Black People and Dorothy Allison Essay

Race, class and gender have been a topic for most books that have been written. A lot of books talk about these topics because it is something most people face. Whether you’re at work and can’t get a promotion because of your gender, excluded from a place because of your class or hated because of your race. Know matter what you will be faced with one if these topics in your life time. Dorothy Allison’s Bastard out of Carolina deals with these issues in a very intriguing way. She uses them to keep the story flowing and keep the reader interested. In the novel BOC, Allison uses race, class and gender in a very stereotypical way. The story of Bone takes place in a time where race was a conservational topic. You can say America was split in two groups, the whites and blacks. If you were black life was not easy. Black people were discriminated against. Even though slavery was over the black nation was not accepted by the white people. Racism means Discrimination or prejudice based on race (2). This word was not really used in this book because the narrative was Bone, a white girl. When Bone would visit Aunt Alma’s apartment she would come to face black children. There and then is when the stereotypes of black people started. The grown up’s in Bone had nothing good to say about the niggers that lived by Aunt Alma. â€Å"Running off with a man’s children, living in the dirty place with niggers all around. My little girls having to go up those stairs past those nigger boys. My wife walking the street past those peckerwoods! † (Allison 89). The family really did not approve of Aunt Alma living around black people. They were thought to be dirty and uncivilized people. Black people were also thought to be stupid and worthless. Bone was young at the time and did not know what to think about them. But she did not feel the same as her elders. Instead she made friends with them and learned to like them. I think Allison is trying to show the innocence of a child. Most kids are caring and loving until they are taught to hate. Bone grew up in a poor family. They would be considered in today’s society as trailer trash. The stereotype of poor white folks was present in Bastard out of Carolina. Anne and Glen did not really have money so it was hard to support the kids. They basically lived with very little. They couldn’t settle down at one house so they moved from one run down house to another. A lot of the characters described in this book had a lot of resemblance to what we would consider a red neck. For instance Uncle Travis has a big Chevy. Bone says it was jacked up so high that it easily cradled little kids or pregnant woman (Allison 1). Almost all the boys in the family had trucks. That’s typical for a red neck. Bone describes the Boatwright men as rugged, kind of dirty strong boys. They loved to fight and drink beer. The Boatwright family was big which again stereotyped poor white families. Also poor people are known to have kids out of wedlock. That was the situation Bone was. She was born out of wedlock and she never knew who her father was. That is the significance of the title Bastard out of Carolina. Gender also played a big role in this novel by Dorothy Allison. The male and female gender played a very distinctive role. In the Boatwright family the men are thought to be the physically strong. They take care of the family. They get into fights and are feared by a lot of people in town. Women of that time were supposed to stay at home cook and clean. They were supposed to wait for their husbands and never talk back. But I think Allison reversed the stereotype about women by making the Boatwright women very different. Most of them had jobs and were supporting them self’s. Aunt Raylene and Aunt Alma were some of the girls that lived by themselves. The women were strong too and they stuck together. Another way gender played a role was the relationship between Anne and Glen. From all the Boatwright women Anne was the weakest one. In the relationship Glen basically controlled Anne. Every time he did something bad she would end up forgiving him. Even after she found out he has been beating Bone she forgave him. Glen had all the power and Anne couldn’t do anything because she loved him. Bastard out of Carolina faces issues about race, class and gender. Allison builds a world where all these issues are faced. Through the main character Bone, we see how race, class and gender affect her and her family. Race played a role when Bone meets black people for the first time and instead of judging them she became friend with them. The Boatwright’s social status is not the best but they are feared by the community. They are considered poor and red necks. The last big issue that is seen in BOC is gender. Allison changed things up by making the women in the family stronger and more independent than other women of that time. In the end I think Allison decided to stereotype race, class and gender to show us it makes things worse then they already are. Work Cited 2 entries found for racism. 2003. Lexico Publishing Group, LLC. 19 Feb. 2006 http://owl. english. purdue. edu/handouts/research/r_mla. html Allison Dorothy. Bastard out of Carolina. New York. Penguin Group. 1993a.

Elimination of Television Jerry Mander Essay

Four Arguments for the Elimination of Television Jerry Mander thinks that with television â€Å"there is ideology in the technology itself. † The four claims in this particular article are that: (1) television itself had come to define the people who use it, (2) the forms by which it is used, (3) its influence on people, (4) as well as the other significant outcomes that may later come from its use. He argued that television is a medium or a means through which people derive, process, and build ideas from. He used parallelism in his challenge or rebuttal argument when he likened television to the army. The army’s mandate is to fight wars that necessitate fighting, killing, defeating and winning over the enemy. It does not follow that the generals chosen to lead the army are the kind born to fight and kill, the same way that television was not conceived to breed the kind of people who watch it. In the concept of the automobiles, he used the climatic word order in his narrative argument. He enumerated the consequences of the invention of the automobile, the need for gas, oil to source it, refineries to process the oil, stations to pump gas into the car. Mander used emotive language in his causal argument to emphasize the change cars brought to people, like when â€Å"they evolved into car people †¦. Cars replaced human feet. † Television like the automobile triggers a lot of reaction from its existence and subsequent use. Advertisements are made on television because consumers watch TV, manufacturers make big sales because their products are advertised, and the line goes on. This argument is related to Mander’s take on Advertising. The evaluative argument on the comparison of television to advertising used a balanced sentence with equal and parallel ideas, when Mander wrote that advertising was â€Å"designed to persuade and dominate by interfering in people’s thinking patterns. † Television for its part has a strong influence on people to take a side of an issue, or to change their minds on others. In his concluding argument he takes the strong position of getting rid of television quickly if ours is to be restored to a sensible and rational and free-thinking society basis the above reasons. Reference Mander, Jerry. (1978). Four Arguments for the Elimination of Television. Harper Perennial.

Definition Rough Draft & Final Draft Assignment Example | Topics and Well Written Essays - 250 words

Definition Rough Draft & Final Draft - Assignment Example ng, starting anywhere to writing, keeps moving, leaving blank spaces in case one gets short of ideas, giving it a breath and reviewing the draft (Frew, Robert and Nancy,pp.103-104). Brainstorming is the first step that each draft must pass, under this step, the writer put all the ideas into writing without evaluating or eliminating any idea. This allow the writer to have a general view of what is expected and then narrowing down the most appropriate and applicable idea. Writing a draft is the second stage where the writer does not put more emphasize on spelling, one just write down the idea to form a rough draft. Thirdly, the writer may start at anywhere while writing a rough draft. This means that one may start from the body and write an introduction and conclusion later. The writer should keep moving /writing to ensure that all ideas in the minds are put down into writing. In addition one has the freedom to leave blank space when writing a rough draft. After forming the rough draft the writer should give it time and come back later to make necessary amendments. This may allow the writer to make grammatical corrections. This may help the writer to come up with the final draft (Frew, Robert and Nancy,

Dance history Assignment Example | Topics and Well Written Essays - 500 words

Dance history - Assignment Example Sergei Diaghilev, the Great Russian impresario, is responsible for the commissioning of avant-garde musical artists into creating designs stage and costumes. He first settled in France where he formed a dance company called ‘Ballet Russe de Monte Carlo’ (Carter 17). His ballet dance is presented as one of the initial moves that avant-garde composers, writers, and painters join forces in creating a ballet. The revelation in this case is that Cunningham is both a great collaborator and a terrific partner in dancing. Further, the collaborative process continues changing as he ages and the physical limitations hit in (Carter 34). Other than originating their choreography through living and breathing dancers, they formulate dances through the manipulation of onscreen and computer-generated individuals. Many audiences feel that such a retreat across the direct involvement adds a level of difficulty to Cunninghams ballet collaborative process. In the original Rite of Spring by Nijinsky, the primary emphasis of the classical ballet dancer is on aspects of legwork even as there is simultaneous maintenance of upright carriage. For Cunningham’s Camera Beachbirds, the aspect begins presenting how Cunningham is utilizing elements regarding the expressive and the classical. Cunningham broadens this scope of expressive upper body of the dancer while integrating the motions with the footwork for classical ballet dancers. In Rite of Spring by Tero Saarinen, a number of dancers are within their initial studio areas as they turn or jump in place. Subsequent dancers run in alternate directions based on the stationary dancers while running and skipping across studio space (Carter 23). Within a number of specified points, there are elements of dancing looking similar to the previous pirouettes. In other of his pieces, Cunningham’s dancers develop extensive lateral movements that cover major areas for stage space as they both walk and run. Cunningham also

Strategies and Actions of African American Women to Overcome Essay

Strategies and Actions of African American Women to Overcome Race-Based or Gender-Based Discrimination - Essay Example It is this reinvigorated movement that opened to women the blue-collar jobs and professions that were traditionally reserved for their male counterparts. When it comes to the fight against race-based inequality, it is plausible that women formed a crucial segment of the Civil Rights Movement, with their contribution seen in their volunteering to organizational and grassroots leaders. Indeed, the women created, mobilized, energized, and spearheaded particular efforts in the movements, ostensibly serving as bridge builders to the rest of the society (Epstein 4-6). Women movements worked tirelessly behind the scenes to bring about the changes that everyone in the movement sought by taking the advantage of the white elite’s ignorance towards women power. Furthermore, women movements successfully framed oppression and discrimination as a political issue, thereby initiating public discussions on issues that were previously perceived as private, and hence beyond public scrutiny. It is evident that the modern expression of black power stemmed from two distinct, yet superimposed traditions that shaped black political activism before and after the Second World War. For instance, the New Negro radicalism during the 1920s and the subsequent freedom protests that preceded the Great Depression, and the Second World War era precipitated an enlarged vision of citizenship, democracy, and civil rights. While the legislative and legal victories of the civil rights era performed a fundamental role in these struggles. It is the black power that proved decisive in the inauguration of the first generation of black elected representatives (Ellis 46-63). It is also the black power that made the greatest contribution to the production of an eclectic array of multi-themed and multi-ethnic movements of social change.

