Youth Justice Policy in the UK

Youth Justice Policy in the UK Youth Justice Policy In order to evaluate why developments in youth justice policy and practice since 1997 are a cause for celebration and concern, the ideological motivations and the wider social and political context will be identified. The Crime and Disorder Act 1998; the Youth Justice and Criminal Evidence Act, 1999 and the Anti Social Behaviour Act 2003 will be discussed in terms of the motivating ideology and rational underpinning. The practical implications of the acts and their social consequences will be evaluated in order to demonstrate what the acts achieve and where they fail to serve the rights of the individual in the youth justice system. Developments in youth justice policy and practice in the previous decade have been rooted in an ideological context that incorporates both neo-liberal approaches of responsibility and risk management (Muncie, 2006) and neo-conservative ideologies that entail an authoritarian realisation of policy (Muncie Hughes, 2002). However, cultural elements cannot be undermined when considering factors that motivate the formation of youth justice policy. Increasingly, a culture of fear and intimidation has arisen in the UK around societys youth. Muncie and Hughes (2002) point to cases such as the murder of 2 year old James Bulger by two 10 year olds as contributing factors to this fear culture. The manifestation of this cultural consciousness of fear is demonstrated in the coining of the term hoody to represent an intimidating youth in a hooded jumper (Sanders, 2005). Thus youth justice policy must be seen to appease these societal concerns. A result of this is that youth are at risk of crimina lisation and marginalisation (Scraton, Haydon, 2002). The risk is of a presumption that members of youth culture are likely to, or already have committed a criminal act. To understand whether developments in youth justice policy should be celebrated or be regarded with concern, it is important to understand the aims of the wider context of New Labour Reform. Policy has been motivated by a desire to form a transition from penal to restorative justice (Gelsthorpe Morris, 2002). This is motivated by a culture of increasing understanding and engaging the offender with the implications of their actions and is reflective of the New Labour political stance to be tough on crime and the causes of it. The resulting revolution in youth justice policy has been criticised for its failure to maintain a consistent ideology throughout (Goldson Muncie, 2006). The resultant risk is a confused, or muddled ideological approach to youth justice, and a contradictory experience between liberalism and conservatism for the offender passing through the reform system. However, this mixture of ideological approach is increasingly difficult to unify in a diverse multi-cultural society (Newburn, 2002; Fergusson, 2007). It is against this cultural and political backdrop that three significant pieces of youth justice legislation have emerged. These are the Crime and Disorder Act 1998, the Youth Justice and Criminal Evidence Act 1999 and the Anti Social Behaviour Act 2003. The Crime and Disorder Act 1998 employs principles of actuarial risk management by imposing local authorities with the duty to implement risk reduction measures within a constituency (Moss, 2001; Farrington, 2002). These Community Safety Strategies are required to specifically address the prevention of youth crime. The practical outcomes of these strategies include the implementation of parenting and child safety orders, local curfews and action plan, detention and training orders (Scanlan, 1998). The Act brought into use the Anti-Social Behaviour Order (ASBO) and refuted the previous assumption that individuals under the age of ten should not be criminalised for committing an offence. The ASBO is administered to individuals who are deemed to be behaving in a manner that may cause harm or distress to others. The use of risk management strategies to form Community Safety Strategies has been both supported and challenged. Rooted in quantitative analysis, they explicitly identify predictor variables for youth criminal activity providing a target area for interventions and preventative measures (Farrington, 1997). Such identified risk factors have frequently included impoverished socio-economic backgrounds, harsh and erratic discipline cultures and peer group influences (Loeber, Farrington Waschbusch, 1999). Clearly, successful prevention strategies aimed at improving the conditions surrounding these risk factors are of benefit to the juvenile offender and to society as both enjoy improved welfare conditions. However, there are problems inherent in the decentralised approach to Community Safety Strategies. The quantitative approach dictates that concepts are generalised, and the actuarial assessment strategies focus upon efficiency and streamlining through youth justice process (Kempf-Leona rd Peterson, 2000). What is lost is a qualitative, individual approach to youth justice reform, and the individualistic consideration of the most beneficial (if not most efficient) process is absent. Case (2007) argues that this approach neglects to account for the experience of stakeholders such as youth workers and juvenile offenders. A combination of the quantitative and qualitative approaches would improve the ecological validity of risk analysis interpretations. The Anti-Social Behaviour Act 2003 amends details of prevention strategies such as parenting contracts and ASBO administration. Inherent in the motivations contributing to the policy is the desire to appease public fear of juvenile offenders by re-establishing a notion of respect within British community culture (Squires, 2008). Rooted in social inclusion discourse, the act predominantly aims in part to improve the educational and social bonds between the youth, parents and the school establishment. This is evident in the parenting