Brief Guide on conducting projects involving Hazardous Materials

The faculty of projects involving dangerous biological materials (including recombinant DNA), radioactive materials or hazardous chemical waste must be approved beforehand and comply with all relevant government regulations. SIUC 's Environmental Health and Safety Center (453 - 7180) oversees the following approval committees and supervises compliance. In-house biosafety committee and biosafety officer of Biosafety SIUC are responsible for ensuring that faculty members engaged in dangerous biomaterial research comply with recently published federal and state research standards. Hazardous Substance Management 13. Harmful substances may be used as raw materials or produced by projects. In case unavoidable, the customer avoids or minimizes release of dangerous goods. In this case, it is necessary to evaluate the production, transportation, handling, storage and use of hazardous materials for project activities. If hazardous substances are intended to be used for manufacturing processes or other tasks, the customer considers a less dangerous alternative. Customers avoid manufacturing, trading and using chemical substances and hazardous materials prohibited by international ban or law. Toxicological effects of hazardous substances may be local or systemic. Local injuries include parts of the body that come into contact with dangerous substances and are usually caused by reactive or corrosive chemicals such as strong acids, bases, oxidants, etc. Systemic lesions include tissues or organs that are unrelated to or removed from the contact site when the toxin is transported through the bloodstream. Certain hazardous substances may affect target organs. Physical effects of substances also depend on acute or chronic toxicity. Acute toxicity can occur with a single brief exposure, but this is usually very rapid and usually reversible. Long-term repeated exposure can cause chronic toxicity. The effect is usually lagging progressive and may be irreversible Annex C Hazardous Materials HAZMAT In consideration of the technical nature of the threat, NRT-1 of the National Response Team, Dangerous Goods Emergency Planning Guidelines and Environmental Protection Agency (EPA) Hazard Analysis Technology Guidelines to Address the HAZMAT Plan's Needs It must be used as a main source of information. Other useful guidelines include the Department of Transportation (DOT), the co-issued chemical analysis procedure manual of EPA and FEMA, and the planning part of the DOT agreement and coordinated FEMA's public sector hazardous material training guidelines. . The planning team should use the guide and this annex to complete the hazard analysis and to identify the unique planning requirements to be addressed at the EOP. Hazardous substance hazard work definition

Major Historical Event in US History Essay Example | Topics and Well Written Essays - 2250 words

Major Historical Event in US History - Essay Example Thus, the agenda of 'legal equality' and then 'social equality' will be the general themes that brings together or provides a cohesion for the woman's movement in US history from 1865 to the present. The period of 1865 to 1876 can be said to be pivotal to the woman's movement in U.S. history. The introduction of the fourteenth Amendment to the Constitution of the U.S. is largely thought to be a step backward. That is, as far as the goal of bringing the franchise to women and other groups not yet recognized to have a legal right to vote. In U.S. history, the right to vote for women was an agenda that went back as far as the early to mid seventeenth century, and historians trace the first legal challenge in the U.S. as occurring at that time in the state of Maryland. A one-time governor named Leonard Calvert, appointed a woman named Margaret Brent as his personal executor. Brent was an attorney which was exceptional in the seventeenth century, and found herself in 1648 petitioning the government of Maryland for the right to vote as well as the right to carry out her duties as executor. She was a property holder, and a successful attorney at the time. By 1868 when the Fourteenth Amendment was introduced, there had already been a significant woman's suffrage movement, and indeed, legal challenges for the right to vote [Mays 58-9]. ... Unit one as associated with post 1865 is the beginning of the period known as reconstruction, and what follows in the aftermath of the Civil War (1860-1865) is a fairly reactionary political mandate. Arguably, the period following the Civil War can be characterized as a period where a great number of concessions were made to the interests of Southerners who had been defeated in the war that was centered around the issue of slavery. During the period in question or the era of Reconstruction after the Civil War, the notorious â€Å"Jim Crow† legislation throughout the South had introduced a pattern of which distinct traces can still be seen in the southern states. The new laws stated that no one could vote unless a poll tax had been paid and in some places, unless the voter could pass a literacy test, too. Blacks were not allowed to use the same railway cars, schools or residential areas as whites. These laws contradicted the Fourteenth Amendment but the Supreme Court seems to h ave turned a blind eye to what these state laws meant in relation to the laws of the central government. By this time, northerners seem to have allowed themselves to feel less responsible for post-War developments in the South. Blacks would feel abandoned by the north while facing southern hatred expressed both officially and violently. As Gillett explained, even white reformers seemed more concerned by what ought to be done with Blacks, as opposed to for Blacks and with many content to state that the slaves had been freed by the northern Civil War effort and that they now must work towards their own betterment [Gillett 368]. Segregation continued in a system which managed the Black population by keeping them separate from

