Why Person Centered Values Are Important Essay Example for Free

Why Person Centered Values Are Important Essay We all have our own values that have developed as a result of our family and childhood experiences, and as a result of our friendships and relationships. Our values are also influenced by people in our local community, as well as by national figures and the media. Support workers in social care are expected to promote particular values. There are two important points to note. First, the idea that learning disability workers are supporting a person. It is not a question of being in charge or in control, because choice and decision-making should lie with the person, as far as possible. Second, it is very important that these principles are part of your everyday work. There should be nothing special about them, they should be part of day-to day life. Within a few days of starting work with people with learning disabilities, it should be clear to you that everyone you work with is an individual, with their own particular likes, dislikes, strengths and personality. Services and support workers should always focus on the individuals they are working with, rather than the needs of a group of people. You and your colleagues should have the hopes, dreams, interests and needs of each person you support as a top priority in your daily work. Why it is important to promote rights  and values When we talk about promoting rights and values, we mean: • actively using those rights and values to influence everything we do • seeing them as having an important role in all our work as learning disability workers  encouraging their use as the standards by which we and others judge the quality of life of the people we support, and the  quality of the services that support them.  This is a big task. The use of values as standards is a huge challenge to services. But the idea is central to the basic principles of supporting people with learning disabilities.  To demonstrate that you have understood this, you should be able to discuss why it is important to work in a way that promotes these values when supporting those who have a learning disability. The following example  should help you to develop the skills you will need to discuss values in relation to the lives of the people you support. Person centred values mean that people with learning disabilities should: • no longer be marginalised and isolated within society • have the same social status as other people • no longer be subject to exploitation and abuse • have their opinions taken seriously • have their adult status recognised • have the same citizenship rights as other people. The General Social Care Council (GSCC) is the organisation set up by the government in 2001 to register and regulate all social care workers. It has produced a Code of Practice which states that social care workers should work in a certain way. You can see some of these requirements in the table below: Code of Practice for Social Care Workers requirements Protect the rights and promote the interests of service users and carers Strive to establish and maintain the trust and confidence of service Users and carers Promote the independence of service users, while protecting them as far as possible from danger or harm Respect the rights of service users, while seeking to ensure that their behaviour does not harm themselves or other people

HTML and Javascript Tutorial

HTML and Javascript Tutorial HTML Basic Document Document name goes here Visible text goes here Heading Elements Largest Heading . . . . . . . . . . . . Smallest Heading Text Elements This is a paragraph (line break) (horizontal rule) This text is preformatted Logical Styles This text is emphasized This text is strong This is some computer code Physical Styles This text is bold This text is italic Links, Anchors, and Image Elements This is a Link Send e-mail A named anchor: Useful Tips Section Jump to the Useful Tips Section Unordered list First item Next item Ordered list First item Next item Definition list First term Definition Next term Definition Tables someheader someheader sometext sometext Frames Forms Apples Bananas Cherries Entities < is the same as > is the same as > is the same as  © Other Elements Text quoted from some source. Address 1 Address 2 City Commonly Used Character Entities Note Entity names are case sensitive! The Meta Element As we explained in the previous chapter, the head element contains general information (meta-information) about a document. HTML also includes a meta element that goes inside the head element. The purpose of the meta element is to provide meta-information about the document. Most often the meta element is used to provide information that is relevant to browsers or search engines like describing the content of your document. Keywords for Search Engines Some search engines on the WWW will use the name and content attributes of the meta tag to index your pages. The intention of the name and content attributes is to describe the content of a page. However, since too many webmasters have used meta tags for spamming, like repeating keywords to give pages a higher ranking, some search engines have stopped using them entirely. Uniform Resource Locators Something called a Uniform Resource