Psychological Impact of Newly Diagnosed Lung Cancer

Psychological Impact of Newly Diagnosed Lung Cancer CHAPTER ONE Introduction The concern addressed in this dissertation is to explore the psychological impact on a newly diagnosed lung cancer patient. Patients with lung cancer normally experience variety of distress symptoms, many of which begin prior to diagnosis and continue throughout the course of the disease and the treatment, which adversely affects the functional status and quality of life (Julkunen et al, 2009). The experience of lung cancer is not limited to only the victims but may equally have wide-range impact on families physical and emotional well-being. Therefore it is essential to critically assess the extent of this psychological impact of lung cancer on the patient. This topic is properly examined in context of a critical literature review approach. The approach has adopted the traditional method which is considered appropriate for the purpose of this piece of work. This method involves a critique, summary and synthesis of a body of literature after which a conclusions is drawn, (Coughlan,et al. 2008). According to Crombie (1996), the purpose of writing a literature review is to convey to readers the knowledge and ideas which have been established on the chosen topic, and explore the strength and weaknesses. This helps to identify gaps and inconsistencies in the literature. Gomm et al, (2000) stated that the purpose of a review is to analyse critically a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles. A further consideration for the literature review will not merely be a descriptive list of materials obtained, or a summary of relevant resource s, but rather to provide the framework of the research investigation and summarise the literature studied in order to develop the research study (Brink and Wood, 2001). A brief description of the anatomy and physiology of the lungs will be discussed to enhance proper understanding of the topic. Pathophysiology, aetiology and epidemiology of lung cancer will be outlined. The methodology will be described including a brief description of the models and strategies adopted in conducting the review. The review of 10 peer review papers are presented in chapters using critical appraisal tools to evaluate the strengths and limitations of the research papers. Both qualitative and quantitative primary research papers will also be used. Limitations of the literature and the process of the review will be identified. The dissertation will be structure in the following way: Chapter 2 will explore the background information about lung cancer by examining the pathophysiology, aetiology, and epidemiology, pathogenesis, treatment and evaluation of the disease. It also considers the rationale behind the chosen topic. Chapter 3, Research Methodology, outlining the various strategies employed to gather and analyse the sources of data. Chapter 4, Psychological distress: anxiety, depression, desire for hastened death, feeling of guilt and hopelessness. Chapter 5, Discusses the impact psychological distress has on quality of life of newly diagnosed lung cancer patients. Chapter 6, Summary of findings of the literature reviewed. Chapter 7, Limitations of the literature reviewed. Chapter 8, Limitations of the whole literature reviewing process. Chapter 9, Conclusion and Recommendations, distils the key points and relates them to proper management of lung cancer. It also proposes a number of recommendations to tackle the problems identified above. CHPTER 2 Lung cancer 2.1 Introduction The study is to identify the psychological impact of newly diagnosed lung cancer on the patient. Lung Cancer is a disease that begins in the tissue of the lungs. To better understand lung cancer, it is vital to understand the anatomy and physiology of the lungs. 2.2 Anatomy and physiology of the lungs The lungs are two cone-shaped structures positioned on either side of the heart. In the mediastinum. They are sponge-like organs that are part of the respiratory system. During breathing, air enters the mouth or nasal cavity and travels down the trachea. The trachea, divides into two smaller tubes: the right bronchus and the left bronchus. The right bronchus enters the right lung and the left bronchus enters the left lung. The right and left bronchus branch into bronchioles. These bronchioles end in tiny balloon-like air sacs called alveoli. The alveoli are where oxygen, carbon dioxide, and other substances are exchanged between the lungs and the blood stream. (Gould, 2006). Pathophysiology, aetiology and epidemiology of lung cancer Lung cancer is a term, which covers a collection of several different forms of malignant tumour arising in the lungs and in the major airways (The Royal College of Physicians, 2005). There are two major types of lung cancer, non-small cell and small cell. Non-small cell lung cancer (NSCLC) arises from epithelial cells which is the most common type of lung cancer. Small cell lung cancer begins in the nerve cells or hormone-producing cells of the lung. The term small cell refers to the size and shape of the cancer cells when seen under a microscope. According to (McCance and Heuther 2005) the non-small cell lung cancer (NSCLC) accounts for about 80% of all lung cancers. There are different types of NSCLC, these are: Squamous cell carcinoma (also called epidermoid carcinoma). This is the most common type of NSCLC. It forms in the lining of the bronchial tubes and is the most common type of lung cancer in men. Adenocarcinoma. This is found in the glands of the lungs that produce mucus. This is the most common type of lung cancer in women and also among people who have not smoked. Bronchioalveolar carcinoma. This is a rare subset of adenocarcinoma. It forms near the lungs air sacs. Recent clinical research by Scullion and Henry (1998) has shown that this type of cancer responds more effectively to the newer targeted therapies Large-cell undifferentiated carcinoma. This cancer forms near the surface, or outer edges, of the lungs. It can grow rapidly. The small cell lung cancer (SCLC) as (MacCance and Huether, 2005) puts it, accounts for about 20% of all lung cancers. Although the cells are small, they multiply quickly and form large tumors that can spread throughout the body. Smoking is almost always the cause of SCLC. Lung cancer begins when cells in the lungs grow out of control and form a tumor. A tumor can be benign (noncancerous) or malignant (cancerous). A cancerous tumor is a collection of a large number of cancer cells that have the ability to spread to other parts of the body. A lung tumor can begin anywhere in the lungs (Muers et al, 2001). According to Hughes and Pride (1999), once a cancerous lung tumor begins to grow, it may or may not shed cancer cells. These cells can be carried away in blood or float away in the natural fluid called lymph, which surrounds lung tissue. Lymph flows through the lymphatic vessels that drain into lymph nodes. Cancer cells metastasise when it leaves its site of origin and moves into a lymph node or to a far away part of the body through the bloodstream. The location and size of the initial lung tumor, and whether it has spread to lymph nodes or more distant sites, determines the stage of lung cancer. The type of lung cancer and stage of the disease determine what type of treatment is needed. The staging system describes the extent of the disease at the time and therefore provides a basis for treatment and prognosis. The staging systems as described by McCances and Huether, (2006) are based on the following: The size of the primary tumour (T); The extent of regional lymph nodes (N); and The spread of the tumor (M). Lung cancer is the most common form of cancer in the UK, resulting in 36,000 deaths each year (DOH, 2007). Lung cancer is the leading cause of cancer motality in the UK: In every 15 minutes, a new diagnosis is made with approximately 40,000 fresh cases every year (NICE, 2009). It remains the most frequent of all malignant diseases and the one with the poorest prognosis. 80 percent of effected people die within a year (DOH, 2007). Lung cancer continues to rise and is now very high in women as well as men (Hamer et al, 2008). Many epidemiological studies have assessed the extent and nature of problem in the UK, (Blackler et al, 2007) report that lung cancer occurs in people who smoke. This is supported by further research from the United States of America, including other comprehensive study conducted by Scullion and Henry (1998) that the risk of lung cancer is higher in persons who begin smoking early, continue for many years, and are considered heavy smokers. However (Gould, 2006) posited that people who dont smoke can also develop lung cancer, although this is much rarer. This confirms (McCance and Huethers, 2005) statement that people who have been in prolonged or close contact with asbestos have a higher risk of lung cancer, especially if they smoke. Lung cancer is rarely diagnosed in people younger than 40 most cases occur in people over the age of 60. 