Stress on College Students - 797 Words

Recently, many first-year college students face to stress. Stress is come from different ways. From The Associated Press and MTV conducted a survey of college students, 74% of students feel stress about grades,67% of students feel stress about financial worries, 54% of students feel stress about their families and 53% of students feel stress about relationships(The Associated Press and MTV,2009). In the following, I would like to discuss what cause, effect and prevention of college stress. The cause of stress is divided to three parts. They are academic performance pressure, financial problem and family. The most important cause is academic performance pressure. In your college life, you have many works, such as attending classes, completing the readings, writing papers, managing projects and preparing for exam. For freshman, it may constitute stress. In addition, some freshman don’t know what happen when starting college, some students don’t know how to distribute their time to finish their project or assignment. Moreover, so many test and exam need to do revision, students who study all through the night because they worry they can’t get a content marks. Also, students who want get higher score and GPA to get scholarship, so the competition for earning top marks can be very fierce(White, 2010). â€Å"College life has become a lot more competitive, it’s much harder to get into schools, it is gotten a lot more expensive.† Say Elizab eth Scott, stress management expert. If youShow MoreRelatedCollege Students and Stress1649 Words   |  7 PagesCollege and Stress There are numerous stress factors college students encounter while striving to complete their educational goals. Their grades may be affected by daily life situation stressors that accumulate throughout the semester. Students’ financial needs, lack of social support, family drama, and other various circumstances can all mount up to a tremendous amount of stress and may result in poor grades and lack of collected credits. In fact, stress continues to be a constant issue in people’sRead MoreStress In College Students728 Words   |  3 PagesStress is common for college students. The transition from high school to college can become stressful because theyre deciding what they want to do for their future. The lack of preparation for adulthood when choosing the right major for someone can become stressful. Once someone chooses their degree, then they must take classes to get them to the degree. When college students step into reality knowing what classes to take can become overwhelming. College students must know how to recognize andRead MoreStress For College Students1463 Words   |  6 Pagesto the max.† This is a quote that quite a few college students are familiar with and have probably said themselves. College can be a fun but also stressful time for students. They are focused on making sure they attend class and get passing grades so they can be successful and hopefully succeed in the next chapter of their life. Researchers at Columbia University and the University of San Diego conducted a study conducted a study to determine how stress negatively affects academic performance and enrollmentRead MoreThe Effects Of Stress And Stress On College Students1412 Words   |  6 PagesStress is a word that many college students hear on a daily basis; it is a concept that resonates with all students, regardless of age or major. People of all ages experience stress at various times in their lives, but college is a particular time when an individual can be plagued by heightened levels of it. At any given time, a college student might feel academic, financial, and social strains, yet they might not possess the resources to satisfy the demands of these stressors. Accumulation of theseRead MoreEffects Of Stress On College Students1498 Words   |  6 Pagesthem do. A problem faced by many college students in society is an overwhelming amount of unnecessary stress being placed on their shoulders. There are a variety of factors that can contribute to their high stress levels. Solving some sources of stress and helping students to cope with the immeasurable stress would help them to live happier, healthier lives. There are several ways the stress level of college students could be lowered, such as training programs, stress management classes, incoming freshmanRead MoreThe Effects Of Stress On College Students709 Words   |  3 Pages Stress not only affects the work performance and grades in the classroom of a college student, it also affects their personal life too. With stress, people usually have too much pressure. They are overloaded with whatever is pressuring them, it brings them down and eventually over runs them. This frequently occurs with the lives of college students, especially if they have many assignments due. Thankfully, there are many ways to relieve and/or reduce stress levels. Three main ways to relieve stressRead MoreEssay on College, Stress, and the Student 1314 Words   |  6 PagesCollege, Stress and the Student Stress is no new phenomenon. It’s been around as long as man and has captivated scholars and physicians alike. With the growing demand for degrees in the professional world comes the growth of the number of college students. The relationship between stress and college students has become the subject of on-going research. Several studies show that stress in college students is increasing with time and the