Locator (URL) is used to address a document (or other data) on the World Wide Web. A full Web address like this: http://www.w3schools.com/html/lastpage.htm follows these syntax rules: scheme://host.domain:port/path/filename The scheme is defining the type of Internet service. The most common type is http. The domain is defining the Internet domain name like w3schools.com. The host is defining the domain host. If omitted, the default host for http is www. The :port is defining the port number at the host. The port number is normally omitted. The default port number for http is 80. The path is defining a path (a sub directory) at the server. If the path is omitted, the resource (the document) must be located at the root directory of the Web site. The filename is defining the name of a document. The default filename might be default.asp, or index.html or something else depending on the settings of the Web server. URL Schemes Some examples of the most common schemes can be found below: Accessing a Newsgroup The following HTML code: HTML Newsgroup creates a link to a newsgroup like this HTML Newsgroup Downloading with FTP The following HTML code: Download WinZip creates a link to download a file like this: Download WinZip. (The link doesnt work. Dont try it. It is just an example. W3Schools doesnt really have an ftp directory.) Link to your Mail system The following HTML code: [emailprotected] creates a link to your own mail system like this: Insert a Script into HTML Page A script in HTML is defined with the tag. Note that you will have to use the type attribute to specify the scripting language. How to Handle Older Browsers A browser that does not recognize the tag at all, will display the tag's content as text on the page. To prevent the browser from doing this, you should hide the script in comment tags. An old browser (that does not recognize the tag) will ignore the comment and it will not write the tag's content on the page, while a new browser will understand that the script should be executed, even if it is surrounded by comment tags. Example New to HTML 4.0 is the ability to let HTML events trigger actions in the browser, like starting a JavaScript when a user clicks on an HTML element. Below is a list of attributes that can be inserted into HTML tags to define event actions. Window Events Only valid in body and frameset elements. Only valid in form elements. Keyboard Events Not valid in base, bdo, br, frame, frameset, head, html, iframe, meta, param, script, style, and title elements. Mouse Events Not valid in base, bdo, br, frame, frameset, head, html, iframe, meta, param, script, style, title elements. Your Windows PC as a Web Server If you want other people to view your pages, you must publish them. To publish your work, you must save your pages on a web server. Your own PC can act as a web server if you install IIS or PWS. IIS or PWS turns your computer into a web server. Microsoft IIS and PWS are free web server components. IIS - Internet Information Server IIS is for Windows system like Windows 2000, XP, and Vista. It is also available for Windows NT. IIS is easy to install and ideal for developing and testing web applications. IIS includes Active Server Pages (ASP), a server-side scripting standard that can be used to create dynamic and interactive web applications. PWS - Personal Web Server PWS is for older Windows system like Windows 95, 98, and NT. PWS is easy to install and can be used for developing and testing web applications including ASP. We don't recommend running PWS for anything else than training. It is outdated and have security issues. Windows Web Server Versions Windows Vista Professional comes with IIS 6. Windows Vista Home Edition does not support PWS or IIS. Windows XP Professional comes with IIS 5. Windows XP Home Edition does not support IIS or PWS. Windows 2000 Professional comes with IIS 4. Windows NT Professional comes with IIS 3 and also supports IIS 4. Windows NT Workstation supports PWS and IIS 3. Windows ME does not support PWS or IIS. Windows 98 comes with PWS. Windows 95 supports PWS. HTML Summary This tutorial has taught you how to use HTML to create your own web site. HTML is the universal markup language for the Web. HTML lets you format text, add graphics, create links, input forms, frames and tables, etc., and save it all in a text file that any browser can read and display. The key to HTML is the tags, which indicates what content is coming up. XHTML XHTML reformulates HTML 4.01 in XML. CSS CSS is used to control the style and layout of multiple Web pages all at once. With CSS, all formatting can be removed from the HTML document and stored in a separate file. CSS gives you total control of the layout, without messing up the document content. JavaScript Tutorial What is JavaScript? JavaScript was designed to add interactivity to HTML pages JavaScript is a scripting language A scripting language is a lightweight programming language JavaScript is usually embedded directly into HTML pages JavaScript is an interpreted language (means that scripts execute without preliminary compilation) Everyone can use JavaScript without purchasing a license What can a JavaScript Do? JavaScript gives HTML designers a programming tool - HTML authors are normally not