About and for the death penalty Essay

The idea of your life for a life; the vast majority of our population is in favor of the death penalty. For thousands of years it has been used as a punishment for crimes. Through government for crimes against the State to churches for crimes against their religions, â€Å"Impositions of the death penalty is extraordinarily rare. Since 1967 there has been one execution for every 1600 murders or 0.06%. There have been approximately 560,000 murders and 358 executions from 1967-1996.† (UCR) As we continue the war on crime, two factors stand out: Ending all crime is impossible but controlling it is a must. Regardless of the voices of the Anti-Death Penalty Movement, the only control is deterrence, the only deterrence is control. With all the statistics on deterrence, economic ramifications and secure limitation on allowed appeals. The death penalty should remain the United States primary weapon against capital crime. Is the death penalty a successful deterrent and does it save the lives of innocent citizens? A question raised and argued for years in the past and still in the spotlight. For justice to be deterring, the severity of the punishment must outweigh the crime. With life in prison without the possibility of parole an inmate has no care if he kills again. This is very evident considering, â€Å"at the roughly 52,000 state prison inmates serving time for murder in 1984, an estimated 810 had previously been convicted of murder and had killed 821 persons and following their previous murder convictions. Executing each of these inmates would have saved 821 lives.† (41, 1 Stanford Law Review, 11/88, Pd 153) We can then look at the number of convicted murderers that are either released too soon due to cases being overturned based on past conviction. New laws brought on by judicial decisions in other cases or even escape. It’s not the executions that reduce murder rates but the reduction of the number of murders. See more: Unemployment – problems and solutions essay Many other factors are argued about the death penalty including but not limited to the cost of life without parole â€Å"LOWP† vs. the death penalty. Opponents present, as facts, that the death penalty is so expensive (at least $2 million per case), that we must choose life without parole at a  cost of $1 million for 50 years. Without a doubt the up front costs of the death penalty are higher than for an equivalent LWOP cases. There is also no question that over time â€Å"LWOP† cases become much more expensive. JFA states that in these estimates â€Å"It should be noted that we were intentionally generous in minimizing life costs within our analysis†¦JFA. As you have seen here more controversy on why opponents feel the death penalty should be abolished but when totaled up and a limitation being established for how long an inmate can stall his execution then that cost would be lower. Here it is shown that the death penalty is also an economically balanced way to deal with those who commit capitol crimes (JFA). In our United States Constitution an individual whose trial resulted in a guilty verdict has the right to appeal his case. Our system at this time has no limits on the amount of appeals an individual is entitled to, and this is why the average death row inmate sits with hopes of an overturned appeal to change their sentence to life imprisonment instead of death. What kind of deterrence is the sentence of death when a convicted felon has so many opportunities to delay or lessen the punishment for the crime they committed? In 1996 President Clinton signed the Effective Death Penalty and Anti-terrorist Bill. â€Å"It is designed to limit the appeal time frame after a death sentence verdict†Ã‚  (DeRienzo). The Opponents bring up Amendment rights in the Constitution and thus this is still under debate but what about the rights of the victim? Where is the justice giving a convicted murderer the rights they took away from another. In the years since the Supreme Court re-instituted th e death penalty through 1994, there have been approximately 467,000 homicides in the United States. Based on that number, 2.8 people will die every hour at the  hands of another person. (JFA) Death row inmates are often on death row for years, some upwards of twenty years. This is paid for with the taxpayers’ money. While in prison, inmates have many privileges, including cable television, the chance to pursue a college degree, and free health care, all at our expense. It is appalling to think these people have a life of leisure while in prison. There are even some death penalty opponents who believe that these convicts serving â€Å"LWOP† aren’t treated fair and deserve better living conditions and more rights. Lost in this passionate pursuit of human rights are the rights of the dead victim and those of that victim’s family. The appeal process is lengthy and time-consuming. The death penalty informs society that by committing capital crimes, your rights do change and you will suffer the same fate. Through out time many aspects of the death penalty have proven that it can be a deterrent for would-be murderers where by it does save lives. Not possible for all but some families get a sense of closure from the grief and anger brought forth by the loss of a loved one. â€Å"Those who commit vicious crimes destroy the basis on which a moral community rests and forfeit their rights to citizenship and even life itself† (Cauthen) Simply put locking a murderer up for life doesn’t do the trick. The laws change, people forget and parole boards’ change too, this seams to deteriorate with a life in prison sentence. As long as a murderer lives no matter how small a chance, he will probably strike again. Expediting the execution process gives the family of the victim’s closure. To have the process drawn out for years only keeps the pain fresh and life for them is on  hold until justice is served. Furthermore it is an insult to them to put the rights of a  murderer over the rights of the victim. The convict demonstrated a lack of regard for human life by taking the life of another. The basic premise of human intelligence is the  ability to reason and make decisions. This person made a conscious decision to take a life. Regret and remorse will not change the outcome of those actions. This person does not deserve the life comfort found in today’s prisons. As you have read here today’s judicial system seems to forget about the victims in these heinous crimes to humanity by criminals and almost reward them by supporting them for the rest of their lives. Justice is in the eyes of those that are law abiding not those that break the law. This is why I feel that the death penalty is the best deterrent, it is pro-economic and with limits on appeals, Innocent people will live and capitol crime will have capital punishment.

Mr. Everest Case Analysis

†¢ The leaders, the guides and the Sherpa assistants discovered the business opportunity in guiding clients to the summit. †¢ Since Mt. Everest is the highest mountain in the world and is a symbol of overcoming difficulties to fulfill the dream, most of the clients wanted to conquer it, especially when some of them (mountain climbers) failed to push to the summit before. †¢ Jon Krakauer, from Outside magazine, had a special agreement with Hall. He regarded the opportunity as a â€Å"free lunch†. †¢ Sandy Pittman, also worked in the media industry, joined the expedition in order to give daily web reports to NBC. Gammelgaard wanted to become the first Scandinavian woman to reach the summit. †¢ Other clients like Adams and Madsen, chose it because they enjoyed the struggle of the upward of life and they believed that this was what life mean and what life was for. b. What type of person tries to ascend the world’s tallest mountain? †¢ The type of person who tries to ascend Mt. Everest with extremely strong willingness to challenge themselves, good physical fitness, well-trained climbing skills and perseverance. c. What personal Qualities does it take to succeed? Strong willingness to reach the summit, perseverance, good team spirit, problem solving skills, positive attitude, and avoid making the same mistakes. d. Do you see any similarities between a high-altitude mountain climber and an MSB? †¢ Yes. The personal qualities listed above are also important for an MSB student if he/she wishes to achieve business success in the future. But strong willingness should be the willingness to help enterprises achieve sustainable growth and leverage business as a powerful tool to contribute to society. e. Based upon this analysis, can you draw any conclusion about the dangers that may lie ahead for you in pursuit of your career objective? †¢ The dangers that may lie ahead include making wrong decisions again and again, encountering unexpected changes or crisis, failing to deal with conflicts, lacking team spirit, declining good advice. 2. Causes of the Tragedy a. What caused this tragedy? †¢ Human errors, including recruiting clients without high-altitude experience, ordering insufficient oxygen supplements and taking antiquated radios, caused the tragedy. Flawed characteristics in human nature caused this tragedy. Having many experiences in climbing Mt. Everest made Hall and Fischer unwilling to accept others’ advice. Each client thought and acted for his/her own. †¢ Unexpected weather changes also caused this tragedy. b. What types of mistaken judgments and choices did the climbers make? †¢ The leaders recruited climbers with no high-altitude experience. †¢ The leaders and the clients were not well prepared for the expedition. Fischer did not order enough oxygen supplements and did not have a plan B for the logistics problem of his order. Many clients did not get high-altitude climbing training before the experience. †¢ The leaders did not provide opportunities for guides to participate in decision-making. Fischer preferred Hall’s suggestion instead of Boukreev’s. †¢ Did not accept the advice from others. Topche ignored Fischer’s suggestion and insisted to climb. Fischer did not listen to the advice of Boukreev about the possible weather change on the way from Camp 2 to Camp 3. †¢ Made the wrong decision again and again. Harris made a critical error in assuming that there was no supplemental oxygen remained at the South Summit. Bad time management skills. Hall and Fischer stressed the importance of turning back but neither settled on an exact turnaround time. †¢ Some clients only thought about themselves. Pittman should have turned around instead of placing an overwhelming burden on Jangbu. c. Consider your own business experiences for a moment. What causes people to ignore rules in organizations? Why do individuals find it so difficult to ignore sunk cost? †¢ Not being aware of rules, lack of supervision, lack of appropriate punishment, insufficient education causes people to ignore rules in organizations. Because individuals already have spent time and money on a project. It is so difficult for people to ignore their efforts even though the efforts are invalid or the dream cannot come true. d. Did these teams function effectively? Why or why not? †¢ No. †¢ They didn’t work as a team. Each client acted for his/ her own goods. †¢ Team leaders made repeating wrong decisions. By Hall’s requirement, the guides waited over an hour for the clients before moving to the Balcony. That made them late for the timeline. †¢ When the guide Harris made a critical error, no one paid attention to his physical condition and gave him help. Team leaders had bad time management skills and didn’t stick to the turn around time. e. What is your evaluation of Fischer and Hall as team leaders? †¢ I would consider them as unsuccessful team leaders not because they failed to lead the team to reach the summit, but because they made several critical errors. A successful team leader should provide opportunity for others in decision-making, accept constructive advice, have good time management skills, good communication skills and be able to lead his team members. †¢ Despite this, Fischer and Hall both have high-altitude experience and are responsible for their clients and teammates. . Are we being a bit too hard on Hall and Fischer? Might tragedies such as this one simply be inevitable on the slopes of Everest? †¢ Yes, I think we are being a bit too hard on Hall and Fischer. Multiple elements caused the tragedy, such as weather, human error and unexpected crisis. People cannot imagine what will happen during the summit bid. People can never be fully prepared for the unexpected changes. That is why climbing Mt. Everest is so dangerous. g. Having conducted all this analysis what would you conclude is the root cause of the catastrophe? †¢ I think the root cause of the catastrophe was human error. Although unexpected weather change was another key cause of the tragedy, team members, especially the leaders and the guides, should have been aware of the possible weather change and make the right decision. When they failed to follow the summit timeline, they should have turned around instead of continuing. h. Can we identify a root cause? Why or why not? †¢ Yes. In any case, there must be some factors that have more influence on the result than other. So we can identify a root cause. i. Does the notion of system complexity apply in this case? In what ways did complex interactions and tight coupling characterize these expeditions? Yes, the notion of system complexity applies in this case. Each small mistake made by the leaders tended to relate with each other and finally came to a chain reaction that led to the tragedy. These are the complex interactions that happened in these expeditions. Both leaders set up a rigid timeline and did not provide opportunity for other experienc ed guides to participate in decision-making. When an unexpected crisis came, there were no flexible areas to change the plan in the timeline. These are the tight coupling characterize in these expeditions. 3. Constructive Dissent and Psychological Safety a. What factors created a climate in which people felt uncomfortable expressing dissent and engaging in a candid exchange of ideas and opinions? †¢ The leaders did not provide opportunity to others in decision making. †¢ Other teammates did not have professional experience in high-altitude mountain climbing. †¢ Lack of teamwork and trust between team members. b. Moving beyond Everest, what factors might inhibit constructive dissent in organizations? †¢ The manager does not provide others an opportunity in participating in decision-making. †¢ The manager treats people unfairly. †¢ Bad teamwork and lack of trust between colleagues inhibit good advice. . Is dissent always appropriate? Under what conditions do leaders want to encourage dissent? When should they strive to discourage dissent? †¢ No. The dissent is constructive and is raised to the managers at a proper time and place. †¢ When the dissent has destructive effect on employees and company, t he leaders should discourage it. 4. Lessons for Business Leaders a. What are the lessons for business leaders from our analysis of this tragedy? †¢ Business leaders should avoid being bossy and inaccessible to employees. It is significant to encourage and accept constructive dissent from others. They should be aware that their words and actions might have great influence on the employees. †¢ They should provide equal opportunities to employees. †¢ They should avoid making the same mistakes again and again. b. Drawing on your own experiences, can you identify a situation in which some of the factors contributed to an organizational failure? How might you take corrective action to prevent that situation from occurring once again? †¢ We failed to organize a graduation trip for the whole college. We did not do research in a large scale, prepare a practical plan or to provide several options. If given the second chance, I would take several steps to avoid the organizational failure. First, I would str ess the importance of this trip to everyone, and find out an exact date that would work for everyone. Then I would do a survey on the place, the period and the price preferences of the students. After that, I would list several options for students. Lastly, I would try to find out the reason that a student declined the offer and improve the travelling plan. c. What qualities make Hall and Fischer great mountaineers? Are these the same attributes required to lead an effective team? Does this same tension exist in business organizations? †¢ Lots of practice, perseverance, good physical fitness, well-trained climbing skills and strong willingness make Hall and Fischer great mountaineers. †¢ These are not the same attributes required to lead an effective team. In order to be a good team leader, a person should provide others with an opportunity in decision-making, be accessible to others, have good time management skills and communication skills. d. Can we train people to become better team leaders and more effective high-stakes decision-makers? If so, how? †¢ Yes. Introduce to people how those effective high-stakes decision-makers perform, so that people can pay attention to how their words and actions have an influence on others. Moreover, people will realize that it is important to build confidence and reduce the conflicts within the team. More importantly, they can understand and learn from the failures in the past. †¢ Develop different exercises to train people, including group projects, case studies, brainstorm training and crisis respond practice etc. Practice makes perfect. After each practice, people should have a self-assessment on their performance and list aspects that need improvement.

