Hydrogen Gas Lab Essay Example for Free

Hydrogen Gas Lab Essay * For the mass, an uncertainty of0.01g was used, as the uncertainty was stated on the weighing machine. * For the volume, an uncertainty of0.05mL was used, as it was half the smallest increment on the graduated cylinder. * For the temperature, an uncertainty of0.5 was used, as it was half the smallest increment on the thermometer. Sample Calculation Converting mL to L Data Processing: Magnesium+HCl Reaction -Finding the molar volume at STP of hydrogen gas when HCl is reacted with magnesium. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Volume of at STP 0.002 Sample Calculation Finding Uncertainty for Finding moles of Moles of Finding Molar Volume of at STP. Zinc+HCl Reaction Experimentally calculating molar mass of zinc using the ideal gas laws. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Moles of Determining Molar Mass of Zn Conclusion: In conclusion it was found that the molar volume of hydrogen gas that was produced when hydrochloric acid reacted with magnesium was 19L/mol3. Ideally it should be 22.4L/mol according to the ideal gas laws. There is a percent difference of 15% between the two values. But if uncertainties are considered the percent difference is reduced to 2%. This is an acceptable value because the actual value of 22.4L/mol is an approximation in ideal conditions according to the ideal gas laws. The ideal gas laws dont take into consideration the attractive forces between atoms, or the volume of the atoms. And most likely if those factors were considered then the percent difference would be 0%. For the second part of the experiment it was experimentally found using the ideal gas laws that the molar mass of zinc is 124 g/mol. When compared with the actual value of 65g/mol, there is a percent difference of 90%. And even if uncertainties are considered, the percent difference is only reduced to 64%. This is too big; therefore the data is rendered unreliable. There were quite a few weaknesses and limitations in this lab. First of all the volume of H2O mixed in with the H2 gas was not considered. Had it been considered, then the volume found at STP would have been lower, and it would give a more accurate measurement to what the experimental value is. Another weakness in this lab was the fact that the molar mass of zinc was twice as big as its accepted value. The most likely reason for this is that when the zinc reacted, it is likely that some of the hydrogen gas was not in the beaker, but the hydrogen gas escaped into the air. That is why when the formula n=PV/RT was used, the volume in the numerator was half as big as it should be, which in turn caused the calculated molar mass to double. So it can be assumed that approximately half the hydrogen gas escaped into the air. Another weakness was the fact that the apparatus was left over night, and so if there was a microscopic hole or crack, then the chances of the hydrogen escaping is very high. This would be true because, and since hydrogen has the lowest molar mass of all the elements, it would have a very high velocity, and so it is possible that the hydrogen gas was able to escape through a microscopic hole at a fast rate because it has such a high velocity. Not only that, but since it was left overnight, it would have had more time to escape the beaker. There are a number of ways that this lab could be improved. First of all, a new graduated cylinder should be used to ensure that there are no cracks or holes through which the hydrogen gas can escape. Along with that the apparatus should not be left out overnight, but instead the reaction should be speeded up by heating up the apparatus, and then taking the measurements of the volume of gas every 1 minute. This in turn would decrease the amount of energy lost to the environment, and it would end up giving more accurate results. Next time, the volume of should also be considered. A percentage value can be used, since we know the pressure that gives, that pressure can be converted into a percent, and multiplies by the total volume, and then inversed. This in turn will in turn give the volume of .This will hold true because V=nRT/P, so pressure and volume are inversely proportional, and since nRT is a constant V and P have to change accordingly.

