Terrigal-Coastal Management - 2695 Words

Part 1 The geographical processes that are occurring at the Terrigal beach area are: * Erosion, which is effecting: * The Skillion, mainly the headland and rock platform, which is part of a preserved area of land known as â€Å"the Haven† which also contains the rugby oval. The man type of erosion that affects this is from the sea. * The sand dunes on the beaches. This area is affected by wind erosion as well as the tides if adequate vegetative cover is not present. The main type of erosion, from the sea, takes the sand from the sand dunes as well as the rest of the beach in a rip. The sand is then pulled out to sea where it forms a sand bar. On calmer days, the sand is brought back to the beach. * Storm damage can affect coastal†¦show more content†¦* Continued stabilization of the frontal dune through various methods for the past fifteen years. * The efforts of â€Å"Wamberal -Terrigal Beach Protection Group† have been mostly successful. Although a small part of the front dune that was covered in spinifex grass has been lost, the erosion at Wamberal would have been significantly worse. * â€Å"Terrigal Lagoon Bushcare† * What the group has been doing to help and promote sustainability in the Terrigal beach area: * The group is mostly focused on maintaining the vegetation of the various lagoons in the Terrigal area. As a result, most of their actions relate to the maintenance of the lagoons. The kind of things they do include: * Restoring lagoon-side bush * Removing weeds and non-native plants * Planting suitable trees, shrub, grass, etc. * The efforts of â€Å"Terrigal Lagoon Bushcare† have been largely successful in keeping the lagoons around Terrigal ecosystems. Their actions have helped the native plants compete with the introduced species. * What individuals have been doing to help and promote sustainability: * Stopped building on dangerous areas, usually sand dunes. * Started various community groups in order to help maintain and protect various aspects of Terrigal and encouraging others to join. * Insuring all property owned if living in an area of risk *

Alternative Energy For Renewable Energy Sources - 3426 Words

Algae Biofuel For many years the world has depended on one form of energy for transportation, and that is fossil fuels. This means as our demand for these fossil fuels increases our supply will decrease dramatically. As supply dwindles and costs rise, nations will be forced to utilize alternative energy sources. Coal, both non-renewable and environmentally destructive, is the most likely near-term candidate for replacing oil as a primary energy source. In order to achieve a secure and stable energy supply that does not cause environmental damage, renewable energy sources must be explored and promising technologies should be developed. Biodiesel derived from green algae biomass has the potential for high volume, cost effective production. It can be carbon neutral and produced intensively on relatively small areas of marginal land. The quality of the fuel product is comparable to petroleum diesel and can be incorporated with minimal change into the existing fuel infrastructure. Innovative technique s, including the use of industrial and domestic waste as fertilizer, could be applied to further increase biodiesel productivity. There is now research going into renewable resources to replace these harmful fossil fuels. One of the newest and most innovative of these resources is algal biofuel. (Olds, 2006). Also known as algae biofuel, and oilgae, â€Å"the majority of algae are photosynthetic so water, carbon-dioxide, light, and minerals are necessary for growth (Olds, 2006).†Show MoreRelatedAlternative Energy Sources For Renewable Energy1710 Words   |  7 Pagesconcern for our environment, alternative energy has become a source of energy that is an alternative to the problem that these fossil fuels have caused our Earth. Alternative energy are renewable and is considered to be free energy sources (Alternative Energy). All alternative energy sources have lower carbon emissions when being compared to conventional energy sources. These sources include Biomass Energy, Wind, Solar, Geothermal, and Hydroelectric Energy (Alternative Energy). With the use of recyclingRead MoreAlternative Energy Sources For Renewable Energy1511 Words   |  7 PagesRenewable energy has become a widely popular topic in society. With the rapid depletion of fossil fuels, scientist are looking to natural and renewable resources to create a means to produce sustainable energy. There are many alternative energy sources that have proven useful in the past couple of years. Some of the alternative energy sources are not only more useful than others but have proven to be easier to attain and also prove to create a more substantial amount of energy. Today, the most widelyRead MoreAlternative Sources Of Energy For Renewable Energy1766 Words   |  8 PagesAbstract Majority of electricity generated in New Zealand are mainly from renewable source of energy that are naturally occurring. These source of energy are not consumed when converted hence they will not be depleted, and they are constantly reusable and replenish naturally. Increase in research and investment toward renewable energy will benefit New Zealand society as it will generate less pollution, and more jobs opportunities will emerge. Furthermore it will benefit New Zealand by reinforcingRead MoreAlternative Energy Sources For Renewable Energy1466 Words   |  6 Pagesseeking new forms of energy that will provide clean energy and also preserve Earth s lifespan. The use of renewable and non-renewable resources has been a major controversy throughout history; renewable energy such as wind power has been the main focus of this issue. Many would believe wind energy is the best renewable power source because it is the cleanest and most efficient, whereas, others view wind energy as a tim e bomb that will soon destroy the planet. Alternative energy sources should replaceRead MoreRenewable Energy : Alternative Energy Sources1906 Words   |  8 PagesNon- Renewable Energy These energy sources are very efficient in the way they work and provide for our needs. Unfortunately, there are two immense disadvantages for fossil fuels and non-renewable resources. They are named non renewable for a reason, the process that these resources go through literally takes millions of years for them to be useful for our needs. â€Å"We have to recognize there is a finite planetary quantity of each nonrenewable resource that can be recovered economically. In theory,Read MoreAlternative Energy Resources : Renewable Energy Source848 Words   |  4 PagesAlternate energy resources are being developed to compete against the fossil fuel power stations. Fossil fuel such as coal and oil are drilled and shoveled out of the ground and then processed to be turned into electricity. Problems with fossil fuels are that they produce hazardous air emissions and give off by-products that will harm the area. Some well-known alternate renewable energy resources are wind, solar, and hydr o power. These are all sources that are in abundance and will be around forRead MoreAlternative Sources of Renewable Energy Essay1629 Words   |  7 Pagesthe need for energy is growing as well. We are accustomed to using fossil fuels as our central source of energy for everyday uses. Fossil fuels are a natural matter that is found in the ground of the Earth formed in a previous time period millions of years ago that are nonrenewable and are used for energy today. Fossil fuels have to be burned in order to produce energy. When nonrenewable resources have been used, they cannot restock themselves or ever be used again. Renewable energy is a supplyRead MoreAssess the Potential of Three Sources of Renewable Energy as Alternatives to Using Fossil Fuels in the Developing World1850 Words   |  8 Pagesbecame the main source of energy. However, faced with the notable increase demand for energy, fossil fuel, as a non-renewable resource becomes scarcer and more expensive nowadays. To solve this problem, the world needs to replace fossil fuels with other sources of energy which are relatively low-cost and more secure. Renewable energy is such a potential energy. This essay will give an outline of three sources of renewable energy to be used in developing nations, which are solar energy, wind power andRead MoreRenewable Energy : The Beneficial Option For The Future !1227 Words   |  5 PagesRenewable energy; the beneficial option for the future! The threat of global warming is influencing people to become â€Å"greener,† turning to renewable energy options which are often referred to as alternative energy. Renewable energy refers to energy that does not come from burning of fossil fuels or pollutant infused methods to provide energy. It is the harnessing of natural resources that are constantly renewable such as sunlight for solar panels and wind for wind turbines, just to name two (LambRead MoreNew And Alternative Sources Of Energy1311 Words   |  6 Pages Today s society uses enormous amounts of energy. *The shadow of our presence on this planet is a result of generations upon generations of production and utilization of energy*. New and alternative sources of energy are being developed to replace the declining accessibility of coal and fossil fuels. Use of renewable energy is a key component in combatting the climate change that has become a major issue in the 21st century. Reducing our impact on the climate as a result of greenhouse gas emissions

