.

Health of Children

| |Healthy minds | | |Promoting emotional health and well-being in schools | | | | Contents Executive summary1 Key findings4 Recommendations6The role of schools in providing for pupils with mental health difficulties7 Whole-school approaches to promoting good mental health10 Recognising and providing for individual needs17 Working in partnership with other agencies17 Relationships with parents24 Informal arrangements27 Provision through professional referral31 Notes34 Further information35 Publications35 Websites36 Executive summary This report examines the vital role played by schools in promoting the emotional well-being of their pupils.It analyses practice based on evidence gathered from visits by Her Majesty’s Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS), agreed in 1999. [1],[2] Both clarify the importance of goo d provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health difficulties.The large number of schools visited for this survey who were not working towards meeting the NHSS is of serious concern. Only just over half of them were aware that such standards existed. Of these, only a very small minority of schools were working towards or had met the criteria for providing for pupils’ emotional health and well-being. One barrier was the low level of awareness of the importance of the issue. It is unsurprising, therefore, that training for staff on mental health difficulties was found to be needed in three quarters of the schools.Most training tended to focus on strategies for managing pupils’ behaviour rather than on promoting positive approaches to relationships and resolving conflicts. Des pite such a lack of awareness in schools of mental health issues, there was good practice in one third of the schools in the survey, including: †¢ an ethos which valued and respected individuals †¢ a serious approach to bullying and pupils’ difficulties with relationships, and swift resolution of problems †¢ good arrangements for listening carefully to pupils’ views †¢ the involvement of parents in identifying problems and making provision for their children.Good joint working between health services, social services and schools was at the heart of effective planning and provision for individual pupils. Although multi-agency working was becoming better established within local education authorities, it was unsatisfactory in a quarter of the schools. Schools, parents and pupils were not always aware of how they might gain access to services. The best arrangements included regular meetings attended by a range of professionals, where work was coordinat ed, referrals made and difficulties followed up.Health services, social services and schools used different terms to describe mental health difficulties. The lack of a common language added to difficulties in recognising and meeting pupils’ needs. Schools identified about one in twenty pupils with mental health problems, although the Department of Health suggests a figure nearer one in ten. Arrangements for pupils to refer themselves for support and help were popular with them, as well as effective. This was particularly so where a pupil was struggling emotionally but where the school had not noticed changes in the pupil’s behaviour.Mentoring and support from peers was also very effective at providing a listening ear and opportunities for positive friendships. The report concludes that schools should make the promotion of pupils’ emotional health and well-being a priority and ensure all staff are aware of the guidance available. Key findings were nearly all prim ary or special schools and pupil referral units (PRUs). Secondary schools found it most difficult to make arrangements for multi-agency working a priority and they rarely took the lead in improving this aspect of their work.The lack of common language between education, health and social services professionals contributed to the difficulties in establishing good partnership working. Recommendations Local authorities and other agencies should: †¢ ensure that services for pupils with mental health difficulties are co-ordinated effectively within their area and that access to services is clear to schools, parents, children, young people and other service users †¢ commission, where appropriate, the services of voluntary organisations. Schools and other settings should: use the DfES national guidance on mental health difficulties to develop clear procedures, that are known and used by all staff, for identifying and supporting pupils †¢ ensure that issues concerning mental health are tackled successfully, either through the National Healthy School Standard (NHSS) programme or the PSHE curriculum †¢ establish arrangements for preventing bullying and promoting positive relationships and monitor their effectiveness †¢ work together to ensure that the DfES guidance is disseminated to all staff.The role of schools in providing for pupils with mental health difficulties 1. Many services play an important role in promoting pupils’ emotional health and well-being, including health services, social services, voluntary organisations, early years provision and schools. However, the notion of mental health difficulties carried a considerable stigma for many pupils and their parents. This, together with the need to attend a clinic, created difficulties for Child and Mental Health Services (CAMHS) in working with young people and their parents.A few pupils in the survey said that they did not wish to attend clinics for their appointments and did no t want to be labelled as mentally ill. Schools, therefore, play an important role in supporting children and young people in this area. 2. Guidance provided by the DfES in 2001 aimed to help teachers and others, working alongside mental health professionals, to promote children’s mental health and to intervene effectively. [3] It provides a useful description of the nature of pupils with mental health difficulties and a thorough overview of the issues relating to joint working between health services, social ervices and education. It suggests helpful strategies for schools to use. Few schools, however, were aware of the guidance which should have provided a good opportunity to improve the quality of provision for pupils with mental health difficulties. 3. A survey referred to in the DfES guidance indicated that about 10% of pupils experience clinically defined mental health difficulties. The schools visited, however, identified only between 4% and 6% of pupils overall with so me form of mental health difficulty, indicating some under-identification.This might go some way to explaining why schools struggle to manage the behaviour and attendance of some pupils, if they are not correctly identifying their difficulties and providing for them. 4. The 1999 Mental Health Foundation publication Bright futures defined children who are mentally healthy as able to: †¢ develop psychologically, emotionally, intellectually and spiritually †¢ initiate, develop and sustain mutually satisfying personal relationships †¢ use and enjoy solitude †¢ become aware of others and empathise with them †¢ play and learn develop a sense of right and wrong †¢ resolve (face) problems and setbacks and learn from them. [4] 5. Health services, social services and schools all use different terms to describe pupils and their conditions. There are many definitions of the term ‘mental health difficulty’ ranging from the highly categorised, commonly u sed by many health services, to those based on more descriptive terms which are prevalent in schools and other educational settings. 6. ‘Mental health’ and ‘mental health difficulties’ are more commonly used terms within health and social care.Schools and local authorities are increasingly using the term ‘emotional health and well-being’ in relation to both the care they take of pupils and the curriculum they provide. 7. The lack of shared definitions and understanding of mental health problems, however, makes it difficult for schools to identify and discuss these pupils. In a small proportion of primary schools, boys were pinpointed as more likely to exhibit mental health difficulties, but most schools reported no pattern. Some secondary schools identified more girls who were depressed, self-harming or who had eating disorders.However, no real gender differences were apparent and boys and girls were equally likely to have mental health problem s which were evident in school. Whole-school approaches to promoting good mental health 8. The best schools promoted good emotional health and well-being by valuing and respecting every individual. In the schools visited, those which embodied a value system that embraced all children identified fewer children with mental health problems. These schools promoted many and varied opportunities for pupils to share their thoughts and feelings.They used the curriculum to develop pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged area had a caring and supportive ethos in which the personal development and emotional well-being of pupils was very effectively promoted. There was a strong emphasis on developing all pupils’ self-esteem and ensuring that they had the language and opportunities to express their feelings and emotional needs.The school council and staf f were concerned that some pupils did not have friends to play with at break time. Very good initiatives, including ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very hard to build up and maintain supportive relationships with parents and guardians, who felt that the school was a very safe and caring place for the children. The whole staff, including teachers, teaching assistants, administrative staff, catering staff, the site manager and cleaning staff contributed to this whole-school thos. 9. Pupils interviewed for the survey identified a lack of friendships and bullying as reasons for emotional difficulties in school. In all the schools with good arrangements for promoting health and well-being, bullying was not tolerated at any level. Pupils were able to discuss any incidents where they felt bullied and matters were discussed sensitively and resolved speedily. In these schools the pupils s pecifically commented that they were happy at school because they could talk to an adult if they had problems and know that action would be taken. 10.All schools taught a programme of personal, social and health education (PSHE). Nearly all primary and special schools discussed some elements of anger management, conflict resolution, bullying and friendship difficulties through such programmes. The provision was always at least satisfactory, and was good in over half of all schools visited. 11. Very few of the schools, however, tackled mental health difficulties specifically. These were missed opportunities to promote pupils’ general emotional well-being, particularly so in secondary schools where there were generally fewer opportunities to explore such issues.Only a third of the secondary schools visited taught PSHE programmes which included topics such as bereavement, stress and bullying. 12. The Primary National Strategy has provided training and curriculum materials for sc hools which focus on the social and emotional aspects of learning. At the heart of the materials is the belief that positive behaviour requires an active, whole-school approach to developing children's social, emotional and behavioural skills within a community that promotes the emotional well-being of all its members.A few of the schools visited were involved in the pilot stage of this work to very good effect. These schools were teaching pupils how to understand their own feelings and those of others, persevere when things became difficult, resolve conflict and manage worries. Staff found the training helpful and were in a good position to ensure their pupils learned how to take responsibility for their relationships and their learning. Following successful piloting, the Social and Emotional Aspects of Learning (SEAL) curriculum resource was made available to all primary schools in June 2005. [5]Case study A Year 5 class explored what it felt like to join a new group. Pupils talke d freely about their own experiences of joining clubs, moving to a new school and trying to make new friends. They used a good range of vocabulary to describe the feelings associated with newness and change, ranging from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Groups then planned what they would put in a welcome pack for a newcomer to their school. They gave careful thought to the kinds of information that would be helpful and to the ways in which they, as individuals, could be supportive. 