contracts which require an insurance of a childs attendance at school. According to the social development model (Catalano Hawkins, 1996), factors of poverty and poor education jointly interact to promote the likelihood of delinquent behaviour. By ensuring parental and childhood engagement with education, this link can be broken. Furthermore, parents may be required to attend parenting courses if their childs behaviour is not deemed to improve. The act st ates that local education authorities are able to engage with parents of children excluded from school in order to establish the contractual process. The Act also puts in place powers for police to disperse groups of more than two individuals in public spaces if they appear to be causing nuisance. There are problems inherent in these new powers allocated to the police. Research has demonstrated that groups of youths are more readily perceived as threatening than congregated groups of other age groups (Mille, Jacobson, McDonald, Hough, 2005). Furthermore, local agencies present conflict in how to deal with individuals deemed to be engaging in anti-social practice. There appears to be a difficulty in balancing neo-liberal and neo-conservative approaches and the favoured approach may vary regionally. Mille et al (2005) also demonstrated a discrepancy between national perceptions and local implementations of ASBO administration. A national consensus that there should be an emphasis on enforcement contrasts with the local implementation of social inclusion policies. While parenting courses have been deemed as successful in the short-term (Kazdin, 1997), concerns have been raised about the long-term efficacy and the cost effectiveness of national implementation. It has also been de monstrated that the notion of responsibility has been centralised in governmental youth justice reform and that the rights of the parent and the child have not been sufficiently conceptualised to deal with this (Hollingsworth, 2007). The failure to do this has resulted in a social stigmatisation and criminalisation of families with low socio-economic status (Goldson, 2002) which negates the desired effects of social inclusion. The overall result of the Act is the social penalisation and discrimination of young individuals and working class parents. The Youth Justice and Criminal Evidence Act 1999 was also borne out of a desire to effectively manage youth crime issues in a manner that was economically efficient. The focus on crime prevention and intervention is borne out of this motivation for efficiency. It has been deemed that prevention of crime is more cost effective than punitive measures once the act has been committed (Winter, 2007). Furthermore, concepts of diagnosis, rehabilitation and reformation are considered too individualistic and are more efficiently managed by employing applications of resource management (Muncie, 1999). In order to improve efficiency, the Youth Justice and Criminal Evidence Act 1999 orders the referral of first time youth offenders to panels as opposed to serving a custodial sentence. The resource of the panel which is allocated to the youth offender is deemed to be an early solution to re-offending, ensuring that the individual does not become a habitual criminal. This will ensure that the indi vidual requires less resources overall from the penal system. The practical outcome of the Youth Justice and Criminal Act 1999 is that the juvenile offender is referred to a panel upon the first offence if they plead guilty. The individual confers with the panel to produce an action plan that the youth will adhere too. Action plans are aimed at improving the social circumstances of the child and negating risk factors. On the outset this appears positive. The offending individual is consulted and if able to work co-operatively, is theoretically able to engage in a rehabilitative process that will deter future offending behaviour. While this approach has deemed to initially appear as an effective measure, further research is required to fully determine the effectiveness of the approach (Anand, 1999). Muncie (1999) argues that the re-conceptualisation of rehabilitative issues into resource management rhetoric results in a depoliticised issue where youth justice problems are viewed as requiring efficient management as opposed to resolution. Therefo re, while the alternative to custodial sentences may prove beneficial, it is important that the emphasis on rehabilitation is still prominent. It has been determined that youth justice policy is rooted in a conflicting ideological basis centred upon neo-liberal and neo-conservative ideals. This occurs against a backdrop of a social context of a mass cultural fear of the young individual. The Crime and Disorder Act 1998 and the Youth Justice and Criminal Evidence Act 1999 are borne out of political motivations to govern public services with economic efficiency. What results is a process that manages youth justice as a resource issue. Any focus upon individual needs and rehabilitative process is threatened. Actuarial concepts do favour preventative measures which can work to improve the circumstances of the individual. The Anti-Social Behaviour Act 2003 aims to improve social inclusion by re-conceptualising notions of social responsibility. However, the administration of parenting contacts; and the power to move on groups of individuals, results in a criminalisation of young individuals and families of lower socio-economic st atus. References Anand, S.S. (1999). Youth Crime: What Works, What Doesnt, and What it Means for Canadian Criminal Justice Policy. Queens Law Journal, 25,177-189. Anti Social Behaviour Act 2003.(c. 38): HMSO. Case, S. (2007). Questioning the Evidence of Risk that Under-pins Evidence Led Youth Justice Interventions. Youth Justice, 7(2),91-105. Catalano, R.F., Hawkins, J.D. (1996). Social Development Model: A Theory of Antisocial Behaviour.Rockville, MD: National Institute of Justice. Crime and Disorder Act 1998. (c. 37): HMSO. Farrington, D. (1997). Evaluating a Community Crime Prevention Programme. Evaluation, 3(2),157-173. Farrington, D. (2002). Understanding and preventing youth crime. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Fergusson, R. (2007). Making sense of the Melting Pot: Multiple Discourses in Youth Justice Policy. Youth Justice, 7(3),179-194. Gelsthorpe, L., Morris, A. (2002). Restorative youth justice: The last vestiges of welfare? In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Goldson, B. (2002). Youth Crime, the Parenting Deficit, and State Intervention: A Contextual Critique. Youth Justice, 2(2),82-99. Goldson, B., Muncie, J. (2006). Rethinking youth justice: Comparative analysis, international human rights and research evidence. Youth Justice, 6(2),91-95. Hollingsworth, K. (2007). Responsibility and Rights: Children and their Parents in the Youth Justice System. International Journal of Law, Policy and the Family, 21(2),210-219. Justice and Criminal Evidence Act 1999.(c. 23): HMSO. Kazdin, A. (1997). Parent Management Training: Evidence, Outcomes, Issues. Journal of the American Academy of Child and Adolescent Psychiatry, 36(10),1349-1356. Kempf-Leonard, K., Peterson, E. (2000). Expanding the realms of the New Penology. Punishment Society, 2(1),66-97. Loeber,R., Farrington, D., Waschbusch, D. (1999). Serious and Violent Juvenile Offenders. In R. Loeber D. Farrington (Eds.) Serious and Violent Juvenile Offenders: Risk Factors and Succesful Interventions.London: Sage Publications. Mille, A., Jacobson, J., McDonald, E., Hough, M. (2005). Anti-Social Behaviour Strategies: Finding a Balance.Bristol: Policy Press. Moss, K. (2001). Crime Prevention v Planning: Section 17 of the Crime and Disorder Act 1998. Is it a Material Consideration? Crime Prevention and Community Safety: An International Journal, 3,43-48. Muncie, J. (1999). Institutionalized Intolerance: Youth Justice and the 1998 Crime and Disorder Act. Critical Social Policy, 19(2),147-175. Muncie, J. (2006). Governing young people: Coherence and contradiction in contemporary youth justice. Critical Social Policy, 26(4),770-793. Muncie, J., Hughes, G. (2002). Modes of governance: Political rationalities, criminalization and resistance. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Newburn, T. (2002). The contemporary politics of youth crime prevention. ? In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Sanders, B. (2005). Youth Crime and Youth Culture in the Inner City.London: Routledge. Scanlan, D. (1998). The Crime and Disorder Act 1998: A Guide for Practitioners.London: Callow Publishing. Scraton, P., Haydon, D. (2002). Challenging the criminalisation of children and young people: securing a rights based agenda. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Squires, P. (2008). ASBO Nation: The Criminalisation of Nuisance.Bristol: Policy Press. Winter, H. (2007). The Economics of Crime: An Introduction to Rational Crime Analysis.London: Routledge.

Aspects of human behavior Essay

There are some aspects of human behavior and mental processes that would not be ethical to study even if the participants freely consented to be studied. Ethical standards with regard to experimentation are subject to governmental regulations where federal funding is apparent (Kornblum, pg. 41). The text lists 5 key ethical issues revolving around human psychological research, including: Freedom from coercion, informed consent, limited deception, adequate debriefing, and confidentiality (Lahay, pg. 48). According to Lahay, requirements for institutions conducting research include approval from a board of outside scientists (pg. 48). I believe there are certain aspects of behavior and mental processes that should not be studied even with the participant’s approval. Study of subjects that were involved with committing crimes would be at the top of the list. For example, a study involving naturalistic observation of a kleptomaniac in action seems to me as unethical practice. Whil e the observer is not taking part in the crime, he is not actively preventing it either. Furthermore, there may be a possibility that the said criminal’s need to steal is heightened due to the researcher’s requirement for consent. Another example of studying behavior or mental processes that may present itself unethical might involve studying children. Even though parental consent may be given the child would not necessarily have to be informed of the study. An example might be a study where a badly behaved child is seated next to a compliant child to see if the behaviors change. Regardless of the effect on the badly behaved child, the compliant child could quite possibly experience higher levels of stress or anxiety. I think that good example of not ethical experiment would be â€Å"little Albert.† John Watson, the founder of behaviorism, conducted an influential early study of generalization. Watson and Rosaline Rayner examined the generalization of condition fear in an 11 month old boy Albert. Like many babies Albert was initially unafraid of a white rat. Then the Watson and Rayner paired the presentation of the rat with a loud, starting sound. Albert did show fear in response the loud noise. Five days later, boy was exposed to other stimulus that resembled the rat in being white and furry. Albert’s fear response to other white, furry objects (rabbits, a dog). My opinion is that children should not be used in research. Another type of experiments, that I think are unethical, are Near-death experience – is the perception reported by a person who nearly died or who was clinically dead and revived. They are somewhat common, especially since the development of cardiac resuscitatation techniques. For example, in one, a woman accurately described a surgical instrument she had not seen previously, as well as conversation that occurred while she was clinically dead. I think that death or dieing is something that we as a human should not be involved in.