How Diffierent Strategies Are Used To Support Children Education Essay

How Diffierent Strategies Are Used To Support Children Education Essay The assignment will develop the work started for log B, looking at how diffierent strategies are used to support children with social, emotional behavioural difficulties, focusing on how rewards and sanctions can improve behaviour. Looking at how a school behavioural policy can help within the classroom and school to tackle and improve behaviour as well as using literature to critically analyse these suggestions. Concerns about the behaviours of young people are nothing new. Socrates is quoted as saying Children today are real tyrants, they no longer stand up when their elders come into the room where they are sitting, they contradict their parents, chat together in the presence of adults, eat gluttonously and tyrannise their teachers. What counts as good behaviour can be difficult to identify specifically. Our understanding of the causes and cures of disruptive behaviour over the last few years has grown immensely. Previously, explanations of poor behaviour tend to be based on individual pupils and their families while treatments consisted of drugs, counselling and psychological intervention. Research that is more recent has suggested that school curriculum, teaching approaches, sanction and reward systems and pupil involvement in determining rules, rewards and sanctions contribute to the ethos of high expectations and developing positive teacher pupil relationships where indiscipline is minimised. Sanction and reward systems, which will be the focus of this assignment, have their origins in behaviourist psychology. They are most likely to be effective if shaped by an overall philosophy and linked closely to the ethos of the school and in many schools pupils are involved in drawing up the school rules, and consulted about appropriate sanctions, as this is seen as the best way of ensuring that punishments are seen as fair. Government policy in England states that TES (2005). Rewards and sanction systems are essential for a creative teaching and learning environment. By praising and rewarding positive behaviour, it is believed that others will be encouraged to act similarly. The government believe that school behaviour policy should therefore not only specify what sanctions are available to staff, but also how positive behaviour will be reinforced through praise and rewards.   Surprisingly, theres been little research into the effects of sanctions and rewards on behaviour and achievement. One of the most extensive studies was conducted by researchers at the University of East Anglia in 2000. Their survey of Year 8, 9 and 10 pupils in the Norwich area found that the most effective sanction in the eyes of pupils was a letter or phone call home to parents, while the least effective was a verbal warning. Similarly, the use of gifts was seen as by far the most effective reward, with verbal praise at the bottom of the list (TES, 2005). Recent research (Allen, unpublished) suggests that the school curriculum and the use of teaching approaches through sanctions and reward systems can determine the pupils involvement within the rules, thus contributing to the ethos of high expectations and developing positive teacher and pupil relationships therefore creating the individuality of the pupils. The types of children and their related social, emotional and behavioural problems must be identified before a sanction and rewards scheme can improve behaviour as part of a behavioural management policy within a Pupil Referral Unit. The definition of emotional and behavioural difficulties in Britain (DES, 1989) refers to: Children who set up barriers between themselves and their learning environment through inappropriate, aggressive, bizarre or withdrawn behaviour and who have developed a range of strategies for dealing with day to day experiences that are inappropriate and impede normal personal and social development and make it difficult to learn. This statement suggests that the problem resides with the child and that it is the child who needs to be treated and cured. However this view is far too simplistic. Therefore there is a need to understand the child, looking at the root causes of aggressive or socially inappropriate behaviour, by looking at the different perspectives on behaviour this will help teachers to understand individual childrens behaviour, and give them strategies to use within the classroom. The use of these perspectives is especially useful in a Pru situation where there are a large proportion of challenging children. Many of these children have had negative experiences in their secondary school and view themselves as inadequate, ineffective, and useless troublemakers, consequently their self esteem is low. Using the following perspectives and observing and recording a childs different behaviours can give teachers in Pupil referral units strategies to overcome pupils displayed behaviours which they can use effectively within the classroom. Firstly, the Pschodynamic perspective looks at how early experiences from childhood, attachment issues and other conflicts can have an effect on current behaviour traits, understanding these issues can help a teacher develop a positive relationship with the child. The Cognitive perspective, once testing of the childs abilities has been carried out, means that the work can be presented at the appropriate level (Ayers et al, 1995). This will help the child achieve success and develop their selfconfidence and self-esteem when attempting new topics. The Ecosystemic perspective looks at systems that influence the child, such as home, school and peer environments. Looking at all relationships that can affect the childs behaviour, and developing strategies to use within the classroom. Strategies based on this approach, such as nuture groups are being used increasingly in primary schools. Although these are implemented mainly by teachers, they sometimes involve assistance from other providers such as peers, parents or psychologists. A Behaviourist perspective approach looks at how postive and negative reinforcements us ed consistantly in school and at home can have a postive affect on behaviour, improving self esteem. A Humanistic perspective to managing behaviour tries to maximise a pupils inherent motivation to learn by minimising factors that undermine or inhibit this process. Teachers will need to recognise