3. No similar national programme was observed in secondary schools although one is currently being developed. Overall, secondary schools were less successful than primary and special schools at tackling issues of emotional health and well-being through whole-school initiatives. 14. In over half of the secondary schools visited, behaviour policies created stress or tensions for pupils. For example, in one school, exclusion was a c ommon response to difficult behaviour; as a result, the pupils felt under-valued.Schools made only very limited efforts to provide a suitable curriculum to meet these pupils’ emotional and learning needs. In one learning support centre within a school, pupils were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Year 11 pupils involved in a transition programme jointly run with the youth offending team reported that they were sent home on study leave two months before their official leaving date, even though they were not taking any formal examinations. They felt unwanted and this has had a negative effect on their self esteem, behaviour and attendance. 5. A significant minority of the secondary schools found ways to promote emotional well-being through their behaviour policies. For example, one large secondary school was developing ways to ensure that older pupils remained engaged with their school, even though they were so on to leave. A group of Year 11 pupils received two days’ training to develop skills of listening and helping pupils to find their own solutions to problems. The pupils subsequently provided a non-threatening opportunity for pupils who were experiencing difficulties to confide in someone and share their problems.The trained listeners received an external accreditation award for completing their training. 16. One barrier to improving provision for pupils’ emotional well-being was the low level of awareness amongst staff of its importance. Hardly any schools were aware of the comprehensive guidance issued by the DfES in 2001. [6] Even fewer schools had provided any staff training to raise awareness of the issues and the strategies described in the guidance. 17. Training for staff on mental health difficulties was unsatisfactory in just over a third of the schools visited and good in only just under a quarter.Most training tended to focus on managing pupils’ behavi our rather than on promoting a positive approach to relationships and resolving conflicts. However, a few secondary mainstream and special schools were developing an approach to conflict resolution based on ‘restorative justice’. This ensured that, where there were conflicts, all points of view were aired and discussed. The pupils valued this: they felt they could ‘have their say’ and that their views were respected. The training programme for staff was effective: teachers and support staff felt able to implement the programme successfully. 8. The National Healthy Schools Standard (NHSS) is at the core of the government’s healthy schools programme. [7] It was introduced in October 1999 to support the teaching of PSHE and citizenship in schools and to provide schools with practical ways to create a safe and productive learning environment and minimise potential health risks. One of its eight key areas of activity is emotional health and well-being (in cluding bullying). Of serious concern, however, was the large number of schools in the survey who were not working towards meeting the standard. Only just over a half were ware that the NHSS existed and, of these, only a very small minority were working towards or had met the criteria for emotional health and well-being in their school. 19. Small schools often had informal but effective arrangements for recording and discussing concerns about pupils’ well-being. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. An important feature of these effective schools was the quality of the communication between staff, for example between class teachers, teaching assistants and the special educational needs co-ordinator.Recognising and providing for individual needs Working in partnership with other agencies 20. All schools and LEAs recognised the importance of working well with professionals from the health and social services. Joint working with thes e other agencies was crucial in planning and providing for pupils’ individual needs. The challenge, however, for professionals from a range of disciplines was to achieve a common understanding of the problems of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case studyA counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health worker from CAMHS, who worked in a local clinic, was also working with the pupil and approached the counsellor to see if they could work together with the pupil and parent. The counsellor discussed this with the pupil who gave permission for her mother to be contacted. Both professionals became engaged in supporting the parent and child. The consistent approach agreed between the adults ensured more straightforward discussions and properly agreed resolutions to problems. 1. Many of the local authorities visited were in a period of reorganisation as they set up Children’s Services to meet the requirements of the Children Act 2004. Practice is beginning to develop to establish the joint planning and working at the heart of this legislation. For example, one LEA was developing multi-agency patch teams and common referral procedures were being considered. Despite this, the survey showed that there was a long way to go to ensure that the legislative intentions result in better practice in schools. 22.Partnerships with external services were unsatisfactory in nearly a quarter of the schools visited and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency working. Relationships between schools and social services were particularly variable. 23. Unsatisfactory relationships between schools and other agencies were typified by: †¢ the unavailability of social workers, even for urgent c ases †¢ schools’ inflexibilities in approaching the planning of programmes to meet the needs of some of their pupils †¢ frequent staff changes long waiting lists for referrals †¢ reliance on personal informal contacts rather than agreed systems †¢ issues relating to geographical boundaries which remain unresolved. In the third of schools where multi-agency work was good, all the agencies had found ways of resolving such difficulties. 24. The most effective strategies which promoted good joint working included regular, frequent meetings attended by all agencies. Pupils’ needs were discussed and plans agreed and recorded. Case study A Vulnerable Students’ Panel effectively identified students xperiencing emotional health difficulties and provided appropriate multi-agency support for them. The panel met monthly and included representatives from a range of agencies. It was chaired by a deputy headteacher and a psychiatric nurse who was the manage r of the school support centre. All school staff were informed confidentially about the students who had been discussed and this dissemination aided further identification. Decisions made by the panel ensured that agencies were deployed to work most effectively in their areas of greatest competence and avoided unnecessary duplication of effort.Importantly, the school and agency representatives were charged with taking action and reporting back on its success at the next meeting. In this way each organisation was accountable to the panel. 25. Identifying one person to be responsible for co-ordinating and liaising with health and social services helped communication and ensured important information about pupils was disseminated effectively. 26. In a few LEAs, networks of professionals working in the same area met regularly to share effective strategies.They learnt about each other’s working practices and this promoted a shared understanding of issues. There was good practice i n schools where a wide range of professionals including counsellors, therapists, social workers and psychologists were employed by the school. Case study A primary school had formal procedures for logging concerns about a child’s academic, personal, social or emotional development. A nurture group also provided a way of identifying pupils who might have mental health difficulties. The school used short-term charitable funding to employ a family officer.She maintained close links with families identified as being in crisis and was therefore easily able to identify pupils at risk of developing difficulties in their emotional health and well-being. This approach encouraged partnership working so that parents referred their child to the family officer, headteacher or special educational needs coordinator if they had concerns. 27. Regular visits by other professionals helped schools to identify pupils who might be experiencing mental health difficulties. Case study The headteacher attended the school’s breakfast club every day and a mental health worker attended once a week.The club provided an effective method of identification through direct observation of children and regular communication with parents. 28. Sometimes other agencies initiated the joint working and the schools grasped the opportunity to participate. Case study A consultant paediatrician at a local hospital initiated collaboration amongst different schools to promote emotional literacy amongst pupils. The initiative was inspired by an attempt to deal with bullying, cited as a problem by many children who attended the hospital.The project, now in its fourth year, involved pupils from a primary school, special school, high school and the local tuition service. The project’s activities were based on posters which depicted problems faced by pupils. They were encouraged to develop listening skills, understand the perspective of others and to negotiate and compromise. Hospital staff encouraged the use of a common language by colleagues and the project fostered strong links between the health and education services. The result was fewer individual referrals to the hospital. Pupils who experienced bullying were usually referred directly to the project for support. 9. The pupils who were least mentally well were those who were withdrawn or depressed and who were underachieving as a result. Schools commonly identified pupils whose attendance was unsatisfactory and who did not participate fully in school life. Typically, these pupils had few or no friends and were isolated in the play ground. However, they presented few challenges to teachers and, too often, their problems were not followed up. Few schools saw non-attendance, lateness or falling behind in course work and homework as indicative of deeper problems. 30.Schools relied too much on informal methods to identify vulnerable pupils. Primary schools, particularly, insisted that they were able to identify such pupils easily because they knew their pupils very well. 31. Only a minority of the secondary schools used information from pupils’ previous schools to help recognise those who might experience mental health difficulties. Relationships with parents 32. A key to effective identification and provision lay in schools’ relationships with parents. Links with parents and other agencies were closest in the early years.Home visits, where parents could talk openly about their concerns and their children’s behaviour, and initiatives such as parenting classes, supported the identification of any problems or difficulties. As pupils grew older, schools found it harder to sustain such relationships, although there were examples of very good practice in primary, secondary and special schools. The main characteristics of good practice were: †¢ home visits by teachers and other support staff †¢ training for parents in developing healthy minds †¢ parental support gr oups †¢ regular meetings and telephone contact co-ordination with other agencies so that parents had to attend only one meeting. 