programmers, but JavaScript is a scripting language with a very simple syntax! Almost anyone can put small "snippets" of code into their HTML pages JavaScript can put dynamic text into an HTML page - A JavaScript statement like this: document.write(" " + name + " ") can write a variable text into an HTML page JavaScript can react to events - A JavaScript can be set to execute when something happens, like when a page has finished loading or when a user clicks on an HTML element JavaScript can read and write HTML elements - A JavaScript can read and change the content of an HTML element JavaScript can be used to validate data - A JavaScript can be used to validate form data before it is submitted to a server. This saves the server from extra processing JavaScript can be used to detect the visitor's browser - A JavaScript can be used to detect the visitor's browser, and - depending on the browser - load another page specifically designed for that browser JavaScript can be used to create cookies - A JavaScript can be used to store and retrieve information on the visitor's computer How to Put a JavaScript Into an HTML Page Where to Put the JavaScript JavaScripts in a page will be executed immediately while the page loads into the browser. This is not always what we want. Sometimes we want to execute a script when a page loads, other times when a user triggers an event. Scripts in the head section: Scripts to be executed when they are called, or when an event is triggered, go in the head section. When you place a script in the head section, you will ensure that the script is loaded before anyone uses it. Scripts in the body section: Scripts to be executed when the page loads go in the body section. When you place a script in the body section it generates the content of the page. Scripts in both the body and the head section: You can place an unlimited number of scripts in your document, so you can have scripts in both the body and the head section. Using an External JavaScript Sometimes you might want to run the same JavaScript on several pages, without having to write the same script on every page. To simplify this, you can write a JavaScript in an external file. Save the external JavaScript file with a .js file extension. Note: The external script cannot contain the tag! To use the external script, point to the .js file in the "src" attribute of the tag: JavaScript is Case Sensitive Unlike HTML, JavaScript is case sensitive - therefore watch your capitalization closely when you write JavaScript statements, create or call variables, objects and functions. JavaScript Statements A JavaScript statement is a command to the browser. The purpose of the command is to tell the browser what to do. This JavaScript statement tells the browser to write "Hello Dolly" to the web page: It is normal to add a semicolon at the end of each executable statement. Most people think this is a good programming practice, and most often you will see this in JavaScript examples on the web. The semicolon is optional (according to the JavaScript standard), and the browser is supposed to interpret the end of the line as the end of the statement. Because of this you will often see examples without the semicolon at the end. Note: Using semicolons makes it possible to write multiple statements on one line. JavaScript Code JavaScript code (or just JavaScript) is a sequence of JavaScript statements. Each statement is executed by the browser in the sequence they are written. This example will write a header and two paragraphs to a web page: JavaScript Blocks JavaScript statements can be grouped together in blocks. Blocks start with a left curly bracket {, and ends with a right curly bracket }. The purpose of a block is to make the sequence of statements execute together. This example will write a header and two paragraphs to a web page: JavaScript comments can be used to make the code more readable. JavaScript Comments Comments can be added to explain the JavaScript, or to make it more readable. Single line comments start with //. This example uses single line comments to explain the code: Using Comments to Prevent Execution In this example the comment is used to prevent the execution of a single code line: In this example the comments is used to prevent the execution of multiple code lines: Using Comments at the End of a Line In this example the comment is placed at the end of a line: Variables are "containers" for storing information. Declaring (Creating) JavaScript Variables Creating variables in JavaScript is most often referred to as "declaring" variables. You can declare JavaScript variables with the var statement: After the declaration shown above, the variables are empty (they have no values yet). However, you can also assign values to the variables when you declare them: After the execution of the statements above, the variable x will hold the value 5, and carname will hold the value Volvo. Note: When you assign a text value to a variable, use quotes around the value. Assigning Values to Undeclared JavaScript Variables If you assign values to variables that have not yet been declared, the variables will automatically be declared. These statements: have the same effect as: Redeclaring JavaScript Variables If you redeclare a JavaScript