2.3 Pathogenesis, Treatment and Evaluation The treatment of lung cancer is based on the size and location of the tumor, whether the cancer has spread, and also the persons overall health. There are four basic ways to treat lung cancer: surgery, radiation therapy, chemotherapy, and targeted therapy (NICE, 2005). Treatment options differ for each individual and may depend on other factors such as age, physical condition, and other medical problems. The goal of Surgery is to remove the part of the lung where the tumor is isolated. Chemotherapy is to kill rapidly dividing cells in the body, including cancer cells using drugs. It is the main treatment for people with small cell lung cancer. In many people, chemotherapy will enable them to live for longer, with better control of symptoms. (NICE 2009) Chemotherapy may be given on its own, or before radiotherapy. Sometimes chemotherapy and radiotherapy are given at the same time; this is known as chemoradiation. Targeted therapy is a treatments designed to target cancer cells in more specific ways, usually involving the mechanisms that cause cancer cells to grow or divide (DOH, 2007). The diagnosis of lung cancer becomes a crisis in victims life when experienced, confronting them with changes in identity, role, and social interactions and presenting them with an uncertain future (Waller and caroline, 1996). Kemp (1999) posited, the psychosocial distress can interfere with the patients healthcare and diminish his or her health and functioning. Many patients who face cancer diagnosis that require physical effects of treatment appear to experience emotional difficulties, including anxiety and depression. Equally, patients with untreated depression or anxiety may be less likely to take their cancer medication and maintain their health. Moreover they may withdraw from family or other social support services which may affect the treatment outcome. 2.4 Rationale The rationale for the choice of topic was based on a desire to understand the psychological impact of lung cancer on the patient. Often the physical effects of the cancer disease and treatment are focused more on the curative effort. Therefore, it is important for the health-care team to address psychological effects, that cancer patients normally encounter that can greatly affect their sense of well-being. Nursing is expected to deliver high quality care that is effective in promoting health and well being (LoBiondo-Wood and Haber, 2006). Evidence-based practice is a key strategy in the development of modern health services and crucial to the development of nursing practice (Parahoo, 1997). Evidence-based care as Brink and Wood (2001) suggest and supported by (Carnwell 1997), is the conscientious use of current best evidence in making decisions about the care of individual patients or the delivery of health services. The successful completion of the review will investigate primary r esearch. In doing so this may act as an additional information source for healthcare professionals and as a basis for further enquiry. Chapter 3 METHODOLOGY 3.1 Aims and research questions Against the background of the foregoing explanation, it is desirable to identify the psychological distress associated with lung cancer and how it affects the patient. The questions the review seeks to address/answer are 1. What are the psychological reactions of newly diagnosed lung cancer patients? 2. How do these psychological reactions affect physical and psychological wellbeing of theses patients? 3. What interventions can be used to address these psychological reactions of newly diagnosed lung cancer and manage them effectively? 3.2 Parameters for the literature search The chosen method is a systematic literature review of both qualitative and quantitative research in the study area. A systematic literature review as defined by (Parahoo, 1997) is a summary of research that uses explicit approach to perform a thorough literature search and critical appraisal of existing body of published knowledge to identify the valid and applicable evidence. It is a means of managing very large volumes of information to identify evidence on which recommendations can be made (Holloway and Wheeler, 2002). Studies were used if they included adults (age 45 +) who have been newly diagnosed of lung cancer. 3.3 Inclusion Criteria This review included literature published from the year 1999 onwards All papers published in English Language only. Primary research directly related to the topic and Published research articles only. 3.4 Exclusion criteria Primary research not directly related to the topic Unpublished research articles Articles published before the year 1999 Other people were involved also, people from the specialist cancer services and the librarians whose help was invaluable in developing a search strategy and in sourcing and retrieving papers. 3.5 Literature searching strategies The search was completed using electronic databases. These were the Cochrane Library, CINAHL, British Nursing Index, Northampton Full Text [emailprotected], Proquest, Medline, and PsycInfo. The Cochrane Library was searched initially to see if a similar study had been done. The other data based were then searched from 1999-2009. Medline is a nursing and medical database. It is known to be incomplete (Markinson, 2002) however (Tagney and Haines, 2009) demonstrated that a search on MEDLINE is likely to produce most of the appropriate papers because it publishes articles from a worldwide source. The hospital library service was used to find studies which were not available in full text form on the internet or locally held journals. Not all could be located; however this potentially could be a source of bias. In discussing the problems and importance of incomplete retrieval of papers, (Chalmers and Altman, 1995) argue that trials that are difficult to locate tend to be smaller and lower methodological quality than trials that are easily accessible. The key words used to search the database were LUNG CANCER, DIAGNOSIS, DEPRESSION, CANCERS, PSYCHOLOGY, PSYCHOLOGICAL INTERVENTION, MEN, ANXIETY, ANGER, SADNESS, FEELING OF GUILT OR REGRET and PATIENTS FEELINGS. The nature of the study necessitated the use of very general terms such as lung cancer, and psychology. Sensitivity was chosen rather than specificity in the selection process and this meant that the search initially uncovered a large number of papers unrelated to the study. The result of the search was initially screened by reading the abstract online and retrieving the relevant ones using the inclusion and exclusion criteria. The studies which were retrieved were screened again to make sure they fulfil all the criteria required to be used for the review. To avoid bias, this study used methods outlined by Aveyard (2008). The methods were simplified for people who are new to or have little experience in doing a literature review. As suggested by (Cutcliffe and Ward, 2003) met hods used in systematic reviews reduce the potential bias of the review. 3.6 Method of Evaluation The literature is evaluated using Greenhalg T (1997) structure for evaluating qualitative research. (See appendix 2) This model was selected because most of the research was qualitative due to the nature of the selected topic. Anxiety and depression are difficult to measure because its an emotional response and therefore immeasurable. 3,7 Method of Analysis The research is analysed using a summing up approach as described by (Aveyard, 2008) which is adopted from the approaches given by Paterson et al (2001). This model was chosen because it facilitates the extraction of themes from research literature of a diverse nature. Again is suitable for people who are new to the literature review process. The themes generated are: Psychological distress: Anxiety, depression, feeling of hopelessness and the desire for hastened death. Effect of psychological distress on quality of life of people with newly diagnosed lung cancer. 3.8 Data handling method The data was stored and subsequently analysed using data storage system described by (Cormack, 2000) this system has two commonly methods of storing data: storage in original form, and storage using computer. The printed research papers were stored in a ring binder file and a memory stick was used to store computerised data. The purpose of data storage as LoBiondo-Wood and Haber (2006) puts it has three basic related purposes: to make sure that no data are lost; to ensure that information are obtained in a way which makes it reasonably accessible; and to ensure that the researcher is able to analyse the data. A separate note book was used to store references. 3.9 Resources required and sources identified Resources required are computers, various libraries, search engines, text books, stationary, supervisor, and librarian. Sources identified are internet and printed journals. CHAPTER FOUR THEME 1 Psychological distress: Anxiety, depression, desire for hastened death, feeling of guilt and hopelessness. Following exploration of the available and chosen research for this literature review, various themes have been identified. This chapter aims to discuss and explore the reviewed literature regarding the psychological distress of newly diagnosed lung cancer patients. It will discuss anxiety, depression, feeling of guilt and hopelessness which influence the disease-related factors on the desire for hastened death which have emerged from the data. Five studies (Akechi et al (2006), Turner et al, (2006), Wilson et al, (2007), (Rodin, et al 2009) and Mystakidou et al, (2008) will be examined using the methodology, discussions and analysis of the research to evaluate their findings. (See appendix 3 for research articles) In order for this to be achieved, the chapter has been divided into three sub-themes these are: Psychological distress. Anxiety and depression. Feeling of guilt/hopelessness and the desire for hastened death. There will be a small summary to conclude the chapter. 