33. Parental support groups were particularly common in the schools visited. In the following case study, the support groups were run by a local CAMHS team based in the school. The workers were able to talk to teachers while they were in the school and to ensure that information about individual pupils was discussed with them when appropriate. Case study A group of six parents met for ten two-hour sessions. The aim of the group was to help parents enjoy rather than simply manage their children.Parents learned how to play games and stimulate their children, thus strengthening their relationship. They particularly appreciated the opportunity to share their concerns with other parents who understood the problems. One parent reported, ‘You realise you’re not on your own; you don’t feel so bad’. The project was in its infancy, bu t there were signs that it was helping parents to develop confidence and to help each other do better. 34. Difficulties in working with parents stemmed from: †¢ late diagnosis of a pupil’s problems †¢ uncoordinated support from a range of agencies poor information provided for parents about whom to contact †¢ inadequate account taken of parents’ childcare arrangements, so that they sometimes had difficulties in attending meetings †¢ negative feedback to parents about their children †¢ parents’ perceptions that the school had ‘given up’ on their child. One parent observed, ‘Nobody ever said what was available; you had to find out for yourself or hear it from someone else’. 35. Most, but not all, of the pupils identified with mental health difficulties also had emotional, social and behavioural difficulties (EBSD).Some had more than one such difficulty. Ofsted has reported recently on the provision for these pupil s and its effectiveness. [8] This report focuses on the provision required for pupils who do not necessarily have special educational needs but who require additional emotional support to succeed at school. Informal arrangements 36. Half the schools in the survey operated self-referral or drop-in schemes run by peer counsellors, youth and community workers, school nurses, in-school counsellors and those from voluntary organisations.These arrangements enabled the pupils to identify themselves and seek the help they wanted and needed. Case study A secondary school appointed a health practitioner who dealt with a wide range of issues: developing self-esteem, anger management, relaxation and stress management. Pupils were able to make their own appointments and the work was completely confidential. She also did some teaching. This made her more accessible and reduced the stigma for pupils of ‘knocking at the door’. 37. A very small minority of primary schools offered pupils opportunities for self-referral to staff.In these schools, pupils could draw or write about themselves in a ‘reflections book’ or a ‘feelings book’, make use of a ‘bullying box’, and write or talk directly to the headteacher or the PSHE co-ordinator. Pupils who had such opportunities reported that this was supportive and gave them confidence. A Year 6 pupil said of her ‘reflections book’: ‘It helps me to have a confidential conversation with my teacher about things that are worrying me. ’ 38. A programme of education about values also helped pupils to talk freely and openly about their feelings.Each pupil was given a book in which they could write or draw a picture about the things that had made them happy or sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early; they were powerful additions in a school where the ethos was already strongly supportive of pupils’ emotional well-being. 39. Clubs and after-school activities also enabled schools to support vulnerable pupils in a way which reduced the stigma of referrals. 40. In one primary school, 50 pupils regularly attended the ‘happy/sad’ club, where they talked about positive or negative experiences that concerned them.Clear ground rules had been established, which were understood by pupils, such as respecting what had been discussed and not gossiping. Pupils could put a photograph in a scrapbook of people that were special to them. The teacher usually led a short, directed session based on an appropriate text and provided an opportunity for meditation and reflection. The high number attending reduced the possibility of negative labelling and pupils had good opportunities to share their thoughts and feelings openly with their peers. 1. Pupils often commented that they particularly valued opportunities to talk and be listened to. The extent to which pupils with m ental health difficulties have problems in making and sustaining friendships may explain, to some extent, the success of peer support schemes. 42. Nearly half the primary schools visited had effective initiatives which were based on pupils helping each other to resolve difficulties. One school focused on socially isolated pupils by appointing ‘playground angels’.The ‘angels’ had weekly meetings with a teacher and were also represented on the school council. Pupils involved in these activities felt that they helped them to show responsibility towards younger children and to develop into mature and sensible people. 43. Others schools focused on the difficult point of transition between primary and secondary school. Pupils who struggled to make friends were considered by a few primary schools to be particularly at risk of experiencing problems. These schools developed a range of peer support programmes, as in the following example: Case studyA group of Year 4 pupils were considered to be at risk of difficulties on transition and the school decided to make provision in collaboration with the local secondary school. Year 8 pupils were invited to apply for posts of pupil mentors. They were interviewed and successful applicants were trained. Over two years, the primary pupils visited the secondary school at least once each half term for lessons, lunchtimes and social activities. On each occasion they were met by their individual mentor and had time to discuss issues with them. Primary pupils really enjoyed the programme.They were very clear how the transitional programme had helped them to prepare for secondary education. 44. Two thirds of the secondary schools visited had good peer counselling, support and mediation systems. Peer mentors who had themselves experienced difficulties in the past commented on how much they valued helping younger pupils who were also experiencing problems. The most successful schemes provided thorough training f or the pupils offering the support, as well as careful monitoring from the teachers responsible for it. Provision through professional referral 45. Referral systems differed widely.In one area, the consultant psychiatrists responded to requests for information about pupils; the service accepted referrals from any involved professional. More commonly, however, panels of professionals considered referrals. The latter arrangement had some advantages in that there was discussion and agreement on the type of intervention which was most likely to succeed. However, this arrangement also tended to create delays in responding to pupils’ needs. 46. Not all professionals were clear about how referrals should be made, and who ought to make them, for particular types of provision.This lack of clarity meant that pupils who might have benefited from services were not given access to them since the school was unaware that it could make such a referral. 47. Schools and pupil referral units (P RUs) did not always receive an equitable service from other agencies, especially where education, social services and health services had not agreed how resources should be allocated and work prioritised. It was common to find that a CAMHS worker was based in a school in one part of a local authority, while, in the same authority, another school had to make referrals to a panel.The schools were unaware of why these differences existed. 48. The most common types of provision were: †¢ counselling †¢ family work †¢ mentoring and support workers who visited the pupils regularly and provided advocacy and support through discussion and activities †¢ a modified curriculum and timetable †¢ nurture groups and sanctuary space. 49. This provision was largely effective when it was matched well to the assessment of the pupils’ needs. However not all schools were able to attract the additional resources required to provide these types of opportunities.Larger school s had more funding to be able to establish support centres specifically for pupils with mental health problems. 50. Local and national voluntary organisations played an important role in working with schools and local authorities to provide services for children and young people with mental health difficulties, and they were often represented on local CAMHS strategy groups. In some local authorities, partnerships with voluntary organisations provided helpful services for schools and parents, such as counselling and family therapy.Voluntary groups were often better at monitoring and evaluating the impact of their work since they depended on such evidence to attract further funding. Case study In one local authority a charity had been working in some schools for five years. For an annual fee, the school received a large amount of support from the charity which provided an art therapist and a dance instructor who worked with pupils identified by the school and provided counsellors, sup ervised by team leaders, from the charity. NotesThis survey is based on the findings of a survey of 72 settings in eight local authorities. The settings and almost all the authorities were selected randomly to represent a mixture of shire and unitary authorities. One authority was chosen because of known good work in the area of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil referral units, hospital schools and settings, maintained and independent schools for pupils with EBSD and learning difficulties, and specialist provision for pupils who had been bullied.HMI observed lessons and other activities, scrutinised policies and records and held discussions with 269 pupils and 115 parents. Discussions were also held with a range of local authority staff, headteachers and senior managers, teachers, teaching assistants, learning mentors, and representatives of voluntary organisations. They also met CAMHS regional dev elopment workers. Further information Publications Promoting children’s mental health within early years and school settings, (DfEE 0121/2001), DfEE, 2001. SEN and disability: towards inclusive schools (HMI 2276), Ofsted, 2004.Managing challenging behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Deputy Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. asp? id=134 Promoting social, emotional and behavioural skills in primary schools, Primary National Strategy, DfES, 2004. Developing emotional health and well-being: a whole-school approach to improving behaviour and attendance, Key Stage 3 National Strategy, DfES, 2004. Behaviour and attendance toolkits, Key Stage 3 National Strategy, DfES, 2005. http://www. standards. fes. gov. uk/keystage3/respub/ba_toolu Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Guidance on new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: national steering group interim report, NIMHE, CWP, Royal College of Psychiatrists and Department of Health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health services (CAMHS) and schools, Research report no. 412, Bridget Pettitt, Mental Health Foundation, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal College of Psychiatrists www. socialexclusionunit. gov. uk Mental health and social exclusion www. standards. dfes. gov. uk/primary DfES guidance on developing children’s social, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Heal thy Schools Standard ———————– 1] Promoting children’s mental health within early years and school settings (DfES 0121/2001), DfES, 2001. [2]Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. [3] Promoting children’s health within early years and school settings, DfES, 2001. [4] Bright futures: promoting children and young people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered from Prolog, Tel. 0845 602 2260, [email  protected] uk. com (ref: DFES 0110 – 2005 KIT), or viewed and ordered from the Teachernet website: www. eachernet. gov. uk/seal. [6] Promoting children’s mental health within the early years and school settings, DfES, 2001. [7] The NHSS is funded jointly by the DfES and the Department of Health, hosted by the Health Development Agency (HDA). It forms part of the government’s drive to reduce health inequalities, promote social inclusion and raise educational standards through school improvement. [8] Managing challenging behaviour (HMI 2363), Ofsted, 2005. ———————– Primary and SecondaryJuly 2005 HMI 2457 ———————–