how the pupils feel about themselves and their capabilities. Maslow (1998) clarifies how needs such as physical and safety needs have to be adequately met before self esteem even becomes an issue. Although brief, the above descriptions of the different perspectives can give teachers an insight into why a child behaves the way it does. Many of the strategies mentioned in Log B support children with SEBD within the classroom. The most important one mentioned is actually listening to the child to try to understand what they feel and developing relationships. Emotional and behaviour difficulties are about people who are so badly hurt and in so much pain that they are angry, it is our belief that they express their anger in a place that is safe: to that expression of anger in school could be seen as positive Mc Namara, Morton (1995). Teachers in a Pupil Referral Unit situation often need to learn to also deal with their own emotions, as many feel frustrated because they want to help children to change their behaviour so that the pupils themselves get better outcomes. The usual strategies of sanctions, reasoning, punishments and exclusions used in secondary school dont always work with children in a Pupil referral unit. Therefore, being able to recognise the different behavioural perspectives teachers are able to develop their own teaching strategies within the classroom for the individual child. Before a child enters the Pupil referral unit they attend an assessment centre which is located within the same building, this gives a chance for the teachers to determine what the individual pupil needs to help them fulfil their potential. A behaviour contract is usually completed between the school, parents or guardian and the child themselves. The main areas that are addressed within this contract are used to develop positive behaviours to support relationships between pupils and teachers, pupils and their school environment, peer relationships and home relationships. By developing a whole school approach to behavioural management issues the Pupil referral unit involves all staff, some agencies, and the pupils. Involving parents would seem to be the best way forward. Capstick (2005) suggests Establishing good relationships with parents seem an important element when attempting to work with a child as well as giving tanible rewards. Teacher and staff need to examine what outcomes they want to achieve with the pupils and adopt or change the reward system to meet their needs. The values, which underpin a school behaviour policy, are that all children and adults have the right to work in a safe, calm, supported and purposeful environment. All children have the right to come to school without fear of being bullied. All adults have a responsibility to support the behaviour policy and for it to be consistently applied by all members of staff for it to work effectively. The Pupil referral units behavioural policy aims are to ensure a fair and consistent approach to dealing with the behaviour of children during the school day. This is by providing a safe, caring and supportive environment which allows children to learn and teachers to teach. The policy hopes to promote positive behaviour as a model for all behaviours. Help independence by making pupils responsible for their own actions and provide a structure which moderates childrens behaviour while allowing them to develop as responsible citizens within society.To achieve these aims it is vital that a partnership between home and school is established. A lack of, or poor discipline tends to be the result of problems within the family unit or lack of social skills. In a Pupil referral unit this is achieved in the following ways. Communication between a childs key teacher and their parent or guardian is good and means that the parent will phone in regularly to keep staff up to date on any problems at home, staff will in return inform parents of good behavour, effort or work that the child has produced. This means that the child is rewarded by the parent or guardian. When surveyed most children rated this highly on encouraging them to behave well at the pupil referral unit. Smith and Laslett (1993) suggest To use rewards and sanctions effectively requires knowledge and judicious application of the principles of behaviour modification the single most important factor in learning behaviour is what happens immediately following that behaviour. Pleasant consequences are most likely to reinforce the behaviour and make it happen again. To develop a whole school policy on sanctions and rewards within the Pupil referral unit, discussions should take place within the school community on how to deal with different types of behaviours observed in different places around the school. Pupils are involved during PSHCE lessons in conducting surveys, and a school council could be established so that the children views on school issues can be heard. For when the pupils understand the simple rules within the classroom the atmosphere is usually pleasant and the teaching enjoyable. The main objective for a school behavioural policy is to ensure that there was is a shared u nderstanding by both pupils and teachers of proportionate and differentiated sanctions that can be used in different situations. The policy needs to be clear on how teachers can acquire assistance in a crisis situation and who to go to for help. It should also be discussed what the protcol would be with the local police and youth offending services, if a serious incident occurred. Sanctions should be discussed with pupils and school rules displayed in every classroom. Sanctions must be fair and must be used to deal with behaviour, as quickly as possible. Pupils must know that when a sanction is applied it will be used. Record keeping is vital in the pupil referral unit, especially recording any behavioural incidents which help teachers deal with repetative behaviour issues. The Pupil referral unit could also use restorative justice to address poor behaviour, where a child is held to account for their actions and encouraged to put right the harm they may have caused. In some schools and Pupil Referral units this method seems to be working and behaviour is seen to be improving. The school behaviour policy should not only specify what sanctions are available to staff but also how positive behaviour will be reinforced through praise and rewards. The Elton Report (1989) noted that a reward and sanction ratio