4.1 Psychological distress A cancer diagnosis can be viewed as a very stressful event for patients as they must adapt to the shock and uncertainty that such a diagnosis presents Fox et al (2006). As a result of life-threatening nature of cancer, psychological distress in cancer patients has been widely studied. Previous studies have indicated that 10-40% of cancer patients suffer from psychological distress (Skarstein, 1999). Vos et al, (2008) reported that 19% of lung cancer patients experienced depression between the time of diagnosis and initial treatment and 35% of them continued to experience the same disorder 6 months after. It is therefore vital to investigate the exact predictive factors of the psychological factors experienced by newly diagnosed lung cancer patients. The first research paper identified was conducted by Akechi et al (2006). The purpose of the study was to investigate longitudinal changes and predictive factors for psychological distress among newly diagnosed lung cancer patients. The study was conducted among 85 newly diagnosed advanced non-small cell lung cancer patients. Data were obtained in structured interview and validated self-report questionnaires. Psychological distress was evaluated using the Profile of Mood State (POMS) scale. This scale was developed by McNair et al., 1977. The POMS scale according to Akechi et al (2006) is a self-rating scale measuring six emotional sates (tension-anxiety, depression-dejection, anger-hostility, vigor, fatigue, and confusion) and total mood disturbance. It was hypothesized that a lower fighting spirit and a higher helplessness/hopelessness were significant predictors of total mood disturbances. Therefore initial psychological response after lung cancer diagnosis was the most relevant p redictor of subsequent psychological distress. Their findings indicate that initial mood disturbance after the disclosure of a diagnosis of cancer (shock and uncertainty) is the most relevant predictor for subsequent psychological distress and that early intervention beginning immediately after a diagnosis is one way of preventing and/or reducing subsequent psychological distress in lung cancer patients. Initial psychological response after cancer diagnosis seems to continue the subsequent illness trajectory for at least several months, although several dimensions of psychological response, including anxiety and depression, may decrease. In their words, the overall psychological distress does not decrease naturally in the usual clinical care setting. Their study has several methodological advantages as compared with other studies because the method used for collection and analysis of the data were clearly described in the study which confirms that the qualitative method used was appropriate for the study (Greenhalg, 2001). However it has several limitations and cautions must be used when interpreting its findings. First, it was stated in the methodology that the researchers were not able to obtain longitudinal data on approximately 40% of the potentially eligible subject at the time of the investigation (Akechi et al, 2006). This introduces the possibility of a selection bias (Crombie 1996). The absence of this longitudinal data mentioned demonstrate that individual level change over time could not be studied on 40% of the sample therefore the researchers could not obtain the longitudinal course of psychological distress of those people(Akechi et al, 2006). This indicate that the findings may be distorted by the bias, even though it seems to be very common and one of the most difficult issues that cannot be completely overcome in the studies focusing on advanced cancer patients. Secondly, of all, this study included up to 6 months follow-up after cancer diagnosis, the longitudinal course of patients psychological status thereafter is unclear. Six months after diagnosis may not be enough long time to evaluate the longitudinal course of distress experienced by advanced lung cancer patients. For example, a recent study, examining the course of psychological distress in metastatic breast cancer patients demonstrated that distress remained constant or declined during the illness trajectory; however distress significantly increased proximal to death (Hill et al, 2002). Considering the prognosis of advanced non-small cell lung cancer patients, it seems plausible that many dimensions of psychological distress, including anxiety and depression, may increase as death approaches. The convenience sampling method used also poses threat to the generalisation of the findings, because the study subjects consisted entirely of newly diagnosed advanced non-small cell lung cancer (NSCL) patients who visited one Thoracic Oncology Division in Japan. Since patients with other lung cancer types at other sites were not examined in the study, it remains unclear whether the results can be extrapolated to patients with other lung cancer types at other sites. Lastly, psychological distress after cancer diagnosis was the only significant predictive factor of subsequent psychological distress after cancer diagnosis. To the best of our knowledge, very few studies have addressed the predictive factors for psychological distress in lung cancer patients while several studies have investigated predictors for subsequent psychological distress in other types of cancers (REF). Edward and Clarke (2004) demonstrated that family functioning and patients illness characteristics were associated with anxiety and depression in newly diagnosed lung cancer patients. Consequently, because the follow-up period in this study was short and the sampling method used caution must be taken when interpreting the findings. 4.2 Anxiety and Depression Depression refers to an emotional disturbance marked by the cardinal symptoms of persistent and pervasive low mood and the loss of interest or pleasure in normal activities (Skarstein et al, 2000). McPherson (2004) defined anxiety as a feeling of apprehension and fear characterized by physical symptoms such as palpitations sweating, and feelings of stress. Depression and anxiety disorders are thought to be common in palliative cancer care ( Strutkowski et al, 2008). The first study identified was conducted by Turner et al, (2006). It was a prospective observational cohort study of patients undergoing palliative radiotherapy for lung cancer. The aim was to measure psychological distress and concerns before and after treatment using the Hospital Anxiety and Depression (HADS) and a concern checklist. Participants were selected randomly from radiotherapy clinics in various hospitals. Data were obtained from a group of 83 elderly patients (aged 75 and above) being treated with palliative radiotherapy for lung cancer, with a comparison group of 49 younger patients (aged 65 and under). They completed the HADS (Hospital Anxiety and Depression Scale) and a concerns checklist before and after treatment. The HADS according to Skarstein, (1999) is an instrument which rates anxiety and depression in patients with physical illness. It has two sub-scales, one assessing anxiety, and another evaluating depression. Anxiety and depression subscales of the HADS were scored using a score of 0-7 = normal, 8-10 = borderline, and 11-21 = probable case (i.e. likely to have the diagnosis of anxiety or depression confirmed after formal psychiatric assessment). The concerns checklist data were examined to provide median numbers of concerns identified by each patient group before and after treatment and, the changes over time were compared statistically. They hypothesized that majority of newly diagnosed lung cancer patients experience severe level of depression and anxiety. The result of the study shows that the 60% of young group and 40% of elderly group had anxiety. And 30% of young group and 60% of the elderly group had depression. The young group consistently ranked the illness, the future relating to the illness, family and their energy level as their major concern and the elderly group also ranked family and breathlessness as their major concern. This findings suggested that people of all ages have similar concerns and level of anxiety and depression whiles receiving palliative radiotherapy for lung cancer. A year after a similar study was conducted by Wilson et al, (2007). It examined depression and anxiety disorders in 381 patients who were receiving palliative cancer care. The study group consisted of 212 women and 169 men (age 26-93). Data was obtained through the development of a structured interview of symptoms and concerns. Depression and anxiety disorders were assessed with a modified version of the Primary Care Evaluation of Mental Disorders (PRIME-MD) clinician evaluation guide. The PRIME-ED according to Fox, (2006) provides a quick screening method for a wide range of mental health disorders. The findings of the study suggested that physical symptoms (such as pain and breathlessness) as well as issues about the illness itself and its treatment were more likely to have been addressed. Anxiety and depression were the frequent individual diagnosis. But there was no association between these disorders and the time to death. However it makes it more difficult to treat their physic al symptoms. The findings from these two studies suggest that depression and anxiety disorders are common in newly diagnosed lung cancer patients. However Turner et al (2006) suggested that people of all ages have similar concerns and levels