authors of those studies are attributing this to an increasedRead MoreStress On The Life Of A College Student1264 Words   |  6 PagesStress in the Life of a College Student Stress is an emotion that is against nature to enjoy; yet it cannot be avoided as a human. A bum on the side of the interstate, who is considered the scum of society, experiences stress as he pleads for food and money in order to live another day. With this being true, stress increases as ability and opportunity increase. No one can deny the fact that college is an exhausting time for any student in the pursuit of a career due to its overwhelming workloadsRead MoreThe Effects Of Stress On College Students946 Words   |  4 Pages Many students in college can deal with large amounts of stress in their educational careers. Handling stress poorly is a normal behavior in a multitude of students at college is an overwhelming workload for many; however, stress can be managed in a healthier way than many do handle it. Stress is caused by an onslaught of assignments all at once or multiple tests in the same day. Lack of sleep and drowsiness in class is caused by stress; however, this will just further the stress because the studentRead MoreThe Effects Of Stress On College Students991 Words   |  4 PagesIntroduction of the Article Stress is something that everyone has to deal with. However, as unique as each person is, so is their response to stress. This case study, entitled: Exploring the Effect of Stress on Mood, Self-Esteem, and Daily Habits with Psychology Graduate Students, was performed due to the lack of quantitative data on the subject of the effects of stress on college students. The researchers stated their hypothesis in two parts. They are: â€Å"(1) daily habits, self-esteem, and mood

Ku Klux Klan, Arkansas - 1830 Words

Ku Klux Klan - Harrison, Arkansas Over the years racism has been a problem with the United States, but more specifically, a group, referred to as the Ku Klux Klan. This group was formed by people across the United States, whom viewed themselves as the superior class of citizens. I am researching the Ku Klux Klan in Harrison, Aransas . I will discuss what the group is, how they made their second phase in Harrison, Arkansas, the Reconstruction, and their involvement in Harrison, Arkansas today. I hope the audience can better grasp the history of Arkansas and the racism that took place, using groups, such as the Ku Klux Klan. The group known as the Ku Klux Klan (KKK) was first founded in 1866. The KKK was organized by white supremacist to go against the Republicans Reconstruction-era policies. The members of the group formed in the southern states. They met secretly and formed a campaign to intimidate and use violent acts of discrimination towards both white and black Republican leaders. The Ku Klux Klan had laws pas sed against them, to stop there acts of injustice, which was considered terrorism. The Ku Klux Klan was a group that formed three times, and had different phases. The reformatted in the early 20th century, and came back stronger than the were before. They held rallies, burned homes and people, burnt crosses, and held marches against immigrants and other religions. Another phase was after the Civil Rights movement in the 1960’s the activity was very violentShow MoreRelatedSummary Of Kill A Mockingbird By Harper Lee1545 Words   |  7 PagesAmerican society is the Ku Klux Klan. Their methodology advocates extremist views, such as white supremacy, anti-immigration, and anti-Semitism. The KKK has an agenda in support of racial segregation and anti-black sentiment. Calling for the purification of America, and considered to be a right-wing radical group, Klan members use violence and intimidation to suppress. Becoming a coalition at once, the antagonism radiating within one s heart finds congeniality. Members of the Klan ranged from â€Å"smallRead MoreThe End Of The Civil War1487 Words   |  6 Pagesofficials loyal to the Unionist cause if the war was to end. So, after encouraging Arkansas to ratify a new state constitution in 1864, Arkansas citizens elected Isaac Murphy as Governor in hopes that Arkansas would rejoin the Union. He proved successful. Arkansas rejoined the Union at the end of the war. Moving forward three years after war, Powell Clayton â€Å"became the one of the youngest governors in Arkansas history† at the age of 34. In his inaugural address, he explained to the citizensRead MoreThe Ku Klux Klan Is A Gang With A Notorious Past940 Words   |  4 PagesThe Ku Klux Klan is a gang with a notorious past. The clan started off as a group of people defying the southern state’s laws, but it turned out to be one of the most terrifying gangs of the nineteenth century. It all started during the election of Ulysses S. Gran t, when most of the democrats in the south created groups to terrify the African Americans. It was a violent gesture to any of the minorities who wanted to gain political attention. They banded together in Pulaski, Tennessee in 1865, consistingRead MoreThe Ku Klux Klan, also known as the Klan or the KKK, originated in Pulaski, Tennessee, in 1865.600 Words   |  3 PagesThe Ku Klux Klan, also known as the Klan or the KKK, originated in Pulaski, Tennessee, in 1865. The first KKK was formed by six Civil war veterans, with the purpose to restore power to the plantation owners. The people that the KKK was against was African Americans and republicans. The second KKK was founded in Atlanta, Georgia, in 