Japanese Free Essays

Japanese Language for Children (Interactive CD) Nampu Kawamoto April 2013 TABLE OF CONTENTS Background Project Description Rationale Project Objectives Communication Objectives Theoretical Framework Project Brief Technical Description Content Outline Components Audience Beneficiary and Market Profile Sample Audiences Scope and Limitations Review of Related Literature and Works Proposed Methodology References Background Visual arts  are  art forms  that create works that are primarily  visual  in nature, such as  ceramics,  drawing,  painting,  sculpture,  printmaking,design,  crafts,  photography,  video,  filmmaking  and  architecture. There is some form of social or emotional responsibility to ensure people have access to the Visual Arts. Through its exposure they can discover   forms of expression and exploration, which might one day assist people to define who and or what we are and or add to our cultural depth. We will write a custom essay sample on Japanese or any similar topic only for you Order Now Today more than ever the arts are needed by our young people as a forum for safe expression, communication, exploration, imagination, and cultural and historical understanding. It’s a matter of aesthetics that affects a person’s mood in one way or another. It can both inspire, and help somebody express themselves and create something tangible ut of one’s emotions. Photography  is the process of making pictures by means of the action of light. Light  patterns reflected or emitted from objects are recorded onto a sensitive medium or storage chip through a timed  exposure. The process is done through  mechanical,  chemical  or  digital  devices known as  cameras. According to a new study, 83 percent of middle schoolers, 39 percent of fifth-graders, and 20 percent of third-graders have camera phones. With the increase in sales of camera phones and point and shoot cameras, a bulk of those sales are for children. As a recent necessity to daily life, camera phones are readily available to children. Cameras have become an important gadget of a person in this fast paced life as a shot taken by the camera will remain in their as a memory for a lifetime. It is important to know how to use a camera properly as it is a tool for visual art. Project Description The project is an interactive CD about the Japanese Language for Children that seeks to educate and strengthen the interest of young children in using the Japanese language as their second language. Rationale The Proponent chose this topic because of the rising number of demands on bilingual speakers and it is effective for children to start learning different languages at an early age. The medium of this topic is an interactive CD which is intended for children because of its fun and interactive interface. As of now there are no known interactive applications about the Japanese language for children. The Proponents project intends to provide the first and only interactive CD that educates the youth about the Japanese language. Project Objectives This project seeks to: 1. Give an overview of the Japanese language; 2. Teach reading and writing the Japanese language; and 3. Serve as a basic tool for learning the Japanese language. Communication Objectives This project aims to express that: For project objective 1: Give an overview of the Japanese language. a. Brief history of Japanese literature. b. Japanese as a second language is important. For project objective 2: Teach reading and writing the Japanese language. a. The Japanese language can be learned easily. b. Teaching Japanese language will be more effective if taught at an earlier age. For project objective 3: Serve as a basic tool for learning the Japanese language. . Will serve as the starter program for children who want to learn the Japanese language. b. Learning Japanese language will be the stepping-stone to multi-lingual communication. Theoretical Framework Mediamorphosis is a unified way of thinking about the technological evolution of communication. We will see that the new media do not arise spontaneously and independently. The new media will emerge gradually from the metamorphosis, which is defined to be a biological process of development. According to Rodger Fidler one of the basic principles of Mediamorphosis is co evolution and coexistence. The Proponents project applies to this principle for it is a product of evolution from books. Once consumers perceive a new technology like this project to be useful and affordable, widespread adoption can take place rather quickly. Project Brief Technical Description -The Proponent will be using Abobe Director as the primary software in developing the Interactive CD. -Adobe Photoshop will be used in designing assets to be used in said project. -A DVD CD will be the end product of this project with the following features -The strokes -Pronunciation -Reading materials -Short multiple choice quizzes Content Outline The proponent wishes to provide an interactive CD that will educate children about the Japanese language by interactive activities like showing of the strokes, pronunciation, simple quizzes and reading materials. Topics to be discussed in the said interactive CD would include the following: -Vocabulary -History -Strokes -Characters -Speaking -Reading comprehension Components Interactive CD -1024Ãâ€"768 screen size -Director EXE file -Dual platform (MAC/PC) -Mouse Activated Audience Beneficiary and Market Profile Age: 4 – 7 Years Old Gender group: Male and Female Economic/Social group: Upper Class and Middle Class Other cultural and behavioral determinant: Basic computer literacy; has Japanese blood; Basic literacy. Target Market: Parents with children with intentions of learning the Japanese language. Target Audience: Children ages 4 – 7 Sample Audiences Zia Kawamoto is a 6 year old half Japanese half Filipino girl who is studying in Ann Arbor Montessori in Las Pinas. Zia has a grandfather who is pure Japanese, and whenever he would come to the Philippines to visit her, the language barrier prevents them from understanding each other. Zia and her parents are moving to Japan soon, but she has little knowledge about the national language of Japan, and her parents are worried she will not adapt well to the change in the language she is not familiar with. Scope and Limitations The project will include topics of basic Japanese language including reading (comprehension, vocabulary), speaking (formal, informal), writing (strokes, characters). This project will not include advanced lessons of the Japanese language. This project is intended for children 4 – 7 only because of its intended user friendly interface and simple lessons. Review of Related Literature and Works Literature 1. A Guide to Learning Hiragana and Katakana By Kenneth G. Henshall with Tetsuo Takagaki Charles E. Tuttle Publishing The main aim of this book is to help students achieve competence in reading and writing Kana, the phonetic symbols that are fundatmental to written Japanese. The book stats with a section which contains everything the student will need to know about the systems of Hiragana and Katakana. The proponent can use this information for the backbone of his lesson plan for the Japanese language as the book covers most topics that will be discussed. . Folktales from the Japanese Countryside By Fran Stallings with Harold Wright and Miki Sakurai Greenwood Publishing Group, Inc. This book contains several folktales which was given and told by Hiroko Fujita, who in childhood learned hundered of stories by listening to the elders in Miharu, Fukushima Prefecture. Some of these stories have motifs and plot elements that story-lovers wi ll recognize. The proponent chose this book as he can use these stories to his reading comprehension part of his proposed topic. 3. A History of Japanese Literature By W. G. Aston, C. M. G. , D. Lit William Heinemann Publishing This is a book about the history of literature during different colonizational periods in Japan. It tells of how the styles, strokes and characters change through passing of each period, and it provides with information on the birth of the Japanese literature. Although the book might not have recent information and lessons, the proponent can use this book to further gather knowledge about the history of Japanese literature. Proposed Methodology Pre-Production During Pre-Production the Proponent will research about the Japanese language and will simplify each topic for it will be intended for children ages 4-7. The Proponent will also construct a flowchart on how the interactive CD will operate. Sketches will be made and design pegs will be finalized for the assets needed in the final project. The Proponent will also write scripts for the audio lessons needed in the said project. The Proponent will compose multiple choice questions about said topics for the Quiz section of the interactive CD. Production During the production process the proponent will start digitizing sketches made for the Interactive CD and will be inserted and coded in Adobe Director. The Proponent will also code all simplified research for the educational part of the interactive CD and code all multiple choice questions for the short quiz section of the project. The proponent will start recording audio for the Japanese language. Audio will be produced for all the parts of the interactive CD. After scripting, testing will be done. Animation, static elements and audio will be checked if they are working properly. Post-Production During the Post-Production any production revisions will be fixed and will again be checked for any revisions. If there are no more revisions the project will be finalized and will be made into an Adobe Director projector file. Packaging and marketing design and will be finalized during the post-production. This will then be printed and the contents of the interactive CD will then be burned on a DVD/R rom. References A Guide to Learning Hiragana and Katakana By Kenneth G. Henshall with Tetsuo Takagaki (1997) Folktales from the Japanese Countryside By Fran Stallings with Harold Wright and Miki Sakurai (2008) A History of Japanese Literature By W. G. Aston, C. M. G. , D. Lit (1898) http://www. japanese-language. aiyori. org/introduction. html How to cite Japanese, Essay examples

Peyton Place Research Paper free essay sample

Have you ever wanted to read a book that set you into a different time but reminded you of life today? Or how would you act if someone said this to you. There aint much a feller can do when hes married to a born whore (Metalious 4). An interesting quote from a book right? How would if feel if this person was calling someone you know a slut? Or better yet who would right that. Well it is very simple my friend this is a story from a book I greatly enjoy a best-selling novel known Peyton Place by Grace Metalious. In this story, the locals are cruel and Judgmental to those ho are having some difficulties in their life or fall under the category of lower class. And gossip, as you can tell, was very popular subject due to this. Then again this isnt new at all, at least in some point of life we can relate to this. Everybody talks. This novel attempts to portray how life is in a town in New England. You know how small towns are in TV show drama hold many secrets and is relived through the through the lives of the residents; the main accounts you will hear about is from three women who have to deal with life through secrets, lies, and abuse, and other road blocks. Sounds mysterious right? Scandals, differences social class, and murder. Something worth reading right correct? This novel holds many key points which were happening during the time and was believable by the reader in the 1950s to the 2010s. Im not saying this because I like the book but it is a good piece of literature many for realistic fiction. Peyton Place has many topics addressed in it but overall the book is about social anatomy of small towns. If you dont what that means it basically gives us a view of the lives of Peyton Places residents. The hopes and dreams, victory, failures, violence, their many struggles, and sometimes (hardly anyone) their courage. Now to get one with the show the story is set in a small town known as Peyton Place, in New Hampshire, the most important residents of Peyton Place is Allison, Constantine, and Selena (go girl power). Though the novel itself is an overall story of the town Peyton Place but out of the three important characters is Allison can be called the most important and how she leaves Peyton place and becomes a writer and sadly falls into the same footsteps s her mother. Which the book concludes with Allison publishing her first book Samuels Castel(about her hometown) and returning to her hometown which end the book but there is a squeal Return to Peyton Place. (l personally dont like the squeal read it if you want or you can watch the TV show for both books). Now during the time Peyton Place there are five characteristics. But for the sake of not boring you I will stick to two Abortion and scandals (dont you Just love a good scandal yes we have voting ones but I mean the personal one? ). Since those two oints can explain most of the story going on. The characteristic of Abortion, can relate to our history because it was between the late 1930s to the 1950s in the U. S when it was a problem. Abortions increased during the Great Depression. People didnt have money to feed another abortion some would make it but luckily there were advances in medicine making it possible to save many women whom in the past before would have died from abortion related infections (diseases) or injuries. Though there had been many changes in the practice and conditions making changes in the investigation of bortion control during the time. You see during this time hospital illegally hospitals had much of the control of abortions. These controls were through therapeutic committees. Also police and prosecutors, police increased raids of abortionists offices. Making abortion a crime and doctors losing their licensee. People saw it as immoral to have an abortion saying it was killing an unborn child, and they didnt care if a woman was raped they saw it as you are with child and you must have that child. Scandals, well there are always some scandal on the news about politics or elebrities most or sex scandals or secret love children things likes that all to us pretty normal but back then is a different story. If you were a single woman and you had a relationship with a married man then you were a scandals seductress and no good morally and if you had a child and he refused to leave his life for you well if you didnt have an abortion and had your child you were basically trash unless youre willing to lie and keep it a secret. Can you image being used having the hope to start a family, dreams, all to be crushed and your given a choice to get rid of your child nd lie life or keep it. Constantine gave birth to Allison, her illegitimate child, because her father was already married with several children having an affair with Constantine (18). And he wasnt going to leave his family for her so she came claiming to be a widow and changed the birth year on her Allisons birth certificate, with a great fear what would happen to her and Allison if anyone found out the truth about her childs birth. This was because of authorial personality, meaning they would think lowly of Constantine and Allison. And quite possibly could ruin their lives which happened for real since people with authorial personalities thought as lower classes and women like Constantine who had an illegitimate children. Basically youd be treated like trash. Some were beaten and killed even so you would have never known since it could risk the safety of the mother and child. The portrayal of Peyton Place to me is a sense accurate and with much research Peyton Place is apparently very accurate to what was really going on. One of the important characters Selena gets raped (shes only 14 during the incanted) by Lucas, her step father, and becomes pregnant. Since being a mother at 14 would not do Dr. Sawin became involved and was given the troubling task to choose wheatear or not to give Selena an abortion. Thankfully he later does perform an abortion (184). Doctors during this time would still perform abortions even though they had a high possibility of losing their Job and go to Jail since performing abortion was a crime. This show the book is realistic the book as well since Dr. Sawin knew what could happen if he perform the abortion or if he didnt. Meaning all hell could have broken Overall life during the 1903s to the 1950s in small towns like Peyton Place was far from mild. Peyton Place was hard to understand and connect to which cause for me. I was a bit of a skeptic on how accurate the book was, though with after learning more about the historical topics I have a better understanding since theses thing were happening to people like it was to fictional characters. If you are from that time you can easily relate and understand the book. But if you want to fully understand the book and you have personal connection to the characters do some research prior to it.