variable, it will not lose its original value. After the execution of the statements above, the variable x will still have the value of 5. The value of x is not reset (or cleared) when you redeclare it. Conditional Statements Very often when you write code, you want to perform different actions for different decisions. You can use conditional statements in your code to do this. In JavaScript we have the following conditional statements: if statement - use this statement if you want to execute some code only if a specified condition is true if...else statement - use this statement if you want to execute some code if the condition is true and another code if the condition is false if...else if....else statement - use this statement if you want to select one of many blocks of code to be executed switch statement - use this statement if you want to select one of many blocks of code to be executed script type="text/javascript"> //If the time is less than 10, //you will get a "Good morning" greeting. //Otherwise you will get a "Good day" greeting. var d = new Date(); var time = d.getHours(); if (time { document.write("Good morning!"); } else { document.write("Good day!"); } The JavaScript Switch Statement You should use the switch statement if you want to select one of many blocks of code to be executed. Syntax //You will receive a different greeting based //on what day it is. Note that Sunday=0, //Monday=1, Tuesday=2, etc. var d=new Date(); theDay=d.getDay(); switch (theDay) { case 5: document.write("Finally Friday"); break; case 6: document.write("Super Saturday"); break; case 0: document.write("Sleepy Sunday"); break; default: document.write("I'm looking forward to this weekend!"); } JavaScript Popup Boxes Alert Box An alert box is often used if you want to make sure information comes through to the user. When an alert box pops up, the user will have to click "OK" to proceed. Syntax: Confirm Box A confirm box is often used if you want the user to verify or accept something. When a confirm box pops up, the user will have to click either "OK" or "Cancel" to proceed. If the user clicks "OK", the box returns true. If the user clicks "Cancel", the box returns false. Syntax: Prompt Box A prompt box is often used if you want the user to input a value before entering a page. When a prompt box pops up, the user will have to click either "OK" or "Cancel" to proceed after entering an input value. If the user clicks "OK" the box returns the input value. If the user clicks "Cancel" the box returns null. Syntax: JavaScript Functions JavaScript Functions To keep the browser from executing a script when the page loads, you can put your script into a function. A function contains code that will be executed by an event or by a call to that function. You may call a function from anywhere within the page (or even from other pages if the function is embedded in an external .js file). Functions can be defined both in the and in the section of a document. However, to assure that the function is read/loaded by the browser before it is called, it could be wise to put it in the section. How to Define a Function The syntax for creating a function is:

The Beanie Babies Boom :: Beanie Babies Ty Business Essays

The Beanie Babies Boom "Pounce, Prance, Zip, Canyon, and Snip," came, without hesitation, from the mouth of my daughter when I presented her with five randomly selected Beanie Babies from the one hundred or so that are in her bedroom. She hardly had to think about her response as she named them for me. She knows them all by name. I was intrigued. My daughter, and my wife, are generally very selective in their interests and pursuits. There are no Tickle Me Elmos or Furbys in our house. We have never fallen prey to the lure of pet rocks or Cabbage Patch dolls, but the sheer number of Beanie Babies we possess has made me very curious about these cute little things. The current Beanie Babies phenomenon is somewhat baffling to me, as most popular crazes are. What makes these things so special that my daughter knows them all by name, or that people wait in line at six in the morning to buy them? Who exactly is buying them, and who are they being bought for? These are questions I felt I needed some answ ers to. Over half of the Beanie Babies that we own are now retired, which means nothing more than the fact that if we wanted to buy the same ones now, they would cost three or four times what they did when we bought them the first time. The maker of Beanie Babies, the Ty Company, retires certain models each month which drives the price of the retirees up, in secondary markets, immediately. Is this simply a statement that no more are being made, or is it just a marketing ploy to drive sales? Either way, I feel that anything that has cost my family over seven hundred dollars deserves to be looked in to. When I inquired about what made these particular animals so "unique," I thought I would go right to the closest, most reliable sources that I had. I first asked my daughter, who is seven years old. Her response was that they were "cute" and that they had "cute names." When I asked my wife, she told me that they were "cute," and that they were "soft and cuddly." Now I know what one might think, but one thing needs to be made clear.