Apple computer company Case Study Example | Topics and Well Written Essays - 1000 words

Apple computer company - Case Study Example It is actually the customers of a particular organization that maintains the status of the business' capability to exist within the commercial industries in the society today. Likely though, with the changing trends of economy in the global scene, The impending need to increase business resources today has actually been the main cause of failure among businesses in particularly generating the right amount of focus needed in creating customer satisfaction programs that would likely increase the capability of the companies in generating the needs of the customers in a much more reasonable perspective. Obviously, because of the many changes in the society today, it could not be denied that the systems of business operations handled by the current entrepreneurs in the different human communities around the world also follow a changing trend that is now more focused on generating profits for the organizations. Because of the financial demands of the current situation in the global economy, business administrations are already having a hard time allocating sources to support the needed balance in giving both the company as well as the company itself, the value that it needs to receive from the business operations that they perform daily in business. Ethical measures on the matter though particularly points out the need to be balanced in all aspects of business operations. ... Certainly, with all these considerations, it could be observed that Apple Company is able to provide its company the right kind of products that they need and they demand for. - Price Understandably, seeing to it that the customers receive what they want and what they need from the business means that the business needs to be strongly capable of handing matters of customer satisfaction seriously and conscientiously (Gitman, 2000, 13). Most often than not, sacrificing certain financial gains may be one of the key procedures needed to be considered in handling issues such as this one. However, although risky at some point, modern entrepreneurs see that generating the business capabilities in handling customer needs at a higher level of service and attention from the administration of a business organization generates more customers who are satisfied and are recurrently returning resulting to more gains for the business at that. certainly, it could be summed up to the claim that as the organizations focus on giving the customers what they want, they are then much more able to generate the profit that they need for continuous operation in the global market. To sum up everything, it has been noted by the authors Cunningham and Gunn, customers are likely the best source of business success in the society today. Understandably, the authors point out that the blood of each business organization today are their clients (2004, 17). It is through this understanding that entrepreneurs should actually be able to find a way by which to regulate their systems to make it possible for their clients to actually receive the services and products that they are due. It is only through this that

Student Project D Essay Example | Topics and Well Written Essays - 750 words

Student Project D - Essay Example nsultant who was hired by the chief operations officer (COO) of Phoenix, this brief paper will present ways to evaluate the performance of the central IT unit in its assigned task and subject a report. The information technology (IT) unit of any organization is often tasked with sensitive responsibilities with regards to the information needs of that organization. The evaluation of its performance can be subjective to a certain extent but there are measures or metrics by which its performance can be measure more objectively. In other words, there are ways by which metrics are transformed into something concrete, objective, measurable, effective, and time-bound. The said criteria is basically what is used to measure information management (Blackmore, 2003). Measuring performance of any business unit encompasses two aspects, generally. These are the external business perspective and the internal users perspective. The first pertains to how an organization is considered effective by its customers who availed of its products and servicesj in terms of its response and the timeliness of response (Epstein, Manzoni, & Davila, 2010). The internal side concerns more with perceptions, in particular, how people in particular departments react to their own business units. According to Blackmore, this is often called as perception management with regards to soft aspects of business operations. He called this aspect as perception management operations (PMO) which applies to how information is processed and how messages are sent to their intended target audience. In the case of Phoenix, its external users are the clients who access their company Web site perhaps to get updates on their investments. It is therefore a critical aspect of customer perception that will determine performance of IT unit. The effectiveness of the central IT unit at Phoenix headquarters can be measured by use of the above criteria. The performance measures (metrics) are based both on hardware and also

Access and Availability of dental care to Paediatric special needs Research Proposal

Access and Availability of dental care to Paediatric special needs patients in Saudi Arabia - Research Proposal Example The general oral hygiene of these chidlren were also found to be very low (Al-Banyan, Echeverri, Narendran and Keene, 2000, p.43). This study had recommended an oral health program to be implemented through the educational institutions (Al-Banyan, Echeverri, Narendran and Keene, 2000, p.43). Further studies to identify the specific factors leading to the problem was also suggested by this study (Al-Banyan, Echeverri, Narendran and Keene, 2000, p.43). Al-Malik and Rehbini (2006) have also pointed to the high level of caries in children in Saudi Arabia as compared to children in other countries and called for immediate intervention through school intervention programs. Especially when it comes to special needs patients like children with autism, the negative behavior of such children towards treatment or any similar problems in case of other special needs groups, will limit their access to and availability of dental care and treatment (Murshid, 2005). It is this existing research highl ights along with the case studies displaying the high prevalence of oral problems among special needs children that was witnessed while working with them that prompted this researcher to explore further in this area of study. Though the research works mentioned above have exhibited that there is a high level of oral health problems in children with special needs in Saudi Arabia, none of them have thrown light upon to what extent this problems gets addressed. It is not revealed whether these children have access to and availability of appropriate and efficient dental care in the present context in Saudi Arabia. Only by assessing the lacuna that is there, further steps can be taken to address the oral health needs of these special needs children. Hence this researcher is of the belief that this study on the access and availability of dental care to special needs children in Saudi Arabia can add valuable

My Personal Management Plan Essay Example for Free

My Personal Management Plan Essay This plan will help with the discipline aspect of the classroom and helping students know what expectations are when entering into the classroom if done on a consistent basis. In the beginning of the school expectation should be given so that students are aware of the goals that are expected of them collectively and individually. With this classroom management plan there are a few things that should be taken into consideration in order for the plan to be of success. Shown below are a few steps that could be used in the classroom: Step 1, It’s Easier to get Easier, Step 2, Fairness is key, Step 3, Deal with disruption in the classroom as little as possible, Step 4, Avoid confrontation in front of students, Step 5, Stop disruptions with a little humor, Step 6, Keep High Expectation in your Classroom, Step 7, Over plan, Step 8, Be Consistent, Step 9, Make Rules Understandable and Step 10, Start everyday fresh. Having a classroom management plan set in place for your classroom will give students goals to look forward to accomplish with taking their education seriously for their future. My Personal Classroom Management Plan My personal management plan will start off with a motivational quote of the day that will encourage students daily. With this motivational quote daily will be followed along with the ten steps that makes up a successful classroom management plan. The first step is called it’s easier to get easier and this is simply setting the tone of your classroom day one with your students because believe it or not students come in scoping to see what they can and cannot get away with in their classroom. Secondly, fairness is key this is making sure that all students are treated the same overall unconditionally because they pick up on favoritism within the classroom. Thirdly, deal with disruptions with as little interruption as possible. This is saying instead of stopping completely in the middle of your lesson to chastise a student for not paying attention try calling on the student with a question in reference to what the class discussion is to alert them that you do see them off task and this should help them get back on task. Fourthly, it is important to avoid confrontations in front of students even though in some cases you can make your point that way but every disciplinary action should be handled on a personal note so that you don’t lose a chance of teaching that student because of embarrassment. Fifthly, stop disruptions with a little humor. Sometimes classrooms can seem so serious all the time and even though that student may have disturbed the flow of the teaching the class may need that moment of laughter to break the ice for second and then get back on track. Sixthly, keep high expectations in your classroom. Always expect nothing but the best from your students academically. Expect nothing but positive behavior in the classroom. Expect for your students to know that there is a time and place for everything and that they know when to determine that time at the sound of your voice when you start the day off with what the expectations are for the day. Seventhly, over plan each day so that there is no free time for the classroom to go another route in a way that you do not intend for you class to go. There is never too much work on one topic just in case the lesson doesn’t go as long as intended you will always have extra activities. Eighthly, be consistent being consistent is what makes the flow of the classroom go smoothly throughout the day and throughout the school year. As a teacher being strict one day and lenient the next day will cause for your students to lose respect for you and will tend to now try and run over you because they now feel like they can get away with misbehavior. Ninthly, make rules understandable, all rules should be short simple and precised of what is expected and what is not expected of them and consequences should be known ahead of time so that no surprises are made and when inappropriate actions are made they already know what is going to happen to them because of that action. Last but not least, start fresh every day, each day is a new day and should be handled in such a manner no action from the day before should role over into the next day. Me as a Teacher!!! As an educator I see myself as a positive role that students can look up to. As an positive role model I must conduct myself with a positive and respectful attitude. My students will know the importance of giving respect to receive respect and this is something that I go by no matter what the age is everyone deserves respect. I see myself as an educator that is passionate about what it is that I do. I want nothing but the best for my students and want to see each and every one of them prosper in success with their future endeavors. As a teacher I feel that it is my duty to go the extra mile in making sure that they are successful to face society and whatever else that may be put up against. As an educator it is my duty to nurture and love these students as if they were my own being that they are with me majority of the time in a day and five days of the seven days in a week. It is important for me to understand that all students are not coming from positive households and to make the time at school meaningful and worthwhile that there is hope and another look of life than what they may see each day when leaving school. It is my duty to be a responsible leader and educator because I have influential students’ lives in my hand. What’s expected from the Students!!! What I have come to realize is that students/ children like structure. It is important for them to know that they cannot run over their teacher or any adult. Everyday my students will be greeted and at the starting of the class they will be reminded of classroom expectations. Students will be required and held accountable for the following responsibilities: †¢ Self- Control †¢ Positive attitude as a person and in the classroom overall †¢ Saying I CAN’T is not an option †¢ Quitting is not an option when something is challenging †¢ Respect one another as they respect all adults Respect their classroom as their learning academic environment space †¢ Encourage one another!!! Atmosphere of the Classroom!!! It is important to make sure that your classroom is conducive for learning. This is simply having your classroom free of clutter. If the classroom is chaotic with mess and everything is all over the place then nine time out of ten then students and t he classroom will be ran in chaos because the brain is clouded with the unorganized materials that is around the individuals. Classrooms should display the way of learning that students take on. As the leader of your classroom sanctuary it is important that you make sure the atmosphere is positive, welcoming and comfortable for your students. Student Conduct!!! It is important that you get your students to understand the importance of their education, how valuable it is and beneficial for their future. Students must know how to conduct there selves accordingly in how they want others to see them as behaved students. I believe when students are included in making decisions in the classroom that you get a different response from them as a hold. This gives students a responsibility and makes them feel included in how they believe the classroom should be run. This helps to cherish the rules more in the classroom because they feel that they had something to do with the decision made for the rules. It is important to make sure that lessons are exciting to your students so that the lessons keep their attention throughout. Behavior Intervention Strategies!!! Behavioral strategies are very important because all students are not going to behave in a way that you expect for them to behave. In some cases you always have one student that want to see how far they can push you with their behavior. With this plan you can nip it in a bud right away and let them know that their behavior is unacceptable and will not be tolerated in the classroom. Also, there are positive and negative behaviors that either needs to reprimand or praised for what it is that they have done. Strategies that can be used are as follow: †¢ Rewarding a student when they have followed instructions or done something that was worth bringing attention to so that they know what it is that they you are expecting from them. †¢ Being consistent with consequences when rules are broken. †¢ Be mindful that some students do things because they need that extra attention that they may not be getting at home from their parents. †¢ Always, be ready for change in case the way you intended to correct a situation does not work with this particular student. Introducing the Plan!!! Introducing the classroom management plan to the classroom will simply discuss expectations of them as a group and individually. They will know and understand that our academics will not be taken lightly and should be done to the best of their ability. They know in the beginning that we all will respect one another collectively and no one will be disrespected in the classroom. This plan will be presented at the beginning of the school year to the parents and the students and expectations will start each school day so that students know that I am serious and take what it is that I do serious as well. Overall, having a classroom management plan in place for your classroom will help the day by day and school years go so much smoother. Not only having the plan makes the classroom run smoother but being consistent with what you stand by keeps students in place and in line and have a better success rate. It is important and okay for your students to know that you will do whatever it takes for them to above level but they must do their part as well and that’s with will power, courage and motivation.