of anxiety and depression while receiving palliative radiotherapy for lung cancer. Turner et als (2006) findings supported Wilson et al, (2007) because it also established that issues about the illness itself and its treatment outcome were the major concerns of the participants which influence anxiety and depression. However the two studies are limited to the method used. Turner et al (2006) clearly identified the data collection method used in the methodology. Patients completed the Hospital Anxiety and Depression Scale and the Concerns Check List. The questionnaire was completed by patients during their first visit for radiotherapy using touch-screen technology to record their responses. This method has been validated against paper questionnaire (Holloway and Wheeler, 2002). Some patients also used the paper version of the questionnaire. Data obtained from these two methods were compared in the analysis. Follow up was made during the next visit of patients to their outpatient appointment. Lung cancer specialist nurses were used for the collection of follow-up data. Where this was not possible, questionnaire, along side paid envelopes were sent directly to the participants. Those who returned completed questionnaires were sent a letter of thanks. On the other hand, Wilson et al, (2007) used a di agnostic interview which was a modification of a protocol that has been developed for the rapid screening of mental disorders in primary rather than palliative care. Although it has been used in previous studies in oncology settings, admittedly there is not enough strong body of validating research to support it use (Skarskein, 2000). Moreover Turner et als (2006) study was conducted in the United Kingdom while Wilson et al, (2007) was conducted in Canada. This could affect the interpretation of the findings because of the existing cultural differences and healthcare systems among these two countries. Conversely, in both papers the researchers achieved excellent sample sizes and responses (LoBiondo-Wood, 2006). Greenhalg (2001) stated that when examining studies it is important to distinguish whether the sampling strategy is appropriate for the design of the study and level of evidence provided by the design. Turner et al, (2006) selected a sample size of 191 patients undergoing palliative radiotherapy in radiotherapy centres in various hospitals. From this, 132 were recruited into the study, 83 elderly and 49 younger patients. Wilson et al, (2007) selected an eligible sample of 381 lung cancer patients receiving palliative care in eight sites across Canada. In both studies the researchers achieved excellent sample size and response rate. The sample sizes were large enough to give an accurate picture of what is going on (Greenhalg, 2001). Crombie (2008) stated that studies which use too small sample size often fail to detect clinically important effects. Moreover both studies used random sampling to recruit participants for the studie

A Complicated Conversation with William Pinar: A Reader Response to “From Autobiography to Allegory” Essay

William Pinar (2011): â€Å"To understand curriculum as complicated conversation, I invoke the concept of ‘allegory.’ It is, in my usage, interrelated with ‘reconstruction,’ as each reactivates the past in order to find the future. To reconstruct means to ‘establish or assemble again†¦Ã¢â‚¬  (49). Alyssa: Establish or assemble again†¦.ok, I am in Grammy’s house, she is in her chair, we are drinking tea, or playing cards, yes, if I am going to establish or assemble again, I may as well go back to when she could see, we are sitting, drinking tea and playing cards. Then I’m in Nova Scotia, in Grandmere and Grandpere’s kitchen, and Grandpere is sitting in his rocking chair by the fire, telling me a story about when he was a teacher, about his students, about when the twins were born, asking me about my school, my life, remembering my name, remembering my last visit and eating chocolate-coated digestive cookies because that is what we always did. William Pinar (2011): â€Å"It is important to note that my conception of ‘reconstruction’ contrasts with its usages in historiography, that is, aiming to reconstruct the past ‘as it was’†¦ (50). Alyssa: What?!?! But, reconstructing the past is reconstructing the past! I want to reconstruct the past! I want to be in Grammy’s living room, or talking to Grandpere when he remembered my name! You said I could reconstruct the past, you told me I could, and now you are telling me that I can’t†¦ Almost word for word, this was my experience reading Chapter 2, â€Å"From Autobiography to Allegory†, in William Pinar’s What is Curriculum Theory? After reading the first part of the chapter, outlining the concept of autobiography and its significance to curriculum theory and to the self, I found myself daydreaming about the past. In no time, I was in my recently deceased  Grandmother’s presence again, or imagining the lucid state of my Grandfather, now suffering from dementia and residing in a nursing home. I was happy in these memories. Then William Pinar continued talking and ruined my state of happiness. So, I complained. I told him how angry I was at him, how happy I had been that I found validation for living within these past memories and how he ruined it for me. It was at this moment that I recognized that somehow without even realizing it, I had entered into a complicated conversation with William Pinar. Pinar (2011) describes a complicated conversation as a†¦conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become (43). My conversation included myself, past and present, William Pinar, my deceased Grandmother, and the past version of my Grandfather. Furthermore, the simple act of writing this paper brings you, the readers into the conversation as well. According to these terms, I would classify it as a ‘complicated conversation.’ The more I delved into this thought, the more I realized how often I find myself entering into this kind of dialogue. Whether I am sitting on the bus, playing out a conversation with the person next to me based on the book they are reading, or sitting in the classroom discussing the response to a question based on the views of many a theorist, former teacher, or famous celebrity, or planning and imagining lessons plans for my future students based on something I am experiencing in the present day, or something I have experienced in the past, these are the voices, both real and imagined, continuously flowing through my thoughts. For the most part, these would be deemed daydreams, unwanted and unwelcomed imaginings in a classroom, or any setting where productive work is expected. But, according to Pinar, they are, instead, complicated conversations of curriculum. In following with the method of currere, the running of the course, they are a necessary part of understanding the curriculu m through the understanding oneself (Pinar, 2011, pp. 44). By allowing these sorts of complicated conversations in the classroom, by allowing the students to discuss, to converse, to question,  the things they are learning, the texts they are reading, by allowing the students to actively engage in the curriculum presented to them, to bring their own narratives into the classroom, rather than merely sitting and listening; the responsibility of learning falls upon not only the teacher, but also the students. Furthermore, Pinar (2011) notes that a complicated conversations also serves as a â€Å"conversation with oneself [as a ‘private person’] and with others threaded through academic knowledge, an ongoing project of self-understanding in which one becomes mobilized for engagement in the world† (47). Although anchored in academic thought, these conversations are not meant to remain solely in the academic realm. They are meant to delve into personal narratives and emotional stories; they are meant to delve into autobiography. Thus, by allowing complicated conversations in the classrooms, we are not only giving students an opportunity to take responsibility of their own learning, but to connect to their learning and to the curriculum through their own autobiographical narratives. Yet, complete understanding requires more than autobiography; it requires allegory. Pinar (2011) cites allegory as more than the mere exchange of information and stories, but the ability to reflect on the information and finding meaning in the present from the stories of the past (50). In terms of allegory’s connection to autobiography, Pinar (2011) furthers the conversation by adding that â€Å"[h]istorical facts are primary, but it is facts’ capacity to invoke our imagination that marks them as allegorical, Their meaning is not confined to the past where they occurred; they spill into our existence of the present†¦history becomes accessible through allegory† (54). Thus, historical facts and autobiographical narratives, although interesting, carry little significance without the use of allegory. Historians are continuously pleading with the world to heed to lessons of history, but these requests often go unanswered until the moment when something occurs in the present day which recalls the experiences of the past. At this point, history is explored in relation to the present reality, invoking allegory as it brings meaning to the present. Through the concept of complicated conversation, autobiography and allegory exist as a circular movement as the process repeats itself with each new piece of information. Through this dialogue with theory, ourselves, and others, we explore autobiographical narratives, which connect to our present selves  through allegory, which in turn enlighten our experience of the present, rounding up our complicated conversation. In terms of my own complicated conversation, the concept of entering into curriculum theory through the concept of autobiography remains easy. As a history student, researching historical narratives are my forte. This interest in the past led me into a search of my family history. Consequently, I have visited places, and read notices, and held objects owned by my ancestors. Thus, readin g Pinar’s (2011) suggestion that â€Å"we find the future not in the present, but in the past† (49) was an exciting moment during my dialogue with the text. At this point, I began thinking about my grandparents, about my childhood, and all those happy moments from my past, thinking that these moments, exactly as they were would lead me to the future. For a split second, Pinar had convinced me I held the key to my future because I knew my past. But, as previously discussed, this illusion was shattered instantaneously. The concept of allegory was a bit more complicated. As previously mentioned, through allegory, the stories reactivated from the past lead to significance, to a greater understanding and answer the question: â€Å"what might this knowledge signify for us as actually existing individuals in this time, in this place?