What You Dont Know About Critical Thinking Essay Topics Examples Could Be Costing to More Than You Think

What You Don't Know About Critical Thinking Essay Topics Examples Could Be Costing to More Than You Think In fact, this kind of essay will offer you plenty of advantages for your studying and everyday life. You have a great deal of ideas in mind fighting one another and making you confused. You might think that interesting essay titles do all of the work, allowing you to add obvious examples and share ordinary ideas. There are a lot of them online nowadays, and you will readily find whatever you demand. Before start, you may read few unique guides about how to compose a crucial essay. How to end an essay might be a tricky question, particularly if your academic grade is dependent on the paper you're working on. Many teachers frequently have a specific audience for interesting essay paper. Also, you ought to be sure about your sources. It isn't hard to select the topics for critical essay type. At times you might require some expert help with argumentative essay topics. In many instances, you're teaching your audience something new in regards to the text. At any time you catch yourself feeling captivated by a person's essay or article, take a good look at it. Another reason is to observe how well students argue on various views and demonstrate understanding of the studied subject. Another illustration is in the shape of a youthful woman's experience. Critical thinking essays demand a deep thought procedure and its effectiveness can be decided by your passion towards this issue. One of the absolute most important facets of critical thinking is to choose what it is you're aiming to achieve and then make a determination based on a wide selection of possibilities. It is aimed at achieving the best possible outcomes in any situation. It is frequently used in nurs ing. A History of Critical Thinking Essay Topics Examples Refuted If you select a topic that the reader doesn't have any interest in whatsoever, it is not likely they will get anything positive out of it. You also want to select a topic based on your intended audience. Deciding on your topic isn't that easy. You should also select a topic that interests you. It is crucial to pick the topic you're interested and familiar with. When it cannot be quite a great topic is as either defended or that the absolute most likely be. The Hidden Truth on Critical Thinking Essay Topics Examples The integral model is a reference structure in which you may objectively observe every area of a particular subject. If you're thinking of how to get hold of the organization expert, just send a fast text message. A strong topic will assist the paper flow nicely and allow it to be a lot easier to write. The keen researcher should know precisely how to look for the relevant information regarding the Internet and ought to also learn how to filter the ideal information from the wrong one by utilizing critical thinking. In order to rate a person's argument, you first must understand it. Essays written at the previous minute, suffer from the deficiency of logic and ina dequate grammar. The argument's objective is to convince us to believe a specific conclusion. Following your students have a good comprehension of empathy and the way it's used, you are able to move into the truly amazing discussion questions that you have designed around empathy. The Argument About Critical Thinking Essay Topics Examples You might write a wonderful essay regarding content, but in case you have grammar mistakes or your answers aren't relating to the questions, say farewell to your good grade. A student ought to keep in contact with the hottest trends and know which persuasive essay topics are related to sound convincing in regards to defending personal opinions. You could also make your topics which are along the exact lines. The ideal topic for a crucial analysis essay is the one which will give students opportunity to demonstrate their expertise plus the capacity to analyze and cope up with relevant judgments. Details of Critical Thinking Essay Topics Exam ples There is not going to be any use in the event the facts you will discover are just too common or too narrow. It's thus quite important to avoid leading the question, in a place you would like it to go. The next step is going to be the research info. Among the places where I feel I have been required to use my critical thinking skills is in the region of gauging information on the Internet.

Julius Caesar Brutus Vs. Cassius Essays - 1211 Words

Contrasting Characters In Shakespeare’s The Tragedy of Julius Caesar, Brutus and Cassius are contrasting characters. They differ in the way they perceive Antony as a threat to the assassination plot, their dominance in personality, and their moral fiber. In Julius Caesar, Brutus is the more naà ¯ve, dominant and noble character, while Cassius is the more perceptive, submissive, and manipulative person. Brutus and Cassius are very different in the way they perceive Antony. Brutus is very trusting and naà ¯ve when he judges Antony. When the subject of killing Antony comes up among the conspirators, Brutus underestimates how dangerous Antony could be and says, â€Å"For Antony is but a limb of Caesar†(2.1.178). This statement means Brutus does not†¦show more content†¦Cassius thinks that Cicero is a good and honorable man that should be included, but as soon as he nominates Cicero to join the group, Brutus steps in and says, â€Å"O, name him not! Let us not break with him, / For he will never follow anything/ That other men begin† (2.1.162-165). Instead of contesting Brutus, Cassius just lets it pass and concedes to not permitting Cicero to join the group. Although this particular argument isn’t pivotal to the plot, it augments how Brutus dominates what decisions are made. Brutus again shows his dominance over Cassius when the two are discussing militar y strategies. Cassius wants to stay where they are and let Octavius and Antony waste their energy trying to find Brutus and him. â€Å" ‘Tis better that the enemy seek us; / So shall he waste his means, and weary his soldiers†¦Ã¢â‚¬ (4.3.228-229). This is a good idea and it should be used, but Brutus shows his precedence over Cassius by instantaneously replying, â€Å"Good reasons must by force give place by better†¦Ã¢â‚¬ (4.3.233). Brutus then states his reason: if they get to Philipi