Women of Sparta and Athens Essay Example for Free

Women of Sparta and Athens Essay The role of women in Ancient Greece all depended on the city where one lived. In Sparta, women were more valued and respected by men, so the men were willing to give them more rights and opportunities to make their own decisions. In Athens, men had a more traditional view on women and believed that they shouldn’t belong in society; so therefore, men primarily monitored the women actions. Sparta lies in the Peloponnesus, in the south. The Spartans set up a brutal and strict system of control. Assemblies made up by male citizens approved the major decisions in Sparta. Since the men of Sparta valued how women looked, beautiful and attractive women were granted more opportunities which eventually led to having more rights. Attraction was what Spartan people cared about most. In order to assess the women’s beauty, men would inspect the women while they were completely nude. Women had mirrors all over, so they were constantly looking at themselves and fixing themselves. They obsessed over their looks and appearances. Once a man was pleased with the woman, he would take her and marry her. Men also prized beautiful women and sought them as brides, even breaking some of society’s rules to win them. †. The people with the best looks were the most respected and noticed by people. â€Å"In Sparta beautiful people were highly self-esteemed: the best-looking man and women were most admired†. Women who weren’t beautiful didn’t get chosen by the men to wed, and therefore lived with their father and barely had any rights and freedom at all. The men only marry the beautiful women and once you are married you are given much more freedom and rights to live by. The men of Athens believed that the women had a specific role in society. While the men were off making decisions, they expected the women to be at home taking care of the children, household, and monitoring the slaves. â€Å"Courtesans we keep for pleasure, concubines for daily attendance upon our person, but wives for the procreation of legitimate children and to be our faithful housekeepers, that is all. † (Nardo, 57). The men used poor and lower class women for their own pleasure, and they used their wives to take care of the children and to be their personal housekeepers. The way the men talk about their wives is like they are referring to them as their salves, they don’t give them any respect at all. Beauty wasn’t valued in Athens, it was much more important to be at home and keep it clean while caring for the children and slaves. The women covered their body and were usually by themselves. If they were to ever go out, they had to be accompanied by an escort. The Athenian women weren’t granted many rights because the men just didn’t believe that they should be given rights. They thought it was much more important for the women to be at home watching over the kids, and slaves while keeping the house tidy. So therefore, the Athenian men didn’t prioritize womens rights because they strongly believed that their place was at home. â€Å"The process that we go by today, a young women meeting an eligible young man, falling in love, and deciding to get married-was largely unheard of in Athenian society†. The way the Athenian marriage process took place was the bride got married off to the husband by her father. The bride was legally incapable of arranging her own marriage. The purpose of marriage was not for love, rather babies, money, land or what ever the husband and the father of the bride agree on. It wasn’t unusual for marriage to take place with man and women not knowing much about each other. The women would mostly get married off for the first time between ages 14 and 18. It didn’t matter if the brides were responsible or not, the men would make all the important decisions about the household. â€Å"For a women must love her husband even when she has been married to an insignificant man and not provoke a contest of pride† (Lefkowit, 2005). Even if a woman is unhappy in her marriage arrangement there is nothing she can do to change it, she cannot leave, or rebel. In Athens, marriage wasn’t highly valued; the marriages were based solely on the bride’s father and husband’s decisions and deals. The Athenian women did not have any say or opinion on who or when they marry. The husband and father made deals and controlled their marriages completely, while the women were pushed aside with no voice. In Sparta, the man chose a woman who was cross in age who he wished to marry. The marriage remains a secret, and they live apart, until the bride gets pregnant and they can move in together. The brides had to be a responsible and capable bride, because they managed most of the household and children. The women in Sparta â€Å"largely took precedence over men in that sphere†. The Spartan men had to choose their bride wisely, and had to make sure that they were fit to the job of running the household, and making important decisions. In Athens, the men considered themselves the leaders, and they felt that the only role of a women was to stay at home and watch over it, have babies, and keep the population growing and healthy. The men were the leaders, the women lived in fear of the men. They were not allowed to own land under any circumstances. They were not allowed to appear in court. They were not allowed to arrange their own marriage, and they were not allowed to go out of the house by themselves, only accompanied by their father or husband. The men created strict laws that separated them from the women, and told the women exactly what to do, and how to act. The women were considered only citizens and nothing else; they played roles in religious festivals, but they had absolutely no real decisions in law or society. In Athens, the men were the leaders, and believed that the women were only good for the little side things, like watching over the household, getting pregnant, and keeping the population growing, they did not believe that they were capable for anything else important which is why they were given no real rights. The men of Athens were considered â€Å"like god† and had insane muscle and strength; the women were looked at â€Å"imperfect beings† and got pushed aside by the men with no roles to protect them. In Sparta, the women had active roles in the community and specific institutions. In Sparta, unlike in Athens, it was very important to be fit and strong; they cared a lot about military training, war and fighting. The women engaged in many physical training similar to the train that the men went through, but not as intense. If they were ever needed, the women were capable of stepping in and fighting. The women of Sparta were very outspoken and were not as afraid to stand up to the men, because they were not treated as differently. Women were allowed to own land, even if she had brothers, a women can share the inheritance of her father, if she had no brothers, she can inherit all the land. The women were fit, smart, and confident about themselves, therefore more capable of taking on role in society. The Athenian men passed a law that strictly controlled women’s social and sexual behavior and limited what the are able to own, and inherit. They had limits on the number of women who could participate in funerals, the women were not allowed to pay tribute to the family of passing (shiva call), and when this was allowed on special circumstances, there was a limit of no more than 5 woman; they made a rule that the women were not allowed to leave the tomb before the men at a funeral. imited the amount of women allowed in church, and religious festivals. The purpose of the men strictly restricting the womans rights and limiting exactly what they are and are not allowed to do, was to force them to be at home, producing more child to keep the population flowing, and to watch over the land within the family.