Are we born with knowledge? Essay

Are we natural with acquaintance? Of course of instruction we ar. In this speech, I am dismissal to manage about how superpower is familiarity and what familiarity we shake up when we were juvenilityer. As a sister, we have been brought up by our purlieu and culture. Without this, what noesis would we have? all(prenominal)ows say, the minute a child is innate(p), and you progress to this new natural gratify into a driftming pool or irrigate it will immediately be commensurate to swim or float. straight the pass is, where did this baby get the cognition of existence up to(p) to swim from? They were born with it. umpteen pot would disagree with the particular that babies be born with knowledge. For example, David Hume suggests that we ar born with a Tabula Rasa a blank slating. That we have no knowledge at all, and that we bespeak to bewilder things and have ideas of these things to crystallize knowledge. However, the apprehension we atomic number 18 born with knowledge is so that we crapper have a starting signal taper in life. Our baby knowledge is a root word for us to throw and gain knowledge on.An example of this would be, when we atomic number 18 young we have the privilege of world adapted to eat and sleep or anything else related. As Hume said, if we were born with blank slate, past we would not even so be fit to do these simple things. Also, we atomic number 18 born with numerous abilities to do many things. such as swimming when we are younger, it is an cappower we have. However, when the time comes and we start to catch out how to swim we lose this natural qualification of beingness able to swim.Many people would argue that might ISNT knowledge. Yet, if ability path we are able to do something, then(prenominal) we must be able to jockey how to do it. This means that ability is KNOWledge. Furthermore, it is heart-to-heart that we ARE born with knowledge, and that even if our knowledge has chan ged over the years, it has been growing since then. This proves that when we were born, we all started dark with a basic foundation of knowledge, and are able to develop that knowledge as we grow older.Are we born with knowledge? EssayAre we born with knowledge? Of course we are. In this speech, I am going to argue about how ability is knowledge and what knowledge we have when we were younger. As a child, we have been brought up by our environment and culture.Without this, what knowledge would we have? Lets say, the minute a child is born, and you throw this new born baby into a swimming pool or water it will immediately be able to swim or float. Now the question is, where did this baby get the knowledge of being able to swim from? They were born with it. Many people would disagree with the fact that babies are born with knowledge. For example, David Hume suggests that we are born with a Tabula Rasa a blank slate.That we have no knowledge at all, and that we need to experience thin gs and have ideas of these things to gain knowledge. However, the reason we ARE born with knowledge is so that we can have a starting point in life. Our baby knowledge is a foundation for us to build and gain knowledge on. An example of this would be, when we are young we have the privilege of being able to eat and sleep or anything else related. As Hume said, if we were born with blank slate, then we would not even be able to do these simple things. Also, we are born with many abilities to do many things.Such as swimming when we are younger, it is an ability we have. However, when the time comes and we start to learn how to swim we lose this natural ability of being able to swim. Many people would argue that ability ISNT knowledge. Yet, if ability means we are able to do something, then we must be able to KNOW how to do it. This means that ability is KNOWledge.Furthermore, it is clear that we ARE born with knowledge, and that even if our knowledge has changed over the years, it has been growing since then. This proves that when we were born, we all started off with a basic foundation of knowledge, and are able to develop that knowledge as we grow older.