first, they will have the better position. Cassius, who has a good argument, does not even try to contest Brutus. He backs down and says, â€Å"Then with your will, go on† (4.3.256). This decision leads to their armies losing and to the end of both their lives. Cassius has the better plan but he submits to Brutus. Finally, when Brutus and Cassius are arguing with each other about everythingShow MoreRelatedEssay on Cassius vs. Brutus in Julius Caesar825 Words   |  4 Page s Both Cassius and Brutus play major roles in the play Julius Caesar. Cassius and Brutus both plan Caesar’s death. Although they are working towards a common goal, Cassius and Brutus have very different motivations for doing this. On the one hand, Cassius sees it as a way to gain more power for himself while destroying the king and all his power. On the other hand, Brutus believes that in killing Caesar he is preserving peace for the Romans’ future years. Throughout the play, Shakespeare usesRead MoreThemes Of William Shakespeare s Julius Caesar 2063 Words   |  9 Pages Theme, Mood and Conflict in Julius Caesar Savannah Baine â€Å"Come I to speak at Caesar’s funeral. He was my friend, faithful and just to me. But Brutus says that he was too ambitious, and Brutus is an honorable man .† Mark Antony (Act 3,Scene 2,Line 85). â€Å"Julius Caesar† by William Shakespeare, is a classic play depicting the death of Caesar and the chaos that ensues afterwards. One theme in this play is fate vs. free will, the mood is serious and calm, while theRead More Julius Caesar Essay1688 Words   |  7 PagesJulius Caesar William Shakespeare has written many plays that touched millions of people throughout the centuries. His works are still the most controversial ones favored by many Literature critics because his plays generate spontaneous debates on issues such as friendship, revenge, human ambitions and moralities that lead to dynamic discussion among people. In the play The Tragedy of Julius Caesar, friendship vs. duty is one of the major themes that is developed. Ones struggle over the choiceRead MoreMean Girls and Julius Caesar954 Words   |  4 PagesJulius Caesar Film vs Mean Girls Julius Caesar is an extremely old and extremely famous play written by William Shakespeare around 1599. Shakespeares plays are reflected in many movies and stories now a days and Julius Caesar is to famous that they even made thrice movies for the story. A movie that reflects the story of Julius Caesar is Mean Girls and it reflects the movie in many aspects you could think of, even though they do have some differences because the story slightly changesRead More Brutus is the Tragic Hero in Shakespeares Julius Caesar Essay927 Words   |  4 Pages The tragedy â€Å"Julius Caesar† by William Shakespeare should be renamed â€Å"Brutus† because Caesar is not the tragic hero. 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Melasma Essay example - 899 Words

Melasma is a skin disorder that appears as irregular brown skin patches on the cheeks, nose, forehead and upper lip. Melasma is not dangerous, but can impair your appearance, personality and self confidence. Various options of treatment are available and dermatologists found the melasma laser treatment to be effective of all. Causes of melasma: Melasma is caused due to an over production of melanin. Melanin is the substance that imparts color to the skin. The exact cause for this type of hyperpigmentation is not known. However, the main four factors that contribute to melasma are hormone, genetics, skin inflammation and sun exposure. Intense exposure to sun can worsen the problem. Pregnancy and menopause also can trigger melasma. It†¦show more content†¦The laser skin resurfacing treatment for melasma generally requires a single treatment session with a healing period of one week. It takes between 15 minutes to one hour for the whole process depending on the location and size of the damaged area. Melasma laser treatment is a better alternative for those where the other remedies have proved ineffective. Melasma laser resurfacing treatment is gaining popularity as it produces dramatic results with a short healing time. YAG laser treatment: The YAG laser imparts intense, short pulses of light. These light pulses are targeted to the melanin pigment in the cells that are affected by melasma. The surrounding skin is not affected with this melasma laser treatment. These treatments are given with topical lightening treatments to be used few weeks prior the laser treatments and also continued after the laser treatments. Intense Pulsed light treatment: In intense pulsed light (IPL) therapy, a hand laser is allowed to pass over the skin that targets the melanin. This form of melasma laser treatment works best on the epidermal melasma type. 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Glutathione soap, besides lightening the pigment of the skin, also claims to reduce blemishes and dark spots, melasma, chloasma, hyper pigmentations freckles and acne scars, as well as return rosiness to the skin thats often associated with youth and vitality. Because glutathione has been called a master antioxidant, producers of glutathione soap also claim thatRead MoreThe Maintenance of Oral Health during Pregnancy 1868 Words   |  8 Pagesnon-emergency dental works are usually postponed until after the birth. Now, we will look into the oral-facial changes observed during pregnancy. Bilateral brown patches in the mid-face may appear during the first and third trimester. This is known as melasma and is seen in up to 73% of pregnant women (Geisinger et al., 2014). While the aetiology of this condition is unclear, it is believed to be related to an increase in the levels of estrogen and progesterone. About 50% of pregnant patientsRead MoreGuidelines For An Accurate Skin Analysis2271 Words   |  10 Pagesthe product instructions and manuals. 6. Pigmented : Varied skin colouration with either the absence of pigment or erratic pigmentation many causes, hormonal (menpause or puberty), photoaged, medication, medical conditions such as Vitiligo or Melasma. 7. Couperose : Characteristics are dilated and broken capillaries, the epidermis of the skin will be thin. 8. Damaged : There are multiple effects that damage the skin. Sun damaged (photoaged skin)skin pigmentation hyperpigmentation, hypopigmentationRead More5 Simple Steps Of A Healthy Pregnancy Essay2457 Words   |  10 Pagessebaceous glands, so that your skin may look brighter. For the same reason, acne is also common during pregnancy. Among other changes that pregnancy hormones generated in the skin are yellowish or brownish spots that appear on the face, which are called melasma, and a dark stripe running from the navel to the pubis, which known as linea nigra. Also, moles or freckles that you had before pregnancy may increase in size or become darker. Even the areola, the area around the nipple becomes darker. Stretch marks