Foods Connection Individual and Cultural Identity Essay -- Sociology

Sleep, sex, and food are the three most important aspect of a human life. Each of them represents resting, reproducing, and surviving – essential elements that form the foundation of human culture and society. The status of these elements always represents the social stature and cultural ideology, of the desire or dislike of people. Some standards are universal, while some are uniquely formed through generations of different cultural traditions. Food in this case might be the most simple and yet the hardest ideology of desire for anthropologists to catch. Its meaning is never as plain as a recipe of a cooking book, but always attached with the cultural and psychological ideology that is connected with individual and cultural identities. This paper will look at how food is connecting with individuals and cultures, as an anthropological medium. First, the connection between individual and food are the preference of individual and the potential meaning of food consume, which involve with biological, psychological, and cultural motivation and understanding. In the practice of food preference, though there are biological reasons for food choices, individual preference and avoidance are mainly based on psychological and social reasons. According to Paul Rozin (1987), he agreed that â€Å"genetically determined predispositions† which lead to certain food choice are true, and â€Å"the best-documented biological constraints are: an innate preference for sweet tastes and an avoidance of bitter taste or irritation of the oropharyngeal surface† (P.182.). He raised more examples of subconsciously preference of infants toward sweets and rats toward sodium salt (under the condition of sodium deficiency) to support this point of view (1987, P.182). .. ... life, food is way beyond a plain representation of basic instincts, its meaning and interaction between individual and society will always be a primary object of study in Anthropology. Works Cited Brumberg, Joan Jacobs 1997. The Appetite as Voice. In Food and Culture: A reader. Counihan, Carole and Penny Van Esterik, eds. Pp 159-179. London: Routledge. Douglas, Mary 1975 Deciphering a Meal. In Implicit Meanings: Essays in Anthropology. Pp: 249-275. London: Routledge and Kegan Paul. Harris, Marvin 1985. The Abominable Pig. In Good to Eat: riddles of food and culture. Pp. 67-81. New York: Simon and Schuster. Rozin, Paul 1987. Psychobiological perspectives on food preferences and avoidances. In Food and Evolution: Toward a Theory of Human Food Habits. Marvin Harris and Eric B. Ross, eds. Pp.181-205, 605-606. Philadelphia: Temple University Press.

Cosmology :: Essays Papers

No one knows how the universe began but there are many theory’s, and ideas man has created to explain how we got here and how everything else around us came to be. There are many different cosmologies. Cosmologies are theories of how the universe began. Physical, biblical, and mythical are theory’s based on personal beliefs. Some people don’t give the universe a second thought and like to stick to what they were first told. Others such as philosophers tend to explore all options and all aspects of how we came to. How did we become, how do we become, and what will we become are great questions. An even greater question is how everything we know did and even things we don’t know become? We probably in this lifetime will never know entirely, but if we do soon, that will be an even greater step for man than walking on the moon. Physical theories such as the big bang are based upon the universes finger prints. Radio active fingerprints that is. We can trace back a single pebble to at least 13.73 Billion years ago. The big bang theories are based off some theories you may or may not know like the string theory. The sting theories itself has many different theories based on it and many mathematical equations based on thoughts. Physical theories are well beloved by scientist, and have a lot of circumstantial evidence that back them up. But no one theory is 100% perfect. They all have a flaw in them somewhere. Biblical Theory’s are very unreliable and do not have a lot of evidence to prove them. Genesis 1 states. â€Å"In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters. And God said "Let there be light," and there was light. God saw that the light was good and he separate the light from the darkness. God called the light day, and the darkness night. And there was evening, and there was morning.-the first day." Now this is all fine and dandy, but "God" has not told us how he came to be, or how when he said light it was just there cause he said it. Well if there was no light before how did "God" even know about light? Was he just living by himself in the darkness not doing anything so he got bored one day and decided to create life.