Safety Precautions in Welding Operations Essay Example

Safety Precautions in Welding Operations Essay To prevent injury to personnel, extreme caution should be exercised when using any types of welding equipment. Injury can result from fire, explosions, electric shock, or harmful agents. Both the general and specific safety precautions listed below must be strictly observed by workers who weld or cut metals. b. Do not permit unauthorized persons to use welding or cutting equipment. c. Do not weld in a building with wooden floors, unless the floors are protected from hot metal by means of fire resistant fabric, sand, or other fireproof material. Be sure that hot sparks or hot metal will not fall on the operator or on any welding equipment components. d. Remove all flammable material, such as cotton, oil, gasoline, etc. , from the vicinity of welding. e. Before welding or cutting, warm those in close proximity who are not protected to wear proper clothing or goggles. f. Remove any assembled parts from the component being welded that may become warped or otherwise damaged by the welding process. . Do not leave hot rejected electrode stubs, steel scrap, or tools on the floor or around the welding equipment. Accidents and/or fires may occur. h. Keep a suitable fire extinguisher nearby at all times. Ensure the fire extinguisher is in operable condition. i. Mark all hot metal after welding operations are completed. Soapstone is commonly used for this purpose. 2-2. PERSON AL PROTECTIVE EQUIPMENT a. General. The electric arc is a very powerful source of light, including visible, ultraviolet, and infrared. Protective clothing and equipment must be worn during all welding operations. We will write a custom essay sample on Safety Precautions in Welding Operations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Safety Precautions in Welding Operations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Safety Precautions in Welding Operations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer During all oxyacetylene welding and cutting proccesses, operators must use safety goggles to protect the eyes from heat, glare, and flying fragments of hot metals. During all electric welding processes, operators must use safety goggles and a hand shield or helmet equipped with a suitable filter glass to protect against the intense ultraviolet and infrared rays. When others are in the vicinity of the electric welding processes, the area must be screened so the arc cannot be seen either directly or by reflection from glass or metal. b. Helmets and Shields. 1) Welding arcs are intensely brilliant lights. They contain a proportion of ultraviolet light which may cause eye damage. For this reason, the arc should never be viewed with the naked eye within a distance of 50. 0 ft (15. 2 m). The brilliance and exact spectrum, and therefore the danger of the light, depends on the welding process, the metals in the arc, the arc atmosphere, the length of the arc, and the welding current. Operator s, fitters, and those working nearby need protection against arc radiation. The intensity of the light from the arc increases with increasing current and arc voltage. Arc radiation, like all light radiation, decreases with the square of the distance. Those processes that produce smoke surrounding the arc have a less bright arc since the smoke acts as a filter. The spectrum of the welding arc is similar to that of the sun. Exposure of the skin and eyes to the arc is the same as exposure to the sun. (2) Being closest, the welder needs a helmet to protect his eyes and face from harmful light and particles of hot metal. The welding helmetis generally constructed of a pressed fiber insulating material. It has an adjustable headband that makes it usable by persons with different head sizes. To minimize reflection and glare produced by the intense light, the helmet is dull black in color. It fits over the head and can be swung upward when not welding. The chief advantage of the helmet is that it leaves both hands free, making it possible to hold the work and weld at the same time. (3) The hand-held shield provides the same protection as the helmet, but is held in position by the handle. This type of shield is frequently used by an observer or a person who welds for a short period of time. 4) The protective welding helmet has lens holders used to insert the cover glass and the filter glass or plate. Standard size for the filter plate is 2 x 4-1/4 in. (50 x 108 mm). In some helmets lens holders open or flip upwards. Lenses are designed to prevent flash burns and eye damage by absorption of the infrared and ultraviolet rays produced by the arc. The filter glasses or plates come in vario us optical densities to filter out various light intensities, depending on the welding process, type of base metal, and the welding current. The color of the lens, usually green, blue, or brown, is an dded protection against the intensity of white light or glare. Colored lenses make it possible to clearly see the metal and weld. Table 2-1 lists the proper filter shades to be used. A magnifier lens placed behind the filter glass is sometimes used to provide clear vision. A cover plate should be placed outside the filter glass to protect it from weld spatter. The filter glass must be tempered so that is will not break if hit by flying weld spatter. Filter glasses must be marked showing the manufacturer, the shade number, and the letter â€Å"H† indicating it has been treated for impact resistance. NOTE Colored glass must be manufactured in accordance with specifications detailed in the National Safety Code for the Protection of Hands and Eyes of Industrial Workers†, issued by the National Bureau of Standards, Washington DC, and OSHA Standards, Subpart Q, â€Å"Welding, Cutting, and Brazing†, graph 1910. 252, and American National Standards Institute Standard (ANSI) Z87. 1-1968, â€Å"American National Standard Practice for Occupational and Educational Eye and Face Protection†. (5) Gas metal-arc (MIG) welding requires darker filter lenses than shielded metal-arc (stick) welding. The intensity of the ultraviolet radiation emitted during gas metal-arc welding ranges from 5 to 30 times brighter than welding with covered electrodes. (6) Do not weld with cracked or defective shields because penetrating rays from the arc may cause serious burns. Be sure that the colored glass plates are the proper shade for arc welding. Protect the colored glass plate from molten metal spatter by using a cover glass. Replace the cover glass when damaged or spotted by molten metal spatter. (7) Face shields (fig. 2-2) must also be worn where required to protect eyes. Welders must wear safety glasses and chippers and grinders often use face shields in addition to safety glasses. (8) In some welding operations, the use of mask-type respirators is required. Helmets with the bubble front design can be adapted for use with respirators. c. Safety Goggles. During all electric welding processes, operators must wear safety goggles (fig. 2-3) to protect their eyes from weld spatter which occasionally gets inside the helmet. These clear goggles also protect the eyes from slag particles when chipping and hot sparks when grinding. Contact lenses should not be worn when welding or working around welders. Tinted safety glasses with side shields are recommended, especially when welders are chipping or grinding. Those working around welders should also wear tinted safety glasses with side shields. d. Protective Clothing. (1) Personnel exposed to the hazards created by welding, cutting, or brazing operations shall be protected by personal protective equipment in accordance with OSHA standards, Subpart I, Personal Protective Equipment, paragraph 1910. 132. The appropriate protective clothing (fig. -4) required for any welding operation will vary with the size, nature, and location of the work to be performed. Welders should wear work or shop clothes without openings or gaps to prevent arc rays from contacting the skin. Those working close to arc welding should also wear protective clothing. Clothing should always be kept dry, including gloves. (2) Woolen clothing should be worn instead of cotton since wool is not ea sily burned or damaged by weld spatter and helps to protect the welder from changes in temperature. Cotton clothing, if used, should be chemically treated to reduce its combustibility. All other clothing, such as jumpers or overalls, should be reasonably free from oil or grease. (3) Flameproof aprons or jackets made of leather, fire resistant material, or other suitable material should be worn for protection against spatter of molten metal, radiated heat, and sparks. Capes or shoulder covers made of leather or other suitable materials should be worn during overhead welding or cutting operations. Leather skull caps may be worn under helmets to prevent head burns. (4) Sparks may lodge in rolled-up sleeves, pockets of clothing, or cuffs of overalls and trousers. Therefore, sleeves and collars should be kept buttoned and pockets should be eliminated from the front of overalls and aprons. Trousers and overalls should not be turned up on the outside. For heavy work, fire-resisant leggings, high boots, or other equivalent means should be used. In production work, a sheet metal screen in front of the worker’s legs can provide further protection against sparks and molten metal in cutting operations. (5) Flameproof gauntlet gloves, preferably of leather, should be worn to protect the hands and arms from rays of the arc, molten metal spatter, sparks, and hot metal. Leather gloves should be of sufficient thickness so that they will not shrivel from the heat, burn through, or wear out quickly. Leather gloves should not be used to pick up hot items, since this causes the leather to become stiff and crack. Do not allow oil or grease to cane in contact with the gloves as this will reduce their flame resistance and cause them to be readily ignited or charred. e. Protective Equipment. (1) Where there is exposure to sharp or heavy falling objects or a hazard of bumping in confined spaces, hard hats or head protectors must be used. 2) For welding and cutting overhead or in confined spaces, steel-toed boots and ear protection must also be used. When welding in any area, the operation should be adequately screened to protect nearby workers or passers-by froman the glare of welding. The screens should be arranged so that no serious restriction of ventilation exists. The screens should be mounted so that they are about 2. 