Heating Ventilation And Air Conditioning

Heating Ventilation And Air Conditioning Heating, ventilation and air conditioning (HVAC) constitutes up to 35 percent of energy used in manufacturing facilities. HVAC stands for heating, ventilation and air conditioning and refers to the equipment, distribution network and terminals used either collectively or individually to provide fresh filtered air, heating, cooling and humidity control in a building. A facility can have any combination of heating and cooling sources to supply the HVAC system. For heating a facility, a gas-or oil-fired boiler or furnace, heat pump, rooftop unit, new technology such as infrared radiation, or electric heat could be employed. Common cooling sources include rooftop units, chillers, heat pumps, air conditioner or some sort of off-peak cooling system. The Basic HVAC Design HVAC systems can vary in design and complexity. Air is taken through an outdoor air intake that is usually a louvered opening on the top or side of the building. Atmospheric pressure pushes the air through a damper, which regulates the amount of outdoor air (OA) taken in by the system. At this point, already conditioned return air (RA) from the system can be mixed with the outdoor air to form mixed air. The mixed air goes through pre-filter where larger dust particles; insects, leaves, etc. are caught. A more efficient filter is usually present to address small particles. After the filters, the air enters a centrifugal fan. Once exiting the fan outlet, the air is under positive pressure and being Pushed towards coils where the air is either heated or cooled, depending on the temperature of the air and the season. Under the coils lies a drain pan to collect any water condensing on the coils. If a humidifier or dehumidifier is needed it is usually incorporated into the cycle at this point. The air travels through ductwork where it reaches a distribution box and may travel through smaller ducts to supply the terminals, registers or diffusers into the workspace. Once the air reaches its destination, it is returned through an air register (usually through a louvered door that opens into a space above the ceiling tiles) in the form of return air that will become mixed air or exit the building. Air Conditioning Air conditioning is treating air for temperature, cleanliness and humidity, and directing its distribution to meet requirements of a conditioned space. Comfort air conditioning is when the primary function of the system is to provide comfort to occupants of the conditioned space. The term industrial air conditioning is used when the primary function is other than comfort. There are three basic types of air conditioners: à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Direct expansion coolers include window air conditioners, heat pumps and packaged or rooftop units. Air is cooled and dehumidified as it moves past a cold, refrigerant-filled coil. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Chilled water systems use water cooled by a refrigeration machine instead of air. This cool water supplies a coil, which cools and dehumidifies the air. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Evaporative (or swamp) coolers are usually only appropriate in hot, dry climates and bring hot air in contact with a water spray or damp surface. The result is evaporation of moisture, which lowers the temperature of the air. What is Ventilation Ventilation is a process that either supplies or removes air from a space by natural or mechanical means. All air that is exhausted from a building must be replaced by outside air. Outside air must be brought to a certain temperature by makeup air units used throughout the building. Negative building pressure can be a problem during winter heating season and could lead to a number of other problems such as difficulty in opening doors and equipment operation. Air seeps through gaps around windows, doors and ducts. While designing HVAC systems for energy efficiency-cy, it is also good to take into account the design for human comfort. Good working conditions increase productivity and employee satisfaction. The HVAC design should incorporate: à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ a determination of indoor conditions and how energy use is affected; à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ the impact on equipment selection, ducting and register design; and à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ determination whether certain conditions will be acceptable for comfort criterion. Heating, Ventilation and Air-Conditioning (HVAC) Systems The main purposes of a Heating, Ventilation, and Air-Conditioning (HVAC) system are to help maintain good indoor air quality through adequate ventilation with filtration and provide thermal comfort. The choice and design of the HVAC system can also affect many other high performance goals, including water consumption (water cooled air conditioning equipment) and acoustics. Codes and Standards Many state codes also specify minimum energy efficiency requirements, ventilation controls, pipe and duct insulation and sealing, and system sizing, among other factors. In addition, some states and localities have established ventilation and other indoor air quality related requirements that must also be followed. Design in accordance with ASHRAE standards Design systems to provide outdoor air ventilation in accord with ASHRAE Standard 62.1-2007 and thermal comfort in accord with ASHRAE Standard 55-1992 (with 1995 Addenda) Thermal Environmental Conditions for Human Occupancy Ensure familiarity with, and adherence to, all state and local building codes and standards. Potential for Natural Ventilation and Operable Windows In some parts of the country, where temperature and humidity levels permit, natural ventilation through operable windows can be an effective and energy-efficient way to supplement HVAC systems to provide outside air ventilation, cooling, and thermal comfort when conditions permit (e.g., temperature, humidity, outdoor air pollution levels, precipitation). Windows that open and close can enhance occupants sense of well-being and feeling of control over their environment. They can also provide supplemental exhaust ventilation during renovation activities that may introduce pollutants into the space. However, sealed buildings with appropriately designed and operated HVAC systems can often provide better indoor air quality than a building with operable windows. Uncontrolled ventilation with outdoor air can allow outdoor air contaminants to bypass filters, potentially disrupt the balance of the mechanical ventilation equipment, and permit the introduction of excess moisture if access is not controlled. Strategies using natural ventilation include wind driven cross-ventilation and stack ventilation that employs the difference in air densities to provide air movement across a space. Both types of natural ventilation require careful engineering to ensure convective flows. The proper sizing and placement of openings is critical and the flow of air from entry to exit must not be obstructed (e.g., by closed perimeter rooms). Designers should consider the use of natural ventilation and operable windows to supplement mechanical ventilation. Consider outdoor sources of pollutants (including building exhausts and vehicle traffic) and noise when determining if and where to provide operable windows. If operable windows will be used to supplement the HVAC system, ensure that: openings for outdoor air are located between 3-6 feet from the floor (head height); the windows are adjustable and can close tightly and securely; the windows are placed to take maximum advantage of wind direction, with openings on opposite sides of the building to maximize cross-ventilation. Selection of HVAC Equipment In most parts of the country, climatic conditions require that outdoor air must be heated and cooled to provide acceptable thermal comfort for building occupants, requiring the addition of HVAC systems. The selection of equipment for heating, cooling and ventilating the school building is a complex design decision that must balance a great many factors, including heating and cooling needs, energy efficiency, humidity control, potential for natural ventilation, adherence to codes and standards, outdoor air quantity and quality, indoor air quality, and cost. Where feasible, use central HVAC air handling units (AHUs) that serve multiple rooms in lieu of unit ventilators or individual heat pumps. Although there are many different types of air handling units, for general IAQ implications in schools, air handling units can be divided into two groups: unit ventilators and individual heat pump units that serve a single room without ducts; and central air handling units that serve several rooms via duct work. Unit ventilators and heat pumps have the advantage of reduced floor space requirements, and they do not recirculate air between rooms. However, it is more difficult to assure proper maintenance of multiple units over time, and they present additional opportunities for moisture problems through the wall penetration and from drain pan and discharge problems. Central air handling units have a number of advantages as compared to unit ventilators and heat pumps serving individual rooms. Features for air handling units: Double-sloped drain pan and drain trap depth Double-sloped drain pan A double-sloped pan prevents water from standing and stagnating in the pan. Non-corroding drain pan Made from stainless steel or plastic. Prevents corrosion that would cause water to leak inside the AHU. Easy access doors All access doors are hinged and use quick release latches that do not require tools to open. Easy access to filters, drain pans, and cooling coils is imperative. Double wall cabinet The inner wall protects the insulation from moisture and mechanical damage, increases sound dampening, and is easier to clean. Tightly sealed cabinet Small yet continuous air leaks in and out of the AHU cabinet can affect IAQ and energy. The greatest pressure differentials driving leaks occur at the AHU. Double wall doors with gaskets Double wall doors provide better thermal and acoustic insulation, and will remain flatter, allowing a better seal against door frame gaskets Minimum 2 inch thick filter slots For better protection of the indoor environment, as well as the equipment and ducts, the filters slots should be able to accommodate 2 in. or thicker filters. Extended surface area filter bank To reduce the frequency of filter maintenance and the cost of fan energy, the bank is designed to allow more filter area, such as the deep V approach or bags. Air filter assemblies (racks housings) designed for minimum leakage The filter bank should have gaskets and sealants at all points where air could easily bypass the air filters, such as between the filter rack and the access door. Use properly gasketed manufacturer supplied filter rack spacers. Air filter monitor A differential pressure gauge to indicate the static pressure drop across the filter bank. This feature could easily be installed as an option in the field. Corrosion resistant dampers links All moving parts such as pivot pins, damper actuators, and linkages are able to withstand weather and moisture-induced corrosion for the full life of the system Location of Outdoor Air Intakes and Exhaust Sloped Intake Plenum and Accessible Intake Screen Proper location of outdoor air intakes can minimize the blockage of airflow and intake of contaminated air. The bottom of air intakes should be at least 8 inches above horizontal surfaces (generally the ground or the roof) to prevent blockage from leaves or snow. In northern locations, more separation may be needed due to greater snow depths or drifting snow. Intakes should not be placed within 25 feet of any potential sources of air contaminants, including sewer vents, exhaust air from the building, loading docks, loading areas, garbage receptacles, boiler or generator exhausts, and mist from cooling towers. If the source is large or contains strong contaminants, or if there is a dominant wind direction in the area, the minimum separation distance may need to be increased. Air admittance valves, an inexpensive and code-approved one-way air valve, can be added to sewer vents to eliminate the potential for release of gases into the surrounding air. Grilles protecting air intakes should be bird- and rodent-proofed to prevent perching, roosting, and nesting. Waste from birds and other pests (e.g., rats) can disrupt proper operation of the HVAC system, promote microbial growth and cause human disease. The use of outdoor air intake grilles with vertical louvers, as opposed to horizontal louvers, will reduce the potential for roosting. Intake Screens must be accessible for inspection and cleaning. In existing buildings, an insufficient amount of ventilation air is often the result of clogged intake screens that are inaccessible for inspection and cleaning. Screens hidden by an intake grille should be designed with a grille that is easily opened, such as a hinged grille with two quick-release latches, or in the worst case, a grille with four one-quarter turn fasteners. All screens should be easily removable for cleaning. Consider adding a section of sloped intake plenum that causes moisture to flow to the outside or to a drain if intake grilles are not designed to completely eliminate the intake of rain or snow. Air Distribution and Duct Insulation Dirt and moisture should not be present in duct systems, and must be controlled to prevent mold growth. However, it is not always possible to assure that ducts remain dirt and moisture free. In many existing buildings, sheet metal ducts, as well as those constructed of or lined with insulation products, are often contaminated with mold because dirt and moisture found their way into the system. Duct board and duct liner are widely used in duct systems because of their excellent acoustic, thermal, and condensation control properties. If the HVAC system is properly designed, fabricated, installed, operated and maintained, these duct systems pose no greater risk of mold growth than duct systems made of sheet metal or any other materials. However, the very properties that make duct board and duct liner superior insulators (e.g., a fibrous structure with large surface area that creates insulating air pockets), also makes them capable of trapping and retaining moisture if they do get wet (though the fibers themselves do not absorb moisture). While there is an ongoing debate about the wisdom of using insulation materials in duct systems that might retain moisture longer, all sides agree that extraordinary attention to preventing moisture contamination of the duct work should be the primary strategy for preventing mold growth. As a secondary strategy, designers should consider methods of reducing the potential for future problems to occur due to unforeseen moisture contamination by investigating insulation products now on the