1921. This KKK lasted much longer and had millions of members, partially due to their organization with finances and members. The third KKK was founded as aRead MoreThe Role of the Ku Klux Klan in U.S. Society Essay1162 Words   |  5 PagesThe Role of the Ku Klux Klan in U.S. Society Originally, the Ku Klux Klan was founded immediately after the Civil war and lasted until the 1870’s, after which it collapsed. The Klan was then reformed in 1915 and is still conducting till the present day. The Activists had set up for many different reasons, the foremost ones being, to create a business or rather as a ‘social club’, invite members who were anti-Civil war and of course to restore white supremacy after theirRead MoreThe Ku Klux Klan of the 1920s1835 Words   |  8 PagesThe Klan of the 1920s The Ku Klux Klan (KKK) was notorious for their hatred towards African Americans and their proclamation of white supremacy. They were known as the invisible empire and for their symbols of intimidation, which included white cloaks with hoods, and burning crosses. The KKK was depicted as an organization which was mostly active in the southern Confederate states and targeted African Americans. It originally died out in the late 1860s, but The Klan rose again in the 1920s becauseRead More Ku Klux Klan Essay1445 Words   |  6 Pages The Ku Klux Klan nbsp;nbsp;nbsp;nbsp;nbsp;In the southern states of the USA, the period known as â€Å"Reconstruction† created a pressure and fear and hate for the African Americans among many of the southern white people. This was because the African Americans were now free people and had the same rights as the white people. This angered many white people and they created groups to support their beliefs and to allow people with the same ideas to gather together and share their ideas. This isRead MoreMomma’s Decision in I Know Why the Caged Bird Sings762 Words   |  3 PagesMaya Angelou describes her overall feelings on the topic of San Francisco and how it changed her life for the better. As a result of Momma choosing the correct path for Angelou and Bailey, they gained freedom, escaped a racist environment in Stamps, Arkansas, and were guaranteed a little bit more protection in San Francisco. As a result of the size of Stamps, and the people that inhabited the town, there was very little you could do without the whole town knowing. Throughout Maya Angelou’s and Bailey’sRead MoreNight Riding With the Klan: The Spread of the KKK568 Words   |  2 PagesThe Ku Klux Klan, also known as the Klan or the KKK, originated in Pulaski, Tennessee, in 1865. The first KKK was formed by six Civil war veterans, with the purpose to restore power to the plantation owners. The people that the KKK was against was African Americans and republicans. The second KKK was founded in Atlanta, Georgia, in 1921. This KKK lasted much longer and had millions of members, partially due to their organization with finances and members. The third KKK was founded as aRead MoreBallad Of Birmingham By Dudley Randall1549 Words   |  7 PagesIn the 1960s racial discrimination, segregation, and race-inspired violence was at its worst. Jim Crow laws kept white and African American people separate in public, the Ku Klux, Klan forced African Americans to fear for their lives every minute of every day, and absolutely nothing was happening to change these injustices. African Americans participated in thousands of nonviolent boycotts, freedom marches, and protests and nothing was ever changed until the morning of September 15, 1963. On that

Fire Emergency Drill Essay Example For Students

Fire Emergency Drill Essay CHAPTER 1. INTRODUCTION 1. 1 Background Fire safety is everybody’s concern. Poor fire safety practices and improper planning for fire emergency can consequently lead to critical situations. This is more threatening particularly for buildings which accommodate laboratories, chemical stores or server rooms. Observance and application of fire prevention principles can help to reduce or eliminate potential fire hazards. Moreover, much emphasis must be put on elaboration of a well designed emergency plan that defines the appropriate procedures to be followed in case of a fire. Implementation and practice of this plan through fire emergency drills is vital. The main focus of this study being importance of fire drills and setting up of an emergency plan, I proceed to present an overview of the importance of performing fire drills and the roles and responsibilities of participants. In a general view, performing fire drills allow all persons to practice their respective roles and also gain experience in these assigned roles; better knowledge and confidence is acquired so as to evacuate the institution in a safely manner. Practice of fire emergency drills can also help in improving the academic institution’s â€Å"system† for managing fire emergencies. Further in this study, we shall have a more detailed view about performing fire drills. 1. 2 Aims and objectives of this study are: * To highlight the importance of performing fire drills. * To have a better knowledge of fire hazards and the classes of fire associated to the respective fire hazard. * To understand the need for fire safety and principles of fire prevention. * To identify different means of fire detection and fire fighting in a building. To have a brief overview of roles and responsibilities of different persons during a fire drill exercise. * To learn more about the means of escape. * To identify and understand the different steps in preparing and writing procedures of a fire emergency plan. * To observe and locate through a walk through audit, any shortcomings in terms of fire fighting and fire prevention. * To make recomm endations for the improvement of the current available means of fire fighting and fire prevention. CHAPTER 2. LITERATURE REVIEW 2. 