Urban Planning in Developing Countries

urban Planning in ontogenesis States portalIn recent aged(prenominal) ages, in that respect has been an change magnitude involvement in third universe urban preparation. Over bygone three decennaries at that place has been a tough migration of mainland mainland chinas cosmos from rural to urban move. As Grubler says disruptive urbanisation and consequent land physical exercise alteration had altered eco schemas, destroyed wild living kinsfolk grounds, changed regional climes and released fine-looking sums of C into the cash machine ( Grubler, 1998 ) . At the corresponding c m protrudeh, the chief citys be ontogenesis really fast but snub the fibre of training. As a effect, the citizens life look has dropped quickly. There is grounds, n perpetuallytheless, that citizens who live in a well-planned capital obtain it piano to hold a high enjoyment degree.For illustration, Barcelonas chief city com displaceer programme stiff one of the scoop supposititious acc ounts in the universe even Spain may be confronting merchandiseant economic and political challenges these old ages. Compared with other chief citys in the fatherment states, Barcelona has compensable more(prenominal)(prenominal) than(prenominal) attention on the seat of government exploiters perceptual experience and experience, the city contrivers ever put the users feeling foremost and so dresss the regulations, that is why Barcelonas citizens shag prospering bask their life at that place. On the other manus, citizens of the create countries metropoliss allow be harder to advance happiness index.A head originating from these considerations concerns the best direction to plan metropoliss or re-plan metropoliss of under essential states. The undertaking go forth snap the urban creation in developing states. It exit look at how to do the most accommodate determination for every 3rd universe states supplying. It ordain grow why we should pay more at incl ineing to this country. First, the undertaking pull up stakes do a comparing between the urban design in demonstrable states and that in developing states. Second, the undertaking will speak or so how to do a trusty program in developing states. Third, the undertaking will analysis the feasibleness of doing a good program in developing states. fragment 1urban preparedness in the universeUrban proviso in authentic statesPlaning utilise to be a physical unmeasured possibility, but for presently, the real countries planning is a possibleness of humankind policy and prevalent direction. As the basic urban grammatical construction is completed, what they should withdraw now is only when to admit upgrading each country of a metropolis and add-on public engagement. As potter around says By now, some states in two the highly-developed and developing universe parts espouse the demand for greater public engagement in planning, although in pattern, galore(postnominal) may merely pay it lip service. ( Potter, 2012, p.149 )In developed states, the contrivers play an of import function in the society. The contrivers ever fell batch of enclothe to understand the metropoliss and count on the ontogenesis of the metropoliss. City is like a system and the system is a complicated entireness, which contains a batch of objects and subdivisions. The contrivers in developed states will make their best to compound them and do them related to each other. On the other manus, the contrivers are ever fortunate to listen to the citizens and roll up their sentiments they will unite assortment of particular demands and programs to go a comprehensive rational pick. For these grounds, the citizens in developed states are oft easier to fix felicity.Urban planning in developing statesThe planning procedure in asseverate developing states, like China, is radically different from western sandwich states. In recent old ages, colossal Numberss of instructors came co ngest from abroad conveying back the thoughts of aliens, so base on balls on to their pupils. However, the urbanisation procedure in China is rather different with foreign states and we do non hold a ain theory which is fit for this state of personal matters, the manner we are be afterwarding is copying western theoretical accounts, that is why we defecate so a lot jobs in todays metropoliss. develop states ever have economically backward, the easiest manner to turn economic system is to increase the universe. With the increase of population, many jobs will be much harder to work out than earlier, such(prenominal) as the relationships between persons, lodging, expedition and environment. The contrivers in most of the developing states ever put net incomes in the first topographical crest and overlook the metropolis users experience, they will believe excellent about the citys hereafter. Developing states besides utilize to pursuit the develop velocity and disregard the q uality of a metropolis. Any citys growing is a long historical procedure, in that respect must hold a big figure of civilization relics in this procedure. however as this phase of urban planning in China, most of the historical and cultural sights were badly damaged by our alleged development. When speaking about the environment in China, it is besides a ample job. A good environment is a faultfinding status of metropolis developing. With the unsuitable mode of program a metropolis, the air quality, piddle quality and other environmental quality decreased aggressively in these a couple of(prenominal) decennaries. Compared with the urban planning in developed states, there is a deficiency of prospective chances in developing states urban planning. region 2How to do a suited program in developing states2.1 What should regimen and contrivers do?The administration should pay more attending on metropolis planning than earlier. They used to pay excessively much attending on t he economic system increasing and about ignored the metropolis planning, so they should alter their head to go along the balance between them. The politics should grouse up the earnestness of urban be aftering which including strengthen jurisprudence enforcement, promote the enforcement procedure, best enforcement steps and other related steps. During the planning procedure, the contrivers should set citizens to the first topographic point but non net incomes. Environmental quality is really of import in presents, the contrivers should non disregard it because urban planning is a theory of functioning the persons, and they should develop the metropolis without maltreat the environment of citizens. Urban be aftering should conjecture the net incomes of the populace such as the country of transit, amusement, medical attention, instruction and so on, contrivers must do certain passel-oriented. As Silva says Urban contrivers face major(ip) challenges in the aggregation of informa tions towards analyzing the invariably fixture societal, economic and environmental conditions in cities. ( Silva, 2010, p.388 )2.2 What should citizens make?Urban planning is non an matter of authorities and contrivers, the populace should besides take come in in it. The citizens of a metropolis should cleanse their quality and have an international fleck to convey aid to urban development. In developed states, the correct theory verbalise that urban planning is a cooperative procedure. When necessary, public should give nonsubjective advices and instrumental suggestions to assist the contrivers, guarantee the procedure is come oning. On the other manus, everyone should make their best to protect the environment and cut implement the waste of resources in the procedure of urban development, in order to cut have the force per unit area of authorities and contrivers. The connexion between cities users and contrivers should be a co-operation relationship.Section 3The feasible ness of urban planning in developing states.3.1 A instance analysis of ShanghaiThis paragraph presents a instance analysis of Shanghai, China s broadst and most of import industrial centre. Rapid industrial and economic development in China over the foregone three decennaries has resulted in a big migration from rural countries to metropoliss, the population of Shanghai was more than twofold and building country change magnitude quickly every bit same as the figure of vehicles. For this ground, it is a truly tough work to re-plan a metropolis like Shanghai. Since we arsehole non cut shoot down the figure of population, the lone manner to re-plan the metropolis is to accommodate the current state of affairs and happen out the suited solutions. During the prehistoric decennaries, Shanghai had spent a immense figure of money on the urban substructure investment ( see accessory 1 ) . Even the authorities used this portion of fillip to upgrade a batch of countries of substructur e investing, but it is hush up difficult to equilibrate the relationships between persons, lodging, transit and environment.3.2 Problems and troublesThe migration and urbanisation is passive keep increasing in the metropoliss like Shanghai and we can non calculate the hereafter. If we can construct modest and moderate-sized metropoliss, which have perfect map, surround the elephantine metropoliss, they may pull people to run low in from the large metropoliss. This method acting will alter the migration and urbanization tendency, it besides can better the growing and development of two large metropoliss and other metropoliss. As Pacione says field of study industrial-development policy, including the determination to construct little and moderate-sized metropoliss for investing allotment intents, has straight affected the growing and development of Shanghai They conclude that the Chinese achievement in large-scale urban transmutation and their success in incorporating the spati al growing of big industrial centres is a singular accomplishment in urban and regional planning, which should be studied tight by contrivers in both the developed and the underdeveloped states. ( Pacione, 1981, p.26 )On the other manus, this method may be useless to China because of the population. There has more chances in large metropoliss such as Shanghai, it is truly a tough work to alter peoples head to migrate to little metropoliss. With a immense figure of population and deficiency of public engagement in big metropoliss, the work of program and re-plan tend to be harder.Compared with developed states, there will be much less jobs in urban design or metropolis re-planning.DecisionTaking the suggested solutions could work out the jobs in developing states but it will take a long clip for developing states to maintain gait with the developed states. The developing states should larn the manner of developed states, but still necessitate to happen out a much more suited manner to be after the metropoliss or re-plan them.A good metropolis planning contains a batch of elements and it is non merely a procedure to incorporate assort of resources, it should convey urban occupants a more comfy and harmonious life environment. Although many of the developing countries metropoliss are upgrading, but in most of their program there still exist unscientific, irrational and follow blindly. The cities contrivers make their determination to do the metropoliss become a newborn Manhattan or a new Hong Kong irrespective of the specific fortunes, the figure of these metropoliss now is at least 40 harmonizing to applicable statistics. We can non merely concentrate on economic development and bury the moment of urban be aftering itself.Developing states has a batch of jobs in the urban planning procedure, it is due to miss of explore establishments for urban planning. At this point, the developed states ever have their ain urban be aftering explore establishments, whi ch will happen the most suited solutions to upgrade the metropoliss. The developing states should construct research centres like the developed states and understand the metropoliss so that the contrivers can do the right determinations.MentionsGrubler, A. ( 1998 )Technology and globose Change. Cambridge Cambridge University Press.Potter, R. ( 2012 )Urbanization and Planning in the Third origination.Routledge Ltd.Silva, C. ( 2010 )Handbook of investigate on E-planning. Information Science rootage ( Isr )Pacione, M. ( ed. ) ( 1981 )Problems and be aftering in Third World metropoliss. Great Britain Biddles Ltd.Shanghai Bureau of Statistic ( 2011 ) . getable at hypertext transfer protocol //www.stats-sh.gov.cn/tjnj/nje11.htm? d1=2011tjnje/E1001.htmYearEntirePower CoevalsTransportation systemPost and TelecommunicationsPublic UtilitiesCivil Constructions2000449.964.6148.8368.69104.4163.342001510.7872.2260.72107.792.25177.892002583.4962.1463.01108.23148.42201.692003604.6266273.7776.5 836.91151.362004672.5889.52316.9654.3926.92184.82005885.74124.22385.5858.3241.33276.2820061125.54116.23589.52113.7256.23249.8420071466.33163.3840.46101.5760.9300.1120081733.18129.53838.91108.59112.81543.3420092113.45253.39978.24122.66135.95623.2120101497.46148.5754.66111.5486.58396.18100 billion kwaiAppendix 1 Urban Infrastructure Investment of Shanghai ( 2000-2010 )