market that minimize the potential for moisture to penetrate the insulation material. These include foil vapor retarders, tightly bonded non-woven vapor retarders, butt or shiplap edges, and other techniques that have been developed by insulation manufacturers to address concerns about moisture. http://www.epa.gov/iaq/schooldesign/hvac.html Water supply Water has the unfortunate quality of being heavier than air. it weighs 62.4 pounds per cubic foot. This mass requires a pressure of 0.433 psi to lift water one foot (62.4 lbs/144 in in ft). To put it another way, one psi will lift water 2.31 feet (1/0.433). In a single story building with 70 psi in the street, this can be insignificant. In a high-rise building, this factor will drive the design of both the hot and cold water systems. First, high and low pressures need to be determined. Plumbing codes usually limit the high water pressure to 80 psi. Using 70 psi will result in more manageable flow rates at the fixtures, reduced water hammer and lower velocities. These characteristics will result in lower operating costs and a longer life of the system. Codes often limit the low water pressure to 20 psi, unless there are fixtures such as flush valves that require greater pressures. Nevertheless, a minimum pressure of 40 psi is recommended for the comfort of the end users. With a pressure differential of 30 psi, a zone can be no more than 69 feet in height (30 ft x2.31 ft/psi). Using a typical floor to floor height, for a hotel, of 11 feet, no more than six floors can be served by a single zone. The next step is to determine the system pressure. The suction pressure can be determined by adding the street pressure and the elevation gain (assuming your booster pump is in the basement). Adding the anticipated losses including friction, elevation and PRV falloff to the minimum pressure results in the system pressure. Subtracting this from the street pressure yields the boost pressure. The manufacturer will also need to account for internal losses in the booster pump system. Booster pumps today can be configured in any number of ways. With advancements in pumping technology, vented roof tanks are a thing of the past. A constant speed pump, carefully calculated, could operate without PRVs. If so, PRVs might be required at the top floor, and shutoff head must be checked. Shutoff head is the system pressure resulting from the demand approaching zero. It can be determined by adding the suction pressure to the pressure indicated on the far left end of the pump curve. In some cases, this pressure can exceed the capacity of the piping system. If PRVs are provided on the pump discharge, problems with shutoff head can be eliminated outside of the booster pump package but must still be checked within the package. A better solution is a variable speed booster pump. By tracking pressure, flow or electrical current, a variable speed booster pump can deliver constant pressure at any flow rate. This provides a more predictable system pressure and saves electricity at t he same time. Regardless of pump type, the lower zones in a high rise will need PRVs. In most cases, for economical reasons, direct acting PRVs are used. A more consistent pressure can be maintained by using two valves piped in parallel (figure 1). The smaller valve may be sized to handle 1/3 of the flow rate at an acceptable falloff pressure. The larger valve is then sized for 2/3 of the flow rate at the same falloff pressure. If the smaller valve is set for 75 psi and the larger valve is set for 70 psi, then under low flow the larger valve will be closed and the smaller, more accurate valve will regulate the pressure. A relief valve is required downstream of the PRVs and will require an indirect waste receptor, which is often overlooked in the design of these stations. In many cases, the lowest of all zones may not require a boost in pressure. If so, a separate branch in the main, prior to the booster pump, could serve several lower floors, saving installation and utility costs. The maximum number of floors that can be served depends on the materials used. The booster pump, valves, piping and appurtenances must all be capable of handling the maximum pressure at the base of the riser. Understanding pressure ratings can get quite involved. Bronze, threaded, class 150 valves are limited to 200 psi at 150 F, while the more expensive class 200 valves are limited to 400 psi. Iron, class 125 valves up to 12 in size are also limited to 200 psi at 150 F, while the more expensive class 250 valves are limited to 500 psi. The correct valves must be specified in the booster pump package and in the piping system, at least for the lower floors. At higher floors, the pressure falls; good practice is to reduce the class of valves when a safe working pressure has been reached. Pressure gauges and other small devices are often overlooked, along with, surprisingly, the piping. The maximum safe working pressure of 6 hard drawn copper tube at 150 F is 376 psi, and the maximum gauge working pressure of the solder joint (assuming 95-5 tin-antimony solder) is 375 psi, but the rated internal working pressure of the fitting is only 213 psi. As such, serving more than 40 floors can be difficult at best. One solution, to add a few more floors, is to use stainless steel pipe. The typical joint working pressure of schedule 10S can be 300 psi and schedule 40S can be 600 psi depending on the couplings used. When serving even taller high rise buildings, a secondary pumping station must be used (figure 2). In this scenario, a lower pump serves the bottom half of the building and also feeds the suction side of the higher pump, which in turn serves the top half of the building. Particular attention must be given to the simultaneous control of these pump sets; a buffer tank may be necessary to maintain a constant suction pressure at the higher tank Alternatively, two lower pumps can be provided, one for the lower fixtures and one to feed the higher pump. This separation of the upper and lower building systems will allow for more independent control over pressures and can be useful for maintenance. In most high rises, the water is pumped up to the PRV stations that are located at the top of the zones. The downstream risers and branch piping then downfeed to the fixtures. This decision, however, can be affected by the type of fixtures and the location of the hot water heater. In an upfeed system, the pressure loss due to friction and the pressure loss due to elevation are additive; the worst case is the top of the system where the pressure is lowest. In a downfeed system, at least for smaller pipe sizes, the friction pressure loss will be somewhat offset by the pressure gain from downfeeding. Also, since the friction loss is greatest at the bottom of the system where the pressure is greatest, smaller branch pipes can be utilized. The result is a more consistent static and dynamic pressure, providing a better experience for the end user. An economic analysis often reveals that the cost of the express riser, the upfeed pipe that has no connections, is less than the savings from the smaller branch piping. It is strongly recommended that the hot and cold water in any building feed in the same direction. Otherwise, the cold water friction losses may be at a minimum where the hot water friction losses are at a maximum. Even with pressure balancing shower valves, a differential pressure of 50% could have disastrous results. If the water heater is on the roof, a downfeed system makes good sense. The design of hot water systems is outside of the scope of this article. Engineers often return this hot water to the central water heater. Doing so can create a system that is very difficult to balance. Even when each zone is protected by a check valve, the pressure from the higher zone will often prevent the lower zones from circulating at all. A better approach is to circulate within each zone (figure 3). A fractional horsepower pump and a small electric tank type heater work well. Five gallons and three to nine kilowatts will handle six floors of almost any footprint since the water is only reheating from 110 F to 120 F. Since the pressure is already reduced, the circulating pump and reheat tank can be placed on any floor. Dont forget about the main hot water riser. It must still be circulated back to the central system to ensure that this large column of water does not get cold overnight. One final issue to consider in both hot and cold water distribution is the ability to purge air from the system. There are manual air vents the best way to purge air from the system is simply to provide horizontal distribution on the floor below the highest floor in each zone. This allows the air to collect in each riser and float to the top, where it is purged every time that a fixture on the top floor is used. This is rarely noticed by the end user unless the fixture is seldom used. http://www.plumbingengineer.com/june_08/highrise_feature.php Drainage Pressure control on the drainage side presents other challenges. water is essentially the same in either system; however, drainage theory holds that considerable air travels downward with the water flow. This theory asserts that water flowing in a vertical pipe tends to adhere to the pipes walls, acting very much like a sleeve of water with a hollow core of air, all sliding down the pipes walls until it reaches a ratio of approximately 6/24 full of the pipe cross-sectional area. This watery sleeve travels at almost 15 feet per second (fps), propelled by gravity but restricted by friction. When the piping remains vertical, the entrained air is relatively simple to control, but when piping offsets from the vertical, the fluid flow velocity drops considerably, filling the entire pipe diameter. Horizontal, sloped drainage piping should flow in the 4-8 fps range, so it is easy to see that a large slug of water can quickly develop. This can lead to compressing air in the path of the fluid and/or lowering air pressure on the leaving side of the fluid flow. The impact of these fluid and air fluctuations can be controlled by effective use of yoke vents, relief vents, and vent connections at the bases of stacks. the solutions are largely not unique and have been used successfully on many intermediate-height and even extremely tall high-rise buildings. A related concern is the impact of the hydraulic jump on the piping itself. The mass of water and the rapid change of velocity from vertical to horizontal cause this jump. While the pressure associated with this jump is significant, it does not destroy the fitting at the base of the stack. Rather, the movement of the pipe stresses the frictional forces that hold the joint to the pipe, leading to eventual coupling failure. Good design must compensate for the strong thrust that occurs at this change of direction. Successful methods include increasing the horizontal drain size and/or slope, using thrust blocks, or using restraining joints with threaded rod or similar arrangements that mechanically anchor the fitting to the entering and leaving piping. Once the water is raised and used, it is discharged to a drainage system that includes an attendant venting system, which is responsible for the flow of air in the drainage piping network. Air is critical to the drainage process because drainage flow is caused by sloping pipes, and the motive force is gravity. Absent air, the drainage would range from erratic to nonexistent. When the water in a pipe flows to a lower area, air must be added to replace the water, or a negative pressure zone will occur. If this zone is near a fixture, air will be drawn into the drainage system through the fixture trap with an easily identified gulping sound and very slow drain performance. This condition leads to poor performance throughout the drainage system and trap seal loss due to siphoning or blowout. The remedy for this condition is venting. At the individual fixture level, this consists of a fixture vent. As the number of fixtures increases, venting needs do as well, and a venting system evolves, with branch, circuit, and loop vents at the appropriate locations. When dealing with high-rise drainage stacks, a vent stack should be attendant, allowing for pressure equalization and re lief along the height and breadth of the system. Aside from relieving pressure in the drainage system, the vent system allows air to circulate in both directions in response to the fluctuating flow in the drainage system. In many high-rise vent designs, where stacks need to offset horizontally on a given floor, a relief vent is required. Although not often highlighted, the building venting system also serves to supplement the vent for the municipal sewer, relieving noxious or even hazardous gases and allowing the sewer to drain without pressure limitation. Fire Protection One area that should not be overlooked in any high-rise design is the fire protection systems. As a minimum, all high-rise buildings should have sprinkler systems on each floor and standpipe systems in each stairwell. These systems have proven themselves throughout the years to significantly save both life and property. The specific type, coverage density, and outlet placement all vary based on the building type, height, and location and local fire authorities. All high-rise buildings containing fire protection systems have large, dedicated fire pumps to provide the flows and pressures required for the individual system. While not always tasked with these system designs, plumbing engineers need to know that these systems are an integral part of the building and must account for their presence regarding equipment space, riser locations, and ceiling cavities. Wet systems in commercial spaces must be designed as a minimum to criteria for Light Hazard (0.10 gpm/sq. ft. over the remote 1,500 sq. ft. of floor area). Sprinkler piping on floors up to the 2nd floor shall be sized for street pressure only. Standpipe systems shall be provided .In particular: a. The standpipe risers shall be interconnected and have isolation valve for each standpipe. b. Two four-way fire department connections shall be provided on separate streets, piped to separate standpipe risers. c. At least one fire department connection shall be piped to the standpipe side of an isolation valve. d. FDCs must be located at an approved location. e. A Fire hydrant must be located within 50ft of the FDC g. Roof and floor remote areas must be within 200 feet of hose travel distance from a protected standpipe hose connection. Standpipe risers shall be combination standpipe/sprinkler risers using a minimum pipe size of 6 inch. One 2-1/2 inch hose connection shall be provided on every intermediate floor level landing in every required stairway and elsewhere as required. Two separate water supplies are required for the sprinkler/standpipe system. One must be a permanent City water main connection and the second must be a dedicated reservoir. http://www.newcomb-boyd.com/pdf/high-rise%20article.pdf