Ethics Critique Essay Example | Topics and Well Written Essays - 1000 words - 1

Ethics Critique - Essay Example According to psychological research, moral judgments are shaped by the human mind and behavior (Ross, et al.345). On the same note, moral judgments are influenced by what a person perceives to be right or wrong. In this respect, the issues of ethics moral, norms, and ethics emerge. These three issues vary from one person to another for differentiated reasons, among them individual growth and development, cultural effects, and the impact of the society on an individual. Therefore, based on the work of the mind and the underlying human behavior, a person can make moral judgments that do not necessarily match those that might be made by another person. Psychological research essentially explains how human beings make moral judgments, based on the human mind and behavior (Ross, et al.358). The right or wrong factor at an individual level is accounted for, alongside virtues and ethics that are also based on the human mind and behavior. The link between all the aforementioned variables can help in explaining the thoughts, judgments, or actions that an individual, or society for that matter, undertakes regarding any given situation or condition. In this respect, judgments or actions by human beings can be justified through psychological research. In understanding how human beings act, feel, and think prior to making moral judgments, psychological research factors in a number of variables that influence the whole process. To start with, human beings must be aware of some given form of morals in order to enable them make moral judgments. In other words, they must be in a good position to distinguish between right and wrong. This aspect is shaped by the environment, behavior, culture, and society among other variables. Once the human being is potentially in a position to differentiate right and wrong, the issue of moral

Transnational Crime Essay Example | Topics and Well Written Essays - 2000 words

Transnational Crime - Essay Example These include drugs such cocaine which is harvested in the jungles of Columbia before it makes its way to the cities of London, New York and Paris. In Afghanistan, the poppies of this country are harvested, sent to heroin processing plants in Eastern Europe before they find their home in the veins of Western Europeans and North Americans. In addition to the globalisation of drugs and the internationalisation of narcotics, globalisation has increased the incidents of piracy, counterfeit goods and organ trafficking. Perhaps most insidiously, globalisation has paved the way for an international traffic in people which involves the smuggling of refugees in addition to the international traffic of women. While some women are trafficked to work as domestic servants or as migrant laborers, the majority are sold into sexual slavery and exist as 21st century slaves. While international piracy, the spread of international counterfeit goods and organ trafficking are all interesting subjects the study from a sociological perspective in light of the internationalisation of crime, due to the limited scope of this analysis the following will focus upon the international traffic of women as well as the internationalisation of drugs. Since the global traffic of women for sexual servitude is perhaps one of the most insidious byproducts of the globalisation movement, the following will begin with an overview of this exploitative trade. â€Å"It is clear that organised crime is going through a period of rapid and dramatic change. Globalisation is reshaping the underworld, just as a combination of evolving law-enforcement strategies and technological and social change is breaking down old forms of organised crime (monolithic and identified by physical â€Å"turf† or ethnic identity), and creating new, flexible networks of criminal entrepreneurs†. Accordingly, complex economic interdependence has increased the avenues for

MKT305 Coursework Example | Topics and Well Written Essays - 750 words

MKT305 - Coursework Example is improving the customer shopping experience since web-to-store transactions have eliminated the problems encountered in home delivery (Weinstein and Cahill 2014). Web-to-store has enabled the retailers to use their existing networks and group parcels thus increasing their sales volumes. According to marketing theory, target marketing requires market and customer segmentation and effective customer segments should be identifiable, accessible, measurable and reachable through the marketing and distribution channels (Egan 2007). The market should be sufficient and should have unique needs and thus ‘click and collect’ service of Marks and Spencer targets the online shoppers who have embraced e-commerce. The distinct customer characteristics include the life stage, the social-economic status, purchasing intensity and online involvement of the customers. Marks and Spencer targets young adults and techno-savvy consumers who have busy schedules that demand. The target customer segment includes the working professionals, students and middle-income customers who prefer shopping at the comfort of their homes. This customer segment often outsources the delivery to a third-party and do not have the control or opportunity to track the delivery of the orders to their homes (Hart 2003). The online shoppers believe that shopping is fun and explore a lot of information online before making a purchase decision. The customers have an appealing income and are techno-savvy since most of them get information from their internet enabled devices. The customers are enthusiastic and impulsive and tend to spend most of their income on entertainment, fashion, books and new personal devices due to their exciting lifestyles (Hart 2003). The customers are reflective and motivated by knowledge and thus compare different products before making the purchase decision. Another unique purchasing behaviour is the demand for stylish, functional and value for money and thus the customers prefer

All these museum pieces of the once-proud native Americans Essay

All these museum pieces of the once-proud native Americans - Essay Example All these museum pieces of the once-proud native Americans It is the equivalent of celebrating something that belonged to a bygone era when these tribes ruled vast areas of America, from the beginning of time to eternity but it was destined to be that way. The museums seem to be an effort by white men to expiate themselves of their sins in dispossessing these people of their ancient lands that had belonged to their ancestors. Once mighty and proud warriors have been reduced to living in reservations as if they have to be segregated on their own land and sometimes eking out a living on marginal land. A case in point would be the native American Indians in California. They had 300,000 people of different tribes when the first Spanish settlers, soldiers and priests first arrived in the area around 1769. In fact, California had the densest pre-Columbian population anywhere that is north of Mexico yet this almost disappeared by the turn of the twentieth century, less than 20,000 were left, an almost unspeakable tragedy caused by disease, wars and exploitation. The rapid population decrease led to the disappearance of around 500 distinct tribes (Margolin, 1993) and along with them their way of life, their songs and dances, customs about courtship, marriage, adolescence and growing old. Also lost were their prescribed burning practices that honors their environment, preventing degradation through siltation, floods and landslides.