1 Introduction In the literature review below, we shall discuss about the principles of fire prevention, the types of fires hazards, the different classes of fire, the means for fire detection and fire warning, the existing ways for fighting fires and finally, the means of fire escape. 2. 2 Fire hazards A fire hazard situation is created when there are risks of harm and damage to people and property respectively, due to fire. There are many ways through which fire hazards can cause fires to start. However, the general principle for a fire to start is, when there is a combination of the following three sources: ignition source, fuel and oxygen. Sources of ignition include any source of heat that can get hot enough to ignite materials. Some examples are: * Hot surfaces * Naked flames and hot gases * Mechanically created sparks in grinding or frictional processes for example. * Poor electrical installations; damaged cables * Electromagnetic fields from high frequency installations. * Ionizing radiation * Chemical reactions whereby heat is developed. * Chemical substances * Lighting equipment (Henkel, 2001) Anything that burns easily can be seen as a source of fuel. In an educational institution, some sources of fuel may include the following: * Flammable gases and liquefied petroleum gas * Flammables liquids, solvents and chemicals * Paper and books * Teaching materials * Waste products and litter * Cleaning agents * Carpet tiles. (HM Government, 2006) The major source of oxygen is air. Air is present in an enclosed building and can be introduced or extracted to and from the building through the use of extraction systems. Additional oxygen can be provided by oxidizing chemicals and from gas cylinders used to store oxygen. Below is a list of some other common fire hazards. (HM Government, 2006) * Electrical hazards * Broken sockets and switches * Faulty plugs * Overloaded sockets and circuits * Problems with lighting fixtures * Inadequate insulation of cables * Housekeeping hazards * Trash and scraps * Sawdust * Obstructed emergency exits * Friction hazards * Damaged machine parts * Insufficient lubricant Wrong adjustment for moving parts of machine * Process or operation-related hazards * Work operations involving the use of open flame and which create spark, for example: welding. Ignition of combustibles due to molten metal. * Operations involving the evolution of flammable vapors. * Storage hazards * Insufficient ventilation in chemical store rooms for example. * Failure to store incompatibles separately in different storage cabinets. * storage of flammables near to heat. * Smoking hazards * Not taking into account â€Å"No Smoking† signs. * Smoking in chemical store rooms or near to flammabl es * Throwing cigarettes or matches everywhere (Henkel, 2001) 2. 3 Classes of fire When fighting fires, it is necessary to choose the right type of fire extinguisher. The choice of the fire extinguisher is based on the class of fire which depends upon the material being burnt in the fire. Table 1 gives a summary of the classes of fire and the type of burning material or fuel source. Table 1: Classes of fire Fuel source| CLASSES OF FIRE| | Labels| American| European/ Australian/ Asian| Ordinary combustiblesPaper, wood, trash, textiles, fibrous materials| | A| A| Flammable liquidsSolvents, paints, grease, waxes, petrol, oil, tar, thinnerFlammable gasesButane, methane, propane| | B| B| | | | C| ElectricityLive electrical equipment| | C| E| Combustible metalsMagnesium, potassium, aluminium, sodium, titanium| | D| D| Cooking oilsVegetable oils, animal oils or fats at high temperatures| K| F| Source: Gielle Srl, 2003 2. 4 Means of fire fighting Fire fighting is the act of extinguishing a fire. Fires can be extinguished with the help of various equipments such as fire extinguishers, sprinkler systems, fire hose reels, fire blankets and other fire suppression systems. Let us have an overview of all these means and their applications. 2. 4. 1Portable fire-fighting equipment Two types of portable fire-fighting equipment are fire blankets and fire extinguishers. . 4. 1. 1 Portable fire extinguishers Fire extinguishers are a form of active fire protection. Portable fire extinguishers do not weigh much and are easily portable by hand. They are normally fixed to the wall, in a place whereby they can be easily visible and accessed by anyone. When selecting the appropriate fire extinguisher, it is essential to consider the fire ext inguisher agents, since each type or class of fire can be best fought with a specific extinguishing agent. Below, table 2 describes the different types of portable extinguishers and the classes of fire they are used for. Table 2: Different types of fire extinguisher Type of extinguisher| Extinguishing agent| Class of fire used for| 1. | | Dry chemical fire extinguisherMono ammonium phosphatesodium bicarbonatepotassium bicarbonate| A,B,CB,CB,C| 2. | | Foam extinguisherAqueous Film Forming Foam | A,B| 3. | | Water extinguisherAir-water pressurized| A| 4. | | Carbon dioxide extinguisherCarbon dioxide| B,C| 5. | | Halon extinguisherhalotron| A,B,C| Source: University of California, 2010 1. Dry powder extinguisher Dry chemical extinguishers generally stops the chemical reaction and extinguishers the fire by separating the fuel from the oxygen. Mono ammonium phosphate is more corrosive than the other dry chemical agents. It is able to melt at 177 degrees Celsius to suppress a fire. * Sodium bicarbonate is the first dry chemical agent that has been developed. It is used for class B and C fires, but is ineffective for class A fires. * Potassium bicarbonate is the most effective dry chemical agent, since it i s able to decrepitate; the powder cracks and break into small particles. It is used in class B and C fires. * Uses: Schools, laboratories, kitchens, hospitals. 