Global leadership and management Essay Example | Topics and Well Written Essays - 3000 words

Global leadership and management - Essay Example They understand that the leadership tools help them in solving complicated problems and thus give them way to be success. Those leaders who are best are certainly keen on learning more to sharpen their qualities and skill to be constructive and efficient .A leader can turn out to be disorganized and unfocused, if he does not evaluate and analyze himself at the right time and in the right manner. A stressed and unfocused leader can be a disaster and failure and can also de-motivate the team which he is leading. The performance standards of the leader can be enhanced only if he makes use of an appropriate leadership assessment tool. These tools provide assessment in various areas of management like sales, customer service, team building, and time management and so on. The overview of the proposed leadership assessment tool The proposed leadership assessment tool is focused on determining the ability of the person to work with tasks and people. In this assessment, a person needs to resp ond on 18 questions which evaluate their skill on task and people. This assessment studies the leader’s skill and ability in leading a project by giving attention to all areas of working. It also evaluates the person’s ability in achieving a task or objective in the appropriate manner Also, the person’ s ability to coach the team regarding new tasks and procedures are also analyzed in this proposed leadership assessment tool. His ability to carry out different complicated task at one time is also kept in consideration during the assessment. Managing the time is an important aspect of a successful leadership and this tool give much value to it. A leader can perform a task efficiently only if he is expert in analyzing problems and managing team work. He should also honor the limits and restrictions of his employees and plan things accordingly. However, if a leader can counsel his employees well, he has done half of his job. Once the person has responded to the que stions listed, his scores are recorded on a form which has the two columns with a specification of task and people. The total marks for both areas are totaled and jotted on a chart. The graph has task has the horizontal axis, and people as the vertical axis. According to the intersection of lines on graph, the leadership will be categorized as team leader, country club type, authoritarian or impoverished. In the following pages we can see the results of 10 respondents who have used this tool. Leadership assessment results of 10respondents Respondent One : The first respondent is not very keen in involving the team in decision making process, coaching them , reading literature to training, leadership and psychology as the score is two .Although, he is averagely good with accomplishing tasks ,keeping accounts of minute details of projects, correcting mistakes, time management and encouraging employees, since his score is three. He has proved too competent with analyzing problems, mult i- tasking, explaining the task to employees and honoring their limits as he scored four. The person has gives least importance in breaking large projects to smaller task and monitoring the schedule of the project, since he has scored one .However, the score is five in areas like building a great team, on counseling skills and carrying out and implementing innovative procedures. Finally, by