Management accounting Essay Example | Topics and Well Written Essays - 1250 words - 3

Management accounting - Essay Example A higher actual purchase cost is depicted by the adverse material price variance. The prices of raw materials may have increased in the overall market. Moreover, this may be due to inefficient buying by the company. The procurement staff may have ordered the materials in small quantities that did not attract any discount. The material usage variance also is unfavorable. The materials purchased may have been of a lower quality than the standard. In addition, the company may have employed unskilled labor. The favorable labor rate variance affirms that the company may have employed un-skilled labor. In addition, the overall wage rates in the industry could have increased. Ultimately, it may have resulted due to poor planning by the management of Geeta. In contrast, the labor efficiency variance is unfavorable. It may be because of the company hiring un-skilled labor than the standard. Increased cost of services used may have made the variable overhead expenditure variance unfavorable. A rise in the statutory minimum wage rate may be a possible cause of the adverse variance. The adverse variable overhead variance is a result of more time used in the manufacturing process than the standard time. In addition, it could have resulted due to use of cheaper materials, use of unskilled labor and decline in the efficiency of machines used. Variances are interrelated when one is unfavorable while the other is favorable. This is demonstrated in the labor variances. The favorable labor rate variance indicates that the company may have employed unskilled labor, which resulted in unfavorable labor efficiency variance. Costing systems help a company to determine the relevant cost of a product. The traditional costing and activity based costing are the two common costing systems used. Activity based costing is a replacement to the traditional costing method. It divides production into major activities and then assigns costs to the activities based on the

Week 3 discussion questions and summary Essay Example | Topics and Well Written Essays - 1000 words

Week 3 discussion questions and summary - Essay Example Strategic planning highlights its importance both for domestic and international markets. Although there are some differences between the strategic planning of the two but they are almost the same. The only major difference is that in an international market a business finds tougher competition and a more radical environment. Brand loyalty is less; customers look for better quality at cheaper rates, hence strategic planning for international market needs more research and critical thinking. Strategic planning should vary country to country it is important for a country to alter its strategic planning according to its customers. In the same way different countries should adopt different strategic planning. Another reason for varying strategic planning is the competition that prevails in the international market. Every firm is competing to be the best hence they keep an eye on the strategies of their competitors. Adaptation is an ongoing process that has been observed in the history and is still carrying on. An adaptation is a process in which every new aspect of a thing is taken up in order to peak its performance. Adaptation is applicable in international market in different scenarios for example the hand knitting method was replaced by the knitting machine that was more effective but a little less in quality at that time. The early adapters took the advantage and later a more advance machine updated the quality as well. Well adaptation can have different results depending on the scenario; diminishing returns can result due to adaptation. A perfect example is when the demand of a product is less and an organization adapts to a better technology resulting in excess production that in turn results in diminishing returns. But its not always this way, Adaptation if done with proper planning and strategy will always give positive results. Adaptation is a very important phase in a business and

Political Science Essay Example | Topics and Well Written Essays - 500 words

Political Science - Essay Example The era presented new dimensions and set new trends in respect of foreign relations and diplomatic affairs on the one hand, and the tradition of international pacts, friendships and rivalries as well as lust for domination over other countries on the other. Britain and Germany were the principal actors on the Europes great stage, who led their nations and allied countries against each other as the opponents in World War I leaving the world in a sorry state of mass destruction and losses in men and material. The political circumstances in Europe took a drastic change at the eve of the unification of Germany on January 9, 1871, which was a grand incident not only in the history of Germany and Europe, but also in the history of the world at large. The credit of the whole process of unification goes to the then Prussian and later German Iron Chancellor Otto Von Bismarck, who played decisive role in the whole development of the merger of various Prussian states under the sway of German monarch. The decade of 1860s was imperative for the Prussian history during which she fought three great wars under Bismarcks dynamic leadership and won all the three leading towards unification of Germany. Bismarck assumed power in 1861 and was determined for the unification of his motherland from the very first day of taking the reins of the Prussian government. Prussia defeated Denmark in the Schleswig-Holstein War in 1864, and humiliated Austria-Hungary in the Austro-Prussian War in 1866. Prussia waged a war against France, which resulted in the defeat of the latter and the unification of Germany was complete in 1871. Bismarck settled the aftermath of wars against Denmark and Austria-Hungary under very moderate terms and conditions, but his attitude was extremely hard and hostile one while dealing with France. France was demanded a huge war indemnity as well as was deprived of her highly productive industrial areas