of at least 5:1 is an indication of a school with an effe ctive rewards and sanctions system. It also recommended that all schools should have a wide range of both rewards and sanctions that are applied fairly and consistently. The types of rewards used in a Pupil referral unit to motivate children are, verbal praise, rewarding postive behaviours which encouarge the pupils to behave in lessons, showing examples of examplar work on walls, displaying work showing the different levels of academic achievement. Giving all children the chance to succeed and develop their confidence and using the lessons they enjoy improving their self esteem. Reward strategies also used are certificates, postcards, prizes within lessons for consistent behaviour, effort or quality work. Parents are should be routinely informed of all of the above and termly assemblies given with parents encouraged to attend as recognition of their childs achievement. Teachers and staff within the Pupil referral unit therefore have high expectations of the pupils and encourage standards in collective and self discipline, encouraging purposeful learning opportunities within the classroom in order to support the behavioural management policy. An example of this is where children can be given target cards each day with one behaviour target on, they take this to each lesson and teachers record their behaviour, adding initials in the centre of the bullseye on the card if they have met that target for that lesson, at the end of the day the points (Initials in the centre of the bullseye) are added up and recorded on to a visual record sheet so that the pupils can see their achievements. Dealing with the different types of disruptions that can occur in lessons at the Pupil referral unit can also be challenging for teachers. Disruptions can manifest themselves as low level such as persistently talking to peers, seeking too much attention, or failing to cooperate. Whilst these disruptions can often be put down to stresses or difficulties outside school, it is evident that some situations arise because of the learning environment within the Pupil referral unit itself and this must be tackled in order for a behavioural policy and rewards and sanctions system to work effectively. Children can be bored with the work set especially if the level is incorrect, and will kick off. Some teachers as Ashman and Conway (1993) suggest see the problems as lying with the child rather than the curriculum or the methods used to teach. Lessons in the Pupil referral unit therefore can be timetabled for half hour and hour slots at various times of the year or timetables can be disbanded meaning that children experience a variety of different teaching styles within the day. This can also have a positive effect on behaviour management within the unit for example in practical lessons teachers are used to movement and children often have more freedom to move around depending upon the activity, the teachers tend to be more relaxed in their methods and consequently so are the children. Whereas, in theoretical lessons some teachers tend to regard movement as threatening and can apply sanctions more vigorously, if a child is critised or put down for something they have done wrong in class, this can add to a lowering of their self esteem and increase behavioural problems. Rogers (1998) Suggests that all teachers should develop their own discipline plan so that they know what to do in advance when classroom behaviour is disrup trive, to develop goals of discipline in school such as; helping the child accept responsibility for their own behaviour, exercise self control, respect the rights of others, adopt the principles of fairness and honesty and face logical consequences of their behaviour. The behaviour policy in the Pupil referral unit should also cover strategies such as tactical ignoring of certain behaviours, using simple directons, postive reinforcement of rules, behaviour and work. Strategies such as giving the children simple choices about sanctions, giving time out for five minutes, using isolation for counselling to discuss problems, or using break and lunchtime detentions, or keeping children for ten minutes after school can also be used as a positive way to modify pupil behaviours. Deflecting and defusing situations are one of the units strengths, as mentioned in Log B. The most common deflecting strategy used to distract the child from their behaviour, is usually humour but not with added sarcasm; this usually works and seems to calm the children down very quickly, without letting them lose face. The child is then reminded about giving an apology to the appropriate teacher. A room could also be used to mentor children who have caused disruption within a les son so that they can discuss their actions with a member of staff. These are all positive steps in helping children to understand how their actions can affect themselves and others and to consider the feelings of others and attempt to perceive their point of view. By enabling a child to empathise with others behaviours can often be modified in a more positive way. In conclusion the most important aspect of improving behaviour in any school is to develop a postive relationship with the children you teach, this is especially important in a Pupil referral unit as the pupils find it more difficult to make positive relationships. However, when they find a teacher that is friendly, caring, consistently predicatable and reliable many pupils will react postively and consequently their behaviour improves. For children who the above approach doesnt work, time and effort including observations are needed to determine which behavioural perspectives to use to help that child progress. In the Pupil referral unit therefore, the most effective way to help a child who has experienced traumatic events would be to use counselling by other services, or having a teacher they like discussing aspects of their behaviour with them, but being consistent with all the strategies included within the whole school behavioural policy and the use of sanctions and rewards helps improve behaviour. Unfortunately, in recent years the incidents of emotional and behavioural issues among children in all schools (not just pupil referral units) has increased and the different sanctions and strategies mentioned previously have yet to be embedded and used effectively everywhere. This is due to government pressure and league tables. Teachers have had to move away from listening to pupils in class time in order to get children through examinations, and to reach targets. As many of the solutions to helping improve behavioural issues for children with SEBD are based on a within child view and the team around the child, these thing involve a commitment from the government of time and money to enable these areas to be accessed by both pupils and teachers in order to improve behaviour effectively. An acknowledgement therefore that time spent on developing relationships within schools is in fact key to effecting education, requires a shift in government attitude in terms of expectations and ta rgets. Only then will pupil behaviour ultimately improve across educational establishments.