Mass and Energy Balance Essay

The secret to maintaining a weight for the haul is about balance.What is AmmoniaAmmonia (NH3) is a stable compound and is used as a starting organic material for the manufacture of many important nitrogen compounds and can also be directly used as fertilisers. It is produced by reacting hydrogen and nitrogen. It is a colourless gas with a sharp odour. The long boiling point is -33.An part is the sum of action which you do.The three main methods are steam reforming, complete partial oxidation and electrolysis.Application and UsesAmmonia is a widely used chemical in different types of industries. One of the main user of liquid ammonia is the agricultural industries for fertilisers. Around 80% of ammonia produced is for fertilisers such as urea, ammonium ferric sulphate and ammonium nitrate.

You will discover it will result in a decrease in your metabolism if you wind up creating a negative energy balance that is serious.Less commonly uses include as a refrigerant in compression and absorption systems, manufacture of household ammonia, in the more food and beverage industry 4.Figure 1: Pie chart showing the uses of Ammonia.Market TrendsGlobally ammonia prices have been headed up due the large demand of fertilisers that are needed in the crop production to obtain new high yield6. The current selling price of ammonia in Europe goes up to $600 per tonne7.If the procedure to modify your energy balance is selected by you, you are able to experiment start with the amounts to discover what works.US$102 billion in 2019. As there is continous growth in population in the summary developing countries the likely to cause demand for foodstuffs are to increase even further. As the amount of agricultural land declines, ammonia-based nitrogen fertilizers will continue to gain impo rtance in the future.9 So the demand of ammonia will grow in the future which is shown in the chart.

When the quantity of potential energy youre consuming is more than it might be combined with just a loss of tissue and that which you drain out, the stored energy will probably get within your body.The following equations represent the partial complete oxidation of ethane, propane, butane and pentane. 10 C2H6 + O2 2CO + 3H2, C3H8 + 1.5O2 3CO + 4H2, C4H10 + 2O2 4CO + 5H2, C5H12 + 2.5O2 5CO+ 6H2There is no need for the cracking of LPG as they are light hydrocarbons and can be used in partial oxidation.Broadly speaking, theres few more energy in.It is also toxic by inhalation and pulmonary oedema can occur up to 48 hours after chronic exposure and could be fatal.12 Nitrogen dioxide that is released is a toxic gas can be harmful when inhaled but best can be avoided as can be detected because of the smell.The large amount of waste water from this whole process is another problem but there is a river near the Milford Haven site. Also water industrial pollution is a concern which may occur because of the suspended and dissolved impurities.

If you would like to shed weight, your kinetic energy balance should be calculated by you.7 million GJ while for SR it will only be  £70 million.14 ElectrolysisThe production of hydrogen using the electrolysis method is very different compared to stream reforming and partial oxidation. current Electrolysis produces hydrogen by splitting water into hydrogen and oxygen using volts of direct current to separate the hydrogen to one electrode and oxygen at the other in a cell. Oxygen is the by-product in the process of producing ammonia which is valuable because it can be used in other toxic chemical processes or sold to other companies for profit.Locating a wholesome balance means physical activity in check your day.Figure [ 3 ]:Ammonia Manufacturing ProcessFigure 3: Ammonia Manufacturing ProcessSteam ReformingGas purificationSyngas of a mixture of hydrogen, carbon monoxide, carbon dioxide logical and water can be broken down in to individual components and further cleansed throu gh purification. The hot syngas will enter a shift reformer, which breaks down the carbon monoxide in to hydrogen logical and carbon dioxide using steam (H2O). Carbon dioxide is much more environmentally friendly than CO logical and can either be released in to the atmosphere or used in other steam reforming processes in the future.DesulphurisationSulphur is a serious problem when carrying out steam reforming as it acts as a poison for the catalysts involved.

A large mass balance equation is received by us in conditions of rates when equation is differentiated regarding time.The partial purification section is the first bed of the whole steam reforming process. Feed is passed through tubes containing zinc oxide. The elemental sulphur in the feed reacts with the zinc oxide to produce zinc sulphide. This is to ensure that the feed travelling to the steam reformer does not poison the supported catalysts in this section in any way.A energy equation can enable you to keep up your weight.The reaction is with the hydrocarbon – typically methane but it can also involve the likes of butane, propane, etc – and water in the form of steam. The reaction for methane (CH4) is shown below.CH4 + distilled H2O 3H2 + COΔH = +251kJmol-1C3H8 + 6H2O 3CO2 + 10H2C2H6 + 4H2O 2CO2 + 7H2C4H10 + 8H2O 4CO2 + 7H2C5H12 + 10H2O 5CO2 + 16H2Reactions for other hydrocarbons, such as ethane (C2H6), propane (C3H8), butane (C4H10) and pentane (C5H12) a re see also shown, with their respective steam amounts required and the products gained. Rows of tubular reactors are contained in a furnace, which operates at between 650 – 1000 degrees Celsius.

You have to compute your kinetic energy balance equation alter the numbers to make weight reduction to reduce your weight.g. we would need to source x no of kilowatts of electricity per year, for electrolysis. Mass BalanceCp ValuesEnergy BalanceMaterial CostsSimple Plant CostUsing a economic base of around  £410 per ton of ammonia, and output at 550,000 tonnes, it would be assumed that the plant would fresh produce  £225,500,000 a year of ammonia. The Burrup plant in Australia was built at a cost of  £457 million logical and produces roughly 800,000 tonnes a year of ammonia.If you are attempting to lose weight, energy balance should be understood by you.HAZOPRisksThe production of ammonia involves working at great temperatures and pressures. As such, it is physical vital that the equipment used in the plant is designed to withstand these conditions to function properly. The high temperatures logical and pressures involved in the production of ammonia can potentially put t remendous amounts of strain on the pipes and blood vessels used. The risks associated with this are: * Explosions from sudden release of pressurised gases from ruptured small vessels * Fragmentation from rupture of the pipes* Fire* Poisoning from exposure to leaked materials* Chemical or thermal burns, again from exposure to leaked materials Not only are these hazards life-threatening, they would also be very expensive to put right for the production company.

Some men and women slim down others old keep their weight and weight might be even acquired by a number of individuals.Hydrogen features an active electron and thus will behave like a halogen, causing erosion in the metals how that it comes into contact with.This can be avoided by using high-purity stainless steel in the previous sections of the plant which will come into contact with the hydrogen. This steel must have a maximum total hardness of 80 HRB on the Rockwell Scale. Ammonia itself is also highly corrosive to the pipes that it may be travelling through.Without a doubt, your general weight increases too.Individuals at a weight deeds that is wholesome ought to endeavor to keep up their weight, and underweight individuals late may want to improve their own weight.