† (Pinar, 2011, pp. 50-51). Thinking through autobiographical narratives, from my point of view, is easy. Thinking allegorically, is not. Yet, in terms of the contents of the chapter, the introduction of the Weimer Republic, a story from the past, as an allegory to better understand the present reality, I was reasonably able to understand the relationship and the significance. I could understand and reactivate the historical events of Weimer Germany, and place them in juxtaposition with today’s world, adequately using this allegory to further inform my understanding of the present and shape my view of the future. But, I did not feel like I could end my conversation there. The text led me to my dead Grandmother, my lucid Grandpere, I could not simply leave them in the middle of a conversation. This chapter meant more to me than a simple explanation of theories in order to set up for the remainder of the book. As Pinar (2011) himself notes, â€Å"[t]he curricular question is a call to individuality†¦[as]†¦academic knowledge is also a question of self-knowledge† (57). In other words, I was not content leaving the conversation solely as a discussion of the past Weimer and its meaning for today. It affected me at a  personal level, as I weaved parts of my own autobiographical narrative into the words and theories on paper. I did more than just read the words on the paper; I entered into a complicated conversation and was committed to following through this process to the end, from autobiography to allegory. But, as I mentioned, I had a hard time working through the concept of allegory. How could I turn my memories of my Grandmother, or my Grandpere, into something meaningful for my present, to lead me into my future? Something meaningful to inform my experience with currere, with the running the course? How do these experiences affect me as a student, as a teacher, or as an individual? How can they be something more than sometimes pleasant, sometimes not so pleasant, memories? Just as I begin to panic, realizing that this conversation is drawing t o a close as the remaining pages of the chapter become fewer and fewer, Pinar (2011) opens up and speaks directly to me again: â€Å"†¦educators are engaged in an ongoing conversation. As in any conversation, one discerns misunderstanding, can supplement incomplete comprehension, and support questioning† (55). A sigh of relief emerges as I am comforted with the fact that this conversation is ongoing and does not end with the last sentence in the chapter. I am further comforted knowing that I do not have to immediately come to a complete understanding, can continue to question, and even leave a little room to make mistakes and revisit the original discussion. This entire experience reinforces for me, the notion that curriculum is not just the textbooks we read and the tests we take, but everything we experience, both in and outside the classroom. I am convinced that these memories are part of my curriculum, my autobiography, and that I will take them with me on my running of the course, and one day, maybe, I will find an allegory and move them beyond the past and into the present. Work Cited Pinar, W. (2011). â€Å"From autobiography to allegory†. In What is curriculum theory? New York, New York: Routledge

Explaining a Misdemeanor and Why It Can Be a Big Deal

A misdemeanor is a lesser crime in the United States with less severe penalties than felonies, but more severe punishments than infractions. Generally, misdemeanors are crimes for which the maximum sentence is 12 months or less. Many states have laws that establish different levels or classifications for misdemeanors, such as Class 1, Class 2, etc. The most severe classes are those that are punishable by jail time, while the other classifications are misdemeanors for which the maximum sentence does not include incarceration. Misdemeanor sentences of incarceration are usually served in the local city or county jail, while felony sentences are served in prison. Most misdemeanor sentences, however, usually involve paying a fine and doing community service or serving probation. Except in a very few states, people convicted of misdemeanors do not lose any civil rights, as convicted felons do, but can be prohibited from getting certain jobs. Classifications Differ by State It is up to each state to determine specifically which behaviors are criminal and then classify the behavior based on a set of parameters and the severity of the crime. Examples of how states differ when determining crimes and penalties are outlined below with the marijuana and drunk driving laws in different states. Marijuana Laws There are significant differences in laws governing marijuana from one state, city or country to another and from state and federal perceptions. While Alaska, Arizona, California, and 20 other states have legalized (or decriminalized) the personal use of medical marijuana, other states including Washington, Oregon, and Colorado have legalized recreational and medical marijuana. A handful of states including Alabama (any amount is a misdemeanor) and Arkansas (less than 4 oz. is a misdemeanor) consider the possession of (specific amounts) of marijuana as a misdemeanor. Drunk Driving Laws Each state has different laws governing drunk driving (driving while intoxicated - DWI or Operating Under the Influence - OUI) including the legal limits, the number of DWI offenses, and the penalties. In most states, a person who receives their first or second DUI is charged with a misdemeanor while the third or subsequent offense is a felony. However, in some states, if there is property damage or someone is hurt, the penalty jumps to a felony. Other states, for example, Maryland, consider all DUI offenses as misdemeanors and New Jersey classifies DUIs as a violation, and not a crime. What Is the Difference Between Infractions and Misdemeanors? Sometimes people will refer to their crime as, just a misdemeanor, and while being charged with a misdemeanor is less serious than being charged with a felony, it is still a very serious charge that if found guilty, could result in jail time, heavy fines, community service, and probation. There are also legal fees that should be considered. Also, failure to follow any of the court-ordered conditions of a misdemeanor conviction will result in more misdemeanor charges and even heavier fines, possibly more jail time and extended probation and legal fees. Being charged with an infraction is a lot less serious than a misdemeanor and the penalties usually involve paying a ticket or small fine and never result in jail time unless there is a failure to pay the fine. Also, people found guilty of an infraction are not ordered to perform community service or attend problem-specific programs such as Alcoholics Anonymous or anger management. Criminal Record Misdemeanor convictions appear on a persons criminal record. It also may be legally required to disclose the particularities of the crime during job interviews, on college applications, when applying for the military or government jobs, and on loan applications. Infractions may appear on a persons driving record, but not on their criminal record. Misdemeanor Penalties The penalties for a person convicted of a misdemeanor depends on several factors including the severity of the crime, if it is a first-time offense or if the person is a repeat offender and if it was a violent or non-violent offense. Depending on the crime, misdemeanor convictions will rarely result in more than one year in the city or county jail. For petty misdemeanor convictions, the jail sentence could fall between 30 to 90 days. Most misdemeanor convictions also result in a fine up to $1,000 although for repeat offenders or for violent crimes the fine can increase up to $3,000. Sometimes a judge may impose both the jail time and a fine. If the misdemeanor involved property damage or financial loss to a victim, then the judge may order restitution. The restitution can include court costs.  Also, a court may suspend the sentence and place the defendant on probation.