Risk Factors of Asthma

Risk Factors of Asthma Table of Contents (Jump to) Introduction: Thesis/ Hypothesis: Motivation: Background information Terminology Arguments Argument 1 Gender and age Allergy and asthma Genetic and asthma Argument 2 Smoking and asthma Overweight and asthma Argument 3 Poverty and asthma Air pollution and asthma Climate and asthma Conclusion Limitations Works Cited Appendix Introduction: Asthma has been one of the common disease of today, there is about one in 15 people has asthma in the world. Asthma is a chronic condition whose symptoms are attacks of wheezing, breathlessness, chest tightness, and coughing. There is no cure for asthma, but most people can control the condition and lead normal, active lives. This report we will be investigating the factors of asthma and also will be reaching variety of data and graphs. Thesis/ Hypothesis: The probability of developing asthma is influenced by uncontrollable factors such as age, sex or having other respiratory diseases; however, living habits of patients as well as the environment around them are also important factors that affect the severity or the chance of having asthma. Motivation: The main reasons why we choose asthma as our topic is because asthma has been a common disease in our life. There are millions of asthma sufferers around the world and some of them are around us. We believe by exploring the risk factors and the ways that can cause asthma like: age and sex, personal habit and environment, we can know more about the disease and how to prevent it. Background information What causes asthma? Asthma symptoms develop when the airways become inflamed as a result of exposure to specific environmental triggers, such as dust, smoke or even exercise. However, not all individuals exposed to the same triggers develop asthma symptoms. The main reason for this is that some individuals are genetically more like Asthma becomes more and more common disease in the world. According to the Centers for Disease Control, 1 in 13 people have asthma. Also, there are no ways to heal asthma but there are only some ways that can calm it down. Terminology Asthma: a disease of the airways or branches of the lung (bronchial tubes) that carry air in and out of the lungs. Asthma causes the airways to narrow, the lining of the airways to swell and the cells that line the airways to produce more mucus. These changes make breathing difficult and cause a feeling of not getting enough air into the lungs. Common symptoms include cough, shortness of breath, wheezing, chest tightness, and excess mucus production. Asthma rate/ asthma prevalence: the percentage or number of people that have asthma. Allergy: an exaggerated response to a substance or condition produced by the release of histamine or histamine-like substances by affected cells. Air pollution: The condition in which air is contaminated by foreign substances, or the substances themselves. BMI: BMI stands for body mass index; it is used to indicate a persons fatness. BMI is calculated using the persons height and weight. Chronic disease: a disease that can be controlled, but not cured. Arguments Argument #1: Age and sex (other allergies) Age, sex are uncontrollable factors that will have an effect a persons chance of suffering from asthma, while having other respiratory disease can even increase the patients chance of developing asthma. Asthma is a chronic disease that a large part of the population suffers from it. Like many other diseases, the chance of developing Asthma differs according to the age group the person belongs to. On the other hand, the risk of having asthma for male and female are also different. These are due to the conditions of each persons airway will change according to their age and sex. Moreover, because asthma develops from airway inflammation, any other disease that is related to the respiratory system will also greatly increase the risk of developing asthma. Argument #2: PERSONAL habits (smoking, obesity) Asthma can also be acquired non-genetically due to personal habits such as smoking or being overweight. Some of the asthma patients developed it from the blood relatives, but the chance of developing asthma and the severity of the disease can be controlled by a person. For instance, smoking can do damage to the entire respiratory system and greatly reduce lung function. It can narrow the airway which will increase the risk of asthma. Also good personal habit, such as and lifestyle can keep you body in good shape and keep the airway unobstructed therefore avoiding asthma. Argument #3: ENVIRONMENT Living in a poor environment that has poor air quality or constantly exposed to allergen and dusts can also cause Asthma and even make it deteriorates. Asthma is a long term disease of a persons airway and lungs; therefore, although the direct cause of asthma is still not completely clear, breathing in dust such as wood dust or chemicals for a long period of time will affect the health of your respiratory system and then increase the chance of asthma developing. Argument 1 Gender and age Asthma is a disease that affects people from all age groups. However the chance of having asthma differs depending on which age group one is in. Figure 1.1.1 Graph of asthma prevalence and average humidity From figure1.1.1 above we are able to see that asthma actually usually happens before 30 years old, which is mainly childhood and early adulthood. Adults in their middle age will be less vulnerable to asthma, then the percentage of asthma patient slightly increase as it reaches old age. Moreover based on the data from statistic Canada, there are more male asthma sufferers than female. The average difference between female and male