0 ft above the floor unless the work is performed at such a low level that the screen must be extended closer to the floor to protect adjacent workers. The height of the screen is normally 6. 0 ft (1. m) but may be higher depending upon the situation. Screen and surrounding areas must be painted with special paints which absorb ultraviolet radiation yet do not create high contrast between the bright and dark areas. Light pastel colors of a zinc or titanium dioxide base paint are recommended. Black paint should not be used. 2-3. FIRE HAZARDS a. Fire prevention and protection is the responsibility of welders, cutters, and supervisors. Approximately six percent of the fires in industrial plants are caused by cutting and welding which has been done primarily with portable equipment or in areas not specifically designated for such work. The elaboration of basic precautions to be taken for fire prevention during welding or cutting is found in the Standard for Fire Prevention in Use of Cutting and Welding Processes, National Fire Protection Association Standard 51B, 1962. Some of the basic precautions for fire prevention in welding or cutting work are given below. b. During the welding and cutting operations, sparks and molten spatter are formal which sometimes fly considerable distances. Sparks have also fallen through cracks, pipe holes, or other small openings in floors and partitions, starting fires in other areas which temporarily may go unnoticed. For these reasons, welding or cutting should not be done near flammable materials unless every precaution is taken to prevent ignition. c. Hot pieces of base metal may come in contact with combustible materials and start fires. Fires and explosions have also been caused when heat is transmitted through walls of containers to flammable atmospheres or to combustibles within containers. Anything that is combustible or flammable is susceptible to ignition by cutting and welding. d. When welding or cutting parts of vehicles, the oil pan, gasoline tank, and other parts of the vehicle are considered fire hazards and must be removed or effectively shielded from sparks, slag, and molten metal. e. Whenever possible, flammable materials attached to or near equipment requiring welding, brazing, or cutting will be removed. If removal is not practical, a suitable shield of heat resistant material should be used to protect the flammable material. Fire extinguishing equipment, for any type of fire that may be encountered, must be present. 2-4. HEALTH PROTECTION AND VENTILATION a. General. 1) All welding and thermal cutting operations carried on in confined spaces must be adequately ventilated to prevent the accumulation of toxic materials, combustible gases, or possible oxygen deficiency. Monitoring instruments should be used to detect harmful atmospheres. Where it is impossible to provide adequate ventilation, air-supplied respirators or hose masks approved for this purpo se must be used. In these situations, lookouts must be used on the outside of the confined space to ensure the safety of those working within. Requirements in this section have been established for arc and gas welding and cutting. These requirements will govern the amount of contamination to which welders may be exposed: (a) Dimensions of the area in which the welding process takes place (with special regard to height of ceiling). (b) Number of welders in the room. (c) Possible development of hazardous fumes, gases, or dust according to the metals involved. (d) Location of welders breathing zone with respect to rising plume of fumes. (2) In specific cases, there are other factors involved in which respirator protective devices (ventilation) should be provided to meet the equivalent requirements of this section. They include: (a) Atomspheric conditions. (b) Generated heat. (c) Presence of volatile solvents. (3) In all cases, the required health protection, ventilation standards, and standard operating procedures for new as well as old welding operations should be coordinated and cleaned through the safety inspector and the industrial hygienist having responsibility for the safety and health aspects of the work area. b. Screened Areas. When welding must be performed in a space entirely screened on all sides, the screens shall be arranged so that no serious restriction of ventilation exists. It is desirable to have the screens mounted so that they are about 2. 0 ft (0. 6 m) above the floor, unless the work is performed at such a low level that the screen must be extended closer to the floor to protect workers from the glare of welding. See paragraph 2-2 e (3). c. Concentration of Toxic Substances. Local exhaust or general ventilating systems shall be provided and arranged to keep the amount of toxic frees, gas, or dusts below the acceptable concentrations as set by the American National Standard Institute Standard 7. 7; the latest Threshold Limit Values (TLV) of the American Conference of Governmental Industrial Hygienists; or the exposure limits as established by Public Law 91-596, Occupational Safety and Health Act of 1970. Compliance shall be determined by sampling of the atmsphere. Samples collected shall reflect the exposure of the persons involved. When a helmet is worn, the samples shall be collected under the helmet. NOTE Where welding operations are incidental t o general operations, it is considered good practice to apply local exhaust ventilation to prevent contamination of the general work area. d. Respiratory Protective Equipment. Individual respiratory protective equipment will be well retained. Only respiratory protective equipment approved by the US Bureau of Mines, National Institute of Occupational Safety and Health, or other government-approved testing agency shall be utilized. Guidance for selection, care, and maintenance of respiratory protective equipment is given in Practices for Respiratory Protection, American National Standard Institute Standard 788. 2 and TB MED 223. Respiratory protective equipment will not be transferred from one individual to another without being disinfected. . Precautionary Labels. A number of potentially hazardous materials are used in flux coatings, coverings, and filler metals. These materials, when used in welding and cutting operations, will become hazardous to the welder as they are released into the atmosphere. These include, but are not limited to, the following materials: fluorine compounds, zinc, lead, beryllium, cadmium, and mercu ry. See paragraph 2-4 i through 2-4 n. The suppliers of welding materials shall determine the hazard, if any, associated with the use of their materials in welding, cutting, etc. 1) All filler metals and fusible granular materials shall carry the following notice, as a minimum, on tags, boxes, or other containers: CAUTION Welding may produce fumes and gases hazardous to health. Avoid breathing these fumes and gases. Use adequate ventilation. See American National Standards Institute Standard Z49. 1-1973, Safety in Welding and Cutting published by the American Welding Society. (2) Brazing (welding) filler metals containing cadmium in significant amounts shall carry the following notice on tags, boxes, or other containers: WARNING CONTAINS CADMIUM POISONOUS FUMES MAY BE FORMED ON HEATING Do not breathe fumes. Use only with adequate ventilation, such as fume collectors, exhaust ventilators, or air-supplied respirators. See American National Standards Institute Standard Z49. 1-1973. If chest pain, cough, or fever develops after use, call physician immediately. (3) Brazing and gas welding fluxes containing fluorine compounds shall have a cautionary wording. One such wording recommended by the American Welding Society for brazing and gas welding fluxes reads as follows: CAUTION CONTAINS FLUORIDES This flux, when heated, gives off fumes that may irritate eyes, nose, and throat. Avoid fumesuse only in well-ventilated spaces. Avoid contact of flux with eyes or skin. Do not take internally. f. Ventilation for General Welding and Cutting. (1) General. Mechanical ventilation shall be provided when welding or cutting is done on metals not covered in subparagraphs i through p of this section, and under the following conditions: (a) In a space of less than 10,000 cu ft (284 cu m) per welder. (b) In a roan having a ceiling height of less than 16 ft (5 m). c) In confined spaces or where the welding space contains partitions, balconies, or other structural barriers to the extent that they significantly obstruct cross ventilation. (2) Minimum rate. Ventilation shall be at the minimum rate of 200 cu ft per minute (57 cu m) per welder, except where local exhaust heeds, as in paragraph 2-4 g below, or airline respirators approved by the US Bureau of Mines, National Institute of Occupational Safety and Health, or other government-approved testing agency, are used. When welding with rods larger than 3/16 in. (0. 48 cm) in diameter, the ventilation shall be higher as shown in the following:

Prom Date Monologue - Comedic Monologue for Male Actors

Prom Date Monologue - Comedic Monologue for Male Actors This comedic monologue is taken from Promedy, a teen-age comedy about Senior Prom, written by Wade Bradford. Dante is a rather goofy, overly dramatic vice-president of the Student Body. During an ASB meeting, in front of his fellow classmates, he decides to ask Kay, the text-messaging obsessed cheerleader, to be his prom date. Dante:Kay, I know that youre one of the most popular girls in school, and that you scarcely know how to pronounce my name, or use proper grammar. But Ive had a crush on you since the days when you would ignore me in kindergarten all the way to this afternoon when you ignored me in the cafeteria lunch line. Some might say ours is a misunderstood romance. I remember in second grade, I wrote you a note in Mrs. Souplangers class. It said, Do you like me? circle yes or no. My friends said you tore up the note in disgust. But I knew you were ripping up confetti to celebrate our newfound love. I know that you have been pretending to ignore me all these years because secretly, deep down, you know that you like me as much as I like you, probably even more. Well, you dont have to be scared and shy any more. Im going to make both of our wishes come true. Will you go to the prom with me?(Dante reacts to her rejection.)Should I take the rolling of your eyes as a yes? Learn more about the play and its availability.