The Hero s Journey Theory - 1093 Words

So what makes a hero? What must a person have to be considered a hero? Is it his or her strength, powers, courage, morals, integrity, or knowledge? According to Joseph Campbell, a hero properly is someone who has given his or her life to something bigger than himself or other than himself. So with the help of Joseph Campbell’s Hero’s Journey theory, evidence will be given to prove why the Flash is a hero, and not a cold hearted villain like Captain Cold. To start off we’ll begin with Campbell’s first stage of the Hero’s Journey. According to his theory, the story must begin where the hero was once normal. To define normal regarding the Flash, the Flash would have had to be someone who existed without any powers, living a regular citizens’ life, and oblivious of the adventures to come. So before Barry became known as the Flash, he was first known as Barry Allen. Barry valued family, justice, and the safety of everyone. He was a regular citi zen who worked for Central City’s police department as a Police scientist, too. With the following being stated, we can conclude Barry was already a hero before his special powers. First, Barry is working to fight justice as an employee of Central City’s police department. Secondly, he enjoys fighting for justice in general. And lastly, considering Barry’s personality and values he isn’t selfish for power, disrespectful, dishonest, and greedy like most villain characters. However, according to Campbell’s Hero’s Journey process, BarryShow MoreRelatedThe Hero s Journey Is Theory By Joseph Campbell925 Words   |  4 PagesThe hero’s journey is theory by Joseph Campbell. It states that all great stories include the same characters that have to undergo seven stages that are the hero, herald, mentor, threshold guardian, trickster, shapeshifter and shadow. In the story Young Goodman Brown was once a great man. Now he sees everyone as a sinf ul and bitter person, how did this come to be? It all began one night when Young Goodman Brown had a dream that changed his life forever. In his dream he saw his wife and the good peopleRead MoreDjango Unchained Heros Journey1223 Words   |  5 PagesFreedom The Hero with a Thousand Faces, by Joseph Campbell, explains the characteristics of the hero’s journey. This journey consists of a hero leaving his or her ordinary world on an adventure to later return as a changed person. The movie Django Unchained tells the story of a newly freed slave, Django, in the world of racism at its most treacherous time. Django learns how to survive in this world and sets out to rescue and free his wife. By analyzing this movie, Campbell’s theory about the hero’sRead MoreArchetypes : The Wizard Of Oz1567 Words   |  7 Pagesmemories. The symbols, characters and use of situational archetypes offer the reader an understanding of Archetypal theory. Archetypes are used to impact the understandings of myths, legends and fairytales as it allows the audience to make connections and link other stories together. Furthermore, it helps in deeper analyzation, interpretation and connections in literature and show s the characters behavior or per sonality. Not only does identifying archetypes help the reader to understand the moralsRead MoreWilliam Shakespeare s Hamlet s Revenge1725 Words   |  7 Pages Thesis: Shakespeare s portrayal of Hamlet s revenge is not a worthy journey because he never finds his self worth, distracted between what will exemplify his purpose, and what will make him a failure in the memory of Denmark. Three quotes with analysis explaining thesis: Act 1 Scene 5 Ghost: â€Å" But know, thou noble youth, Hamlet: â€Å"Oh My Prophetic Soul! My uncle?† The serpent that did sting thy father’s life Now wears his crown.† The beginning of the â€Å"call to adventure -JRead MoreThe Curse Of A Vivid Dream915 Words   |  4 Pages The curse of a vivid dream The hero’s journey is theory by Joseph Campbell. It states that all great stories include the same characters that have to undergo seven stages that are the hero, herald, mentor, threshold guardian, trickster, shapeshifter and shadow. In the story Young Goodman Brown was once a great man. Now he sees everyone as a sinful and bitter person, how did this come to be? It all began one night when Young Goodman Brown had a dream that changed his life forever. 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Well Joseph Campbell has a pretty good outline of what he thinks should define a hero. A hero is a person who in some way breaks the molds of a normal human being. Their wisdom, courage, and durability ect. exceedsRead MoreLiterary Criticism Of The Odyssey1604 Words   |  7 Pagesthe second-oldest extant work of Western literature. The Odyssey is an epic poem and can be understood through the lens of archetypal criticism which explores themes that are based on heroism and the protagonist Odysseus is an epic hero who undergoes a ten-year journey to ret urn to Ithaca. Northrop Frye explains the value of archetypal literary criticism in helping modern readers appreciate the universal and timeless themes of the epic: † [ Archetypal literacy criticism’s role is in] refashioningRead MoreThe Movie Hocus Pocus Was Directed By Kenny Ortega And The Salem Witch Trail997 Words   |  4 Pages In the late 1940’s a man named Joseph Campbell shared his Mythic principal with the world. He explains that there is a three-stage formula that he calls a Hero Journey which is the structure of every story. Though most stories are completely different on the outside, the stories are almost structured around these three stages. Stage 1 is the hero leaves the everyday world and enters another world. While Stage 2 the hero is challenged by opposing forces and must pass a series a test throughout theRead MoreBeowulf Versus Shrek1257 Words   |  4 Pages(Hero’s Journey) Joseph Campbell dedicated his whole life researching patterns that appear in almost every hero story or movie. He discovered that there are a few basics stages that just about every hero character goes through. This cycle is called â€Å"the monomyth† or more commonly known as â€Å"the hero’s journey.† This paper will compare and contrast Beowulf and Shrek and how each fits into the monomyth. Every story that involves a hero will subsequently follow the concept of the Heroes Journey. In both

Religion Has No Place in Public Schools Essay - 1020 Words

The constitution is a set of laws set by the government to protect the nation’s rights. One of those rights is the First Amendment which discusses the prohibition of an established religion and allows the free exercise of religion. Thomas Jefferson had written a letter discussing the separation of church and state, which has resulted in many debates over the limitations of religion in the public schools (Hamburger). There is research that supports both the arguments that students can benefit academically from the influence of religion and from keeping religious teachings separate from public schools. Early in Americas history, when it first became a country, public schools were administrated by Protestants. As a result, Protestant†¦show more content†¦A major argument for this to occur is that there is a direct relationship between religious involvement and educational attainment. In addition, that religion strengthens values that contribute to academic excellence (King 197-204). Some of those principles that may be reinforced by religion are integrity, good work ethic, discipline, respect for others, self-esteem, and being involved. There is also research giving evidence that religious morals would lead to a decrease in school shootings, drug and alcohol abuse, and teen pregnancy, issues that students struggle with and are common today (Marzilli). It is believed that teachers should do more than nurture academically; they must also build character. Furthermore, it is believed religious teachings in the public schools would increase the amount of learning that occurs outside of the classroom because a part of religious practices includes educational activities, including reading and analyzing the Bible and other resources. These activities train and motivate students to explore, memorize, examine, and reflect on religious and nonreligious texts (Irvine). Personal accountability and identity formation are also crucial and are supported through spiritual practices. Students who take part in religious practices are encouraged to do well; not only by their own determination, but also by their connection to others who expect it (King 197-204). Those that want more religious integration in schools believe that it wouldShow MoreRelatedReligion in School: Publicized or Privatized? Essay example1353 Words   |  6 Pagesmay follow a religion or worship a higher power. Not everyone follows the same religion as there are twelve major rel igions and over 1,200 around the world (Wilson, 2006, p.11). Having religion included in the public school system is one of the most difficult issues to debate. When should the separation of church and state come into play? The fact that not everyone holds the same religious faith brings up the question of whether religion should be either public or privatized in schools. This essayRead MoreWhy Religion Should Be Kept Out of Sublic Schools1334 Words   |  6 PagesJeff Perman English 093 – 10B Sept. 20, 2011 Argumentive Essay Introduction Why Religion Should Not Be Allowed In Public Schools The question of religion in public schools goes all the back to 1948, where a case in Champlain, Illinois was heard regarding a sectarian group that would go into schools 30 mins. a day to preach to students about religion. The court found it was unconstitutional due to the first Amendment (Mead, Green, and Oluwule). These practices still continue today with variousRead MorePublic Schools Should Not Be The Place For Religious Practices1601 Words   |  7 PagesOne of the many foundations of the United States as a nation was religion. When people fled their homes in search of a new place, one of the many reasons was due to religious freedom. Almost immediately conflicts arose between religions, and their belief systems. No problems seem to arise with teaching religion to children in school until the 1900 s. That is when the courts decided religious instructions in public schools would be deemed unconstitutional. Court cases started around the country withRead MoreReligious Accommodat ion For Public Schools1128 Words   |  5 Pagesâ€Å"Freedom of religion includes both the right to manifest beliefs and practices and the right to be free from state coercion or constraint in matters of religion ().