How great is gatsby Free Essays

The term ‘Great’ can be Interpreted in a variety of ways. Fitzgerald doesn’t mention the word great in his book. ‘The Great Gatsby apart from In the title; this Incredibly short title shows a lot of meaning behind the character of Gatsby. We will write a custom essay sample on How great is gatsby? or any similar topic only for you Order Now It could be Ironic, mysterious or an ode to Gatsby himself. However the title could be alluding to Gatsby great heart or love with Daisy The name ‘Great Gatsby Immediately Invokes the thought of a showman or a magician, especially with the’ in the title. The simple and humble beginnings of Jimmy Gate were almost miraculously transformed into he lavish lifestyle that Gatsby thought was his destiny. In this respect Jimmy Gate is the ‘Great Gatsby’ his whole life is an illusion that he conjured up to change his life completely. However there are holes in the lifestyle he created compared to the way he acted, especially during his extravagant parties, he never fully mastered the role of host, he didn’t talk to all the guests instead he tended to skulk and hope that Daisy would appear from across the lake. There are major problems with Gatsby decision to obliterate his past life, namely he no longer feels completely comfortable In myself. This means that he can’t be considered a great man within society. In the sass a Great man was considered to know everyone, throw lavish parties and be successful. This was Gatsby to an extent, he was able to manipulate the law through his connections to keep him out of trouble, he threw spectacular parties and he can be considered successful. However he could no longer connect with people, even with Daisy he often lost his nerve and ability to speak to her. Nick has to make him talk to Daisy the first time they meet again you’re acting like a little boy†¦. Not only that UT you’re being rude’. This is again a sign that Gatsby isn’t naturally a socialite; he wasn’t brought up with money and didn’t attend parties so he doesn’t know how to host or to make small talk. He’s therefore not a Great socialite man. He manages to reinvent himself, through his sudden increase In money, his friendship with Mr.. Dan Cody and his need to be with Daisy; this Is what makes him great in Nick Caraways eyes. Nick admires Gatsby to the extent that he’s amazed at the life Gatsby has managed to attain purely for the love of a girl, Daisy. However Nick believes that Gatsby love was misplaced, he believed that the Daisy that Gatsby had desired and dreamed about, had been romanticists so heavily by Gatsby, that the real Daisy could no longer fulfill Gatsby dream of her. In Gatsby mind Daisy is a dream that he is striving to achieve, he tries desperately to get close to her. When he finally buys the house across the lake from her, he sees the green light. This light is his hope for the future and the thing that makes him want to fight harder to become the Great man that Daisy deserves. When Daisy finally gets to his house the green light is no longer kibbles and the dream Is shattered. This is where Gatsby greatness fails; in Gatsby mind Daisy was supposed to leave her husband and run away with him, live In the house he built for her and starts their lives again but Daisy couldn’t satisfy this dream. HIS misplaced faith In this dream life with Daisy was Gatsby ultimate downfall. Gatsby was In some respects the noble denotation of ‘Great’ he was successful and self-sacrificing purely for Daisy, he showed some aspects of heroic wanted. However the majority of the heroic actions were done out of selfish intent, ND Gatsby failure to accept that the girl he loved had moved on. Yet he carried on trying to make everything the way he wanted, he ended up getting so caught up in his own warped version of their life together instead of saving Daisy he ended up making her run away. He may have done everything out of love but the outcome was a warped tragedy. The connotations associated with a ‘Great man’ are incredibly varied; Gatsby certainly was not a good man so it’s questionable if he can be considered great. His amorality is a very important part of the book because it is set n the sass’s hypocritical society. Gatsby was the source of gossip and scandal. People would go to his parties, drink his illegal alcohol and Judge his illegality and suspect him of having connections with the Kaiser. The rumors circulating may not have all been true but a fair few were accurate, Gatsby made his money through bootlegging, this doesn’t make him a good person. Throughout the book there is the omniscient poster of TX Cocklebur, therefore it’s very possible that although Gatsby suffered retribution for a crime he didn’t commit, he perhaps suffered it for one of is many other crimes. In Conclusion, Jay Gatsby was a Great Illusionist and liar but not a Great man. He created a life that changed his morals and Judgments so he could please an idealized girl who he hadn’t seen for 5 years. Although he may have had the best intentions to start with they were only centered on his own happiness and then refused to accept that Daisy could have moved on. The Great Gatsby ended up almost breaking up a marriage, causing severe heartbreak to the people he loved, and implemented the events that led to his own unnecessary downfall. How to cite How great is gatsby?, Papers

Design and Manufacturing Fector