Mechanics of Material Lab Manual Essay Example for Free

Mechanics of Material Lab Manual Essay To investigate how shear strain varies with shear stress. c. To determine the Modulus of Rigidity of the rubber block. 4. Hooke’s Law for Wires a. To determine the Youngs Modulus of Elasticity of the specimen wire. b. To verify Hookes Law by experiment. 5. Strain in Compound Wires a. To determine the modulus of elasticity of two wires and hence evaluate the equivalent Young’s Modulus of Elasticity of the combination b. To position the single applied load on the slotted link in order that both wires are subjected to common strain and hence to establish the load in each wire 6. Deflection of a simply supported beam To find the slope and deflection of a simply supported beam with point load at the center and to prove the results mathematically 7. Deflection of a cantilever beam To verify the slope and deflection of a cantilever beam experimentally and theoretically. 8. Deflection of a overhanging beam To find the central deflection of overhanging arm beam and confirm the results theoretically 9. Shear center for a channel Find Shear center for a channel section cantilever. 10. Unsymmetrical Deflections To determine the deflections for symmetrical bending of an angle section beam 1. Shear Forces and Bending Moment in Beams To measure the bending moment at a normal section of a loaded beam and to check its agreement with theory 12. Study and Application of experimental photoelasticty techniques on linear crack propagation analysis 13. Direction and magnitude of principal stresses To use the Photo-elasticity as an experimental technique for stress analysis and to understand construction and operation of transmission polariscope. 14. Calculation of stress intensity factor Interpretation of Fringe Data and calculation of stress intensity factor (k) at different loading conditions 5. Micro Hardness Testing 16. Thin Cylinder Experiment No. 1Compression of a spring 1. OBJECTIVES a) To obtain the relation among the force applied to an extension spring and its change in length. b) To determine the stiffness of the test spring (s). 2. PROCEDURE a) Setup the apparatus vertically to the wall at a convenient height. b) Add increasing loads to the load hanger recording to the corresponding deflection for each load. c) Continue loading until at least 30 mm of extension has been achieved. 3. RESULTS Tabulate the results obtained and draw a graph of load (y-axis) against extension (x-axis). Note the following data for each spring used:- a. Outside diameter, b. Effective length, c. Wire diameter, d. Number of turns. The stiffness to the spring is the force required to produce a nominal extension of 1 mm. [pic] If Kg masses are used: The force applied to the spring in Newtons = Mass in Kg x 9. 81. 4. POINTS TO PONDER a. What relationship exists between the applied force and compression? b. Did the spring (s) behave according to Hooke’s Law? c. State the stiffness value (s) obtained. d. If the graph drawn does not pass through the origin state why. Experiment No. 2 Extension of a spring . OBJECTIVES a. To obtain the relation among the force applied to a compression sping and its change in length. b. To determine the stiffness of the test spring (s) 2. PROCEDURE a. Setup the apparatus vertically to the wall at a convenient height. b. Add increasing weight to the load hanger recording to c. the corresponding deflection for each load. d. Continue loading until at least 30 mm of compression has e. been achieved. 3. RESULTS Tabulate the results obtained and draw a graph of load (y-axis) against compression (x-axis). Note the following data for each spring used :- e. Outside diameter, f. Effective length, g. Wire diameter, h. Number of turns. The stiffness to the spring is the force required to produce a nominal extension of 1 mm. [pic] If Kg masses are used: The force applied to the spring in Newtons = Mass in Kg x 9. 81. 4. POINTS TO PONDER a. What relationship exists between the applied force and compression? b. Did the spring (s) behave according to Hooke’s Law? c. State the stiffness value (s) obtained. d. If the graph drawn does not pass through the origin state why. Experiment No. 3 Rubber in Shear 1. OBJECTIVES 1. To determine the variation of deflection with applied load. . To investigate how shear strain varies with shear stress. 3. To determine the Modulus of Rigidity of the rubber block. 2. PROCEDURE 1. Set-up the apparatus securely to the wall at the convenient height 2. Note the initian dial gauge reading. 3. Add increasing increments of load and recird the corresponding deflections registered on the dial gauge. 4. Tabulate the results and draw a graph of deflection (x-axis) against applied load (y-axis). Describe the relationship between the deflections and the applied load. State if this follows a linear law. 3. Observations and Calculations: Load (W) |Deflection |Shear Stress |Shear Strain | | |X |= W/A |=X/L | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Modulus of rigidity of the rubber block = shear stress/ shear strain = slope of graph |Data |Dimensions (Metric) | Dimension of block |150*75*25 mm | |Dial Gauge |12 mm travel * . 01 mm | |Load Hanger |250 mm * 2 N | |Max. Load |160 N (16 kg) | Experiment No. 4 Hooke’s Law for Wires Objectives: 1. To determine the Young’s Modulus of Elasticity of the specimen wire. 2. To verify Hooke’s Law by experiment. 3. To establish a value for the ultimate stress of the wire. [pic] Procedure: 1. Note the length (L), diameter (d) and the material of the wire under test. 2. Add sufficient initial load to the hanger to remove the flexure of the specimen. 3. Let the scale measurement now showing be the zero position. 4. Add equal increments of load to the hanger and note the corresponding total extension (x) for each case. 5. Care should be taken to ensure that the elastic limit of the material is not exceeded. 6. Tabulate the results and draw a graph of load (W) against extension (X). 7. Continue to load the specimen until fracture occurs. Note the breaking load. Observations and Calculations: |S/No. Load (N) |Stress (N/m2) |Extension(mm) |Strain |Young’s Modulus (Y) | |BRASS | |1 | | | | | | |2 | | | | | | |3 | | | | | | |4 | | | | | | |5 | | | | | | |STEEL | |1 | | | | | | |2 | | | | | | |3 | | | | | | |4 | | | | | | |5 | | | | | | Young’s Modulus of elasticity E/xA = WL Ultimate Stres s = Total Load at fracture / area of wire General Questions 1. State Hooke’s Law. Did the extension of the wire under test confirm to Hooke’s Law? 2. Quote the values obtained for E and the ultimate stress and compare these with the normally accepted values for the material. Experiment No. 5 Strain in Compound Wires Objectives: 1. To determine the Module of Elasticity of the two wires and hence evaluate the equivalent Young’s Modulus of Elasticity of the combination. 2. To postion the single applied load on the slotted link in order that both wires are subjected to common strain and hence to :- 3. Establish the load in each wire. 4. To obtain an experimental value of the equivalent Young’s Modulus of elsticityof the combination. 5. To compare the experimental and theoretical results. Procedure: 1. Note the length and the diameter of each wire and the distance between their centers. 2. Remove the slotted link and suspend the hanger from the lower and of the slide attached to one of the wires. 3. Apply a range of increasing loads and note the corresponding extension of the wire. 4. Do not allow the wire to exceed its elastic limit. 5. Plot a graph of load against extension, and from the slope of the straight-line graph, determine the value of Young’s Modulus of Elasticity of the wire. a. Repeat this procedure for the other wire. b. Replace the slotted link and suspend the hanger from its edge placed at the center of the link. The length of one of the wires may require to be adjusted until the link is level. Small adjustment to the length of either one of the wires may be obtained by applying a supplementary load to its slide using another hanger. Place a load (W) on the central hanger and maintain a common extension in the wires (i. e. level condition) by adjusting the position of the knife-edge on the link. Note the new position of the load measured from the center of the left-hand wire. Note the magnitude of the applied load and the common extension of the wires. Repeat over a range of increasing loads. Tabulate the results and plot a graph of the load (W) against the extension (X) of the compound wire arrangement. Diagram and calculations: |S/No. Force (N) |fs (MPa) |fb (MPa) |fe (MPa) |ee * 10^-4 |Ee (Pa) * 10^10 | |1 | | | | | | | |2 | | | | | | | |3 | | | | | | | |4 | | | | | | | |5 | | | | | | | Experiment No. 6 Deflection of a simply supported beam OBJECTIVES To find the slope and deflection of a simply supported beam with point load at the centre and prove the results mathemati cally. APPARATUS 5. HST 6:1 with complete accessories 6. Vernier caliper, micrometer, meter rod, etc. [pic] PROCEDURE 1. Set up the two end supports at 1m span and insert the thick steel beam in the end and fixtures. 2. Place a load hanger and clamp at mid span and set up a dial gauge to measure the deflection at the load point. 3. Check that the end supports are free top rotate as the beam deflects. 4. Read the support rotation gauge and central deflection gauge. 5. Add load by increments of 1N up to 10 N recording the dial gauge reading and then move the load by the same decrements to obtain a duplicate set of readings. 6. Plot the end rotations and central deflection against the load. Observations and Calculations: |S/NO. |LOAD (N) |Slope |Deflection |Theoretical |Theoretical slope | | | | | |deflection | | | | |central |central |Y = |? | | | | | |WL3/48EI |WL2/16EI | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Experiment No. 7 Deflection of a cantilever beam OBJECTIVE To verify the slope and deflection of a cantilever beam experimentally and theoretically. APPARATUS 1. HST 6:1 with complete accessories 2. Vernier Caliper, micrometer, meter rod etc. [pic] PROCEDURE 1. Clamp the thicker steel strip (2. 64 mm) in the position shown in diagram so that it forms a cantileve r. 2. Fix the hanger clamp (0. 3m) from the fixed support and setup a dial guage over it. 3. Apply a load in increments of 1 /2 N up to about 5N reading the gauge at each load. 4. Plot a graph of deflection against load Observations and Calculations: |S/NO. LOAD (N) |Slope |Deflection |Theoretical |Theoretical slope | | | | | |deflection | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | RESULTS: 1. From the graph obtained, the best fit linear relationship between displacement and load the steel strip, compares the graidient with the theoretical value. 2. Comment on the accuracy of the theoretical results. Experiment No. Deflection of an overhang beam To find the deflection of overhanging arm beam and confirm the results theoretically OBJECTIVE To verify the slope and deflection of a overhang beam experimentally and theoretically. APPARATUS 3. HST 6:1 with complete accessories 4. Vernier Caliper, micrometer, meter rod etc. PROCEDURE 5. Clamp the thicker steel strip in the position shown in diagram so that it forms a overhang. 6. Fix the hanger clampahead from the roller support and setup a dial guage over it. 7. Apply a load in increments of 1 /2 N up to about 5N reading the gauge at each load. 8. Plot a graph of deflection against load Observations and Calculations: |S/NO. LOAD (N) |Slope |Deflection |Theoretical |Theoretical slope | | | | | |deflection | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | RESULTS: 3. From the graph obtained, the best fit linear relationship between displacement and load the steel strip, compares the graidient with the theoretical value. 4. Comment on the accuracy of the theoretical results. Experiment No. 9. Shear center for a channel OBJECTIVE To determine the share centre of a channel section cantilever and to draw the graph between notch distance and gauge readings. APPARATUS 7. Unsymmetrical cantilever 8. Rigid based plate, weights 9. String, pulley 10. Calibrated ring 11. Grid, two dial gauges PROCEDURE: 7. Turn the routable head, so that the cantilever section is positioned relative to the pulley. 8. Fit the share assessory to the top of the cantilever and turn the dial gauge so that they rest against the attachment. The grooves in the notched bar have the spacing of 5 mm. 9. Turn the scales of the dial gauges until they read zero. 10. Tie the string to the left hand notch. Move the pulley to the left and hang the weight hanger on the end of the string. Put a weight of 1 Kg on the hanger so that the total weight is 1,5Kg. 11. Adjust the pulley position until the string is parallel to the lines on the pulley bracket. Record the reading of the both dial gauges. 12. Move the string to the next notch. Readjust the pulley position, Record the dial gauges readings. 13. Repeat for each notch position. Results: Experimental position of Shear Center from the outside of the web. Theoretical position Channel Shear Center is h = B-2 A-2 t / IA Experiment No. 10 Unsymmetrical Bending of a Cantilever Beam |Direction of pull|Displacement |Applied load (Kg) | |(degrees) | | | | | |. 5 |1. 0 |1. 5 |2. 0 |2. 