Militarism Caused WWII Essay -- World War II WWII WW2

Militarism On Sunday June 28, 1914, a member of the terrorist group The Black Hand, assassinated Archduke Franz Ferdinand. Many historians say that this event was the cause of World War I. There is also a theory that the assassination of the Archduke was only a trigger and that the war itself was caused by numerous other historical events and developments including imperialism, militarism, and alliances. Militarism was the leading factor in the outbreak of war. Militarism is the philosophy that a country’s significance is shown through its military might. Such a violent ideal promotes a unnecessarily strong military force and an aggressive demeanor while negotiating national interests. Without it the World War I would not happen on such a grand scale, if it would have happened at all. Militarism has always been present in countries around the world, but it had never become such a major force until the new Kaiser of Germany, William II, rose to power. He grew up as a cadet in Potsdam and it was there that he acquired a fondness for military pomp. While receiving his education, instead of insight and wisdom, it filled him with bigoted and absurdly romantic notions of war (Schulezed et al 69). Although Bismark, the previous prime minister, dismissed the new youthful Kaiser, he was forced out of power, marking the turning point of when German militarism moved to a forefront and became the ideal of the nation, and all rational calculations were put on the back burner (Schulezed et al 70). When Germany began to build its army, there was no going back. The Social Democratic Party, the main political party at the time, was unsuccessful in opposing naval growth because military provided the working class with tens of thousands o... ...l in times of peace. He argued that military elites had too much power in European countries and World War I was a consequence of their desire for the military power and disdain of democracy. He supported the removal of rulers such as Wilhelm II, an end to aristocracy, and militarism in any shape or form. Unfortunately his ideas were implemented only after the world suffered through the second World War when history had repeated itself without anyone learning their lesson. Bibliography â€Å"Naval Rivalry.† Europe. 3rd ed. 5 vols. Beresford, Charles W., Volker R. Berghahn, Herwig H. Holger, Lambert A. Nicholas, Arthur J. Marder, Jon T. Sumida, and Lawrence Sondhaus. Farmington Hills: Tomson Gale, 2006 Schulze, Hagen. German - A New History. Massachusette: Harvard University Press, 1998. Stratachn, Hew. The First World War. New York: Penguin Group, 2004