Still a Threat to the United States

The tenth anniversary of the 9/1 1 attacks prompted reflections on the current status of the terrorism threat to the United States. One aspect of an assessment†the threat posed by biological weapons†is especially challenging because of the unique character of these weapons. A prime distinction is the fact that exposure to minute quantities of a biological agent may go unnoticed, yet ultimately be the cause of disease and death.The Incubation period of a microbial agent can be days or weeks; unlike a bombing, knifing, or chemical dispersion, a bioattack might not be ecognized until long after the agent's release. Accordingly, bioterrorism poses distinctive challenges for preparedness, protection, and response. The use of a pathogen for hostile purposes became a consuming concern to the American people soon after 9/1 1 . About a half-dozen letters containing anthrax spores were mailed to Journalists and polltlclans beginning one week after the jetliner attacks.Four letters with spores and threat messages eventually were recovered. All were postmarked Trenton, New Jersey, which meant that they had been processed at the postal distribution center in nearby Hamilton. Two letters were postmarked September 18, one addressed to Tom Brokaw at NBC-TV and another to the editor of the New York Post. The other two letters were stamped October 9 and addressed to Senators Thomas Daschle and Patrick Leahy. As people became infected in September, October and November, local responses revealed gaps in preparedness for a biological attack.For example, the first confirmation of an anthrax case was on October 4, more than two weeks after the initial letters were mailed. Retrospective assessments later indicated that by then nine people had already contracted the disease. Their illness previously had been misidentified because of faulty diagnoses or erroneous laboratory In the end, at least 22 people had become infected, five of whom died. Meanwhile, scores of buildings were belatedly found to be contaminated with spores that had leaked from the letters.At least 30,000 people who were deemed at risk required prophylactic antibiotics. [2] Millions more were fearful, many of them anxious about opening their own mail. Since the anthrax attacks, the U. S. government has spent about $60 billion on biodefense. A large portion of those dollars has gone to biodefense research under he auspices of the National Institute of Allergy and Infectious Diseases (NIAID). The NIAID budget for biodefense research has grown from $200 million in 2001 to an annual average of $1. 6 billion since 2004.United States safer from a bioattack now than at the time of the anthrax attacks? Has the spending been worth it? Key Questions, Discrepant Answers Opinions on these questions differ. While concerned about the danger of backsliding, the authors of an article in Politico now felt â€Å"reassured about our preparedness† for a biological attack. [3] At the same time, an opposing assessment was emblazoned in he title of a New York Times Magazine cover story: â€Å"Ten Years After the Anthrax Attacks, We Are Still Not Ready. [4] A review of biodefense efforts during the past 10 years in Science magazine blandly acknowledged the obvious: â€Å"debate continues over how much safer the country The congressionally chartered Commission on the Prevention of Weapons of Mass Destruction Proliferation and Terrorism (WMD Commission) issued a report card in 2010 on efforts to address several of its previous recommendations. The administration's failure to â€Å"enhance the nation's capabilities for rapid response to revent biological attacks from inflicting mass casualties† merited a grade of â€Å"F† (meaning that no action was taken on this recommendation).Almost as bad was the â€Å"D*† given for continuing inadequate oversight of high-containment laboratories. Reasonable arguments can be made to support varied views about these issues , and all conclusions bear a degree of subjectivity. Yet an assessment of several broad critical contentions can offer clarification. The criticisms are largely expressed in the form of five contentions. Contention #1 : Funding for biodefense has meant fewer dollars for other deserving reas such as public health infrastructure and basic science research.In 2005, 758 microbiologists signed a letter to Elias Zerhouni, then director of the National Institutes of Health (NIH), objecting to the diversion of funds from public health research to biodefense projects. Zerhouni, Joined by NIAID Director Anthony Fauci, rejected the letter's premise of â€Å"diversion. † An assessment of disputed interpretations suggested that spending on biodefense benefited non-biodefense research as well, but the numbers were so â€Å"convoluted† that a clear determination was elusive. [7] An analysis of the biodefense budget for fiscal year 2012 indicates that only 10% of the proposed $6. bill ion is dedicated exclusively to civilian biodefense. The other 90% is for projects with both biodefense and non-biodefense implications. The non- biodefense goals, according