5 |3. | |0 |U | | | | | | | | |V | | | | | | | |22. 5 |U | | | | | | | | |V | | | | | | | |45 |U | | | | | | | | |V | | | | | | | |67. |U | | | | | | | | |V | | | | | | | |90 |U | | | | | | | | |V | | | | | | | |112. 5 |U | | | | | | | | |V | | | | | | | |135 |U | | | | | | | | |V | | | | | | | |157. |U | | | | | | | | |V | | | | | | | |180 |U | | | | | | | | |V | | | | | | | |Direction of pull|Displacement |Applied load (Kg) | |(degrees) | | | | | |. 5 |1. 0 |1. 5 |2. 0 |2. 5 |3. 0 | |0 |L | | | | | | | | |R | | | | | | | |22. |L | | | | | | | | |R | | | | | | | |45 |L | | | | | | | | |R | | | | | | | |67. 5 |L | | | | | | | | |R | | | | | | | |90 |L | | | | | | | | |R | | | | | | | |112. |L | | | | | | | | |R | | | | | | | |135 |L | | | | | | | | |R | | | | | | | |157. 5 |L | | | | | | | | |R | | | | | | | |180 |L | | | | | | | | |R | | | | | | | Experiment No. 11 Bending Moment in Beams |S. No. Load (N) |Balance Reading (N)/ Net Force (N) | | | |W1 |W2 |W3 | |1 | | | | | |2 | | | | | |3 | | | | | |4 | | | | | |S. No. |Load (N) |Balnce Moment (N. mm)/ Theoretical Val. |1 | | | | | |2 | | | | | |3 | | | | | |4 | | | | | Experiment No. 13 Study and Application of experimental photoelasticty techniques on linear crack propagation analysis. OBJECTIVES To familiarize the students with the Linear Elastic Fracture Mechanics in context with photoealsticity and orientation and understanding of operation off different types of polariscopes. THEORY The name photoelasticity reflects the nature of this experimental method: photo implies the use of light rays and optical techniques, while elasticity depicts the study of stresses and deformations in elastic bodies. Photoelastic analysis is widely used for problems in which stress or strain information is required for extended regions of the structure. Photo elastic stress analysis is a simple and powerful tool for design engineers that provide them with the experimental data required for validating analytical and computational designs. In using this method, a transparent plastic model of the structural part of the machine element under study is first made. Then the specimen was placed in the polariscope, and the simulating operating force was applied. When examined in the polarized light field provided by the instrument, colored fringe patterns are seen which reveal: †¢ A visible picture of the stress distribution over the whole area of the specimen. †¢ Stress distribution which is accurately readable at any point for both direction and magnitude. Two types of pattern can be obtained: isochromatics and isoclinics. These patterns are related to the principal-stress differences and to the principal-stress directions, respectively. Principles The method is based on the property of birefringence, which is exhibited by certain transparent materials. When polarized light passes through a stressed material, the light separates into two wave fronts travelling at different velocities, each oriented parallel to the direction of principal stresses(? 1,? 2) in the material but perpendicular to each other. Photoelastic materials exhibit the property of birefringence only on the application of stress and the magnitude of the refractive indices at each point in the material is directly related to the state of stress at that point. Thus, the first task is to develop a model made out of such materials. Isoclinics and isochromatics Isoclinics are the locus of the points in the specimen along which the principal stresses are in the same direction. Isochromatics are the locus of the points along which the difference in the first and second principal stress remains the same. Thus they are the lines which join the points with equal maximum shear stress magnitude. Interpretation of the Photoelastic Pattern: Once the fringes obtained by application of load on photoelasic specimen the most important step is interpretation of complete stress field. The photoelastic fringe pattern data offer suggestion to modify design to avoid from material failure. It is also helpful in reducing average stress on actual part. Complete stress field interpretation include principal stress directions as well as magnitude of stresses on different fringe order. [pic] Stimulated stress field pattern in white light for typical edge crack plate The photoelastic pattern appears as a colorful map of lines of equal color. Beginning at the lower level line of stress and progressing to areas of higher level, the colour sequence observed will be black, yellow, red, blue, yellow, red, green, yellow, red, green etc. The colour transmission from red to blue and from red to green is sharply marked. [pic] Polariscope: Polariscope: It is an instrument which consists of two polaroid plates mounted apart. The lower plate is generally fixed and is known as the polariser, while the upper plate can be rotated and is known as the analyser. Types: 1. Reflection Polariscope Particularly it is used to photoelastically stress-analyze opaque plastic parts. The part to be analyzed is coated with a photoelastic coating, service loads are applied to the part, and coating is illuminated by polarized light from the reflection polariscope. Molded-in or residual stresses cannot be observed with this technique. Fig. 13. 1 Typical reflection periscope on tripod stand 2. Transmission Polariscope. This type is useful for stress analysis if component is of transparent or glassy material. All transparent plastics, being birefringent, lend themselves to photoelastic stress analysis. The transparent part is placed between two polarizing mediums and viewed from the opposite side of the light source. In these experiments we will be only concerned with highlighting the dependence of stress distribution on geometric features, hence we can use the transparent materials and transmission type polariscope will be used. [pic] Fig. 13. 2 Transmission Polariscope Two arrangements of transmission polariscope are possible i. e. I. Plane polariscope Plane polariscope is used for direction measurement at a point of principal stresses for a specimen. The setup consists of two linear polarizers and a light source. The light source can either emit monochromatic light or white light depending upon the experiment. First the light is passed through the first polarizer which converts the light into plane polarized light. The apparatus is set up in such a way that this plane polarized light then passes through the stressed specimen. This light then follows, at each point of the specimen, the direction of principal stress at that point. The light is then made to pass through the analyzer and we finally get the fringe pattern. The fringe pattern in a plane polariscope setup consists of both the isochromatics and the isoclinics. The isoclinics change with the orientation of the polariscope while there is no change in the isochromatics. For this purpose, set the quarter wave plates on both the analyzer and the polarizer cells at position â€Å"D† (direction) to make the polariscope â€Å"plane† as shown below in fig13. 2 (b) Figure 13. 2 (a)Plane Polariscope Arrangement Figure 13. 2 (b)Pin postion at Plane Polariscope arrangement II. Circular polariscope When examining the model for determination of the stress distribution and magnitude, the polariscope must be transformed from a â€Å"PLANE† to a â€Å"CIRCULAR† operation. This is done by first making sure the clamp â€Å"A† is in the locked position and then withdrawing pins â€Å"B† on the ? wave plate from the hole â€Å"D† (direction) and rotating them until pins engage in hole â€Å"M† (magnitude). Now quarter wave plate is at 45 degrees to the polarizer-analyzer axis thus polariscope is in circular light operation Figure13. 3Circular Polariscope Arrangement(dark field) There are four different kinds of arrangements for the circular polariscope. Each arrangement produces either a dark field arrangement or a light field arrangement. In dark field arrangement, the fringes are shown by bright lines and the background is dark. The opposite holds true for the light field arrangement. Quarter Wave-Plates Arrangement |Polarizer’s Arrangement |Polariscope Field | |Crossed |Parallel |Light | |Crossed |Crossed |Dark | |Parallel |Parallel |Light | |Parallel |Crossed |Dark | Experiment No. 14 Calculation of direction and mag nitude of principal stresses using transmission polariscope. OBJECTIVES ) Application of photoelastic techniques to measure the direction of Principal Stresses at a point b) Calculation of magnitude of principal stresses by interpreting the fringe data. Apparatus Apparatus required to achieve the stated objectives are †¢ Transmission polariscope †¢ test specimen of different shapes †¢ Load measuring dial gauge †¢ Vernier Caliper and Meter Rod Construction of Transmission Polariscope: The basic polariscope consists of †¢ Rigid base frame ready to receive all of the modular accessory items. †¢ Two cells equipped with polarizing filters. †¢ Knob ‘H’ used to synchronously rotate the polarizer and analyzer (their common motion is indicated in degrees in the graduated dial). The quarter wave plate which can be used to convert plane polariscope into circular and vice versa. Fig 13. 2 show these components.. Specimen prepration: In this experi ment we are using photoelastic sheets (Polyurethane material) The photoelastic sheet was made into different specimens as stated below: a) specimen with holes drilled. b) specimen with cracks, which is manually cut c) specimens with notches Typical single edge crack specimen 2-D model is shown in fig. 14. Fig. 14. 1 PROCEDURE Measurement of Direction of Principal Stresses at a Point: To measure the direction of the principal stresses at a point in the specimen we follow the following steps: Place the specimen in the polariscope making sure that the specimen is aligned correctly within the clamps, hence avoiding any twisting of the specimen. †¢ Apply load (compressive or tensile) by turning the loading screw. †¢ Set the quarter wave plates on both the analyzer and the polarizer cells at position â€Å"D† to make the polariscope â€Å"plane† (Fig 13. 2 b). †¢ By means of knob ‘C’ rotate the analyzer until pointer â€Å"P† is positioned at 0 and 100 on the scale. †¢ Release the clamp ‘A’ if it was locked previously and by means of knob â€Å"H† rotate the whole assembly during this rotation some black and all the colored fringes will be observed to move. These black fringes which move are the isoclinics. †¢ Identify the point of measurement using a grease pencil or scriber. By means of knob â€Å"H† rotate the polarizer-analyzer assembly until a black isoclinic crosses over the marked point. At this point the axes of the polarizer and analyzer are parallel and perpendicular to the directions of the principal stresses and their directions can be seen from the scale by a pointer â€Å"V†. The rotation of the assembly may be clockwise or anti-clockwise; in order to accommodate this, sign is used with the value of this direction angle. The positive sign is used for clockwise rotation and negative is used for counter clockwise. Magnitude calculations ? The polariscope, and the digital camera are turned on ? Specimen undergoes tensile force/compressive load in Transmission Polariscope with one end fixed as in fig 13. 2 Fringes formed and photographed by digital camera ? A gradual tension was then added onto specimen and record the load reading by using dial-guage ? Print and interpret fringe pattern obtained in photographs according to the proce dure explained. Formulation for Stress Distribution: When examining the specimen for determination of the stress distribution and magnitude, the polariscope must be transformed from a â€Å"PLANE† to a â€Å"CIRCULAR† operation. This is done by first making sure the clamp â€Å"A† is in the locked position and then withdrawing pins â€Å"B† on the ? wave plate from the hole â€Å"D† (direction) and rotating them until pins engage in hole â€Å"M† (magnitude). Now quarter wave plate is at 45 degrees to the polarizer-analyzer axis thus polariscope is in circular light operation. Difference of principal stresses is given by (1 (2 = (N * C)/t Where N=fringe order at point of measurement C= stress constant of specimen material T = specimen thickness C is usually given by manufacturer. Thus the remaining number to be found is N which can be found according to color pattern as mention in the topic of interpretation of fringe pattern. CALCULATIONS AND RESULTS |S/No. |Applied load |Thickness of |Fringe Order |Direction of |Direction of |Magnitude of |Magnitude of | | |lbs/. 01 inch |specimen |‘N’ |principal stress |principal stress |principal stress |principal stress | | | |‘t’ | | |(threotcal value) | |(threotcal value) | |1 | | | | | | | | |2 | | | | | | | | |3 | | | | | | | | |4 | | | | | | | | |5 | | | | | | | | POINTS TO PONDER: 1. What will be the magnitude of shear stress at a plane of principle stress? 2. Describ e the functions of plane polriscope vs circular polriscope. 3. Describe the importance of calculation of stresses with reference to safety factor in engineering design. 4. Discuss the region of maximum stress for specimen used in experiments and explain with reasoning. 5. In case of residual stresses as a result of specimen machining which recovery method is preferable and why?