2. Foam extinguisher Foam normally creates a film and floats on flammable liquids (petrol and diesel), preventing oxygen to reach the fuel. Thus, preventing reignition or flashback. Uses: Used in workshops, laboratories. 3. Water extinguisher Air- pressurized water extinguisher is commonly used in extinguishing class A fires, since it is cheap and harmless. The extinguisher contains water, which is non- conductive and a compressed gas. It can be applied from a considerable distance to extinguish a fire. On use, it cools the surface of the burning material by removing heat. Cleaning up operation after suppressing a fire is easy. Uses: Stockrooms, offices, school. 4. Carbon dioxide extinguisher Carbon dioxide, a non-flammable gas is stored as a compressed liquid. On expansion, it cools the surroundings. In fact, the fire is overcome by displacement of oxygen. No cleaning up is needed, as there is no residue left after use. Uses: Laboratories, computer rooms, food storage areas. 5. Halon extinguisher Halogl I is a vapourizing liquid which has the ability to inhibit a chemical reaction in a fire. It leaves no residue after use, hence no need for cleaning up, and it is non –conductive. Uses: computer rooms, telecommunication areas. United States Department of Labor, 2010) 2. 4. 1. 2 Sand buckets The fire sand bucket is a simple fire fighting means. It is usually filled with sand or another substance, known as flamezorb. The bucket has a lid and it is preferable to use one which is made of steel, instead of plastic, since plastic may crack easily. Fire buckets are cheap and easy to use. They must be locate d in a clearly visible place and also be well labeled. Sand is used in case of spills of flammable liquids or in oil fires, since it is able to suffocate the fire. Fire sand buckets may be present in laboratories or kitchens. In laboratories, two sand buckets may be available for use, complemented by the fire extinguishers. (Fire and safety centre, 2007) 2. 4. 1. 3 Fire blankets A fire blanket can be used to suppress a starting fire. The blanket is made of wool, treated with a flame retardant liquid. In case of fire, it is placed either on the burning material or surrounds the burning object. It acts by preventing oxygen to reach the object. The fire blanket is large and must be present for use in laboratories. It should also be visible and easily accessed. 2. 4. 2 Fixed fire fighting systems Fixed fire fighting systems can be installed in a building, particularly in places whereby fire hazards are present and where fires have a higher potential to occur, for example in laboratories or in server rooms. 2. 4. 2. 1 Fire hose reel Fire hose reel can be used to combat a fire, in addition to fire extinguishers. However hose reels must be located so that it can reasonably be accessed in fire emergencies. They are normally fixed to the wall. They must be used by trained people/ staff in an organization for example. With a fire hose reel, the direction and the flow of water can be controlled by a control nozzle. 2. 4. . 2 Sprinkler system Peter Bressington describes a sprinkler as being a â€Å"water-filled pipe-work fitted with thermal devices which discharge water in response to a fire†. (Bressington, 2010) Sprinklers are considered as a means of active fire protection. They are effective in controlling or suppressing fires, depending on its type. They can be installed i n any kind of premises: * Hotels * Educational institutions * Store rooms * Health care centre. They are useful in protection of lives and property. They can help to slow down the spread of a fire and hence are considered as a means to contribute to fire protection. In brief, other advantages of using a sprinkler system are: * Reduction in use of portable fire fighting equipment * To decrease temperature * To control the fire size and quantity of smoke produced Moreover, some other types of sprinklers are available, not only as fire protection equipment, but also as fire-fighting equipment. These are referred to as fire suppression sprinkler systems. Table 3 gives a quick view of types of fire suppression sprinkler systems, extinguishing agent, mode of action and uses. Table 3: Different types of suppression sprinkler systems Types of fire suppression sprinkler system| Extinguishing agent used| Mode of action| Uses| 1. Wet pipe suppression system| Water| The system is simple and reliable and is commonly used. It consists of a water source, control valves, system drains, alarms, pipes and sprinkler heads. Water is always present in pipes. As soon sprinkler heads open, water flows from them. | Used in warehouses, manufacturing industries, schools, libraries and activity centre. | 2. Dry pipe suppression