Public Transport Assignment Example | Topics and Well Written Essays - 1500 words

Public Transport - Assignment Example Increase of commuting is a desirable goal and has policy support (Bailey, 2007). Apart from this reasons like congestion on the roads, savings in commuting time would be seen as the chief reasons for a commuter to prefer public transport over using own cars. Typically a product or a service that gives enhanced value for a customer would what make a customer to switch to a service or a product. There is a big opportunity here for bus operators to create this critical additional value through use of ICT to induce commuters to switch over in a big way to using public transport like buses. This proposal is about creating a viable and profitable business model built through 2 products, the "Bus Catcher" and the "Bus bug" and software, all of which will provide an enhanced service offering to commuters. Bailey (2004) estimates that for an US population of 7.2 million non-drivers, 50% 0f which is people above the age of 654, public transportation is the only alternative, when they are going somewhere outside their immediate neighborhood. She also observes most U.S. residents still do not have the option of using public transportation to get places. Basing her observation on the American Housing survey of 2001, she says that just half - 49 percent - of all Americans reported that they have no public transportation service. ... Till very recently she says that a quarter of rural counties had below average public transportation service, and 41 percent had none at all. The gap between the need and what is available is high. The demand for public transport is however growing at a tremendous pace since the mid-nineties. Reasons like surging oil price, congestion, commuting time are the reasons. Pucher (2002 says that ridership is up 25.1percent since 1995, because of the awareness among the users that use of public transport saves money. Reducing commuting is seen to be the chief consideration for people to switching over to public transport. Another study indicates that demand will come further as people move away further and further away from their work place. (Howlett, 2008). This report says that people are willing to commute for over 90 minutes each way and an estimated 3.4 million Americans already are doing this and their numbers will be growing. Americans took 10.3 billion trips on public transportation in 2007, the highest level in 50 years, representing a 2.1% increase over the previous year, according to data released by the American Public Transportation Association (APTA). It is estimated to have grown by 32% since 1995. (Green Car Congress, 2008). Though bus service, at 1% was lower than the overall increase, it had a much bigger growth in places with population less than 100,000 and more than 5% in select urban areas. Even though the budget estimated to improve public transport is 50% of what would be needed, Federal funding has been increasing annually at the rate of 2.1 % since 2001(Bailey 2007) Increasing access to employment for the urban poor would mean their need to commute to suburbs and this will have to be an important policy decision of

International security Research Paper Example | Topics and Well Written Essays - 3750 words

International security - Research Paper Example Cyber attacks can be stated as anonymous and is launched from various sources across the globe. Impacts might be obvious and immediate, or subtle and dormant, eluding recognition for past many years. Cyber warfare results into high degree of damage ranging from personal systems to destruction of critical infrastructures. The growth of cyber threats is greatly affecting each and every individual. International security is closely knitted with the approach of cyber warfare. The vulnerability aspect is enhanced due to global dependence on technology. Increased connectivity has even facilitated security threats worldwide. Developing a comprehensive and effective national cyber security would help to counter such threats. Internet’s global expansion is considered to be the most powerful revolution in technological field. There are positive aspects related to internet growth which deals with rapid transmission of data. It can be stated that Internet has skyrocketed to 17 billion fro m 16 million. In modern world every business operations is based on advanced technology. Data transmission is a major aspect in business world but cyber warfare leads to exploitation of data. This study shall highlight different methods related to hacking procedure and its impact on various organizations. The research study would not only outline negative implications of cyber attacks but will also take into consideration different approaches that are used to prevent such attacks. A theoretical background encompassing concept of cyber warfare would reflect upon the motives behind such attacks and incorporation to growth journey of these crimes. Analytical opinions will also be included in this study in order to determine the impact caused on firms or countries due to such attacks and precautionary measures adopted to safeguard themselves from such attacks. The entire study will be based on secondary research since expert’s opinions are essential for this form of analytical st udy. The

Being a business student in UCL Personal Statement

Being a business student in UCL - Personal Statement Example until it was not only my career aim, but had become a passion, and attaining a proper business degree is a drive towards attaining my passion – to run a successful business and make a difference with it. What interests me about business in general is the creative aspect of it, the competition it creates to strive to give the best of you and the sense of satisfaction when you see your business soar. To get an idea of exactly what kind of business I want to pursue, I left no opportunity unturned to get hands on experience and knowledge about varied types of businesses and their management. As it is difficult to do a full fledge job with the ongoing school work, I started working part time in many business related firms, to get real life experience of how businesses are run and managed. For this I worked as a full time trainee in a fashion business (TAA Albanus Limited, China) helped arrange a Fashion Show Exhibition for A/W 2011 and also worked in their sales, marketing, and data filing departments. Moreover, I started my own online retail business, worked day and night for it and earned around 34% profit through it, all this, without affecting my schoolwork. This experience not only gave a boost to my self-confidence, but also helped me manage unexpected problems and do SWOT analysis of different situations. I kept my options open and later did part time job as a waitress and cashier in different restaurants. Currently, I am working in a part time sales job in Hollister Co. All this experience, with more to come, when combined with a strong business degree would help me pursue the greater goal of running my own business. My enthusiasm to give my best in every field has helped me to be on the Honor Roll with distinction for three consecutive years of school, starting from grade 9. I also have the honor of scoring highest merit in my school in Mathematics 11 and Chemistry 11. I have actively participated in school clubs including the math club, biology club,

There is nothing wrong with being ignorant as long as you are contented Essay Example for Free

There is nothing wrong with being ignorant as long as you are contented Essay b) â€Å"There is nothing wrong with being ignorant as long as you are contented† Dicuss. This discussion topic is one that is regulary debated by philosophers and people in general. Surely if we asked ourself the question – if we can live in peace and happiness why should it matter if we live in ignorance or not? Surely we would just be jepodising our happiness for the â€Å"real† truth? Then again some may argue that how can we know what happiness really is if we are actually living in ignorance, because that happiness were feeling wouldnt actually be real. Platos stand on this evident; he believes that by living in ignorance you are living far from the truth. As a philosopher Plato argues that you should always question the world that you live in, whether you are contented or not. His attitude was simple: how can you be content with something thats not possibly real? His famous teaching was the analogy of the cave. In this he taught others that there was once a cave, and in that cave lived a group of prisoners who had lived there all their lives. One day one of the prioners decided to break free and walk along the path of unknown, towards the sunlight. Plato continued this story of saying that the prisoner was finally â€Å"englightened† by the real truth, and then returned to tell his fellow prisoners of what he had learnt. This evidently shows us that Plato did in fact agree with breaking free of ignorance, as it is the whole meaning of the analogy of the cave. Plato also believed that we as humans are ignorant, in the sense that we believe the real world is the Empirical world, and that no other worlds exist. Which Plato thought was complete and utter nonsense, because there is the world of forms: the Metaphyical world. If humans didnt believe that the Metaphysical world was not the world where all perfect forms lie, then we are all in fact ignorant. Plato b melieved that we all need to open our minds to all the possibilties and not be blinded by our ignorance. We also know, due to Platos theories, that in the question where it says, â€Å"there is nothing wrong with being ignorant,† we know for a fact that Plato would disagree with this. Stating that there is nothing wrong with something, from the Empirical world, was absurd in his eyes, unless in was in the Metaphysical world where everything is in its perfect form. However, some philosophers such as Aritotle (student of Plato), believed that the Empirical world was all that there was so therefore there is no ignorance to live in because the Empirical world is the world that exists. So in a way we can say that Aristotle would agree with this statment because his attitude is that we dont live in ignorance we live in this world, and this world alone. However some may also say, Aristotle is still a philosopher, he still questions this world. So for example, if he did think that we were living in ignorance, would Aristotle say that we should be content with that or should we question what content was? If we looked at another philosopher, Hereclitus, we can see how some of her ideas and theories may actually link to an idea that would agree with this statement. Heraclitus once said â€Å"reality is unstable†, surely if reality is unstable then ignorance must be bliss? Heraclitus also said that â€Å"you can never step in the same river twice†, teaching people that reality is ever-changing and is constantly in the process of change, therefore things go out of existance. Then surely, if Heraclitus is right, who would want to live in a reality that is unstable? Wouldnt you just prefer to live in a more stable world even if it was in ignorance? At least then you knew where you stood with the world rather than exprecting the Empirical world to always change. Therefore, this shows us that there was a philosopher that disagreed with Platos words and that ignorance should be aceepted if you are content with a stable world. Although in the film â€Å"The Matrix†, aired in 1999, it has a situation in the film which would apply to this statement. In the film the Morpheus tells the main characters Neo and Cypher that they have a decision to make. Do they take the blue pill which allows them to remain in the city where they live and live in blissful ignorance, or do they take the red pill, which would lead them to escape the city and to go into the â€Å"real† world, where they would embrace the sometimes painful truth of reality? The characters choose the red pill. They risk their happy life to understand the real truth. However, we soon see that they start to regret their choice. They wish they had taken the blue pill, even if it was living in ignorance. So even though at first it shows the characters disagreeing with the statement and that all humans, when faced with the decision of knowing the truth, they accept. It turns out that ignorance won in the end. It shows that though humans do like to know the truth, the majority of us are content with our lives and would rather live day by day and see where it takes us, rather than constantly questioning what is content? What is living in ignorance? Another example that we can discuss this statement on is: animals in captivity. Animals that are born in captivity are more likely to live longer than animals living in the wild. There a vets at the ready incase one of the animals get hurt and there are no fearful preditors about. The animals are completely safe. However, some argue that an animals natural habitat is the wild and that is where they should be living. Not in a confined cage. Many say that animals get stressed and its completely un fair for them to be living under the influence of humans. But surely, if the animal was born into capivity, they wouldnt know any different? No animal would know that their natural climate was maybe in the south of Africa (essentially the wild.) Really were saying should they be living in ignorance, where they are safe to bring up their young and can live a long, good life? Or.. are we saying that reality is better? Where animals could get hunted down before they even grow to be an adult? How are the animals supposed to know whether theyre living in ignorance or reality if they dont know any different? Linking this back to the statement, for me i think in this certain situation living in ignorance would be better than living in the harsh realities of the unknown wilderness. To conclude with, I believe that those who wish to live ignorance as long as they are content with it should do so. I can completely understand where they are coming from if they live a happy life. Why would you want to change that when reality may be bleak? Even though Plato said that we are blinded by this Empirical world and that we should widen our knowledge to venture into the Metaphysical world, the â€Å"real world†, my belief is that Plato took his theories a bit too far and that maybe he was questioning a bit too much and should just accept that this world is the only and real world there is. When we hit our head, it hurts. How can this not be the real world? I believe that an ignorant world does not exist, but a ignorant state of mind does. But as long people are content with that then why should it matter? Were not living their lives so it has no influence on us.