Implementing a Client-to-client Communication System

Implementing a Client-to-client Communication System Abstract Due to people, behaviour over the social networking and peer-peer needs for the online chatting and sharing the information, file etc, Chat Applications had acquired great importance and there is abundant increase in the development of these applications. Therefore, in this Conference Chat Application Project we are going to develop a chat application to implement client-to-client communication using client server architecture for the group talk of the clients and additional feature of sending the personal messages using keyword and another keyword to leave the group talk. This is java based chat application, where we are going to implement server socket programming in which we have to create the server by creating the server socket in which client request for the connection for further communication. Server socket allows the maximum number of connections. To add new users/sockets in parallel when server is running, we have to create a thread class Server Thread and array lists for s toring the clients information. This Application is developed by using Net Beans (8.0.1). The output of this application enables the clients to join in a group talk, which is already running and allows client to send the personal messages simultaneously. 1. Introduction Conference Chat Application enables the users/clients to exchange the information among all clients or to the specified client in the group. This Application requires Transfer Control Protocol (TCP) to establish the connection between two sockets for the communication. There are two programs, Server side program and client side program. Server will receive the request from the client, establishes the connection, and send the messages sent by the client to all other clients except the sender itself. Before connection, clients user name is needed which immediately after connection will be send to the server using Print Writer, server will save this client, and a message thread will start for this client, which we implemented on the client side as myThread Class. Each client has its own message thread so this thread data will be read/received from server and displayed to client using buffered reader. 1.1Problem Statement Most of the chat Applications need email address to enter the group talk; username will be more flexible instead of email address. Chat Applications does not have personal messaging option in the group chat. Personal messaging in the group chat increases efficiency. 1.2 Research Question How to develop a chat application using Client Server Architecture? How can we send personal messages in a group chat simultaneously? How to add clients in the chat using user name instead of email address? 1.3 Objectives To develop a Chat Application and to implement Client-to-Client communication using Client-Server Architecture. To add Additional feature of sending personal messages in a group using a keyword and to leave the group with another keyword. 2. Literature Review/Previous Work On March 9th 1998 the first version of Yahoo messenger was launched.it supports various operating systems. It is chatting application said to be rapid messaging client. It used to support various operating sytems.Yahoo uses transfer control Protocol for the communication but its header is supported by its own application format.it supports messaging, voice calls and video calling. Microsoft company created MSN which was formerly known as Windows Live Messenger is an instant messaging client application.it supports various operating systems like Windows etc.., MSN basic functions are pc to phone calls, messaging and game application. Client and server programing is performed over Transfer Control Protocol (TCP) in MSN. In MSN client uses various port numbers to request the server for the establishment of the connection, the server uses the port 80 to reply to the client requests, and it only replies to the clients whose port numbers are less than 1024. For the transport layer protocol, it uses Hyper Text Transfer protocol. MSN also supports file sharing and uses Session Initiation protocol for messaging and Transfer Control Protocol for file sharing. 3. Approach/ Methodology The Methodology we use in this project is Joint Application Development (JAD). It is used for any development process initially used to design computer-based system. End user or client is involve in the development process of an application. Many companies accept Joint Application Development methodology. Data processing industry was developed by JAD. Joint Application Development minimizes errors and produces the faster output, as client is involved in the whole development process the user will acquire great satisfaction. It eliminates the delays, output can obtain in short span of time, and it is cost effective. Transfer control protocol is used by socket to provide communication between computers. On one end of the communication, client creates a socket and tries to connect the socket to server. The server represent server socket object, which denotes port number for the communication. The server appeal accept() method of server socket class. This method will wait until client connects to given port of the server. Transfer control protocol is two-way communication protocol. Therefore, data is exchanged between clients at the same time 4. Results/experiments/Discussion The anticipated results of the project are To create and execute client side program. To create and execute server side program. To execute the server thread for multiple connections. The output of this application enables the clients to join in a group talk, which is already running and allows client to send the personal messages simultaneously. 5. Significance of Study This Application is useful for the peer-to-peer communication Any company can make benefit of this conference chat application which enables group talk as well as personal chat. Faculty and students can make use of this application to discuss about the subjects. The customer service representatives to communicate with the customers can use this Application. 6. Future Works We have many social networking sites like WhatsApp messenger, Facebook messenger, Instagram etc.., which do not have a feature called personal texting in a group chatting. Therefore, this feature will be useful for many mobile chat applications. Conference Chat Application does not have automatic joining of the clients; clients are added manually to the group. This feature can be added to the further development of this application. 7. Conclusion We are going to develop chat application and implement client-to-client communication using Client Server architecture We are going to add Additional feature of sending personal messages in a group using a keyword and to leave the group with another keyword. 8. References 1. Dennis, Alan R., Hayes, Glenda S., Daniels, Robert M. Jr. Business process modeling with group support systems. Journal of Management Information Systems. 115-142. 1999 spring. OSMC Consulting Services. Services. http://www.osmc-web.com/services.htm last update time Unknown. Accessed Nov. 14, 1999. Abhijit A.Sawant, Dr. B. B. Meshram/International Journal of Engineering Research and Applications(IJERA) vol 3, Issue 1,January-February 2013,pp Network programming in java using socket Veletsianos, G. 2012. Higher education scholars participation and practices on Twitter. Journal of Computer Assisted Learning, Vol. 28, No. 4, pp 336-349. Veletsianos, G. and Kimmons, R. 2016. Scholars in an increasingly open and digital world: How do education professors and students use Twitter? The Internet and Higher Education, Vol. 30, pp 1-10. Schiller, S. Z., 2016. CHAT for chat: Mediated learning in online chat virtual reference service. Retrieved July 15, 2016, from Web site: http://dx.doi.org/10.1016/j.chb.2016.06.053. Open Source Chat Servers in Java http://java-source.net/open-source/chat-servers

The Comic Hero in Aristophanes and Charlie Chaplin :: Cominc Hero Aristophanes Chaplin Essays

The Comic Hero in Aristophanes and Charlie Chaplin The comedic works of both Aristophanes, a fifth-century ancient Greek playwright, and Charlie Chaplin, an actor of the early twentieth century, center around one character. Aristophanes' play Clouds, first produced in 423 B.C.E., concerns Strepsiades and his many debts; he plans to learn from Socrates the art of the Inferior Argument so that he may convince his creditors that he does not have to pay them anything after all. In his later play Birds, first produced in 414 B.C.E., the main character is Makemedo, a man so determined to get out of Athens that he convinces a collection of birds to defy the gods, establish themselves as the rulers over the earth, and build a brick city in the sky from which they can reign and where he can also live. In each of Chaplin's films The Immigrant (1917), The Count (1916), and Easy Street (1917), he acts as a kind of "tramp" who overcomes his low status in society and achieves what he wants, even if only for a short time. Strepsiades, Makemedo, and Chaplin all shamelessly pursue their desires with little regard for the rules and standards of society around them. In his published lecture concerning Aristophanes' plays, Cedric H. Whitman discusses what he considers as the general template of all of Aristophanes' main characters: the comic hero. Whitman defines a comic hero as possessing great individualism, a good deal of poneros, meaning wickedness, and striking a balance of eiron and alazon, which translates into being a mixture of an ironical buffoon, who makes fun of himself for his own amusement, and an imposter, who disguises his true identity or feelings. He sees the comic hero as one who is extremely self-motivated and self-centered: "whatever is heroic is individualistic, and tends toward excess, or at least extremes. It asserts its self primarily . . ." Whitman also declares that poneros is necessary in the character of the comic hero, that this person is villainous, manipulative, and very convincing. The comic hero is shameless in expressing his desires, and he has no shame in pursuing them by any means necessary, whether such acts would be considered right or wrong. Whitman also recognizes the mixture of eiron--ironical buffoonery--and alazon--being an imposter--in the comic hero of Aristophanes' plays. "The mere buffoon, says Aristotle, makes fun for the sake of getting a laugh for others; the ironical man makes fun for his own amusement, which is more worthy of a free man.

Role Models in The Odyssy Essay -- Homer

Role models come in all shapes and sizes. In the epic poem The Odyssey, written by Homer, Odysseus faces many challenges in which he has to use certain traits of his to overcome his problems. Odysseus is a good role model because he is brave, intelligent, and unwavering. One of Odysseus’ traits is bravery. One example of Odysseus’ bravery is when he injures a Cyclops that is 5 times his size, â€Å"I drew it from the coals and my four fellows/ gave me a hand, lugging it near the Cyclops/ as more than natural force nerved them, straight forward they sprinted, lifted it, and rammed it/ deep in his crater eye. 329-332† This quote shows how brave Odysseus and his men are to face the Cyclops. Odysseus was intelligent to think about this idea, but he was brave for actually following through and doing it. Odysseus was also brave for fighting Penelope’s suitors even when he was outnumbered, â€Å"Now shrugging off his rags the wiliest fighter of the islands/ leapt and stood on the broad doorsill, his own bow in his hand/ he poured out at his feet a rain of arrows from the quiver/ and spoke to the c...