system| Water| This system is the second most common one used after the wet pipe system. The piping contains pressurized air. As the sprinkler head open, there is a slight delay in the release of water, since the air must come out first, followed then by water. | In warehouses, parking garages, places exposed to freezing; refrigerated coolers. | 3. Deluge suppression system| Water| In this system, sprinklers are open, but water is not present in the piping. Consequently, a â€Å"deluge valve† prevents water from forcing into the pipes. As the system is operated by smoke or heat detectors, water flows into the piping and out of the sprinklers. | Used in building openings to decrease the speed of travel of fire. | 4. Preaction suppression system| Water| This system is a bit similar to dry system. A preaction valve is used instead of a deluge valve, but both valves perform the same function. In preaction system, a leak and loss of air in the piping result in the activation of a trouble alarm, which prevents preaction valve from opening, thus no water entering into the pipings. | To protect places where accidental activation of the system is unwanted; In museums, In computer rooms| 5. Foam water suppression system| Water and a mixture of foam| This system releases a mixture of foam and water, resulting in a foam spray on the flammable liquids. To deal with special types of hazards such as flammable liquids. | 6. Water spray suppression system| Water | This system is identical to the deluge system. However, it is designed to protect only one configured hazard, in contrast with deluge systems, designed to cover a horizontal area for example. | Protection of hazards. Example: (i). To protect electrica l transformers containing oil for cooling or turbo generator bearings. (ii). Provide external protection to tanks containing flammable materials by cooling the tank and its content, so as to avoid fire. | 7. Case Study on South Delaware Coors, Inc EssaySome examples of roles allocated to them are: * One person or a group of persons may be responsible for one floor or one department. * Helping every occupant to evacuate the area safely, giving special considerations to disabled persons and visitors. * Notifying the fire services. * Record the time taken for evacuation. * Making sure that no one has remained inside. * Organize a head count at the assembly point. 4. 6 Training Before carrying out the fire drill exercise, all members of the committee and other occupants of the building must be given training. Training sessions will help occupants of the building to: * know details of the building’s emergency plan * know two escape routes from their work area to go outside the building; primary and secondary exit. * Identify the location of Break Glass Units, fire fighting equipments and exit doors. * Know how to activate the alarm. * Recognize the sound of the alarm. * Understand the importance of reporting to the assembly point. 4. 7 Pre-drill actions * Choose which department(s) will respond to the fire emergency; one department at a time or all the three departments together. Announce the time and date on which the fire drill exercises will be conducted, so as to inform all occupants of their duty to participate * Remind designated persons about their roles. * Set the targeted time taken to evacuate the building/ premises. * Post respective floor plans at specific locations on each floor of the building ;near staircases * Prepare feedback forms for members of the committee, othe r participants and visitors. * Designate persons for collection of feedback forms. 4. 8 Fire drill procedures . 8. 1 Reporting a fire On discovering a fire, the person must: * Alert other persons around him by shouting â€Å"Fire! Fire! Fire! * Raise the alarm by breaking the break glass unit located near each staircase. This will activate the alarm and the horns present in the corridors will make other occupants aware of fire emergency. 4. 8. 2 Actions on hearing the alarm When hearing and recognizing the alarm sound, * Students, lecturers and other occupants must stop working and switch off any electrical apparatus in use. Those at ground floor must remain calm and proceed along the primary or secondary exit routes to the fire exit doors, guided by fire wardens, who will also record the time taken for evacuation. * Others on the first or secondary floors must also remain calm, go downstairs and follow the escape routes to go out of the building. * Responsible and respective perso ns must ensure that all the floors have been evacuated. * Along escape routes, people with difficulties must be assisted. * Go immediately to the designated assembly area. * Vehicles should be moved to provide free access and space for the Fire services. United States Department of Labor, 2010) 4. 8. 3 Disabled persons * During the fire drill, persons who have been assigned the responsibility of helping disabled persons, should help the latter to evacuate the building safely. 4. 8. 4 Calling the Fire Services * The fire services must be called on 115. * Precise information must be provided about: * The location of the fire; on ground floor, first floor or second floor * Where has the fire started (classroom, laboratory or offices) * Name of the calling person * Address of the premises On arrival, the Fire services must be notified about any special risks, such as flammable materials or dangerous equipments in the building. (Government fire services, 2006) 4. 