to analysts Crystal Franco and Tara Kirk Sell, include â€Å"advancing other areas of science, public health, healthcare, national security, or international security. â€Å"[8] This tilt toward dual-track benefits has been reflected in past budgets as well. A report in Nature magazine indicated that of the $60 billion pent on biodefense in the past decade, only about $12 billion went for programs have benefited substantially from biodefense projects.Fiscal woes in recent years have in fact resulted in reduced resources for public health and related programs. Economic pressure threatens to shrink biodefense funding as it does funding for much else in the federal budget; however, it is not clear now, nor was it in the past, if fewer dollars for biodefense would necessarily translate into more for public health, basic research, or any other health-related programs. Contention #2: The growing number of facilities for research on select agents specified pathogens and toxins) has heightened chances of an accidental release. Statistics alone make this assertion unassailable.The chances of something going wrong in any enterprise, assuming no change in operational security, increase with the size of the enterprise. As the number of research facilities increases, so does the chance of an accident. A continuing weakness is the lack of clarity about the number of high security laboratories. In 1983, the Centers for Disease Control and Prevention (CDC) designated four levels of safety for laboratory work with biological agents. A Biosafety Level-I (BSL-I) laboratory allows for work on relatively innocuous agents and a BSL-4 laboratory on the most dangerous.The two highest containment facilities, BSL-3 and BSL-4, require special security measures including restricted access, negative pressure to prev ent air from flowing out of the room, and protective outerwear for operators. BSL-4 laboratories require additional safeguards such as entry through multiple air-locked rooms and positive pressure outerwear with a segregated air supply. A BSL-4 laboratory is required for work on agents that cause lethal disease for which here is little or no treatment (for example, smallpox and hemorrhagic fevers such as Ebola and Marburg).At present, there are 15 such U. S. facilities planned or in operation, triple the number operating in 2001. [10] Other dangerous agents, including the bacteria that cause anthrax and plague, are worked on in BSL-3 laboratories. The number of these laboratories has skyrocketed since 2001, although the actual figures are uncertain. While an estimated 20 BSL-3 facilities were operating before the anthrax attacks, in the decade since the number has grown to between 200 and an astonishing 1,400 or ore. [11] The huge discrepancy is attributable in part to varied method s of calculation.Some assessments have counted all BSL-3 laboratories in an institution as a single BSL-3 facility, while others have designated each laboratory as a separate entity. Furthermore, some laboratories with a BSL-3 designation may lack safety features found in others, such as double doors and a requirement that two persons must be present. No national authority is now empowered to mandate a single system of counting or that even the lowest estimated number of BSL-3 laboratories (200) represents a 10- old increase in the past 10 years, and that safety precautions at some BSL-3 facilities are less rigorous than at others.Contention #3: The growing number of investigators with knowledge about select agents has increased the chances that an unsavory scientist could launch a bioattack. Along with more high containment facilities has come more scientists who handle select agents. Concern about dangerous individuals among them was heightened in 2008 when the FBI named Bruce Ivi ns as the perpetrator of the 2001 anthrax attacks. Ivins was a veteran scientist who for decades had worked on anthrax at the U. S.Army Medical Research Institute for Infectious Diseases (USAMRIID) in Fort Detrick, Maryland. Before charges could be brought he committed suicide, so his guilt or innocence could never be established in a court of law. Still, evidence of his aberrational behavior, including alcoholism, depression, and self-described bouts of paranoia, evidently went unnoticed by his superiors. The Ivins case highlighted questions about the screening of workers with ready access to select agents. The number of those workers Just prior to the anthrax attacks has been estimated at about 700.By 2008, however, the figure had climbed to more han As some have suggested, the greater numbers mean that â€Å"the odds of one of them turning out to be a bad apple has increased. â€Å"[13] Ironically, Ivins was not a newly minted investigator, but a long-respected fgure in the arm y's biodefense program. Days after Ivins' death, a USAMRIID spokesperson acknowledged that officials may have been unaware of his problems because they relied in part on self-reporting. [14] In 2011, a mental health review panel concluded that â€Å"Dr.Ivins had a significant and lengthy history of psychological disturbance and diagnosable mental illness at the time he began working for USAMRIID in The Ivins case has raised concerns that other troubled or nefarious individuals might be working in U. S. laboratories. A recent government-sponsored forum on biosecurity called for periodic behavioral evaluations of personnel with access to select agents that include drug testing, searches for criminal history, and completion by selectees of a security questionnaire. 