Technology Essay -- essays research papers

Providing Representations in Multiple Modalities Mathematica software enables students to see a graphical representation of any function. By changing equations or using different values for variables, students develop a deeper understanding of mathematics by viewing changes in the graphical representations. A key understanding in pharmacy education is that the action of drugs depends on the "fit" between particular molecules in the body and the molecular structure of drugs, in a kind of "lock and key" relationship. However, students often have difficulty visualizing molecules as three-dimensional objects. A pharmacy professor uses molecular modeling software to create self-paced assignments which require students to manipulate molecules, developing visualizing ability and understanding of drug-receptor relationships. (Contact: Dr. Marc Harrold) Drilling Students on Basic Concepts to Reach Mastery Software tutorials exist for many modern languages, enabling students to learn basic grammar through self-paced learning, exercises, and tests with feedback about their performance. HyperMap provides students with practice in interpreting geological maps. The software presents a series of regional maps with dominantly planar contacts, then asks students a series of interpretive questions on three-dimensional geology and geologic evolution of the region, providing immediate feedback on right and wrong answers. (Contact: Intellimation 1-800-368-6868) Facilitating Collaborative Activity among Students Classrooms of networked computers using software such as Daedalus enable students to spend class time doing group pre-writing exercises, electronically discussing controversial questions, and peer reviewing one another's writing. A computer conference is established among students enrolled in strategic management courses in Korea, Egypt, Finland, and the United States. Students discuss topics specified by the instructors, such as advertising and the environment. They also complete a team project such as finding a solution to a real-world environmental problem, with each team including students from each country. Seeing Interconnections among Concepts Victorian Web presents text and images of Victorian England. Students can explore how the social context, economics, religion, philosophy, visual arts, and literature of the period might be inte... ...ology. Why Use Instructional Technology? Students can be actively engaged in learning, leading to greater time on task and greater depth of knowledge Student learning can emphasize continuous improvement of a piece of work, a concept sometimes called "D.I.A.T." or Doing It Again Thoughtfully (Steven Ehrmann, final report of Project Flashlight) Students can work more collaboratively with one another Students can be given more practice with feedback Students can examine their existing conceptions and update or modify Learning materials can be provided to match the learning style of the learner Self-paced learning may be possible, with study and practice until the student reaches his/her "personal best" Classroom dialogue can extend beyond the time and space constraints of class time Students can learn by working on complex, open-ended, realistic (or real-world) tasks Faculty can restructure their role, using individual and peer-group work or technology for some purposes, thereby freeing time to make their unique contribution to student learning Perhaps most importantly, faculty find rethinking their teaching an energizing and regenerative experience!

Develop Positive Relationships with Children Essay

1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Why positive relationships with children and young people are important (Ref 1.1): * When children feel comfortable with us they can separate more easily from their parents. * Children are more likely to participate in play and learning activities if they are secure emotionally * when children have strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their needs * children’s language develops more quickly because they feel confident talking to us * practitioners can plan more accurately as they understand children’s developmental needs and know their interests * practitioners are able to respond to children more effectively because they can recognise their expressions and emotions. Good relationships are really important for our wellbeing. Humans have evolved as social animals, so we have a deep, natural need to connect with other people and to belong to a social group. This sense of connection and belonging comes from good relationships with the people around us – in our families, at work or school and with our friends. There is strong evidence that when we feel we belong, we will flourish. A child’s ability to develop good relationships is an extremely important step on the path to getting the best out of his or her life. How positive relationships are built and maintained (Ref 1.1): * Communicating effectively Often, we focus on trying to get our point across or saying how we feel about something. However, communication is a two-way process – it involves listening as well as speaking. How we listen to others is just as important as what we say to them. But good listening is much more than staying silent when another speaks. The most effective form of listening for building good relationships is empathic listening. Empathy is about seeing things from the other person’s point of view. So, empathic listening means listening with the intention of really understanding what the other person means and how the other person feels. We are much more likely to build good relationships with children and young people if we really make an effort to see things from their point of view. If we do this, they will feel supported and understood, and are much more likely to open up and tell us about what’s happening in their lives and how they feel. Seeing things from a child’s point of view is not easy. It means really trying to step into their shoes and imagine how a situation looks through their eyes and how it feels to them. This quote helps us understand how children (and adults!) really want to be listened to: | When I ask you to listen and you start giving advice, you have not done what I have asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. Listen! All I ask is that you listen: not talk or d o – just hear me. We also need to consider the child’s perspective if they ask us for our opinion or advice. Children are much more likely to listen to our opinion or advice if we can put it in a way that means something to them. For example, if they ask us for advice on what subjects they should study at high school, it may be best to explain why we think certain subjects would be better than others. Or it may be that they don’t want specific advice on what subjects they should do, but they want us to help them think about it so they can then make the decision more effectively themselves. So, asking probing questions like: â€Å"what do you enjoy doing most?† or â€Å"what would you like to find out more about?† or â€Å"what would you be most happy doing as a job on a daily basis?† may help them make the decision for themselves. Effective communication is not just about speaking and listening. It is also about watching and feeling. Our body language and tone of voice actually communicate more strongly than the words we use. So, listening effectively involves tuning in closely to the other person’s body language and tone of voice as well as their words. How positive relationships are built and maintained(Ref 1.1): * Identifying and sorting out conflicts and disagreements Children, like adults will have their disagreements. As children get older their arguments can become more serious and are not  simple squabbles. In order for children and young people to trust us, it is important that we can identify difficulties and help them wherever possible to find ways through them. It is essential that children and young people perceive our way of doing this as fair. When you have a conflict with a child, there is an opportunity for learning about how to solve problems. Conflicts help children to understand that other people have different thoughts and feelings to their own. Listen to the child and try to understand their point of view, and help them to understand yours. Then together, try to think of ways to solve the problem that you are both happy with. It might take a while but it will be worth it, and will help to build your relationship. How positive relationships are built and maintained (Ref 1.1): * Being consistent and fair Consistency means not just keeping behavioural boundaries in place, but also making sure that we do not have significant mood swings, e.g. one day being excitable and funny and the next being quiet and withdrawn. Children and young people rely upon us, this means that it is essential that day to day, we are consistent. Children also need to know that we will be fair with them, we will listen to what they have to say before jumping to conclusions and we will try to make sure that their needs are taken into consideration.Fairness is something that adults need as well. Parents will want to see that the way that their family is being treated is comparable with others, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight. * Showing respect and courtesy Mutual respect is essential for good relationships. This means that everyone in the relationship respects each other. Respecting others means being considerate towards them, thinking about their feelings and accepting that they may have different views and opinions to you. A good relationship with a child would mean that you would respect them and they would respect you. Good long-term relationships also involve giving to others (for example: time, kindness, praise, etc.). However, just because you give, it doesn’t mean that you lose out – everyone in the relationship should give, so  everyone should expect to benefit (mutual benefit). A good relationship with a child would mean that they benefit from their relationship with you and you would benefit from your relationship with them. Children don’t have to compete with each other to gain recognition or opportunities. We all have different abilities and strengths, and if we teach children to respect each other and to see each others’ strengths, we will be helping them to see that everyone can achieve in their own way. Their own success does not have to be diminished by another child’s success. And, if you can help them to help each other to be successful, you will be helping them to build better relationships with each other. From the earliest age, we should be using markers of respect in English such as saying please and thank you. We should also speak to children and young people using voice tones that are warm and courteous. * Valuing and respecting individuality Good relationships can lead to great ideas, creativity and achievement. We are all different, and in good relationships, people celebrate their differences, they don’t just tolerate their differences. They may have different religious or political beliefs, different kinds of lifestyles, different personalities or different abilities. But they use this diversity and richness of experience to create better ideas and new solutions or create a great team achievement. Children, young people and other adults will all have different strengths, talents and attitudes. They will also respond in different ways. Valuing and respecting their individuality means showing that we are comfortable with their differences. Children, especially teenagers, often want to ‘fit in’ with their peer group. Feeling comfortable with the people around us is important. But to fit in and feel comfortable with others, we don’t have to be the same as others, we just have to accept and value others. If we can make others feel accepted and valued, then they are more likely to accept and value us. Recognising others individuality is the basis of anti-bias practice. How positive relationships are built and maintained (Ref 1.1): * Keeping promises or honouring commitments Trusting someone else is the foundation of a good relationship. We can  strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship, it is important to think about the little things we can say or do to keep the other person’s trust – for example, we can be open and honest with them, keep our promises and try to understand their point of view. As adults who work with or care for children, you can help develop your relationships with children by doing things that build their trust in you. This will show them how to trust others and behave in a way which helps others trust them. Not keeping promises or honouring commitments mean that a child or young person will tend not to trust us again or may keep some distance from us. Build trust in your relationships with children – keep your promises, be honest and clear about what you expect from them, apologise when you make a mistake and forgive them for their mistakes. Help them understand that you expect them to do the same with you. * Monitoring the impact of your own behaviour on others Part of working professionally with children, young people and their families is to monitor and then, if necessary, adapt our own behaviour. You may notice that a child moves slightly back when you talk to them. Noticing this is important as it might be a sign that the child finds you too overpowering and so you will need to alter your style slightly to be gentler. * Keeping confidentiality as appropriate Confidential information is information which should be shared only with people who have a right to have it, for example, your lead practitioner, supervisor or manager. Confidentiality is essentially about trust and respect. Parents and other professionals will often give you confidential information on the basis that it will be helpful to you when you work. They do so trusting that this information will not be passed on to others, to become the source of gossip or interest. If you breach confidentiality, you will break that trust. When trust between you and others breaks down, so too does the relationship. While we can never promise to maintain confidentiality if children reveal that they have been abused, or that there is a danger that they may be harmed, keeping confidentiality is an important part of working with children, young people and others. 1.3 Evaluate own effectiveness in building relationships with children or young people The wonderful thing about children and young people is that they are all different. We need to adapt the way in which we approach and communicate with them according to their age/stage of development, needs and personality. For each child or young person that I work with, I consider the strength of the relationship, they have with me. I use the following pointers to identify how well the relationship is being built: * Greeting Does the child or young person seek me out soon after coming into my setting? Does the child or young person like to tell me when they are leaving the setting? * Seeking help Does the child or young person look for me if he/she needs help or if they have had an accident? * Smiling and eye contact Does the child or young person often make eye contact with me or smile while I am with them? * Looking for company Does the child or young person look for me to get involved in his/her playtime, in chat or in an activity? * Absence Does the child or young person miss me when I am not in the room (babies and toddlers) or if I am off for a few days? Ref 2.1 Explain why positive relationships with people involved in the care of children and young people are important The professional and positive relationships we develop with people involved in the care of children and young people will ensure that good communication is possible in order to support the needs of children and their families. It is important to have these positive relationships as if we don’t there is a danger that information may be withheld or passed on incorrectly. This has to be taken seriously as, over the past few years, some child deaths have occurred because people caring for children have not worked properly together. An example of this is: In 2000 in London, an eight-year-old Ivorian Victoria Adjo Climbià © (2 November 1991 – 25 February 2000) was  tortured and murdered by her guardians. Her death led to a public inquiry and produced major changes in child protection policies in England. After Climbià ©Ã¢â‚¬â„¢s death, the parties involved in her case were widely criticised. A public inquiry, headed by Lord Laming was ordered. It discovered numerous instances where Climbià © could have been saved and noted that many of the organisations involved in her care were badly run and did not communicate with one another. Where parents are concerned it is essential that we build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about children’s interest. Benefits of positive relationships: Information can be shared quickly between adults Children are given consistent care Skills and ideas can be shared Children’s welfare can be properly monitored Children’s needs and interests are identified Plans for children’s care and education are more effective People involved in the care of children and young people are : Colleagues Organisational managers and supervisors Carers/parents Official visitors e.g. inspectorate for the UK home nation (Ofsted) Other Visitors, Colleagues from other agencies and services (Early years) External partners