The War on Drugs and U.S. Foreign Policy Essay -- American Drug Policy

Introduction The War on Drugs has been a common phrase in the United States for many decades. What exactly does this mean and how does it shape U.S. foreign policy? The War on Drugs can be defined as the systematic and aggressive policy that is determined to undermine and stop the flow of illegal drugs into the United States. This policy is backed by several U.S. institutions including the Central Intelligence Agency (CIA), Federal Bureau of Investigation (FBI), Drug Enforcement Administration (DEA), U.S. Army, U.S. Coast Guard, and U.S. Customs. Also, included in this list are the numerous local law enforcement agencies across the country. The U.S. government has instituted the following ways for enforcing its foreign drug policy: interdiction, eradication, legislative reform. Interdiction is the attempt to stop drugs as they are en route to the United States. This remains to be a formidable task; because of the enormous size of the United States, policing its vast borders has proven to be extremely difficult. For example, the United States has over 12,000 miles of shoreline, through 300 ports of legal entry, and over 7,500 miles of border with Canada and Mexico. The jurisdiction of these border points fall under all of the above mentioned agencies and military branches. Herein lays the first problem of foreign policy on drugs, determining which agency/branch has rightful control over which part of the border. The DEA and FBI have overlapping roles in when it comes to enforcing drug policy. Miscommunication often happens when attempting to interdict drugs because of overlapping jurisdiction between two governme nt agencies. According to the Drug Policy Alliance, the United States has spent over $25 billion on s... ...ment with local towns to pinpoint the appropriate crops to be exterminated. Strong legal punishment is needed to deter would be drug traffickers from committing crimes. All of these crucial steps need to be followed in order to start winning the war on drugs. Works Cited http://www.druglibrary.org/schaffer/library/basicfax.htm#q7 http://www.cia.gov/cia/publications/factbook/geos/co.html#Econ http://www.usdoj.gov/dea/pubs/intel/02006/#4c http://www.tni.org/drugs/pubs/drugsum.htm http://www.drugpolicy.org/news/02_12_03fuzzy.cfm http://www.drugpolicy.org/global/drugpolicyby/latinamerica/ http://www.drugwarfacts.org/military.htm http://www.drugwar.com/interdiction.shtm http://www.fpif.org/briefs/vol6/v6n22andes.html http://www.globalpolicy.org/empire/intervention/2004/0512colombia.htm http://www.tni.org/drugs/research/airbridg.htm

Sunspots Essay -- Essays Papers

Sunspots Our Sun continuously converts hydrogen into helium and with this process it provides the essentials for life processes. In doing this it controls â€Å"our climate, provides light, raises tides, and drives the food chain† (Schaefer 34). Our Sun also has influenced many beliefs now and in the past. History has documented Sun worshipping religions while many current societies use solar calendars (Schaefer 34). Because the Sun is so influential, imperfections of the Sun, such as sunspots will continue to impact life on Earth. The discovery of sunspots is correlated with the invention of the telescope in 1608, although there are earlier recordings of sunspot like activity from China (Schaefer 35). Galileo was one of the astronomers who decided to publish his findings and use sunspots in one of his theories of Chief World Systems (Schaefer 35-6). Today many patterns including real estate sales to fluctuations in the climate have been attributed to the cycle of sunspots. These fluctuations may be an explanation of the decline of Sun worship in India due the increased sunspot activity during the time of the Medieval Maximum. Throughtout history these fluctuations have been omens (e.g. a slave revolutionists incited a riot when he interpreted the site of a large black area on the Sun as the black taking over the white) (Schaefer 38). There are also modern examples of solar fluctuations affecting the Earth like the delayed launch of the Hubble Telescope (Schaefer 38) and the disruptions in electrical and radio technology during solar flares due to increased activity of sunspots at the last solar maximum in 1989. Sunspots are the most apparent features on the Sun’s surface or photosphere. Anyone could use a filter such as a welder’s helmet to observe groups of sunspots. A sunspot consists of two regions, the umbra and the penumbra. The temperature of the umbra can be as low as 4,000 K and the penumbra that surrounds the umbra has a temperature of about 5,500 K which contrasts to the photospheric temperature of 6,000 K. The difference in temperatures makes the sunspots appear dark against the brightness of the photosphere (Nicolson 123). A sunspot’s average size is comparable with the Earth. They form in regions of concentrated magnetic fields. These fields hamper the flow of energyn to the affected area. The magnetic fields on... .... This project will hopefully enable scientists to learn more about sunspots and other properties of the Sun. Understanding more about sunspots, their cycle, radiation, and magnetic properties will facilitate scientists to unlock the mysterious workings of the Sun. With today’s technology this understanding will come more quickly. Knowledge of sunspots may lead us to be able to predict when solar activity could affect the Earth like it did during the solar max in 1989. Information like this could eventually allow us to be able to protect ourselves from solar radiation. Works Cited â€Å"Analyzing Variation in the Sun’s Radiation†. USA Today. 26 2637 (1998) : 11-12. Nehru, K.V.K. Glimpses Into the Structure of the Sun—Part 1 The Nature of Stellar Matter. March 22, 2001. . Nehru, K.V.K. Glimpses Into the Structure of the Sun—Part 2 The Solar Interior and the Sunspot. March 22, 2001. Nicolson, Iain. Unfolding Our Universe. New York: Cambridge University Press, 1999. 123-4; 276+ Philips, Tony Dr. â€Å"The Sun Does a Flip.† SpaceScience. Feb. 15, 2001. March 19, 2001. . Schaefer, Bradley E. â€Å"Sunspots that changed the World.† Sky & Telescope. 93.4 (1997). 34-38.