16] Even while acknowledging the necessity of security measures, the right to privacy and freedom of scientific inquiry must be respected to the extent possible. In any case, behavioral monitoring can never provide absolute protection against the acts of a lever miscreant. Contention #4: Money for biodefense has been misapplied or otherwise failed to produce desired results. Project BioShield was established by congress in 2004 to acquire medical countermeasures against biological, chemical, and radiological vaccines and other drugs that have not necessarily been tested for efficacy on humans.Beyond the loss of time and money, the VaxGen failure was a public embarrassment. It became a symbol of ineptness early in the new program. Other biosecurity programs have also drawn criticism, including a $534 million surveillance project called BioWatch. This program included the placement of air amplers for detection of anthrax spores and other agents in more than 30 major U. S. cities. A committee convened by the National Academy of Sciences concluded in 2010 that the program was faced with â€Å"serious technical and operational challenges. † Others flatly criticized its funding as wasted.

Periodic Table Trends Essay

When you think of a periodic table, you think of elements like oxygen, neon, lead, and iron. You may even think of numbers, rows, and columns. You may not think about trends that are happening throughout a periodic table. There are many different trends that go on in a periodic table. The trends that I am going to be describing throughout this paper are atomic mass, atomic radius, first ionization energy, and electronegativity. When you study a normal/ordinary periodic table, the atomic mass will usually get bigger when going left to right and it will also get bigger when you go top to bottom. The atomic mass gets bigger left to right and top to bottom because the protons, electrons, and neutrons are increasing making the mass get bigger as you movie along the periodic table. When you look at the trends of the atomic radius, you will notice as you go left to right, the radius gets smaller and when you go top to bottom the radius gets bigger. The radius gets bigger going top to bottom because more energy levels are becoming occupied by electrons. The radius gets smaller going left to right because you are adding more protons which pulls the electrons and it makes it become unbalanced. If you look at the trends of the first ionization energy trends on a periodic table, you will notice that as you go left to right it gets bigger, and as you go top to bottom it gets smaller. This happens because as you go to the right, you gain more protons increasing the magnetic pull making it harder to lose electrons. As you go top to bottom it gets smaller because as you go down, the electrons are farther away from the nucleus, which requires less energy than an element that has electrons closer to the nucleus. For example, Li is smaller than Cs. So if you try to take an electron from Li it will require more energy because this atom is smaller and the electrons are closer to the nucleus. When you look at a periodic table you will notice the trends of electronegativity. As you go you left to right, the electronegativity gets bigger, but when you go top to bottom it gets smaller. This trend happens because as you move right the atoms have a tendency to gain electrons in order to become more stable. It gets smaller going top to bottom because you lose energy levels putting the protons out on the outer edge and making it easier to gain electrons. Personally, I think that the periodic table that we use daily is easier to use because it makes sense, and it is organized in a neat manner. It also makes sense to me when I look at it. But, when I look at the alternative periodic table, it seems to have a few things that I like, but the way that it is organized does not really make sense to me. One way that the alternative periodic table is superior to the normal periodic table that we use daily is that it has all the sublevels in an order that is easier to understand and it also shows the way that the elements bond in each different sublevel. It also has the period number which makes it easier to read and find each sublevel and period. Two ways that the alternative periodic table is worse than the normal periodic table is that the numbers aren’t in corresponding order, they are just scattered all over the place and it is harder to see the trends because the organization is not proper compared to the organization of the normal periodic table. Also, the alternative one does not show the atomic mass for each element.