Grammar translation method Essay

Both the grammar translation method and communicative language teaching are teaching methods for acquiring a foreign language. Whereas the grammar translation method focuses on the translation of certain grammar rules and the translation of vocabulary, the communicative approach aims for acquiring the skill of communication for the learner Scrivener (2011). Both methods are effective in their own way, although the communicative approach focuses on the actual goal of language, namely communication between human beings. In this essay the grammar translation method and the communicative approach will be compared and contrasted, laying special emphasis on the assertion that the communicative approach is more effective for the learning and understanding of a foreign language than the grammar translation method. First of all, a remarkable difference in language usage is noticeable when comparing the two methods. While the grammar translation method exclusively uses the learner’s mother tongue, the communicative approach uses nothing else but the actual target language. With the use of the mother tongue, it is easier to understand grammar and meaning of words. (Rhalmi, M. (2009). This is a required skill to decipher written texts. When only using the foreign language, the level of oral communication increases. (Rhalmi, M. (2009). To find out which of both outcomes has a bigger value, it needs to be clear what the original goal of language is. Communicating is a required skill to survive. Oral communication is something that dates from the origin of the human kind. The invention of written language is a lot more recent. (Bright, W. (n.d). This proves that language is originally used for communication. Given this point, there can be concluded that the outcome of the communicative approach has bigger value to language’s actual goal.  In contrast, a really attractive feature on th e grammar translation method is its easily understandable explanation of grammar, words and phrases. Because of the fact that all the explanation happens in the mother tongue, it is easy for the learner to understand what is being said. Also, learners acquire a better capacity of understanding synonyms in the foreign language, due to the fact that they have already learned the meaning. Secondly, the communication between teacher and learner is flawless. Since the teacher and the learner speak the same language, the teacher can easily verify whether the pupils have learned what is just explained. (Fitriyanti, R. (2011).  Within the communicative approach, the communication between student and teacher is a lot more difficult and tedious in the beginning, which has to do with the use of target language only. However, the communication between teacher and learner is from much more value as the learner becomes more familiar with the foreign language (Abradi, C. (n.d). Because of goal aimed teaching in communicative language teaching, the communicative competence improves quickly (this will be explained later). What this says is that the tedious communication at the beginning can better be seen as a learning moment, rather than a disadvantage. Thirdly, in both methods there is a completely different way of acquiring skills. With the grammar translation method the students are supposed to learn the rules about the target language when sitting down and listening to their teacher. Grammar structures are explained and vocabulary is taught through word lists with a translation. The learner’s practice to apply what they’ve learned exists out of exercises where the learner needs to translate sentences or texts from the native to the target language and the other way around. (Rahlmi, M. (2009). Thus, this is a rather passive way of learning. The communicative language teaching lessons are quite different. These lessons contain meaningful activities in which the learner is required to interact. The activities are based on the interest of the learner to boost learning motivation. (Rhalmi, M. (2009). So, whereas the grammar translation method is rather passive, communicative language teaching is quite active. Passive learning is not really effective for the learner. (Ebbens, S (2013) states that a much better result of learning is caused by (inter)active practice. To go on, the teacher’s role is quite different in both methods. With the grammar translation method, the teacher is basically the guide for the learning process. The method is teacher centred, which means that the class focuses just on the explanation of the teacher. The role of the teacher here is to provide information to the students (Fitriyanti, R. (2011). â€Å"Teachers in communicative classrooms will find themselves talking less and listening more–becoming active facilitators of their students’ learning (Larsen-Freeman, 1986)† The communicative approach is a student centred method. Although the teacher sets up the exercise, it is the learner’s performance which fills up most of the lesson (Orellana. (2007). The  learning process is less effective when the teacher does most work in the classroom (teacher centred method) instead of the students doing most work in the classroom. (student centred method) (Ebbens, S (2013). A fifth issue, on which the two methods can be compared and contrasted on, is its historical background. The fact that learners of the grammar translation method are not able to produce comprehensive output in the form of oral communication, became evident in the years 1939 until 1945 (World War II) when the grammar translation method was not teaching students the foreign language effectively enough to communicate with allies or to understand the communications of the enemy, which was required to survive. When this occurred, a new approach appeared known as the audio lingual method which was based on structuralism and (The Grammar-Translation Method, n.d,). In 1957 the audio lingual method was criticised by the prominent linguist Noam Chomsky for its inability to teach learners to creatively apply language (Rhalmi, M. (2009). Partly because of this criticism, during the 60s of the 20th century, commutative language teaching was introduced in the classroom. (Rhalmi, M. (2009). This states that communicative language teaching was invented as a reaction on an alternative method for the grammar translation method. Thus, the communicative approach is actually already a more modern and adapted method of teaching the core goal language has. To summarise the main points mentioned in this essay; The difference of language usage in both methods, the advantage in language usage of both methods, the way of acquiring skills in both methods, the teacher and students role, and the historical background of both methods. These points given, I can conclude that the communicative approach of teaching a language is more effective to teach the learner language’s original goal, communication, than the grammar translation method. Although, if one is talking about comprehensive output in the form of letters and/or written text translations, the grammar translation method is superior to the communicative approach. Bibliography Rhalmi, M. (2009). Communicative Language Teaching (The Communicative Approach). Available: http://www.myenglishpages.com/blog/communicative-language-teaching-communicative-approach/. Last accessed 05/06/2014. Bright, W. (n.d). What’s the Difference between Speech and Writing?.Available: http://www.linguisticsociety.org//resource/whats-difference-between-speech-and-writing. Last accessed 05/06/2014. Rahlmi, M. (2009). Grammar Translation Method. Available: http://www.myenglishpages.com/blog/grammar-translation-method/. Last accessed 05/06/2014. Fitriyanti, R. (2011). Grammar Translation Method. Available: http://novaekasari09.wordpress.com/2011/06/12/grammar-translation-method/. Last accessed 05/06/2014. Abradi, C. (n.d). Advantages and disadvantages of communicative language teaching. Available: https://www.academia.edu/4743392/Communicative_Language_Teaching_theories_lesson_plan_and_application. Last accessed 05/06/2014. Orellana. (2007). The Communicative Approach in English as a Foreign Language Teaching Leer mà ¡s: http://www.monografias.c om/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how#ixzz33uLe7fXe.Available: http://www.monografias.com/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how. Last accessed 07/06/2014. The Grammar-Translation Method. (n.d). Available: http://hlr.byu.edu/methods/content/text/grammar-text.htm. Last accessed 02/06/2014. Scrivener (2011). Learning Teaching. 3rd ed. Londen: Macmillian. 31-32. Ebbens, S (2013). Effectief leren. Houten: Noordhoff uitgevers.