8. 5 Roll call System * At the assembly point, head count is to be done by the selected persons to make sure that no one has remained in the premises. 4. 8. 6 Fire drill ending As the head count has been completed, the termination of the fire drill will be announced. Occupants will be informed as soon as it is safe to re enter the building. (U. S. Department of Homeland ,2009) 4. 9 Evaluation and analysis of the fire drill At the end of the fire drill, feedback forms are collected and analysed. This will help to: * determine the performance of each department. * Identify areas which need improvement and develop an implementation plan for improvements. * Identify strengths and weaknesses of the emergency plan. Hence modify and improve the plan. * See whether evacuation has been carried within the time limit. 4. 10 After action report This report will provide feedback to participants, and recommendations for improvement. 4. 11 Don’ts: * Re enter the building unless you have been instructed to do so. Leave the assembly point until you are told to do so. * Take heavy things or bags during evacuation. * Use lifts CHAPTER 5. RESULTS AND FINDINGS. The walk through audit allowed me to observe and fill in the prepared checklist found in appendix 7. Below is an overview of my observations. * Exit doors * There are a total of 4 exit doors on the ground floor for all the three departments, only 2 exit doors for the first floor and 2 exit doors for the second floor, found on the ground floor. * All the escape routes and exits are free from obstruction. * All doors open in the direction of escape. The doors can be easily opened. * Emergency lighting * There is no emergency lighting in the phase 2 building. * There exists a back-up power supply for the building. * Signs * There are a total of 2 exit signs on each floor, and they are located near the staircases. * There are no signs for direction along escape routes, downstairs and for the location of fire extinguishers, and break glass units. * Fire alarms and evacuation plan * There are no posted evacuation plans. * There is a manual fire alarm system operating in the building. * There are 2 Break Glass Unit on each floor, and are located near the staircase Horns are located at the top of each break glass unit. * There are no strobe lights present in the building. * Firefighting equipments and first aid * No sprinkler system is installe d in the building or risk areas. * There are no hose reels. * There is no first aid box available. * The building does not make use of any automatic fire detection system such as smoke/ gas or heat detectors. * Fire extinguishers are appropriate for their use, but are not clear visible and are insufficient in number. * Fire blankets are not easily accessible and visible. | | | CHAPTER 6. SHORTCOMINGS AND RECOMMENDATIONS From the findings in chapter 5, I have been able to set up a list of shortcomings and make recommendations in this respect. 6. 1 Ground floor * Evacuation plans should be posted; 2 in the Engineering department near the two main exit doors, and one in the CITS department. * More fire extinguishers should be available and appropriate for use, especially in the laboratories. * Water sprinklers can be installed in the thermodynamics laboratory and chemical laboratories * Automatic fire detectors can be installed in laboratories * Exit doors should be clearly indicated by an ext sign. Direction of escape along escape routes must be shown by appropriate signs. * Hose reels should be installed because of risky areas at ground floor level. * Sings can be placed to indicate the fire alarm break glass unit and location of fire extinguishers. * An exit door in the chemical engineering laboratory is obstructed. * Doors which do not serve as exit must be indicated by â€Å"Not an exit sign† * Fire blankets should be placed in a visible place. 6. 2 First floor and second floor * More fire extinguishers are needed in the corridor along the escape routes and in classrooms and laboratories. Smoke detectors can be placed in lecture rooms, and laboratories. * An automatic fire suppression system should be installed in the computer laboratories. * There should be more than two exit staircases. With reference to the fire services guidelines for the service sector, chapter 3. 8, an alternative means of escape (staircase) made of metal or a non- combustible material can be provided for the first floor and the second floor. * Exit signs for doors and emergency signs for direction of escape must be placed. CONCLUSION AND FURTHER RESEARCH This study has helped in setting up procedures for a fire emergency. It is important to focus on the implementation of the plan. It’s only through implementation that weaknesses and strengths can be identified. Based on weaknesses and limitations of the plan, improvements can be made for a better plan which takes more aspects into considerations. Later on, the fire drill exercise based on the emergency guidelines provided in this study can be carried out. Necessary modifications would then be able to be made to perfect the plan. Through the carrying out of the walk through audit, identification of what is needed in terms of fire-fighting equipment, fire warning devices, location and number of exit doors has been made. In the future, provision can be made to fill up all this gaps, for a better and safer building. REFERENCES 1. Artim, N. (2006) Northeast Document Conservation Centre, EMERGENCY MANAGEMENT: An Introduction to Fire Detection, Alarm, and Automatic Fire Sprinklers. 