are 2.16, which means male have 2.16% more chance of having asthma. It can be a huge difference while dealing with the population of the entire country. Figure 1.1.2 Figure 2 based on the data from CDC and it showed asthma prevalence of age group below 12 years old. In this graph we are able to see that although very little infant have asthma, 16 to 17% of the entire population around 5 to 24 years old suffers from asthma, that means there are 3 asthma patient in every 20 person. Similar with the data from statistic Canada, the graph showed that people in their early ages are more likely to be suffered from asthma. This might be due to the incomplete development of the lung and airway so the airway is more sensitive and vulnerable and easily infected so as during old age. Figure 1.1.3 Figure1.1.3 above displayed the asthma prevalence of male and female. Among male, the asthma rate is more than 5% higher than female. It might be due to males respiratory systems slower growth. While among female, the asthma rate is higher after puberty. This can be due to males airway become much stronger after puberty. To conclude, although uncontrollable, gender and age is a risk factor that we should know in order to prepare for and preventing asthma. Allergy and asthma Another uncontrollable risk factor of asthma would be allergies and other respiratory disease. Figure 1.2.1 Figure 1.2.1 above used data collected from Unionville High School. In the sample, there are 4 people who suffer from asthma among 31 people which is near 13%. It matches the data from statistic Canada. Among these 4 people one of them own pet and two of them both own pets and have other allergies. Over half of the asthma patients have other allergies and the majority of them own pet. It shows owning pet might be a risk factor of asthma and the reason behind it might be the fur that can cause inflammation in the airway. Moreover there is a relationship between asthma and other type of allergies Figure 1.2.2 The result from another research also supported this argument. Most people that suffer from other allergies or atopic disease are also asthma sufferers therefore people with allergies are more likely to suffer from asthma. Genetic and asthma A very common way of having asthma is inheriting the disease from the family. This might be due to the genes they inherited from their parents have similar characteristic therefore asthma can be inherited. Figure 1.3.1 Looking at Figure 1.3.1 based on a sample from Unionville High School, 3 asthma sufferers out of 4 have family members that suffer from asthma. It is clear that the amount of asthma sufferers with siblings or parents that also have asthma is much higher than ones without. We can conclude that having a family member with asthma can raise the chance of developing asthma. Argument 2 Other than those uncontrollable factors that are related to a persons age, sex and other disease, ones everyday habit and activities is can also affect the asthma rate. Two of these unhealthy habits that can increase ones chance of having asthma will be smoking, overeating or lack of exercising that can cause obesity. Smoking and asthma Asthma is a common respiratory disease in the world. There are few ways that will turn this disease bad, Smoking is one of the major bad habit that turn asthma bad. Smoking is the inhalation of the smoke of burning tobacco encased in cigarettes, pipes, and cigars. According to the CDC, a research demonstrated that there is a higher rate to have asthma if you smoke. There are about 17% people in the US that smoke but there are about 21% people who smoke with asthma. Figure 2.1.1 The graph above demonstrated the people in different province in the United States and is split by with asthma who smokes and without asthma who smoke. The result shows that there are more people that smoke with asthma than without asthma. Overweight and asthma Although Asthma is a respiratory disease, ones body mass index (BMI) is also a factor of developing asthma and even an asthma attack.ÂÂ   BMI is calculated using ones height and weight; when a persons body mass index (BMI) is between 18.5 and 25, he will be considered normal, however when the persons BMI is between 25 to 30 he will be considered overweight and obese if the BMI is over 30. Graph 2.2.1 below shows the percentage of normal weight, overweight and obese adults suffering from asthma. Figure 2.2.1 The graph shows the relationship between ones BMI and asthma. For both men and women, the chance of suffering from asthma for an obese person is significantly higher than a normal weighted person. For the obese group, the asthma prevalence is almost 50% higher than the normal weight group. We can easily see that being overweight can greatly influence the prevalence of asthma, overweight people are more likely to suffer from asthma compared with others. This is because the extra weight on an overweight person will increase the pressure on his chest therefore it will be harder for the person to breath. On the other hand, inflammation, which obesity usually comes with, also contributes to increasing the risks of developing asthma. Inflammation around the wall of the airway will make it swollen and decrease the width of the airway, allowing lesser air to pass, and cause multiple asthma symptoms such as wheezing, coughing, and breathing difficulties. From the data, we are able to conclude the theory is true and being obese will greatly increase ones chance of developing asthma. Figure 2.2.2 https://nccd.cdc.gov/NPAO_DTM/IndicatorSummary.aspx?category=28indicator=30 From graph 2.2.3, we are able to see that according to CDC, more than 10% of the Americas population is obese, that means they will all be having a much higher risk of having asthma than the rest and they should be more careful about while doing strenuous exercise. Argument 3 While ones persona condition and habit changes his chance of developing asthma, like many other disease, the environment around the person can also influence the incidence of the disease. This is due to the environment can affect ones health condition slowly therefore a good environment can decrease ones chance of suffering from diseases and vice versa. Poverty and asthma One of the factors that can affect ones living environment is ones income. Typically, family that have more money will be able to afford living in cleaner area, more comfortable space and overall, a better environment; while the families