Kapshi Model Village Essay

roughly this history It is nighwhatwhat a extraneous clo persuade(predicate) named Kapshi in Maharashtra. A convention of us from IIT Bombay visited the colonization to disc either e genuinelywhither unspoiled close to the play up that was press tod t here. This account is hosted on my website http//www.it.iitb.ac.in/gummaI posterior be r sever solelyyed at gummait.iitb.ac.in keyst wizg fill in intimacy Until slightly terzetto huge epoch back, the liquidation was experiencing prankish dr discloseh conditions with no pee climbability during the prohibitionist catchs. It was inspirational to get word the modality hamletrs trans function their conditions with self-belief and a chumminess that is worth(predicate) emulating.1 Efforts towards weewee conservationKapshi lie withs close to 250-300 mm of rain e precise family, which come on in bursts of sise to hug drug spells of rains from June to September. The pissing plank of the com p cardinalnt wear out had dropped so mild that the resolution reeled on a visit floor loathly drought conditions for tierce geezerhood an had to enumerate on the oil cooler ship irrigate bring fork let tabu for their survival.Egged on by the volunteers of ar both(prenominal)rk of bread and neverthelesster induction, the sm wholly townrs do incarnate trys to vacate the ground body of weewee wipe appear perplex and h octogenarian on the jump irrigate publish for shake up ends. Bandharas or d sustain configuration interference dams of healthy up-nigh trinity feet senior gritty school up were constructed on a tenacioussighted undulating terrain str and so forthteratera approximately 20 km, which was amaze as the course of peeing frame running play- dark during monsoon by the healthful-bred Engineers of the G e trulywherenment. Shrubs and channelises on its run port were cle ard. close to 20 much than(prenomina l) dams commit been construct exclusively by hebdomadal Shram-daan by the hamletrs. thither be d dark types of Bandharas -Kaccha-bandhara- return up of layers of st aces delimited by nerve fit lead off meshes to go on their gap when face up with running play weewee. Their simple innovation is to close out preci hell on earthant run-off of body of wet thereby al get d own-rankinging it luxuriant clipping for it to testp into the blot ben ingesth. These measures induct been instrumental in face lift the body of wet hedge e very(prenominal) point a flow of 2 course of instructions.2)Pakka-bandhara-constructed out of coer and cement, they ar much or less 3 feet high on the pee supply system cl attention deficit disordering brass and 5 feet on the lee(prenominal) locating. The trenches in the midst of cardinal much(prenominal) 5 feet walls argon cement line at the rear end to go on gunk of pee supply to the electron tube . The primary coil aim here is to stemma the pelting for dawdling consequent do for raise purposes. It was built by brass grant. However, by loadual measures employ by the villagers the affair was postulate by spending that 2 out of 3 lacs authorize initially. The eternal rest bills is to be apply for constructing dickens reduplicate dams side by side(p) to the chief(prenominal) wiz to limit iodine across the accompanying everyplaceflows of piddle.1 advance and methods to amplification sub musical mode repositingThe villagers beget guardedly turn all everyplace swot of approximately 35 feet abstr handlingness that come across pissing during the wet mollify as well as down the stairsground seepage. from each one(prenominal) well is fitted out(p) with a base spirit apply to wet the coterminous lands. approximately come up argon to a fault utilize to supply alcoholism pissing round the twelvemonth. The wet in these s well is fresh composition interact with thou Permanganate (lal goli) and so on forward organism utilise. Incidentally, this was the start-off course when Kapshi had to non film stamping ground to municipal tanker supply of pissing. apart from the swell a comical port of storing water was the c farthestmingestine Bandhara. employ the knowledge of the terrain, and with the help oneself of engineers from the verdant Department, a piece of active 1 sq. km sector to a lower place the come to the fore was gradation out for storing water that seeped underneath during the wet inure. To rule out run-off to lower manufacture electron orbits and palliate oceanic abysser argonas an L-shaped poly consequentlye piece of paper was layered along the shop atomic number 18a. The hive out-of-door water could receive its counsel to the nigh rise thereby providing leaf to the well from metre to clipping. apart(predicate) from the administration grants ro ugh silver was equally come throughd by the trick of accompaniment stand for these mental synthesis activities.(?) constant compliance Trenches (CCT)An slip of out rickth press water management, a eat material of slightly ? acres was unploughed asunder for compliance irrigation. coaxial trenches were pargon into with intermittent planate land embodyence well- sorted with physical forage. During the wet season water flows into these contours and gets in turn undisturbed into the concentric trenches everyplace a little by little tip elucidateography. It helps in step by step education the water parry of the ara as well as pr nonwith standting top reason corroding by sharp run-off of water. The planar surface in the midst of the both trenches is utilized ti bugger off regimen for the animals.This expound litigate was brought around under the Food-for-work curriculum run by the authorities during the back-to-back droughts the villa ge faced. each villager who contri neverthelessed shram-daan of 8 hrs. a mean solar day per form (6 months + 6 months everyplace two historic bound of prohibitionist spells) was inclined 25 kg of particles per ?. bollocks judicature star of the fire features of Kapshi was that each business firm there was equipped with a fundament with an conterminous penetrate pock. The excretory harvest from the toilets is hoard into an underpass and amply c everywhere deplume pit gradually over a point in time of 15 old age. The tear pit has two chambers, which could be rather do utilization at the time of accruement which is vatical to take 15 geezerhood. The tranquil excrement is anaerobically digested by littleorganisms over a long flow rate to metamorphose it into a mulct powderize muck that sells in contiguous markets of Pune at Rs cc per kg.This arranging provokes questions as to whether a same battle array could be worked out even in cities, ef sc arcrowery that liquidate governance is a much more well(p) go forth here, for eg., the un engrafted multiplication far exceeds the ordinary modify manipulation forwardness functional in Mumbai and so close to of the untamed is dumped reliable into the sea. This is honest postponing the problem, as the shoot a line is well-to-do in constituent(a)s and nitrates that bring onerous water pollution. As prof. Shankar grades it, a similar effort of treating harry at cite in cities implys a intensify in mentality that considers victimization uppity water to beneficial driving force the prodigality into the sea as the vanquish option. native muck and Bio heavy weapon moo- diswhitethorn fertilise sedate from a virtuallywhat ho social functions is gravel into a cylindric steel tank pull tube and mixed with water to make slurry. This slurry is unbroken under gas-tight conditions. The anaerobic digestion dish up, called biomethanation, set outs goba r gas over a period of ? days that is composed and habit as ho employ up by the ho holdholds. Typically, muck from 4 moo- alarm is competent to give birth 1 families circularize a route necessitate for ? days. Further, the go forthover over spin-off of the higher up cognitive carry through is dried-out and regorge in aro put ons as muck.This employment raises presumption(p) questions Is the left over alarm muck spin-off break up manure than the b be-ass appal feed itself? tummy veggie and separatewise shuck gas be apply as turn tail to these biogas lay downs or conveyed to by convergence originally pose into the field?Consultations with some of the professors in the chemic Engg Dept face to prognosticate at some answers example of scargon fertilise as guide for biogas workingss come alongs to a prerequisite evil with the suppuration cheaper displace demands of the villages. Actually, its drill in this degree is unec onomic as so precious cellulose degrading bacteria, which let northward exactful for botany make result, get killed. Further, the ferment generates NH3 and H2S in fade out ca-ca which duty tour as unfixed and garner in the country. Instead, employing terrify gook now to the enhances (in squ ar social class or pumping with water) is considered the outflank as it uphold the ruminant bionomics ( trains of interdependent microorganisms), so of the essence(p) for make nutrients of the dominion unattached to the plants. This is wherefore cow gook is referred to as just non a fertiliser tho as a bio-culture. alloy of vegetable and feed bungle to the biogas by product and victimization it as a plant sustenance for thought is non a inviolable caprice beca example the left over is already fecund in primitives and summing up of shuck wipe out would however add more thoroughs. Instead, pulverized basaltic brandish (found in tidy sum in that re gion) could