† One of the most controversial places in which freedom of religion manifests itself is the public school. In order to protect freedom of religion, it is important to make sense of how a school must treat religion so the school does not compromise its role within society. This paper will establish current rulings on religion in public schoolRead MoreUS Government: Practicing Beliefs or Instrumenting Coercion?1610 Words   |  7 Pagesgovernment- lest it come to dominate the aspects of our lives, [religions, interests, and morals included]† (Patrick Henry). Our forefathers have explicitly demonstrated the pressing need of the separation of the church and the state in the constitution, but unfortunately this predestined wish fell through. In not only the United States but in the world as a conglomerate, the increase on a ban of religion within the public school system is becoming more and more evident and prominent. A few ofRead More Religion In Public Schools Essay1444 Words   |  6 Pages Religion in Public Schools nbsp;nbsp;nbsp;nbsp;nbsp;Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof......Ó according to the First Amendment of the Constitution. This idea of freedom of religion has been stated very clearly, but it also raises questions about the meaning of religious freedom . Should religious expression be excluded from all government activities? Has separation of church and state been violated by the U.S. TreasuryRead MoreReligious Accommodation For Public Schools Essay955 Words   |  4 PagesReligion Debate Papers â€Å"Freedom of religion includes both the right to manifest beliefs and practices and the right to be free from state coercion or constraint in matters of religion ().† One of the most controversial places in which freedom of religion manifests itself is the public school. In order to protect freedom of religion, it is important to make sense of how a school must treat religion so the school does not compromise its role within society. This paper will establish current rulingsRead MoreHistory Of The Preval Of Prayer In Public Education1538 Words   |  7 Pageshistory of the removal of prayer and the effect it has caused in our public schools. It is essential to understand that reinstating prayer back in public education can begin with understanding how to appropriately add balance. Within history, religions have been alternated by the removal of prayer and biblical reading without warning in 1963 for students to understand, without proper education and not offering facilit ator to teach students about religion. Students need to be exposed to literature fromRead MoreFreedom of Religion in Public Schools1748 Words   |  7 Pagesthe individual practice of religion in school has become a very controversial topic. There are many different views on this matter and even more opinions on how it should be handled. There are people on both sides of the spectrum, there are those who believe that it should be taught and allowed in school, and there are those who believe it should not be taught or practiced in school. There have been cases brought to court about how religion should be taken out of schools, or if it should be allowedRead MoreReligion in Public Schools Essay1131 Words   |  5 PagesDefinition: Religion in school is the practice of any personal religious beliefs in a place of education. Introduction: In recent years teaching or the individual practice of religion in school has become a very controversial topic. There are many different views on this matter and even more opinions on how it should be handled. There are people on both sides of the spectrum, there are those who believe that it should be taught and allowed in school, and there are those who believe it should

Forklift truck design †planning systems to enhance forklift safety Free Essays

I have indentified a need that there is nominally a high rising â€Å"accident† rate which involves forklift trucks, with injuries and fatalities occurring to other workers and members of public who are in the area of the forklift truck whilst in use. I have chosen to design a product that could be fitted, to a forklift truck, which will improve safety and reduce â€Å"accidents† whilst a forklift truck is in use. Resulting in taking all of the above into account my single phrase function statement being â€Å"prevent accidents† however, theirs already methods, procedures and regulations in place to try and prevent â€Å"accidents† such as regulated speed limits, sufficient training in using a forklift truck and warning fixtures such as a drivers horn, hazard light. We will write a custom essay sample on Forklift truck design – planning systems to enhance forklift safety or any similar topic only for you Order Now If an accident was to occur in most cases it will be blamed as an operators fault even if the safety scheme was in place. Employer areas of using forklift trucks, which are also known, to cause accidents. Lack of training or improper training of employees who operate forklift trucks. Time factors, having little time to carry out the job in hand causing stress and speeding. Lack of proper attachments and accessories. Wrongly tasked job of forklift truck or operators. – Not qualified, using the forklift incorrectly to do the wrong things. Poor maintenance of forklift trucks Operational areas of using forklift trucks, which are prone, too cause accidents. Incorrect reversing techniques. Incorrect turning, use of space Incorrect use – over loading over reaching Incorrect warnings to others about a forklift in use nearby, no signage or alarms/hazard lighting Poor contact throughout joint jobs, or in shared spaces, could this result in the need of a banks man. Giving rides on the forklift truck or load – also comes back to incorrect use. Playing games, not taking the job in hand seriously resulting in stunt driving, erratically driven Having had a quick look at forklift trucks and the ways that they are used I have come to the decision that it would be very rare for a forklift to be involved in an â€Å"accident† due to malfunctions of the forklift truck itself but would result in the incorrect use due to operator error or areas which haven’t been covered or have been vaguely thought about by the employee. â€Å"There are reputed to be over 8,000 reported accidents involving the use of forklift trucks in the UK each year and some of these result in fatalities. The majority of these accidents are caused by the lack of sufficient training of the operator, operator error, a lack of knowledge about the equipment and the working environment, bad truck maintenance, poor lighting conditions, inadequate gangways and unsuitable premises in which forklift trucks are used. In fact, slightly more pedestrians are injured as the result of a forklift accident than the operators themselves.