Italy in World War II Essay -- Essays Papers

Italy in World War II World War II, which only lasted about five years, changed the course of history forever, and affected millions of lives. Among the major nations that were involved in the war, Benito Mussolini and his Italian army sought to settle their differences with many nations. Benito’s fascist views, his idea of a nation built by one race, and his relationship with Adolf Hitler ultimately led to his involvement in the war. His responsibility, in essence, was to ally himself with the superpowers of the world, and lead his people into a war that they could not fight. "Il Duce", (the leader), was the name that Benito Mussolini gave himself as his rise to power in Italy continued. He led the people of Italy with the mind set and many of the same ideas that Hitler used in Germany. "†¦ a tendency had been developing in Italy in favor of closer relations with Germany, both politically and economically." (1) Mussolini, along with Hitler, pushed towards a nation that was free of Jews, and would consist solely of the "perfect man". Mussolini’s goal was to create an ultimate Italian empire, in alliance with Hitler’s Germany. (2) "The manner in which Mussolini and the Fascist Party gained possession of the government was regarded in most foreign circles as an illegal act of violence." (3) As the nation of Italy began to suffer great debts, Mussolini had been summoned by the King to form a government to aid in the economic needs. This marked the birth of the Fascist Party in Italy. In the beginning of his rise to the top, Mussolini was popular amongst his people. His popularity was high, and people began to trust in his judgment and ideas. (4) He was, in essence, saving the people from the turmoil that had ensued the nat... ...hat they controlled, but affected the history of the world from then on. End Notes 1. Villari, Luigi. Italian Foreign Policy Under Mussolini. New York: The Devin-Adair Company, 1956 2. "Benito Mussolini in Pictures". 3 March 2000. Factual information on Mussolini. http://www.gvn.net/~lowe/mussolini/1.htm 3. See Villari 4. "World War II" (1939-1945) http://infoplease.lycos.com/ipa/A0001288.html 2000 Lycos, Inc. (March 2, 2000) 5. See Villari 6. Deakin, F.W. The Brutal Friendship. New York: Harper and Row, Publishers, 1962. 7. See Deakin 8. See Villari 9. Smith, Denis Mack. "Benito Mussolini" http://gi.grolier.com/wwii.wwii_mussolini.html Grolier Online Publishing (March 3, 2000) 10. See Villari 11. See Villari

Parliamentary Sovereignty

â€Å"It remains a first principle of our constitutional law that Parliament in enacting primary legislation is sovereign. Parliamentary sovereignty has been qualified though not departed from in different ways by our adoption of the law of the European Union through the European Communities Act 1972 and by the Human Rights Act 1998. † Per Lord Justice Laws, R (MISICK) v Secretary of State for Foreign and Commonwealth Affairs [2010] EWCA Civ 1549 Evaluate this statement with reference to appropriate legal authorities.In order to evaluate this statement it is important to understand what Parliamentary sovereignty is and how it relates to European Union law with the enactment of the European Communities Act 1972 and the Human Rights Act 1998. The doctrine of parliamentary sovereignty means that Parliament is the supreme Law maker of the UK, hence Parliament is free to make or unmake any law it wishes with the exception that it cannot limit its own power or bind itself when it co mes to future legislation.This dictates that all courts must uphold legislation laid down by Parliament. â€Å"  The principle, therefore, of parliamentary sovereignty means neither more nor less than this, namely that â€Å"Parliament† has â€Å"the right to make or unmake any law whatever; and further, that no person or body is recognised by the law of England as having a right to override or set aside the legislation of Parliament† The principle of Parliamentary sovereignty was derived from the fundamental doctrines of the Magna Carta, Petition of Rights and the Bill of Rights.Unlike many other countries the UK has no written constitution meaning that it is flexible to be interpreted in the courts however the judge sees fit. The doctrine of Parliamentary supremacy is clearly in conflict with the full recognition of the community law in the UK. However, many things act so as to make parliamentary supremacy delusive, since international treaty obligations mean that certain legislation would never be passed. The Treaty of Rome does not state that EU law is to take precedence over domestic law.However, the ECJ in the case of Costa v ENEL stated that member States are bound to follow EU law. This is reflected in the European Communities Act 1972, s 2(1) which provides that rights, powers and obligations under the Treaties are, without further enactment, to be given legal effect in member States. Accordingly, directly applicable and directly effective EU law would take precedence over domestic law and if domestic law conflicted with EU law, domestic law would need to be changed. The European Communities Act 1972 s. (1)4 directly imposes provisions of the Treaties, together with EU Regulations and other directly applicable European law, whether they were passed before or after the UK joined the European Union. It also invalidates existing domestic law wherever the two conflict and thereby the former is directly valid. Membership of the European Un ion is derogation from parliamentary sovereignty since all of the European Union’s powers flow from Parliament's sovereignty through the original act, and therefore Parliament retains ultimate sovereignty.There is a limited retention of parliamentary sovereignty in many areas of European concern, since the UK has limited powers to determine penalties for breach of European Union law, and since the option is often left open in directives not to implement parts of the directive. It would appear that the doctrine of Parliament supremacy has been significantly qualified by the UK membership of the community. If absolute supremacy no longer exists, it could be restored by repealing European Community Act 1972.But the practical reality is that a new legal order has been created, in which the community law has supremacy over national law. The European Union was accused by Lord Denning of interfering with Parliament sovereignty in the absence of express authority by the EC Treaty. Ho wever the UK membership and the European Union have together caused a significant area of legislative power to pass to EU. This does not mean that it is permanent but if the UK decided to leave the European Union, then Parliament could exercise its ultimate sovereign authority by Act of Parliament and epeal the European Communities Act 1972, whereby the provisions of the EU Treaties would no longer have effect in domestic law. â€Å"If the supremacy within the European Community of Community law over the national law of member states was not always inherent in the EEC Treaty it was certainly well established in the jurisprudence of the Court of Justice long before the United Kingdom joined the Community. Thus, whatever limitation of its sovereignty Parliament accepted when it enacted the European Communities Act 1972 was entirely voluntary. † European Union Law challenges the concept of Parliamentary Sovereignty.The European Union also has the doctrine of supremacy which mean s all member states must adhere to European Union laws as opposed to their own national laws. This may have restrained Parliamentary Sovereignty in the UK upon its entry to the European Union in 1972. In order to comply with the European Court of Justice the UK Parliament enacted the European Communities Act 1972 and the Human Rights Act 1998. Lord Denning stated that signing the treaty was only the first step as Community law could not be implemented merely by signing a Treaty of Accession.Parliament passed the European Community Act 1972, which came into force on 1st January 1973, whereby Community law become applicable in the UK. â€Å"It is an essential aspect of sovereignty that all states should have supreme control over their internal affairs, subject to the recognised limitation imposed by international law. † Parliamentary approval is not required for EU legislation that is binding in the UK, which again jeopardises the UK sovereignty. The major case that encapsulate s this is Factortame, by enacting the Merchant Shipping Act 1988, Parliament breached European law.In this case the compatibility was challenged. The Factortame decision marks a clear, if not important, that constitutional departure from the traditional view of parliamentary sovereignty. Since Factortame, UK law now recognises that Community institutions have the right to make decisions and issue regulations which may override legislation by Parliament. The Human Rights Act 1998 was introduced in order to comply with the European Convention of Human Rights so that national law was more compatible with European Union law and to protect Parliamentary sovereignty. It first came into force on 2 October 2000.The  Human Rights Act  empowers courts  to read legislation in such a way as to give effect to the European Convention on  Human Rights. Article 46 of the European Convention on Human Rights states that the government must abide by and must follow final decisions of the Europ ean Court of Human Rights. Actions of UK judges are limited by a constitutional compromise developed over centuries, while European judges have been given enormous power. Although Parliament could pass legislation today withdrawing Britain from the EU and Community law would cease to apply at the national level.The Human Rights Act 1998 seems only to go so far where Parliament is concerned as is shown with the relatively new anti-terrorism laws. S. 2(1) of the HRA makes it clear these laws are still to be interpreted by the courts in their own way. â€Å"A court or tribunal determining a question which has arisen in connection with a Convention right must take into account any judgment, declaration or advisory opinion of the European Court of Human Rights (b) decision of the Commission [etc. ] †¦. henever made or given, so far as, in the opinion of the court or tribunal, it is relevant to the proceedings in which that question has arisen. † Ever since the UK joined the E U in 1972, the EU has played an increasing role in Britain, and as a result has had an impact on the UK sovereignty. Therefore clearly any Community law would prevail over UK legislation passed before 1972, as this is uncontroversial and accords with the traditional doctrine of parliamentary sovereignty. However, the doctrine depends largely on the obedience by the judiciary to the doctrine of implied repeal. So the issue arises as s. (4), which declares that any future enactment to be passed must be applied subject to the provisions of the ECA 1972. Therefore since Dicey defines sovereignty as continuing , it would seem that s. 2(4) is clearly an attempt by parliament, contrary to the very principle of the UK’s constitutional, to suspend the doctrine of implied repeal and consequently, bind its successors. As membership of the European Union is derogation from Parliamentary Sovereignty in practice, all of the European Unions’ powers flow from Parliament’s origi nal Act and therefore surely Parliament retains ultimate supreme.Lord Denning stated that if the UK chose to take back complete supremacy it could easily do so by leaving the European Union. â€Å"If the time should come when our Parliament deliberately passes an Act†¦with the intention of repudiating the Treaty or any provision in it†¦ or intentionally of acting inconsistently with it†¦ and says so in express terms†¦ then I should have thought that it would be the duty of our courts to follow the statute of our Parliament. † This could create problems for the UK in certain areas, both economically and politically.The UK now having been a member state for nearly 30 years has to take the economic growth and other positive aspects with the negative aspects of being a member state, one being a lesser sense of Parliamentary sovereignty. As stated by Margaret Thatcher: â€Å"It is a myth that our membership of the Community will suffocate national tradition an d culture. Are the Germans any less German for being in the Community, or the French any less French? Of course they are not! † References House of Commons European scrutiny committee. (2010). The EU Bill and Parliamentary sovereignty. Available: http://www. ublications. parliament. uk/pa/cm201011/cmselect/cmeuleg/633/633i. pdf European Communities Act 1972. Available: http://www. legislation. gov. uk/ukpga/1972/68/section/1. Last accessed  1st March 2012 Human Rights Act 1998. Available: http://www. legislation. gov. uk/ukpga/1998/42/contents. Last accessed  1st March 2012 Brazier, R. (). APPENDIX 1: THE PARLIAMENT ACTS. Available: http://www. publications. parliament. uk/pa/ld200506/ldselect/ldconst/141/14104. htm. Last accessed 1st March 2012 Wagner, A. (2011). Does parliamentary sovereignty still reign supreme?. Available: http://www. guardian. o. uk/law/2011/jan/27/supreme-court-parliamentary-sovereignty. Last accessed 1st March 2012. (2011). Imprisoned by a Doctrine: The Modern Defence of Parliamentary Sovereignty. Available: http://ojls. oxfordjournals. org/content/early/2011/10/19/ojls. gqr027. abstract. Last accessed 1st March 2012 R v Secretary of State for Transport ex parte Factortame (No. 2) [1991] 1 AC 603 Flaminio Costa v ENEL  [1964] ECR 585 (6/64) ——————————————– [ 1 ]. Dicey, A. V. 1982 [1914]. INTRODUCTION TO THE STUDY OF THE LAW OF THE CONSTITUTION. 8th ed. Indianapolis: Liberty Fund [ 2 ].Flaminio Costa v ENEL  [1964] ECR 585 (6/64) [ 3 ]. http://www. legislation. gov. uk/ukpga/1972/68/section/1 [ 4 ]. Lord Denning  in Bulmer Ltd v J. Bollinger (1974) [ 5 ]. R v Secretary of State for Transport ex p Factortame (No. 2) [1991] 1 AC 603 [ 6 ]. Martin, E. Oxford Dictionary of Law (2002), 5th Edition, Oxford University Press, Press, Pg 469 [ 7 ]. http://www. legislation. gov. uk/ukpga/1988/12/contents [ 8 ]. http://www. legis lation. gov. uk/ukpga/1998/42/contents [ 9 ]. Human Rights Act 1998, http://www. legislation. gov. uk/ukpga/1998/42/contents [ 10 ]. Lord Denning