with less income will not. Dust, small particles, molds, insects and many more types of allergens in these environment can trigger asthma and exposed to them will absolutely be a factor that causes asthma. Figure 3.1.2 Graph asthma prevalence by income in 2014 https://www.cdc.gov/asthma/nhis/2014/table2-1.htm The graph above shows the percent of people suffering from asthma versus their poverty level in America. Federal poverty threshold in the graph is a measure of income for every person. The standard income for an American is calculated each year and it is shown in the table below. PERSONS IN FAMILY/HOUSEHOLD POVERTY GUIDELINE 1 $11,670 2 15,730 3 19,790 4 23,850 5 27,910 6 31,970 7 36,030 8 40,090 For families/households with more than 8 persons, add $4,060 for each additional person. From graph 1 it is clear that there is a trend that shows less people suffer from asthma as their income increase. For instance for people with income lower than the poverty guideline, the prevalence of asthma reached up to 10%. Moreover, the area one lives in also matters Figure 3.1.3 Graph of amount of asthma patient versus poverty rate in 2014 http://www2.census.gov/programs-surveys/cps/tables/time-series/historical-poverty-people/hstpov9.xls Figure 3.1.3 above showed the poverty rate and asthma rate of the four regions in the United States. It also indicated that as the poverty rate of a certain region or area gets higher, so does the asthma rate. In general, families living in poverty lives in less developed areas, which means that they might know less about how to deal with asthma and asthma prevention. These data prove the relationship between poverty and asthma; therefore family that have less income is likely to have a higher risk of having asthma. Air pollution and asthma As mentioned, asthma is a type of long term respiratory disease and it mainly affects the airway and trachea, which is a part of the respiratory system. It is used as a tube to transfer air in and out of the lung while breathing; so, during this process, the wall of the airway frequently makes contact with the air outside that contains many pollutants. Therefore unlike skin that covers the human body, the unprotected wall can get infected and be stimulated very easily. Then the inflamed airway will cause coughing, wheezing and even asthma. Therefore if the environment isnt clean and the air quality isnt good, the chance of developing asthma increases. Figure 3.2.1 Graph of emission of sulfur oxide and asthma rate from 2010 to 2014 Figure 3.2.2 Graph of emission of nitrogen oxide and asthma rate from 2010 to 2014 http://www.ec.gc.ca/indicateurs-indicators/default.asp?lang=enn=E79F4C12-1 The two graphs above show the relationship between the emissions of several types of air pollutants as percentage of 1990 level and the percentage of people with asthma in canada from 2010 to 2014. We are able to see that there is a trend, as the emission of the two air pollutants decreases the percentage of people with asthma also decrease. For example, sulfur dioxide, a form of sulfur oxide found in lower atmosphere, is a harmful toxic chemical. The r of the trend line is about 0.703, which means there is a strong relationship between the emission the chemical and prevalence of asthma. In fact according to CDC, exposure to this type of chemical will affect ones lung health. Asthma suffers is more sensitive to even low concentration of sulfur dioxide. On the other hand, there is also correlation between emission of nitrogen oxide and asthma prevalence. The r in graph 3.2.2 is 0.9 therefore it shows that the relationship with asthma prevalence is even stronger for nitrogen oxide. A r esearch done by WHO indicates that respiratory disease is more common in area with higher nitrogen oxide concentration. Therefore, inhaling either of these chemicals in the air can do damage on ones respiratory system can is one of the factors of asthma. Figure 3.2.3 http://www.ec.gc.ca/indicateurs-indicators/default.asp?lang=enn=E79F4C12-1 Luckily, from the graph above, we can see that the emissions of these toxic chemicals are decreasing. Thus we can expect that as the average air quality get better in the future and the concentration of these chemicals decrease, the percentage of people with asthma should also slowly decrease. Climate and asthma Last but not least, the climate of each region also has an effect on the chance of developing asthma. In fact, one of the factors that can affect ones respiratory system would be humidity. Humidity is the amount of water in the air and higher humidity would mean there are more water around the atmosphere. When the humidity gets higher, it will be more difficult to breath in this kind of atmosphere, but if the atmosphere is too dry, the airway will be inflamed due to lack of water and will also be a factored that triggers asthma. Figure 3.3.1 Graph of asthma prevalence and average humidity https://www.cdc.gov/asthma/most_recent_data_states.htm https://www.currentresults.com/Weather/US/humidity-by-state-in-summer.php From this graph, we are able to see a U shaped trend. Most states in the United States have similar average humidity and asthma rate. However as the average humidity increase, more people suffer from asthma; as the average humidity decrease lower than 40% the amount of asthma patient increases again. As a matter of fact, the world health organization claimed that 50% humidity will be best to reduce the chance of developing asthma or asthma attack. State such as New Jersey and Maryland, are located at the east coast, had higher average humidity, being around 70% has more asthma patient; while states near the west coast has a lower average humidity around 60% and has less people has asthma there. On the other hand, the states in the middle region have a low average humidity near 30% to 40%; as expected the amount of asthma patients goes up. Therefore the theory a stated above is proven to be true, humidity can affect ones chance of developing asthma or an asthma attack. Conclusion Limitations Bias There is sampling bias in the result of our survey; this is because we take our sample from Unionville High School. The population in the school is mainly Asian therefore although we narrowed our report to only about North America; it cant represent the situation in North America precisely.