Diversity in the Workplace Essay

Discrimination are more common in workplaces, because some people only think of discrimination as making a distinction and judgment of a person based on color of skin. Discrimination goes far beyond color of skin. A person can be disseminated agonist for their age, disability, gender, religion, or even for being pregnant. In a workplace there are standards and policies in place to decrease the chances of a person being discriminated against. When the staff is diverse in a workplace, discrimination less likely to happen. The Equal Employment Opportunity Commission indicates that it is â€Å"illegal to discriminate against a job applicant or an employee because of the person’s race, color, religion, sex, national origin, age or disability† (). I experienced discrimination in the workplace, and after making an EEO (Equal Employment Opportunity) complaint on a supervisor, she became more discriminatory towards me. The supervisor would make racist statements, once she found out I put an EEO complaint in on her, she would deliberately change my schedule, and put me on shifts that I could not work, to get me to quit. Most places do not give â€Å"set schedules† which means a person works the same shift and works the same hours on the same days. However, the position I worked, was a set schedule position. After going through weeks of the hostile environment, and continued derogatory statements, I quit as it was stressing me out, which caused me to lose severe weight. There are federal and state legislation that supports fair and impartial practices in the workplace. Federal legislations that supports fair practices include: †¢Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits employment discrimination based on race, color, religion, sex, or national origin; †¢The Equal Pay Act of 1963 (EPA), which protects men and women who perform substantially equal work in the same establishment from sex-based wage discrimination (Scott, 2014). †¢the Age Discrimination in Employment Act of 1967 (ADEA), which protects individuals who are 40 years of age or older; †¢Title I and Title V of the Americans with Disabilities Act of 1990, as amended (ADA), which prohibit employment discrimination against qualified individuals with disabilities in the private sector, and in state and local governments; †¢Sections 501 and 505 of the Rehabilitation Act of 1973, which prohibit discrimination against qualified individuals with disabilities who  work in the federal government; †¢Title II of the Genetic Information Nondisc rimination Act of 2008 (GINA), which prohibits employment discrimination based on genetic information about an applicant, employee, or former employee; and †¢The Civil Rights Act of 1991, which, among other things, provides monetary damages in cases of intentional employment discrimination (Scott, 2014). There are responsibilities that human resource managers should uphold to protect the employees from discrimination in the workplace. It is important for human service mangers to strive to have a diverse workplace, while maintaining awareness of equal employment legislation and affirmative action (Lewis, Packard, & Lewis, 2012). Human service mangers objectives should include, but are not limited to promoting awareness of workplace diversity, develop and maintain a highly skilled, diverse and effective workforce, where all employees and members are valued, encouraged and provided with opportunities to develop their potential (Workplace Diversity, 2014). It I s also import to develop a supportive workplace culture which allows employees and members to balance their work and personal life, and provide a discrimination and harassment free workplace; and embrace workplace diversity principles in recruitment and selection processes (Workplace Diversity Plan, 2014). It is important for human service mangers and others who make decision to be aware of the effects of their practices (book). Their practices could either mak e the organization more effective and receptive, or continue discrimination against, women, elderly people, color people, and others (Lewis, Packard, & Lewis, 2012). There are many strategies involved in risk management. One strategy is human resources being accountable and responsible for providing information and recommendations about local, state and federal laws pertaining to equity and human rights, including an affirmative action place (Lewis, Packard, & Lewis, 2012). When human resource management are aware of their practices, human service organizations less likely to have cases of discrimination in the workplace. Another strategy is providing training in diversity and equity to increase knowledge and understanding of critical issues, improve job-related skills, develop leadership, and ensure responsive, sensitive support for individuals (Workplace Diversity Plan, 2014). Diversity within the workplace are paramount for human service workers and for management of human service organizations, because human  service organizations can offer services to a more diverse community with staff, who are culturally competent. This makes them able t o give services to all group of people leaving no error for discrimination. When a human service organization is committed to helping children who are sexually abused, these is no room for discrimination. Diversity is important in the dream organization called ChildFocus Sexual Abuse Organization (CFSAO), as many children will be from different ethnic backgrounds, with different beliefs, and different social-economics statues. The experience explained above consists of a supervisor making racist statements. In the CFSAO, diversity would have a huge influence on the clients as well as the human service workers. Racism would have a negative impact on the sexual abused children, which would further traumatize and victimize a child. It is necessary for the staff to be culturally competent, and sensitive to the experiences of all sexually abused children and their families. Culturally competency would apply to the development and management aspects of human services, because it provides human service workers with effective services that are equally accessible to each of the diverse groups that the organization serves. In conclusion, there are federal and local laws that protect people from being discriminated in the workplace. The human resource managers should be aware of their practices during the interview and hiring process, by hiring a more diverse group of people for a human service organization. This would decrease the chances of human service workers or clients from being discriminated against. There are strategies that can help human service agencies decrease discrimination in a workplace which can include promote awareness in the workplace diversity, and develop a supportive workplace culture which allows employees and members to balance their work and personal life (Work Diversity Plan, 2014). It also important for human service workers to be culturally competent, so they are capable of serving all groups of people from different backgrounds.