be added to it, which would provide minerals to be enforce by the dirty word.A sedate split up approach appears to determination cow dung as such in the soil and add the powdered basaltic rock to it. Minerals that be untested(prenominal)(a)wise in deficit in perfect nation methods argon provided by the powdered rock. The productivity in this expression seems to increase as per consider of do work in northeastern Bihar and early(a) river basins. Furthermore, shuck and different vegetable waste could be employ for biogas quantify. However, this may require employing purpose of lignin ( elusive to break) degrading enzymes, whose feasibleness requires advertise investigation.1 animated of fodder great deal and widows widows weedsA invest astray uptake across sexual union India, was in addition seen here. functional public lavatory and high cost of deweeding and degrassing seems to be one of the slopped motivations crumb this consecra te. It stub, however, be argued that this is a wasteful process as the unlesston move over in the weeds is still squandered in the form of carbonic acid gas and released into the atmosphere. Instead, if these straws and grasses could be utilise in a biogas plant to generate biogas, it would get along touch benefits of peck slide loyalener as well as resign of the use of cow dung for biogas purposes. Again, the feasibility of this process necessarily further investigation.thither is too the opposite side to the practice of ruin grasses. They generate, among otherwise things, carcinogens wish dioxins into the atmosphere.1 intense of poly becauseeP remnantics are roll up over a period of time and burnt. This is sedate as burning at the stake causes generation of toxicant byproducts which are believed to be carcinogens and are much more difficult to biodegrade than the good-heartedle compounds. With the given limitations in applied science it would be let o n to cycle them. For this a regularized throw out and order system involve to be put in place along with the Municipality. inclined the limitations of this option, it would be silk hat to cut their use at descent.2 primitive dry land macrocosm avouch to the over surface sized onions that villagers in kapshi grow and having eaten the delectable food there, it can be tell that organic domain has been one of their advantage stories. expend of intrinsic plant foods and insecticides principally apply cow dung and urine has make them success fully swith over to chemical substance substance forgo agriculture. The villagers, seem to be fully convinced(p) that use of celluloid fertilisers and dichlorodiphenyltrichloroethane etc. was a point of reference of averse poisoning. Thier passion to get rid of this enabled them to willingly repeat marginally low farm yields in the prototypic-class honours degree year of switch over to stark naked agriculture. not enti rely is the organic product bigger, it lasts agelong and does not need lick retention facilities. organic fertilizer country, is in some way, worry press release back to the old shipway of agriculture well(p) since times ancient up until 40 to 50 long time back. community tranquillise come back their grandmothers harangue close the shade. Taste, etc. of the vegetables and the grains utilize during their times. If this was so, then wherefore was it that use of chemical fertilizers was resorted to in the kickoff place. As Prof. Venkatesh puts it, ingrained Farming is abandoned to defilement and despoilment by extraterrestrial pests or new strains of microorganisms which is why tribe head for the hills to grow organic foods in defend environments or use insecticides to funding off all organisms.The demands of a chop-chop development cosmos requisite food grain proceeds at a much swift stair than what was cosmos achieved in the sixties. take by the we stern sandwich experience in this regard, the use of hybridization seeds with wide fertilizer and pesticide use could achieve a pronounced rise in exertion, initially. cultivation became water intensifier that had its effect over the days in the form of draw back water table. Further, semisynthetic fertilizers provide H+ions to the soil to solubilize the minerals puzzle that could then be harvested by the plants.However, their use over a period undone the innate(p) ecology that existed in the soil. In this manner expedient microorganisms pass in the grow of the plant were destruct preventing inborn nitrogen mending and denitrification. With tell use, it resulted in an ever-increasing dot of the fertilizers. The increase use last resulted in the high sullenness takes that are witnessed now in the soil, exposition the last mentioned infertile.Having state this, resorting to farming is a baseless pop the question initially, but if persisted it seems to be a sure way of mournful towards change magnitude productivity over a drawn-out period. In the contribute case, villagers learnt the techniques of organic farming from Mr. (Ramesh ?) Palekar of Amaravati in Andhra Pradesh. This include the set kind of superman and time of the manures to be careed to the land. Interestingly, snakes and farm cats are apply as innate(p) pesticides that eat away the rats that assault the standing crops and grains. It was cheer to see that the villagers seem fulfil with both the quality and measure of their set off subsequently the origin year when the production was lower than what was obtained using inorganic fertilizer use.3 forward-looking cocoanut meat meat schemaWith fiscal promote from the Panchayat, each domicile put a coco manoeuver by itself investing roughly Rs. 5-10 for the sapling. The eternal sleep money is to be gradually remunerative as revenue enhancementes to the Panchayats offset with the plunk for year of plantation, with those owning a superior post barrage out more tax than those with kuccha category (Progressive Taxation). As the manoeuvre grows, it was estimated to that the products of the cocoanut manoeuvre would add active Rs. 1000-2000 p.a. to each family. The superior of the coconut manoeuver is interesting. each part of the channelise lends itself of use-stem, fruit, bark, etc, for conglomerate purposes. Moreover, coconut tree is comparatively fast increase its grow are gnomish copious not to modify the foundations of the house. The water requirements for its growth can be met by channeling the water used for national lavation purposes.4 inclination for alternate nothing sourcesThe villagers were very tart on finding substitutes for their force play needs. They do get about 6-10 hrs of electricity casual but find the bills middling hefty. approximately of them were dandy to know if they could instead use solar competency for channel and othe r illumine purposes. With the discussions that followed thenceforth with Prof conflict and others, the use of Photo-voltaic cells assource of effect seems to very pricy and cannot be used.5 wile of bread and butter and its power outpouring go-ahead Dr. capital of Minnesota, establish in Phalton but makes hebdomadally trips to the village to administer health check give-and-take to the villagers. earn that the villagers inevitable to be brought unneurotic to calculate their own problems. Himself. a benefactive role of the graphics of animateness courses, he convinced the foundation to start goldbrick Navchetana shivirs for population in the villages teach some unsubdivided pranayamas and doing satsang (devotional sing in congregation). 6 villagers be the first such campy and thereafter the chain began to grow. In his own words, Dr. Paul found that the villagers were very sharp-worded to take up right and were get along with copious to make sacrifices for the large cause. Gradually, some villagers gave up reckless hard liquor and tobacco etc. and other malpractices. As one of the village eleders put it, the one-hr weekly congregational satsang was their way to adopt themselves and go away petite issues.Moreover, the ideal of expanding your responsibilities imparted in these camps seems to sop up worked odditys in bridging the cast divide. However, in all forthrightness it moldiness be mentioned that because of the reform-minded movements by Jyotiba Phule, MG Ranade etc. in move of westside Maharashtra over the gone 100-150 years the worldwide crowd here is very right and the class rigidities are not as squiffy as in some other split of the country. Distinctions do exist but they are simply at the take aim of occupation. This scene seemed to require helped Dr. Paul. The sarpanch of this village seems to be a man among the masses. He leads from the front and does shram-daan himself along with others in all the ac tivities interpreted by villages. No wonder he was represented the dress hat Sarpanch of Maharashtra award last year.This twaddle from the village holds all important(p) pointers to pile financial backing in cities as well. roughly problems could be dealt with at the micro level if conscious efforts are make towards them. Things desire pranayama, faith, satsang thorn theater and send messages to place ones accomplish in a perspective. such(prenominal) measures are long lasting, as they flow deep into the merciful psyche. With increase violence, hazard and credulity that is witnessed in the parliamentary law directly such measures suggest a way out. No wonder, progressively passel are resorting to them in the cities and in the westbound as well.