2. Bressington Peter, 2010. Fire safety engineering: The definitive magazine for the fire safety community. Sprinklers in context: performance based design. . BS 5839: part 1: 1988 Testing and maintenance Available at: http://www. ttsfire. co. uk/guide-bs5839. PDF 4. Detection design, 2009 5. Fire Protection Online Ltd, 2010: fire blankets Available at http://www. fireprotectiononline. co. uk/fire-blankets/ 6. Fire protection for the home and business. Fire extinguisher: 101, fire extinguishing agents Available at: http://www. fire-extin guisher101. com/index. html 7. Fire and Safety Centre, 2010. Fire buckets, Available at http://www. fireandsafetycentre. co. uk/Products/Fire_Buckets/ 8. Gielle Srl, 2003. Inergen fire suppression system 9. Gielle Srl, 2003. Fire safety planning for industrial occupancies 10. Government Fire services, 2006. Guidelines Fire Safety: construction of buildings. 11. Government Fire Services, 2006. Guideline Fire Safety: Service Sector. 12. Henkel KGaA, 2001. VTS: procedure, Solvents, Annex 3: Explosive Atmosphere, Ignition Sources, Related Hazards and General Precautions 13. HM Government, 2006. Fire safety risk assessment: educational premises, Department for Communities and Local Government. 14. Occupational Safety and Health Act, 2005 15. Reed Construction Data, 2010. Smartbuilding Index: fire suppression sprinkler system. Available at: http://www. reedconstructiondata. com/smartbuildingindex/ 16. University of California, Berkeley, 2010. California-Arizona Consortium Labor Occupational Health Program – Hazardous Waste Project: fire and incompatibles 17. United States Department of Labor, 2010. Occupational Safety and Health Administration: evacuation plans and procedures: extinguisher basics. Available at: http://www. dol. gov/ 18. United States Department of Labor,2010. Occupational Safety and Health Administration: evacuation plans and procedures: fire detection system Available at: http://www. dol. gov/ 19. United States Department of Labor,2010. Occupational Safety and Health Administration: evacuation plans and procedures: employee alarm system. Available at: http://www. osha. gov/SLTC/etools/evacuation/eap. html 20. U. S. Department of Homeland Security, 2009. Federal Emergency Management Agency: emergency management guide. Available at: http://www. fema. gov/business/guide/section3a. shtm 21. United States Department of Labor, 2005. Occupational Safety and Health Administration: How to Plan for Workplace Emergencies and Evacuations. Available at: http://www. osha. gov/SLTC/etools/evacuation/eap. html

Nursing Is A Profession Essays - Nursing, Transcultural Nursing

Nursing Is A Profession Nursing is a profession that blends the rich traditions of the past with the ever changing realities of todays health care industry. Nursing is not simply an assortment of special skills and the nurse is not simply a person proficient in performing these specific tasks. Nursing is a profession. I believe this statement to be true because of several factors. The Title 19 Code for Nurses is titled Standards for Professional Nursing Practice. The status of nursing as a profession reflects the values that society places on the work of nurses and how central nursing is to the good of society. By being a professional we imply that the person is conscientious in actions, knowledgeable in the subject and responsible to self and others. (Potter & Perry, 1993, p. 27) Flexners characteristics of a true profession are: Is basically intellectual (as opposed to physical) Is based on a body of knowledge that can be learned Is practical, rather than theoretical Can be taught through the process of professional education Has a strong internal organization of members Has practitioners who are motivated by altruism (the desire to help others) (Creasia & Parker,1996, p. 48) Although nursing can be a very physical endeavor, it carries with it responsibilities that are strictly intellectual in nature. For instance, walking into a room to assess a patient, you have to have the knowledge of human anatomy, normal characteristics, normal vital signs, normal systems responses, etc. This is all taught and (hopefully) learned in nursing school. Nursing has a very strong internal organization of nurses that have joined together over the years into organizations such as the American Nursing Association, WVNA, WVSNA, and various other state s life was saved by them. This is a motivation for entering the profession and also for staying in it when the work gets rugged and the money tight. Brenner (1984) described the 5 stages of development for the professional nurse. The stages are (1) Novice (2) Advance Beginner (3) Competent practitioner (4) Proficient practitioner (5) Expert Practitioner. The stages progress from a nursing student to the professional practitioner through growth and knowledge. (Lopez-Boyd, 1997, p. 41) Nursing is a profession. Look around you, you see competent, caring individuals on a daily basis, doing the work of nursing. Bibliography Creasia, J.L. & Parker, B. (1996). Conceptual foundations of professional nursing practice. St Louis, MS: Mosby Year Book. Lopez-Boyd, L. (1997). Professional strategies in nursing. Indianapolis, IN: The College Network. Potter, P.A. & Perry, A.G. (1993). Fundamentals of nursing: concepts, process & practice. 3rd ed. St Louis, MS: Mosby Year Book. Medicine Essays