Benefits of Breastfeeding

Breastfeeding Module – HUG 2121 This essay will explore various factors within breastfeeding, it will focus on the long and short term health benefits of breastfeeding, for both the mother and baby it will also discuss the reasons why women chose not to breastfeed, especially within the western society. Contributory factors such as social, psychological, cultural and political all contribute to the reasons women chose to breastfeed or not. WHO (2011), suggests that breast milk provides the necessary nutrients for up to the second half of the infants first year , and it also promotes sensory and cognitive development, and protection from infections and chronic illness. Breastfeeding has been also promoted by various studies and organisations and is said to be the healthiest and most effective way of feeding your baby, it not only increases bonding with the baby, but it also helps the mother to keep track of their babies health. Dykes (2002:98) The world health organisation(WHO) recommends that â€Å"mothers worldwide to exclusively breastfeed infants for the child's first six months in order to achieve optimal growth, development and health†. There are many advantages associated with breastfeeding your baby, such as low risk of child obesity, which in turn usually leads to type 2 diabetes  in later life and a low risk of acquiring other health problems such as eczema. Miller (1991:76). Breast milk also contains valuable antibodies from the mother that may help the baby resist infections, so this means the baby is not at a high risk of acquiring disease. There are various factors that influence the initiation and maintenance of breastfeeding, Earle (2002) recognises some of these factors, as the way the mother identifies herself, the fathers understanding on infant feeding, the personal factors involved and the sexualisation of breasts. The politics of breastfeeding is explained in detail by, Counihan (2008:467) stating that political obstacles include the â€Å"marketing practices of instant formula manufacturers†, and how such factors appear to have a positive impact on the choice women make in order to breastfeed or not. The article goes on to reflect breastfeeding rates in the UK; and the health benefits of breastfeeding for the mother as well as the infant. Despite attempts to reiterate to general public that ‘breast is best’, breastfeeding is still very much low in the western society (UNICEF, 2005). Protheroe et al (2003) discuss the issues behind this and explain the evidence that shows the health benefits of breastfeeding. Protheroe et al, (2003) also suggest that breastfeeding allows babies to have a better start in life than those who are formula fed. Due to both the short and long term health benefits associated with breastfeeding, Protheroe et al (2003) continues to argue that the main development of the infant is dependent on the nutrients breast milk provide. Breastmilk does not contain any extra ingredients that may cause the baby to have problems digesting it, so it is less strenuous for the baby. According to Allen and Hector (2005:42), they suggest that breastmilk is â€Å"uniquely engineered† for babies and that, it is biologically and naturally the correct way to feed babies. They also, argue that unlike formula milk breastfeeding has a vast number of health benefits for both mother and baby. Alexander et al. (2009:158) supports this claim and explains that breastfeeding provides a vast number of health benefits, â€Å"including protection against many acute and chronic diseases as well as advantages for general health, growth and development. UNICEF suggest that babies who are fed using breast milk substitutes have an increased risk of acquiring infections and diseases such as gastroenteritis, urinary tract infections, respiratory or chest infections, ear infections, and even childhood leukaemia and possibly sudden infant death syndrome, or cot death. Allen and Hector (2005:44) support this, and explain that breastfeeding â€Å"has been shown to be protective aga inst a large number of immediate and longer term health outcomes that are a significant burden on individuals, the health system and society. It is also suggested that babies who are breastfed are bound to have better neurological development. However, a study carried out by Holme et al (2010), aiming to establish the effect of breastfeeding on neurological development, does not support this study. They came to the conclusion that breastfeeding is not associated with intelligence quotient (IQ) and that â€Å"maternal and socio-economic characteristics† are particularly influential. Babies who are breastfed are also protected against diabetes mellitus. Whitney et al, ( 2010 ), breastfeeding is also associated with defending babies from long term ealth problems and disorders of the cardiovascular system as well as obesity, a very huge problem that most Western societies are finding difficult to control. Due to this factor alone, it is very important that breastfeeding is more w idely promoted and advised, with sufficient support systems for mothers who are breastfeeding or considering it. This will not only reduce the health issues associated with breastfeeding, but it will promote the health benefits involved. UNICEF (2011) suggests that there may be a link between breastfeeding and protection against multiple sclerosis, acute appendicitis and tonsillectomy. However, research within this area is still very limited, and nothing has been done to prove this may be true. Breastfeeding does not only benefit the health of the baby, but mothers who breastfeed have a reduced risk of multiple diseases and illnesses; such as, breast and ovarian cancer and osteoporosis. Breastfeeding also increases involution, whereby the mothers figure is most likely to return to normal, after pregnancy. Insel et al. (2009:538) support this, stating that breastfeeding stimulates uterine contractions, which aid in the uterus returning back to size. This is a very important factor to recognise especially for many mothers, due to the pressures associated with body image. If mothers are made aware of such benefits of breastfeeding, they may be more likely to breastfeed in order to promote the health and wellbeing of their baby and themselves, and maintain their figure. In addition breastfeeding means that mother and child are able to bond effectively; Insel et al. (2009:538) also state that if the baby is placed onto the breast instantly after delivery, these uterine contractions are able to control the level of blood lost in birth. Additionally by consuming a healthy diet, the mother is also able to understand and monitor any possible causes of any allergic reactions, infections or illnesses the baby develops. Lauwers and Swisher (2010:428) explain that exclusively breastfeeding, the breastmilk coats the baby’s intestinal tract with components in the breastmilk that ultimately prevent foreign proteins from entering the baby’s system and causing any allergic reactions. Pryor (2010:4) also suggests that the role of breastfeeding is very important especially if a mother and baby are bonding. This study showed that babies that interacted more with their mothers, stayed warmer, and cried less. It was also found that, although there were some difficulties to measure, if there was early skin-to-skin contact, there is still a very high possibility that breastfed babies were more likely to have a good early relationship with their mothers. A study conducted by Riodarn et al, (1998 ), shows that, breastfeeding rates within the United Kingdom (UK) are the lowest in both the developed world and Europe. Additionally the Infant Feeding Survey, from 2000 to 2005, found that the number of babies who were breastfed within the UK increased by 7 per cent and in both Scotland and Northern Ireland the initiation rates were raised by 8 per cent and only 7% in England and Wales. Although the statistics show a small rise in the number of breastfeeding mothers in the UK the number is still very low. Studies have found that most women, who do breastfeed, are usually from upper-class families whereas most economically disadvantaged women and teenagers continue to bottle feed their infants. Bryant et, al (1999:79). Efforts to improve breastfeeding initiation and duration among low income women have been tried however no success has been met. Therefore, it is important that an effort must be made to address the reasons for this problem and to identify breastfeeding promotion strategies that will overcome the barriers that are negatively influencing breastfeeding decisions in these particular populations. A lot of the women from low socio economic backgrounds, who chose not to breastfeed, is not because they just don’t care, but mostly because they live in an unsupportive or work in a non supportive environment. Other reasons why they do not breastfeed are that in low income women, their reasons not to breastfeed are closely related to social and cultural beliefs. Various studies have revealed that main issues that women from low income societies face, are that they are modest and embarrassed and the restrictions on their lifestyles, also play a huge role. Hartley,et al (1996:87). Other women however complained of physical discomfort and inconvenience. Some studies also found that some economically disadvantaged women feel a lack of confidence in their ability to produce an adequate quality or quantity of breast milk Marcus (2007). Living in a particular society usually influences many of your life choices, so if not breastfeeding is the cultural norm, for people living in these environments then chances of them breastfeeding is low. NICE, also suggests that in the UK alone most factors that also contribute to women overall not breastfeeding apart from the influence of society and culture, is the lack of continuity of care in the health services, clinical problems and the lack of preparation of health professionals and public in general to support breastfeeding effectively. Health care professionals also have a huge impact on women’s choices