The comparison of Shakespeares A Midsummer Nights Dream,...

The Role of Money in Marriage Even though the four plays were written in four different eras, there are quite a few phenomena they have in common. Written in the 16th century, A Midsummer Nights Dream by Shakespeare is the oldest among the four dramas. Goldsmith wrote She Stoops to Conquer in 1773, Oscar Wildes The Importance of Being Earnest was published in 1895, while Mrs Warrens Profession by Bernard Shaw was written in 1893. It is obvious that each era imposed a particular world view on the writer, therefore a brief historical outlook when talking about the plays is more than essential. On the other hand, it is also true that the subject matters these playwrights deal with are universal topics which are bound to happen any time†¦show more content†¦Since the writers main purpose was not to draw a colorful picture of the advantages and disadvantages of pre-arranged marriages in ancient Greece, little attention is given to the subject matter from this approach. Mrs Warrens Profession was written in 1894 to draw attention to the fact that prostitution is caused, not by female malignancy and male lecherousness, but simply by underpaying, undervaluing, and overworking women so shamefully that the poorest of them are forced to resort to prostitution to keep body and soul together. Probably due to his family background, Bernard Shaw was deeply concerned with social dilemmas. Unlike Shakespeare, he got involved in politics and fought against the sanctimonious and hypocritical life of the aristocracy and the Church. This worldview certainly had a strong impact on his works, especially since towards the end of the 19th century, a large number of people among the aristocrats tended to get lost in externalities of all kinds. Affectation and pretence played the most important roles in their lives. Money, titles and reputation were much more significant to them than real, insightful and honest personal emotions. Marriage of convenience was not only a typical way of arranging ones life in the Shakespearean era, but it was quite common to marry someone for money in the Victorian times as well. People of noble families who happened to be in dept tried to gain money by taking the financial background of their husband-or

The Relationship Between Religion and Ethics Essay

To answer this question, we must first understand what both ethics and morality are. As ethics is defined as the philosophical study of morality, those who study religion get their moral precepts from what they believe God says should be done. This perspective is not at all unexpected, because all religions apply a perspective on morality. Morality is defined as beliefs concerning right and wrong, good and bad- beliefs that can include judgements, values, rules, principles, and theories. Morals are what help us guide our actions, define our values, and give us reason for being the person that we are. According to the U.S. Census Bureau, in 2009, over 228 million Americans classified themselves as practicing some type of religion. Due to†¦show more content†¦These religious codes of conduct, such as the Ten Commandments, are generally very broad statements, elucidating only general principles that may be inconvenient to apply to each specific case. Some religious moral codes may also contradict one another. These contradictions compel religious believers to decipher religious directives or to draw out the implications of particular views- this is otherwise known as doing ethics. When conflicts such as moral contradictions and inconsistencies arise, conversations including ethics and moral reasoning is the only way to solve these inconsistencies. Those who are genuine devotees of a certain religion may question if their religion’s moral instructions make sense according to one another. In these distinct cases, intelligent resolution of the claims can only be sorted out by putting in place an unbiased standard that can classify the competing viewpoints. This is where ethics comes in as the neutrality in the form of critical thinking, proficient arguments, and careful analysis. Any beneficial conversations about morality that occur between those who practice religion and those who do not, or those with different religions, must incorporate a commo n set of ethical concepts and a shared procedure for resolving issues and making judgments, all of which ethics provides. It is also understood that in these conversations moral positions on the issuesShow MoreRelatedThe Relationship Between Morality and Religion in the Dalai Lama and John Pope Ii Perspective1609 Words   |  7 PagesThe Relationship Between Morality and Religion In the Dalai Lama and John Pope II Perspective The complexities on the issue of the relationship between religion and morality is intriguing in the sense that there is no right or wrong answer, but merely your own intrinsic belief. The 14th Dalai Lama, spiritual leader of Tibetan Buddhists, believes that you cant have religion without morals, but you can have morals without religion. 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