Why Playing Important Part for Development in Child

At one time, play was what children did while their parents got on with the housework or needed a bit of rest in between chores. Nowadays, the saying that â€Å"play is the child's work† from child psychologists and educators has led parents to believe that play is something that has to be â€Å"worked at† for the success of their children. They seem to think that play must have a purpose, that it has to be time-tabled into their already over-crowded day, or else they did feel guilty for being a ‘bad mother' or an ‘uncaring father. That just kicking a ball around in fun is not good enough any more, they may be selling their children short if they do not give them ‘play with a purpose'. Playing with your child should be as natural as leaves to a tree. The parents are a child's first playmates. They are introduced to the joy of being with each other in an atmosphere of joyful sharing and enjoyment of each other. To a child, any activity that she enjoys i s play. It is her way of preparing herself to appreciate and learn about the world around her.Through play, a child learns about space, about color and sound, textures and smells. By playing with others, she learns to live with her fellow-people and to develop confidence in her ability to think creatively. Often we meet children who have grown up in isolation, who have not learned to play or interact with their peers. They find it difficult to become part of the human race, to enjoy the camaraderie of friendship. It is important for working mother to remember that play does not mean having to throw a ball across a field or dress dolls with your child.Play is an attitude of mind. It is an attitude of the child that says, ‘Hey, this is fun! † whether it be playing with a high-powered radio-controlled car with her father or kneading dough for cookies with her mother. It is an attitude of the parent which can say â€Å"I enjoy being with my child and doing things with herâ € . In addition, play is not necessarily the world of toys. To a child, play exits in the most unexpected places. The drawer of cutlery, the cupboard of ots and pans, the box of wastepaper, cushions on the floor or empty boxes or spools of threads which are all worlds of magic play. Children who are not given a lot of conventional toys create creatively, and will continue to create with pleasure all their lives. In conclusion, to understand the world of play is essential to the working mother who can then enter it whenever she can and be it only now and then. You really should be spending more time playing with your children. Come, play with me!

Love and a Roller Coaster Essay

Being in love is a lot like being on a roller coaster, it is scary, thrilling, and can sometimes be painful. It’s the feeling of excitement going up the first hill; learning things about each other. Learning what makes them smile, their fears, or what keeps them awake at night. It’s the pain of your first fight, not knowing if you’ll make it through. The same kind of pain you get being whipped around a sharp turn, or the lap bar digging into your gut as you roll down a hill. There’s a distinct difference between the two though, on a roller coaster you can always see what’s ahead. Love is between two people, two brain waves, and two completely separate people. There is no telling where you are going to end, or if the ride will come to a complete stop before you jump. With love there is no set value, no admission, or any right or wrong turns. There is both fear and risk, you may get hurt, and you may not enjoy it but you put yourself on the line for someone else. You chose to put your heart in the hands of something, someone else. In the end the ride was still worth it, you learned something along the way. Whether you feel joy, or pain you learned something. Riding a roller coaster over and over loses its excitement, but with being in love there is always a new hill on the way. There is always something to be excited over, from just seeing them again, to meeting their family and learning where they grew up. When you love somebody you experience a full range of feelings such as anger, calmness and annoyance, jealousy or happiness. You have difficulties of controlling these feelings, because you understand that you are depending on the person you love. You understand that you are not just one person, you are two as a whole.

Explain How a Working Relationship is Different From a Personal Relationship Essay

Outline What is Meant by Agreed Ways of working relationship Outcome 1 understand working relationships in social care settings 1.1 explain how a working relationship is different from a personal relationship There are many different personal relationships that we have within our lives and we act differently to each of those it may be from a family relationship or a work friendship. It is the same with our working relationship with the individuals that we meet, some over step boundaries and turn into friendships. In a working relationship you are in a relationship with someone because it is your job, where as a family or friend relationship is built upon a different reason. In our job we may also have relations between other professionals or work colleagues which is necessary as it is part of the job and in the interests to the people we care for. 1.2 describe different working relationships in social care setting In the role of the health and social care worker are many different working relationships. Worker Answers What are the four main working relationships: colleagues manager other professionals such as doctors or paramedics individuals we care for Individual’s family and friends. For each you develop a different type of working relationship and some will be more formal than others. You may not greet a visiting doctor the same way you may address a close friend, we must ensure that we maintain a professional manner at all times. Outcome 2 Understand the importance of working in ways that are agreed with the employer 2.1 Describe why it is important to adhere to the agreed scope of the job It  is important to stick to the scope of the job As this is what has been outlined for you to do and is the best form of working for yourself and others around you. The scope gives you information on what will be expected from you and your roles and responsibilities if you do not adhere to these then accidents may happen and further action can also be taken. Usually when an employer advertises a job the description will be there of what is expected: The responsibilities of the role Location of work Who supervises and who you may need to go to Any staff you may be responsible for It is also giving you the safest way you will be working which will not put anyone at harm or danger. 2.2 outline what is meant by agreed ways of working Our employer identifies what we are to do in our job description but sets out how it is done in the policies and procedures that you are given before starting work. Most companies have these policies in place: Equal opportunities – this sets out how the organisation ensures there is no discrimination in the Most companies have these policies in place: Equal opportunities – this sets out how the organisation ensures there is no discrimination in the work place Bullying and harassment – sets out how it is dealt with for the staff being bullied or bullying others Confidentiality – the steps that are taken when people’s information is not kept confidential and on a need to know basis Data protection – how information is handled and stored Supervision 0 how staff are given professional support and supervision Procedures also outline how to deal with disciplinary issues, allegations of abuse, managing risk, deal with grievance or death, respond to emergencies that we have in which supports us on how we work effectively and correctly which allows us to give the best level of care we can give to individuals. 2.3 explain the importance of full and up to date details of agreed ways of working Sometimes we may have changes within the policies or in the law which will always need to be changed immediately so we adhere to the correct ways of working. If we do not change or follow the new changes then further action can be taken or even be breaking the law, this can put yourself,  residents, colleagues and also the home at risk. Outcome 3 Understand the importance of working in partnership with others 3.1 explain why it is important to work in partnership with others Being able to do our job effectively we work with many different people that come together to deliver the best quality service we can provide, these partnerships matter in delivering good quality social care. This is because there are so many aspects involved in delivering a good quality of service that no one person or organisation can deliver alone. 3.2 explain ways of working that can help improve partnership working There are many steps we can take to ensure that any partnership is able to work effectively Communication – this is one of the most essential steps we take, in failing with effective communication can cause friction and instant dislike which may create an unhealthy relationship. We need to ensure we keep good communication so we pass on vital information which may contribute towards the care towards the individuals’. * Respect and value work of others – when others or you do not feel appreciated for the work they do it can make others down and Respect and value work of others – when others or you do not feel appreciated for the work they do it can make others down and fed up which may affect the way they work. Just by valuing and appreciating the things people do for others will make the work place a lot more happier and keep relationships from turning negative, each person brings different knowledge and skills which are helpful and useful for the smooth running of delivering a good level of care. * Making clear decisions – all involved should feel confident enough that the decisions being made within the team are following the agreed process. There should be Making clear decisions – all involved should feel confident enough that the decisions being made within the team are following the agreed process. There should be concern if not all involved feel some decisions are being taken outside the team and that not everyone is being involved. If there is an agreed procedure for making decisions it is usually best to use it to keep peace and relations positive. 3.3 identify skills and approaches needed for resolving conflicts A conflict can sometimes be quite aggressive in order to resolve these we must use a different range of skills and approaches to help maintain it from escalating. We can use good listening skills, communication skills, holdinginformation, also being diplomatic and analysing the situation. Our approach needs to be tactful and calm also good body language showing we are open and ready to help resolve the issue. 3.4 explain how and when to access support and advice about: Partnership working Resolving conflicts Works Cited Angipie. â€Å"Develop Work Relationships.† WikiHow, 6 Dec. 2016, www.wikihow.com/Develop-Work-Relationships. GSA and the Courts: a Working Relationship. Washington, D.C., The Administration, 1991. â€Å"Personal Relationships.† Personal Relationships, vol. 23, no. 1, 2016, doi:10.1111/pere.2016.23.issue-1. Stelck, Lisa, and Cheryl Newman. The Working Relationship: Management Strategies for Contemporary Couples. New York, Villard Books, 1986. â€Å"Workplace Relationships.† Wikipedia, Wikimedia Foundation, en.wikipedia.org/wiki/Workplace_relationships.