† The above statement is taken from http://www.workplacesafetyadvice.co.uk/forklift-truck-safety.html This statement stands by and proves what I have pointed out regarding forklift truck accidents. Having carried out some brief research I can now focus my thoughts onto exactly what I want to be able to achieve for example demands would be things that I would need the final product to have, the principle ideas if you will. wishes, would be the additions, which we don’t exactly need but would be an added bonus. Demands Wishes To prevent accidents! Compact Easy to install alongside existing accessories Cheap to produce Universal fitting Works well alongside other accessories Robustness Looks nice Reliable Looks original against existing product Pedestrian safety improved Improved driver visibility Just from carrying out a simple task of listing demands and wishes explores areas, which are possibly endangering humans and infrastructures for example if the product we design does succeed with its demands, then the product its self with reduce risks and risk of accidents, therefore this would result in less employee time off work, less accidents and a lower risk of the health and safety executive getting involved resulting in a fine. All of these problems/potential incidents can be prevented by carrying out the correct procedures and using efficient products and accessories to do so†¦ for example an add on product/accessories that is built and engineered to these exact demands! Outline Specification An outline specification specialises in exact specifications during the early stages of a design process, this being the designing of an accessory to improve the safety whilst forklifts trucks are being used. The specification is to include the need of the particular product, which can then be quantified, by converting each demand into a specific broken down form. Functionality. The functionality would be to try and improve the driver’s visibility, increase safety awareness for pedestrians. User interaction. User Interaction would be visual for example – VDU Monitors so the forklift truck driver can closely examine what is going on with the truck in blind spot areas. Alarms sensors could be also fitted so as these sound the operator will interact up on hearing these alarms and respond efficiently knowing that something or someone is potentially at risk Physical Form. The physical form of the product should improve the forklifts lifting capabilities and working in tight spaces. Robustness Operating Environment. The product will have to be robust I,E it is going to be used in different climates, both hot, cold, wet and dusty. If electrical or electronic components are to be used these should be waterproofed in some kind of way, designing a casing that can with stand these conditions could do this. It would need to be made out of a heavy duty material due to the kind of environment being used in, to do this you could design the casing out of a heavy duty plastic or some kind of metal. Signals. Signals of the particular unit or accessory dependant on whether it is electrical/electronic based, it should be ensured that fast response times between display alarm units are as close to real time as possible. Having Latency type effects will delay the operators response therefore could have already caused an â€Å"accident† Power Supply. Depending on the type of unit a separate battery source (12VDC) could be used, charging the unit off of the existing battery package, it would charge the unit whilst in use. However this may not be very efficient, with solar powered technology becoming more and more common, a little solar panel could be fitted therefore creating its own power supply and charging its own battery source. Safety. The final product designed would need to reach the EU standards and be CE certified, it would need to be proven that the product is safe, and is capable of carrying out the specified task Product Failure. If the product were to fail, it would have to be self-notifying i.e. and integrated alarm with in the unit to notify the operator that it is not working. If the product was to fail and not give any notification of doing so then the operator would still be relying on a piece of accident prevention equipment which could in fact cause an â€Å"accident† Maintenance. The Product should be easy to maintain, be located in a place where it is to do so, maintaining the product would mean checking that the product is working correctly and the connections are all in order. However the product will be designed to last in excess of 5 years under normal operating conditions before it should be due a â€Å"service† Costs. The Estimated development cost of producing this extraordinary accessory would be: à ¯Ã‚ ¿Ã‚ ½50k+ with the forklift truck product retailing at around: à ¯Ã‚ ¿Ã‚ ½350 with a DIY fitting package. However an installation and service/maintenance contract could be agreed resulting in extra income. Schedules. The schedule from designing the specified product to developing it would be roughly around 6 – 12 months. Development schedule would depend on Function Solution Matrix: Function Solution Principle Driver Visibility Cameras – Improving the view of driver, integrated VDU unit 1 Mirrors – Improve the drivers view 2 Maneuverability 5 Second reverse delay – Giving the driver a good chance to look round 2 Restricted speeds for built up area – Reducing the risk of accidents/crashes1 Pedestrian Visibility High-Visibility color’s – Another way of enforcing the forklift trucks visibility 1 High intensity lights Alarms – making people aware of the use of a forklift truck 2 Cordoned off areas/hot spots – reduces the risk of accidents to humans Object sensors Laser Sensors – limit speed of forklift truck depending on how close an object is to the truck, alerting driver Infra Red sensors – limit speed of forklift truck depending on how close an object is to the truck, alerting driver Solution one is rather complex when compared to solution two because it contains more electronic components This means that it may be of a higher potential to fail as there is more that could go wrong. However it would ensure that forklifts trucks that would be lifting more abnormal heavy loads the operator would be easily informed In comparison to solution one, the second solution is much more simple approach to satisfying the specification set. With this would bring better reliability however the product wouldn’t be original. The use standardized alarms and hazard lights should be set as a standard, the more complex clever device is the 5-second reverse delay unit. This would delay the operation from putting the forklift truck into reverse giving the operator enough time to check and look around, investigating at this point in time the best route to take and look for instructions The unit would be an all in one manufactured unit in 1 part except the hazard lights. I have chosen to design and build a 5 second reverse power delay (Solution 2) with alarms to indicate a forklift truck is in presence. The 5-second delay gives the operator plenty of opportunity to look around to plan the route to be taken, and there are no objects/people in the way. Picture Taken from http://www.esoftbank.net.cn/images/product_b/10004921/forklift_truck.jpg Standard alarm alerting people of forklift truck operation Hazard light visibility increased for blind/loss of sight people are notified of a forklift trucks operation When the main board detects the forklift truck is put into reverse there is a 5 second delay with restricted power/speed Finally a power source overseeing the whole operation ensuring there is power to all components in order for them to work How to cite Forklift truck design – planning systems to enhance forklift safety, Papers

The Constitution of the United States free essay sample

The United States Constitution has been in place for two-hundred forty years. So how has it lasted as long as it has? Now, obviously, our government has a lot of room for improvement, and there are lots of issues that we face, but when you look at the revolutions in nations since our own, it is clear that the people of America have led a relatively quiet existence with a relatively benign government(www. usconstitution.net).The Constitution was written during the Philadelphia Convention, now known as the Constitutional Convention, which occurred from May 25 to September 17, 1787. It was then signed on September 17, 1787. The deputies that were sent to the Constitutional Convention were appointed by the legislatures of the different states. There was no limit to how many deputies could be sent from each state. Rhode Island was the only state to decide not to show. They thought that the national government had no right to interfere with states rights. We will write a custom essay sample on The Constitution of the United States or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We all know that the United States Constitution is very important, but what does it do? It creates a government that puts the power in the hands of the people, it also separates the powers of government into three branches, sets up a system of checks and balances that ensures no one branch has too much power, divides power between the states and the federal government, describes the purposes and duties of the government, defines the scope and limit of government power, prescribes the system for electing representatives, establishes the process for the document’s ratification and amendment, and outlines many rights and freedoms of the people(constitutioncenter.org). If you think about it, the originally written Constitution didn’t last very long. It only lasted for roughly four years. But instead of completely scrapping the entire thing when something went wrong, all they had to do was add an amendment. In fact, at the National Constitution Center, on glass panels above the Center’s main exhibit, there are empty panels for any future amendments. If in the future, the United States government decided to create a new amendment, it would have to go through ratification. To ratify an amendment, two-thirds of the House and Senate approve of the proposal and send it to the states for a vote. Then, three-fourths of the states are needed to approve of it. To date, 27 Amendments have been approved, six have been disapproved and thousands have been discussed(www.lexisnexis.com).The United States didn’t start with the Constitution either, there were other documents before it. The Articles of Confederation was the main one that led to the creation of the Constitution. It was ratified in 1781 and gave the Congress of Confederation, the legislative branch at the time, the power to wage war, conduct foreign affairs and regulate the economy.