Iso Guideline Document

Project Manager’s Guide ISO 9001:2008 Implementation  © 2008 The 9000 Store www. the9000store. com Page 1 of 10 Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Project Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Scheduling and Conducting the Gap Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 The Planning Meetings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Holding Task Group Team Meetings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Project Plan Template †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix A Planning Meeting Agenda and Handout†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix B Task Group Meeting Agenda and Handout†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix C  © 2008 The 9000 Store www. the9000store. com Page 2 of 10 Introduction This project manager’s guide is designed to help you plan and manage your ISO 9001:2008 Project using The 9000 Store Documented Quality System. (All items in blue text are available at www. The9000Store. com) The Documented Quality System includes a Quality Manual, Procedures and Forms for an ISO 9001:2008 Quality Management System.If you purchased the Complete Documentation and Training Package you also received the Online Training Session, Training Mater ials Package and Gap Analysis. All of the documents in the Documented Quality System are in Microsoft Word or Excel, and are very easy to edit. You will make this system your own by reviewing and editing the procedures, manual and forms. You will also be making changes to your existing processes so you meet the requirements of the ISO 9001:2008 Standard. This project plan will help you manage these changes. The basic steps we recommend are: 1. 2. 3. 4. The Project Manager completes the Online Training Session.The Project Manager prepares a Project Plan. Management and the Project Manager identify an ISO 9001 Steering Team. The Project Manager and others conduct a Gap Analysis with the Gap Analysis Checklist. 5. The ISO 9001 Steering Team assign responsibilities for customizing each procedure to a team or individual. 6. Document measurable for each process. 7. Team leaders hold team meetings to revise processes and procedures based on the results of the Gap Analysis and the prepared Procedures. 8. The Project Manager trains employees on ISO 9001:2008 using the Training Materials Package. . The ISO 9001 Steering Team reviews the procedures as they are completed. 10. The Project Manager trains internal auditors using the Internal Auditor Training Materials Package available at www. The9000Store. com 11. The system is used for several months while records are collected and improvements are made. 12. The Registrar comes to audit.  © 2008 The 9000 Store www. the9000store. com Page 3 of 10 This guide outlines these steps in more detail, and provides forms and templates to help you. This is a recommended plan, and you may change it to suit your organization. Project Plan A.Determine the project goals (Use the Project Plan Template in Appendix A) In order to start planning, you will need to determine what your goals are for the project. Answer these questions: 1. When will you start your project? Consider the start of your project as the date of the Gap Analysis. Whe n will you be ready to conduct the Gap Analysis? Recommended steps to be completed before conducting the Gap Analysis: a. Identify one or more people to conduct the Gap Analysis; it is helpful if they have some quality system experience or audit experience. b. Print the Gap Analysis Checklist. c.Schedule the Gap Analysis, and communicate to all employees what is being done, and why. You will want to be able to make the employees comfortable with answering your auditor’s questions. (The auditor is the person conducting the gap analysis. It may be an audit team or one individual) 2. When does your company want to have an ISO 9001:2008 certificate in hand? The answer to this question will determine your timeline. a. The shorter time frame allowed for the project, the more resources the project will demand during implementation. b. It is important to know what your goal is because other dates will be determined by this information. c.Find out if there are company goals, are there clients that are requesting certification or other circumstances that will determine the date? d. Your date may be revised later. You will use this as a target date, and as we move along to the gap analysis and creating the task list you will be able to determine if the date is realistic. It will depend on what you currently have in place for your quality system, and how many resources you have available for the project.  © 2008 The 9000 Store www. the9000store. com Page 4 of 10 The Project Plan B. Identify Project Responsibilities It is important to determine who will be leading this project.Are you the person leading the charge? If so, you would be the project manager. You do not need to identify the management representative at this point. You will need to clarify who makes up â€Å"Top Management†. The standard has requirements to be fulfilled by Top Management, and the sooner they are involved in this project the better. 1. Who is your project manager? 2. Who makes up Top Management at your organization? 3. Who should be on the ISO 9001 Steering Team? (This team will play an important role in planning, coordinating and providing resources for the ISO 9001 project. See Appendix B for team responsibilities. C. Begin to fill in the Project Timeline 1. When will you conduct your Gap Analysis and how long will it take to complete? a. A Gap Analysis can typically take anywhere from 2 days to 5 days to perform. It will depend on the size of your organization, the number of auditors, the state of your current quality system and the experience of your auditors. 2. Assign responsibilities a. This will take one or two meetings. The project manager and top management should be involved. Choose a date after the task list has been completed. You will use this information to assign responsibility. See section 2 â€Å"Planning and Holding the Planning Meetings†) 3. Target a date for Introductory training for all employees. a. You will want your employees to be aware of the project, what will need to be done, who will be involved, and why you are implementing ISO 9001:2008. Choose a date that is after the meeting discussed above. That way you can decide if some people that will be involved in the project need more detailed training, and you can let employees know who will be working on the project. Use the Training Materials Package to conduct the training sessions.  © 2008 The 9000 Store www. the9000store. om Page 5 of 10 The Gap Analysis Scheduling and Conducting the Gap Analysis A. Schedule the Gap 1. Review the project plan: a. Who did you identify to conduct the gap? b. Schedule the Gap Analysis, and communicate to all employees what is being done, and why. You will want to be able to make the employees comfortable with answering your auditor's questions. c. You may want to consider sending out a newsletter to inform employees that the Gap will be performed, by whom, when and why the Gap is being performed. 2. The audit sched ule a. Determine if you will audit by process/procedure or by area of the facility.Our approach is usually to audit by area of the facility. b. Divide the facility into manageable areas. Schedule time to audit each section of the standard that applies to the area. c. If you are using an audit team, assign the team to cover the various areas of the facility. d. Arrange your Gap Analysis checklists so each auditor will have the sections of the standard that are applicable in the areas they will cover. e. Arrange your checklists so each auditor will have the sections of the standard that are applicable in the areas they will cover. B. Conducting the Audit 1.Follow the schedule that you have prepared. Go into each area of the facility to evaluate the current quality system. Focus on what is in place, and what is not in place. Remind auditors that you are not focusing on compliance or non compliance to the current system, but on the design of the current system, and how it matches the IS O 9001:2008 requirements. 2. Take notes on what is in place, and what will need to be developed and changed. Take complete notes, reference documents and examples. C. Reporting 1. Summarize the audit findings in the form of a task list. You will usually dentify several categories of tasks. †¢ †¢ †¢ †¢ Processes that comply with the standard and are documented. Processes that comply with the standard and must be documented. Processes that do not comply with the standard and must be redesigned. Processes required by the standard that are not currently in place.  © 2008 The 9000 Store www. the9000store. com Page 6 of 10 The Gap Analysis For each requirement (or set of requirements) of the standard you will want to identify the status of the current system. The ISO 9001 Steering Team will use this information as they assign responsibility and timelines to Teams.Teams will be assigned responsibility for development of a procedure.  © 2008 The 9000 Store www. the90 00store. com Page 7 of 10 The Planning Meeting The Planning Meetings A. Planning your meeting 1. Determine who should attend. Include top management. Answer these questions: a. Who will be able to decide which employees will be assigned tasks? b. Will they know whether the employees' workload will be able to accommodate the assigned tasks? c. Who is responsible for resources and can make resources available to the ISO 9001 project? d. This group should continue meeting as the â€Å"ISO 9001 Steering Team† 2.Create an Agenda, items to include: a. Explain the â€Å"Implementation Steps† to the group (see handout in Appendix B) b. Discuss Responsibilities of the ISO 9001 Steering Team (see handout in Appendix B) c. Assign the tasks to individuals or teams. (Use tables from Appendix B)  § Review the responsibilities to make sure that they are well dispersed, not assigned heavily to one group or one individual.  § For each team identify a team leader. It works very well to have a member of the ISO Steering Team as a leader for each of the Task Group teams.It provides good communication between the teams and the ISO Steering Team throughout the project. d. Determine resources required for completion of the tasks.  § Will teams or individuals need assistance with other responsibilities during the ISO 9001 project?  § What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effectively? 1. Assistance from the management representative? 2. Prepared materials? 3. Special Training? e. Assign dates to tasks. (Use table from Appendix B)  § Stagger start dates according to resources available. Determine which tasks you need to complete in the beginning to allow others to build on, for example: Management Responsibility. Complete the Quality Policy and Quality Goals as well as identifying key processes and their interrelation early on in the project.  § Estimate the amount of time neede d to complete each task based on the amount of resources available to the task.  © 2008 The 9000 Store www. the9000store. com Page 8 of 10 The Task Group Meeting Holding Task Group Team Meetings The team leader is responsible for scheduling the first team meeting according to the plan on the Gantt chart. 1. An agenda is provided in Appendix C: a.Explain the â€Å"Implementation Steps† to the group (use the Task Group Team Handout in Appendix C) b. Discuss Responsibilities of the ISO 9001 Steering Team (use the Task Group Team Handout in Appendix C) c. Hand out the procedure that the team will be responsible for. d. Hand out the section of the Gap Analysis that applies to the team. e. Determine resources required for completion of the tasks.  § Will teams or individuals need assistance with other responsibilities during the ISO 9001 project?  § What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effecti vely? . Assistance from the management representative? 2. Prepared materials? 3. Special Training? 2. Assign dates to tasks from the Gap Analysis using the start and finish date on the Gantt chart. The team leader should print copies of the section of the Gap Analysis that are relevant to the team. a. Explain to the team that the Procedure and your process must match. Some of your processes (the way you do things) will need to be changed to meet requirements of the standard, and parts of the procedure will need to be edited to accurately describe what you do. b.List the requirements from the Gap Analysis Checklist that you are not currently meeting. These will need to be evaluated to determine if you will change your process to match the procedure, or alter your process to meet the standard and edit the procedure. c. List the requirements from the Gap Analysis Checklist that you are meeting. Evaluate these against the procedure to see if edits are needed to the Procedure, or if the process documented in the procedure will work better for you. d. Schedule next meeting. During the next meetings you will work on the tasks that you have listed above. . Once the process has been determined the procedure will need to be finalized and sent for approval by the ISO 9001 Steering Team.  © 2008 The 9000 Store www. the9000store. com Page 9 of 10 The Task Group Meeting 3. Discuss the Next agenda: f. Read The 9000 Store Procedure (Or for the team responsible for the quality manual read The 9000 Store Quality Manual and compare to current processes. g. Assign tasks for implementing changes in your processes and editing prepared procedure. h. Set next agenda i. Schedule next meeting  © 2008 The 9000 Store www. he9000store. com Page 10 of 10 Appendix A The Project Plan Project Plan: ISO 9001:2008 Project goals: Start Date: Target Registration Date: Responsibilities: Project Manager: Management Representative: Top Management: ISO 9001:2008 Steering Team Project timeline: St ep Gap Analysis Create Task List Assign Responsibilities Introductory Training Design and Implementation System Complete Registration Audit Certificate Received Schedule Date Completion Date 1. 2. 3. 4. 5. 6. 7. 8. Appendix A Appendix B ISO 9001:2008 Planning Meeting Planning Meeting HandoutsAgenda: Review the â€Å"Implementation Steps† (see handout attached) Discuss Responsibilities of the ISO 9001 Steering Team (see handout attached) Assign individuals to teams for each task group. (Use tables from Appendix B) Determine resources required for completion of the tasks. a. Will teams or individuals need assistance with other responsibilities during the ISO 9001:2008 project? b. What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effectively?  § Assistance from the management representative? Prepared materials?  § Special Training? 5. Assign dates to tasks. (Use table from Appendix B) a. Stagger start dat es according to resources available. b. Determine which tasks you need to complete in the beginning to allow others to build on, for example: Management Responsibility and Document Control should start early in the project. Complete the Quality Policy and Quality Goals as well as identifying key processes and their interrelation early on in the project. c. Estimate the amount of time needed to complete each task based on the amount of resources available to the task.Refer to the Gap Analysis results to determine how much work each team has to complete. 6. Schedule employee training sessions using the Training Materials Package a. All employees need training on the ISO 9001:2008 Standard. Providing the training early on in the project makes everyone aware of the projects and its goals. 1. 2. 3. 4. *Keep minutes of all of the ISO 9001 Planning and Steering Team meetings. This helps demonstrate top management involvement in the development of the ISO 9001:2008 Quality Management System . Record attendees. Appendix B Appendix B ISO 9001:2008 Planning MeetingImplementation Steps 1. The team of people assigned responsibility will use the The 9000 Store Procedures, Quality Manual and Forms as a foundation for the process to address the requirements of the standard. The team will use the task list to identify what areas need changes to processes. 2. Each responsible team will evaluate the process presented in the procedure, determine if any changes are necessary for your organization, and make edits to the procedure and forms. 3. The team will finalize the procedure and send it to the ISO 9001 Steering Team for review and approval. . The team will train employees that are affected by or have responsibility for the procedure. 5. The employees will start following the documented process and maintaining records. ISO 9001:2008 Steering Team Responsibilities 1. 2. 3. 4. Identify team members for each procedure. Assign target start date and completion date for each team. Ide ntify training needs for employees and schedule training sessions for ISO 9001:2008 Meet on a regular basis to evaluate progress, answer questions for the teams and evaluate resource needs for the implementation. . Review and approve procedures as they are finalized. 6. Evaluate and choose a Registrar Appendix B Appendix B ISO 9001:2008 Planning Meeting Task Assignments Task Group Quality Manual Document Control Control of Quality Records Management Responsibility Competence, Awareness and Training Infrastructure Planning of Product Realization Processes Customer Related Processes Design and Development Purchasing Control of Production and Service Provision Identification and Traceability Customer Property Team MembersTeam Leader Appendix B Appendix B ISO 9001:2008 Planning Meeting Task Group Preservation of Product Control of Measuring and Monitoring Devices Monitoring, Measuring and Analysis of Customer Satisfaction Internal Audits Monitoring, Measuring and Analysis of Product and Realization Processes Control of Nonconforming Product Corrective Action and Preventive Action Team Members Team Leader Appendix B Appendix B ISO 9001:2008 Planning Meeting Project Gantt Chart (Change headings to the Months you expect your project to run.Then identify when each team will start and stop, shade the time that each team will run) Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Task Group Document Control Control of Quality Records Management Responsibility Competence, Awareness and Training Infrastructure Planning of Product Realization Processes Customer Related Processes Design and Development Purchasing Control of Production and Service Provision Identification and Traceability Customer Property Appendix BAppendix B ISO 9001:2008 Planning Meeting Task Group Preservation of Product Control of Measuring and Monitoring Devices Monitoring, Measuring and Analysis of Customer Satisfaction Internal Audits Monitoring, Measuring and Analysis of Produc t and Realization Processes Control of Nonconforming Product Corrective Action and Preventive Action Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Appendix B Appendix C Task Group Team Meeting Task Group Meeting Agenda: 1. 2. 3. 4. 5.Review the â€Å"Implementation Steps† to the group Review Responsibilities of the ISO 9001:2008 Steering Team Review procedure that the team will be responsible for. Review the section of the Gap Analysis that applies to the team. Determine resources required for completion of the tasks. a. Will the team need assistance with other responsibilities during the ISO 9001:2008 project? b. What kind of technical guidance will be needed to allow the team to complete the tasks efficiently and effectively? 1. Assistance from the management representative? . Prepared materials? 3. Special Training? 6. Assign dates to tasks from Gap Analysis using the start and finish date on the Gantt chart. 7. Schedule next meeting. 8. Next agen da: 1. Read The 9000 Store Procedure and compare to current processes. 2. Assign tasks for implementing changes in your processes and editing prepared procedure. Implementation Steps 1. The team assigned responsibility for each procedure will use the The 9000 Store Procedure as a foundation for the process to address the requirements of the standard.The team will use the task list to identify what areas need changes to processes. 2. Each responsible team will evaluate the process presented in the procedure, determine if any changes are necessary for your organization, and make edits to the procedure and forms. 3. The team will finalize the procedure and send it to the ISO 9001:2008 Steering Team for review and approval. 4. The team will train employees that are affected by or have responsibility for the procedure. 5. The employees will start following the documented process and maintaining records.Appendix C Appendix C Task Group Team Meeting ISO 9001:2008 Steering Team Responsibili ties 1. Identify team members for each procedure. 2. Assign target start date and completion date for each team. 3. Identify training needs for employees and schedule training sessions: a. Employee Introduction to ISO 9001:2008 using the Training Materials Package b. Internal Auditor Training using the Internal Auditor Training Materials Package 4. Meet on a regular basis to evaluate progress,