Questions: 1.Describe the function of the component, clearly identifying the material-based attributes that are important to its function? 2.What are the material property constraints and objectives that would be required (you may use assumptions for the exact values of these properties? 3.Identify what materials could be used for the component, and then to ultimately identify what you consider to be the best choice? 4.Identify all of the manufacturing processes that could be used to make that component? Answers: 1. A bicycle fork is a component that supports the front wheel. Its main components include the two blades that join to hold the front wheel in place, the crown joints the two blades at the top. The crown is then connected to the steerer tube. The tube functions to support the fork and enhance the support of the handlebars. The steerer connects to the frame through a combination of bearings that are referred to as headset and they are connected to the head tube. The function of the bicycle fork is to hold the front wheel in place (John1989, p. 6). The material based attributes put into consideration during the manufacturing of the bicycle fork include: Ductility, this factor enables the material used in manufacturing to be easily shaped into desired shapes without affecting its strength through the tensile forces. Durability of the bicycle fork was considered too in the manufacturing of the forks. The durability functioned to ensure that the loss of strength was significantly reduced. Reliability was also considered during the manufacturing process (Hurst 2013, p. 72). It helped to ensure that the material used could sustain adverse effects that never exceeded the elastic limit. 2. The most commonly used materials in the manufacturing of the bicycle frame include: aluminium, steel, carbon fiber and titanium. Aluminium, steel and titanium have a unique combination of attributes that are important in this discussion. Steel is made up of twice the density and tensile forces of titanium. Steel contains 2/3 of the density of aluminium and 2/3 of the strength of aluminium. This concludes that forks manufactured using aluminium and steel should have a similar weight. Steel contains 2/3 of the strength from aluminium. Considering the weight of aluminium to steel, one will require thrice the portions that will be used by steel to make an aluminium one. The volume (cubic) of steel is 2/3 of the same volume of aluminium given that the weight is constant (Elena 2009, p. 34). In manufacturing of bicycle forks, engineers are challenged when designing the bicycle forks. They have to ensure that the bicycle forks become slightly thinner as the diameter remains constant. It is advised that the thickness of the frames should be 0.4mm. A decrease in this could be disastrous as the fork can easily buckle out and due to the weight and terrain, vibrations will increase, reliability will be compromised and hence denting will occur. The tensile forces will exceed as the thickness will not be able to stop it from reaching the elastic limit. Common constraints and objectives: Constraints that are considered during the selection of the material to be used during manufacturing process include stiffness so that they have the ability to resist tension, have enough strength, ability to withstand adverse stress, the rate of conductivity, the rate at which it can resist electrical conduction, relatively high price is incurred during manufacturing and the weight is relatively high. The objectives that are considered during manufacturing include: ensuring that the cost of production is low, ensure that the weight is low, reduced volume of material used, low impact to the environment, quick heat loss and increased energy reservation (Michael 2013, p. 93). When manufacturing the bicycle forks, it is important to consider the fatigue constraint that the bicycle will be challenged through during its usage. Steel is hardly affected by fatigue. It can endure any stress that is applied to it over a long period of its usage. On the other hand, aluminium hardly endures the fatigue that is applied to it. This explains the reason as to why it is important to build it with extra strength, 2/3 or what is used in steel. Durability as a constraint in the manufacture of the bicycle fork is also considered. This aims at giving the value for money in the selling by recovering the cost of production (Gwo-Hshiung 2016, p. 69). 3 .Consider these attributes, constraints and objectives in undertaking a basic material selection using level 2 of the CES software to initially In carbon fiber, the material used has advantages of being light in the overall weight, it absorbs shock better compared to aluminium, it is relatively durable compared to aluminium and the ease of manufacturing it is relatively good. It is disadvantageous in being expensive to manufacture and it is unfixable when it gets damaged (Matt 2012, p. 116). Aluminium has a light weight, resistant to rust, cheap in purchasing hence reduced cost in manufacturing, it is stiff hence being durable and it lasts for a reasonable period of time. It is disadvantageous due to its reduced strength when compared to steel and has the shortest fatigue life when compared to steel carbon fibre and titanium. Titanium is merited due to its reasonable weight as it is easy to handle, it hardly fails or reduced mechanical conditions will affect it and it is free from corrosion. However, its strength is relatively low than steel and its relatively heavy when compared to aluminium (Peter 2005, p. 1001). Steel has a high tensile strength and has a long lifespan when compared to the above. Its demerit is due to its weight that is considerably high and its ability not to resist corrosion. Materials/Properties Youngs modulus Cost Fatigue Strength at 10^7 Carbon fiber 150 GPa 44.5 $US/kg 300 Mpa Aluminium 82 GPa 2.49 $US /kg 157 Mpa Titanium 120 GPa 26.2 $US /kg 600 MPa Steel 217 GPa 0.664 $US /kg 700 MPa Information in the table was taken from CES program. However, steel has the cheapest price and it actually has a high youngs modulus, as a result I will choose the steel as it is also one of the common materials for manufacturing bicycle forks (Ces Software). 