to breastfeed. The WHO and UNICEF launched the Baby Friendly Hospital Initiative in 1991, in order to provide information, support and assessment for health care workers in order to promote and encourage breastfeeding. This programme is very useful especially to new mothers because another reason why the rate of breastfeeding is low in the country is because; some women just don’t have enough information about it. This programme not only allows health professionals to encourage mothers on their own, but to also have the government to back up what they are saying. Arnez, et al (2004:67). Fletcher,et al(2000:98) however also suggests that whilst some women do have the information and are educated on all the reasons as to why breastfeeding is better, most women however usually just do what their, peers, parents or friends do. This suggestion is also supported By NICE, who also note that â€Å"a pregnant woman considering how to feed her baby may be influenced, positively or negatively, by the experiences of her friends and family, messages in the media, and the advice of her midwife and GP. Adequate advice is especially important for mothers because, although the choice is ultimately theirs, it is important for health professionals to know that they have given the mother as much information as possible and support in whatever decision they make. Riodarn, (2005:83) For the mothers who do chose to breastfeed, some of them end up discontinuing in many cases the reason being is that the mother’s report of ‘insufficient milk’ Ham lyn et al. (2002:54). This reason of not having enough milk may be influenced by the baby’s behaviour, the input of health professionals, the views of family and friends, and the mother’s own self-esteem, as well as clinical problems with feeding. If the mother feels as if she is not producing enough milk to feed her baby, then she can easily change to formula milk because, the stress of her thinking that the baby is starving would pressurise her to doing so Fletcher, et al (2000:43). It is especially important in situations such as these, that health professionals play a huge role in supporting the mother, because they are various reasons that can lead to such problems, so advice and a health knowledge would be needed. In most cases women tend to think this way because breast milk digests faster than formula milk, so the baby becomes hungry more often. So the support and advice from health professionals would help the mother to understand and not worry about this problem, Hartley et al (1996:31). It is very rare for anyone to suffer from not producing enough milk however, this is one of the main reasons why most women stop breastfeeding. Miller (1996:50) Suggests that it is especially women from low income backgrounds that usually use this as a reason to stop breastfeeding. However this can be argued that this excuse can be used by all women. A number of investigators suggest that this, is a condition that â€Å"spans a bio psychosocial continuum from a rare physiological situation to a condition embedded in psychological and social circumstances† Kumar, (2008:72). This method of encouragement was shown to have the greatest impact on women’s choice to breastfeed. The baby friendly initiative hospitals also support this and statistics show that these hospitals had increased their breastfeeding rates by more than 10% by comparing the year receiving Baby Friendly accreditation with four previous years, before they had the accreditation. In teenage mothers the need of support to initiate breastfeeding is prevalent, in most cases this is due to the vast influence young mothers get from the media, and the pressure from society. Appearance also plays a huge role in most women who decide to either breastfeed or not Scott, et al (1999:12). Most young mothers think that breastfeeding will make them socially unacceptable and make their breasts saggy. Most teenagers follow the media very closely and celebrity culture, so when they see or hear about certain things that their favourite celebrities have done they tend to follow in those footsteps. Teenagers are not the only population that the media influences in this particular area. In 2001 breastfeeding obtained a large amount of negative and controversial media coverage, when a woman was removed from a Delta Airlines flight because she refused to cover her child whilst she was breastfeeding (Marcus, 2007). Last  year,  famous  media  icon, Barbara Walters commented to millions of viewers, that â€Å"a breastfeeding woman made her feel uncomfortable while on a flight, Curran  (2006). Attitude such as this can influence women to not breastfeed, because they may start to feel embarrassed doing it. Although these are the most reasons why women do not breastfeed, other reasons may include sore nipples, or the pressure on going back to work. In some cases women chose not to breastfeed because they feel, the father of the baby would benefit from bottle feeding so that he too can get some sort of bonding with the baby during feeding, Curran (2006:12). Women often complain that their partners do not get to experience the same bond they do whilst feeding, Hollander (1995). Other health benefits said to be associated with breastfeeding are that minerals such as iron are present and lower in breast milk than in formula, so the minerals in breast milk are more likely to be completely absorbed by the baby Kumar, ( 2008:70 ). However In formula fed babies, the unabsorbed portions of minerals can change the balance of bacteria in the gut, which gives harmful bacteria a chance to grow, Foster (1995:45) this can often can cause constipation and lead to harder odorous stools than breastfed babies. In cases where women find that breastfeeding makes their nipples sore, it’s very important for health professionals to give them the relevant support and education on how to treat this problem. Most sore nipples can be helped by changing how the baby is attached to the mother’s breast, so talking to someone who has had specialist training in giving women support and information on baby feeding, would help. Midwives, health visitor or other specialist are also able  to help the mother, however it’s important for the mother to know that this information is readily available to them. The stigma attached to breastfeeding especially in the UK, has caused a lot of women to be cautious about it compared to other countries. The WHO statistics show that women in Asia and Africa are more comfortable breastfeeding compared to the Western Society. This information shows that although the women in England live in a country where healthcare and information is easily available to them compared to developing countries, their surroundings influence their decisions greatly. However women from other parts of the world such as Asia and Africa, do not particularly have media influences. Other reasons why Western countries have less women breastfeeding may be because, they have the formula milk easily available to them and it’s more convenient to their lifestyles. Formula feeding your baby especially in Western countries seems to be more ideal because of most work schedules and time off work given after the baby is born. In western culture a women’s breast is very closely associated with sex, so in most cases when a women is seen to be breastfeeding especially in public this is deemed as inappropriate Marcus, (2007). Most men also do not want to see their partner’s breastfeeding in public, because of the confusion over sexual role of the breast. If we compare this attitude to other countries, most women and men have strict rules on sex exposure and attitude. For example in Africa the majority of women that do have children are married and the number of teenage pregnancies is very low, so already the type of women that do get pregnant are usually young and married. Their culture on pregnancy, marriage and breastfeeding is also in most cases taught to them from a young age and it becomes a part of their culture. If the women’s grandmother and mother, both breastfed their babies they teach the daughter to do so, and because this is something that is taught growing up, it becomes the right choice for them. Having strong cultural beliefs has shown to have a huge impact on people particularly from this population, because they do not want to seem rebellious if they chose to do anything different from what they have been taught. Hollander, (1995) So in other words in most non Western countries the option to choose between formula milk and breastfeeding your baby is rarely given. In western culture however, because individuals tend to do their own thing and the choice for them to breastfeed or not is there this gives, the mother opportunity to weigh out her options on what suits her and baby. If her everyday life requires her to be busy perhaps finding the time to sit down, and relax and feed may seem impossible. Breastfed babies eat more often than bottle-fed babies because the fats and proteins in breast milk are more easily broken down than the fats and proteins in formula, so they are absorbed and used more quickly Kumar, (2002:90). This then means that the mother would have to breastfeed a lot more than she would with formula, so in a fast moving environment again this may not be ideal. In past years the facilities to actually breastfeed within the UK were very few, if women wanted to breastfeed their babies they were forced to either go and do it somewhere private or stay within their homes. It was only in 2010 that an equality act was carried out and passed to allow women to breastfeed anywhere, and to get public places and work places to facilitate this. In other cultures image concern is not as high as it is in the western culture so there are less cautious about it. 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(2010) Nutrition for Health and Health Care Belmont, USA: Wadsworth World Health Organisation (2011) Breastfeeding http://www. who. int/child_adolescent_health/topics/prevention_care/child/nutrition/breastfeeding/en/index. html [accessed 7 May 2011] *