4. Based on the material you ultimately selected in question 2 for your component, use level 2 of the CES software to identify all of the manufacturing processes that could be used to make that component. Steel production process contains steps that are involved during the manufacturing process. Iron making is the initial process that involves blasting the raw materials to get the molten steel that can be molded into various shapes of the bicycle fork. The primary steel making process is the second stage (Harrison 1979, p. 23). It uses oxygen that is pumped into the metal to remove carbon. The secondary steel making process involves trying to purify the molten steel. This can be achieved through addition or removal of components that make up the composition of steel. This includes stirring, ladle furnace, ladle injection, degassing and adjusting the composition of the molten iron by blowing oxygen through it. The continuous casting process involves molding the molten steel into thin shelled structures so that it can solidify. After solidifying, the tubings are reduced into the desired lengths according to the specifications. Primary forming involves shaping of the cast steel into diff erent shapes according to the specifications of the bicycle fork (Clifford 2013, p. 39). Finally, the bicycle fork is manufactured, fabricated and the exterior decoration done to attract the clients. The process of manufacturing includes: shaping, drilling, welding, galvanizing, tempering and carburizing. Choose two of the manufacturing processes that could be used for your component and explain why you believe them to be most suitable (clearly state any assumptions you have made to reach your conclusion (Welding and brazing) The molded parts that have been molded above are now ready to be used in the manufacturing of the fork. The parts will be joined together to make the fork. The blades will be fitted to the stem. The stem will be connected to the steering tube and then welded together to form the bicycle fork (Malcom 1995, p. 13). On the other hand, legs also welded to the blades and also brazing the crown. However, it is required to drill a hole close to the fork blades end for air expanding to run out during the brazing and welding processes. Finally, they are painted and polished as required Find a resource/s online that details/outlines the key equipment and steps involved in each of the two processes. Use this to construct a process map or flow chart for each manufacturing process. Resources required in the production of steel include: cast iron, coke and lime which are heated in blast furnaces to melt them. The process involved in welding involves connecting the components that had been manufactured from the cast iron. The tubing is achieved through being butted using the mandrel and die. The butted tubing is hydro formed to fork blade geometry. It is then annealed at 8650c before being oil quenched. It is then back tempered at 5700c before cooling at room temperature (Davis 1992, p. 28). It is then shipped. Brazing is a process that aims at strengthening the metals that have been combined (Sharma 2007,p. 34). Resources required during brazing include the filler, additional metal and a furnace that will be used to heat the metals and the filler together. The joining must adhere to good fitting that will enable proper capillary to take place. The metals will then be cleaned so that capillary will take place. The parts will then be fluxed before the metal will be assembled for brazing. After brazing, the area is cleaned so that it can obtain a clean surface area (Joseph 2001, p. 309). Use Microsoft excel and the cost equation below to construct a plot of the cost per component versus the number of components for both of the manufacturing processes for a range of production volumes from 1 to 100,000.. Identify which of your processes is the most cost effective for the range of production volumes examined The cost per unit as per ces software, Carbon 44+315/5+210/12 = $124.5 Titanium 26.2 + 315/4 +410/12 =138.2 Aluminium 2.49+ 315/5+210/12= 83.0 Steel 0.664 +315/6+210/13= 69.4 Steel is the most effective metal to be used in the manufacturing of the bicycle fork. It is readily available. The molding is easy as the equipment to mold it is readily available. It is highly durable as compared to titanium aluminium and carbon fibre. Steel has a high versatility compared to the other materials that were used to manufacture the bicycle forks (Kenneth, p. 113). Calculate the impact of doubling the production rate for a production volume of 10,000 components. Suggest and briefly explain one practical method to significantly increase the production rate of your process without the need to buy additional capital equipment Impact of doubling the production rete of a volume of 10000 components. The production rate can be increased by increasing the time that has been allocated for the manufacturing of the bicycle forks. The rate can also be increased by increasing the number of items that are supposed to be manufactured. This is facilitated by the discount that is given when the load being produced is relatively high compared to when one manufactures a few pieces of the bicycle fork. Application of modern technology e.g. the blast furnace instead of the traditional incinerators helps in reduction of cost of operation (David 2006, p. 332). Using the table provided by Ces, we will increase the production rate by 10.000 Materials/Properties Youngs modulus Cost Increased production rate by 10000 Carbon fiber 150 GPa 44.5 $US/kg 445000$US/kg Aluminium 82 GPa 2.49 $US /kg 24900$US/kg Titanium 120 GPa 26.2 $US /kg 262000$US/kg Steel 217 GPa 0.664 $US /kg 6640$US/kg References Ces software.Clifford S. Russell, William J Vaughn 2013:, Steel production processes, products and residuals. Second edition.Davis A. C. 1992:, The science and practice of welding.David O. Whitten, Bessie Emrick Whitten- 2006:, the birth of bid business in the United States. Second edition.Elena R. Dobrovinskayaa, Leonid A. Lytvynov, Valerian Pishchik:, 2009 sapphire: Material Manufacturing applicationGwo-Hshiung Tzeng, Jih-Jeng Huang 2016. Fuzzy Objective Decision MakingHarrison T. S. 1979. Handbook of analytical contro of iron and steel production. Hurst Robert 2013:, Bicycle commuter handbook. Second edition, a structured approach to design and manufacturing.John Marino, Lawrence May, Hal Zina Bennett, 1983: John Marinos Bicycling book. https://books.google.com/books Joseph R. Davis 2001:, copper and copper alloys. Proceedings of the third international brazing conference. Kenneth Warren 2001.:, Big steel: The first century of the United States steel corporationMalcolm Blair, Thomas L. Stevens 1995:, steel casting handbook, sixth edition Matt Seaton 2012:, Two wheels: Thoughts from the bicycle lane. Composite engineering handbook.Michael F. Ashby, Hugh Shercliff David Cebon 2013:, Materials: engineering, science, processing and design.Peter Morgan, 2005:, Carbon fibers and their composites. https://books.google.com/books Sharma P. C. 2007. Production technology. (Manufacturing processes and brazing)