ÂÂ   Moreover, we used snowball sampling while sending out the survey, the amount of Asians and non-Asians in the result will be more unbalanced. Not enough information When we are doing our research we found out that there are not many raw data that we can use, many of them are directly made into graphs or figures without posting the raw data and some of the data isnt able to be found on the internet. Moreover there are countries that do not make their data public. Therefore we decided to narrow our range down to only North America. And we found out that Statistic Canada and CDC have a lot of open source that we can work with Works Cited https://aspe.hhs.gov/2014-poverty-guidelines#tresholds https://media.npr.org/assets/img/2015/12/24/asthma_widea7d6c21be70cdf982718f2e7bcb6f1f5d5b3cfdc.jpg?s=1400 Appendix Table 1 Asthma, by age group and sex (Percent) 2010 2011 2012 2013 2014 percent Total, 12 years and over 8.5 8.6 8.1 7.9 8.1 Males 7.1 7.4 6.8 6.9 7 Females 9.8 9.8 9.4 8.9 9.2 12 to 19 years 11.1 11.8 10.2 10.9 9 Males 11.4 11.1 10.6 11.1 8.3 Females 10.8 12.5 9.8 10.7 9.6 20 to 34 years 9.5 9.1 9.7 8 9.3 Males 8.5 7.9 8.7 7.4 8.2 Females 10.5 10.4 10.7 8.6 10.5 35 to 44 years 7.7 8 6.8 8 7.2 Males 6.3 7.2 5.7 7.3 5.5 Females 9.1 8.7 8 8.7 8.9 45 to 64 years 7.9 8.1 7.1 7.1 7.5 Males 5.5 6.6 4.7 5.6 6.4 Females 10.4 9.6 9.4 8.6 8.6 65 years and over 7 7.3 7.7 7.5 8 Males 6.2 5.6 6.4 5.8 7.1 Females 7.6 8.7 8.8 9 8.7 http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/health49b-eng.htm Table 2 https://www.dovepress.com/cr_data/article_fulltext/s91000/91654/img/COPD-91654-T01.png Table 3 https://www.cdc.gov/asthma/nhis/2014/table2-1.htm Table 4 https://www.cdc.gov/nchs/data/databriefs/db239_table.pdf#1 Table 5 2014: Percent of adults aged 18 years and older who are overweight Location Value 95% CI Sample Size National 35.2 (34.9-35.5) 425,875 https://nccd.cdc.gov/NPAO_DTM/IndicatorSummary.aspx?category=28indicator=30 Table 6 Ratio of Family Income to Poverty Threshold All Ages Total Children Adults 18+ 0-0.99 15.8 15.6 15.9 1.00-2.49 12.9 13.2 12.9 2.50-4.49 12.4 12.8 12.3 4.50 and above 11.8 12.3 11.7 https://www.cdc.gov/asthma/nhis/2014/table2-1.htm Region: All ages Total Children Age Adults Age 18+ Northeast 7,060

The Cult of True Womanhood and The Yellow Wallpaper :: Yellow Wallpaper essays

The Cult of True Womanhood and The Yellow Wallpaper Prior to the twentieth century, men assigned and defined women’s roles.   Although all women were effected by men determining women’s behavior, largely middle class women suffered.   Men perpetrated an ideological prison that subjected and silenced women.   This ideology, called the Cult of True Womanhood, legitimized the victimization of women.   The Cult of Domesticity and the Cult of Purity were the central tenets of the Cult of True Womanhood. Laboring under the seeming benevolence of the Cult of Domesticity, women were imprisoned in the home or private sphere, a servant tending to the needs of the family.   Furthermore, the Cult of Purity obliged women to remain virtuous and pure even in marriage, with their comportment continuing to be one of modesty. Religious piety and submission were beliefs that were more peripheral components of the ideology, yet both were borne of and a part of the ideology of True Womanhood. These were the means that men used to i nsure the passivity and docility of women.   Religion would pacify any desires that could cause a deviation from these set standards, while submission implied a vulnerability and dependence on the patriarchal head (Welter 373-377). The medical profession’s godlike attitude in â€Å"The Yellow Wallpaper† demonstrates this arrogance.   The Rest cure that Dr. Weir Mitchell prescribed, which is mentioned in Gilman’s work, reflects men’s disparaging attitudes.   His Rest cure calls for complete rest, coerced feeding and isolation.   Mitchell, a neurosurgeon specializing in women’s nervous ailments, expounded upon his belief for women’s nervous conditions when he said, American woman is, to speak plainly, too often physically unfit for her duties as woman, and is perhaps of all civilized females the least qualified to undertake those weightier tasks which tax so heavily the nervous system of man.   She is not fairly up to what nature asks from her as wife and mother. How will she sustain herself under the pressure of those yet more exacting duties which nowadays she is eager to share with the man? (Mitchell 141) On the other hand, the male sector of society enjoyed mobility.   Men reaped benefits from not only the private domain, but they were also free to leave and enter the public sphere.  Ã‚   They received nurturing from women in the private arena.   The public sphere was where men enjoyed the competition engendered in the market place through which they gained their identity.

Alice In Credit Card Land :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Your credit card is stolen. You place a phone call to the number provided in your tourist guide or in the local daily press. You provide your details and you cancel your card. You block it. In a few minutes, it should be transferred to the stop-list available to the authorization centres worldwide. From that moment on, no thief will be able to fraudulently use your card. You can sigh in relief. The danger is over. But is it ? It is definitely not. To understand why, we should first review the intricate procedure involved. In principle, the best and safest thing to do is call the authorization centre of the bank that issued your card (the issuer bank). Calling the number published in the media is second best because it connects the cardholder to a â€Å"volunteer† bank, which caters for the needs of all the issuers of a given card. Some service organizations (such as IAPA – the International Air Passengers Association) provide a similar service. The â€Å"catering bank† accepts the call, notes down the details of the cardholder and prepares a fax containing the instruction to cancel the card. The cancellation fax is then sent on to the issuing bank. The details of all the issuing banks are found in special manuals published by the clearing and payments associations of all the banks that issue a specific card. All the financial institutions that issue Mastercards, Eurocards and a few other more minor cards in Europe are members of Europay International (EPI). Here lies the first snag : the catering bank often mistakes the identity of the issuer. Many banks share the same name or are branches of a network. Banks with identical names can exist in Prague, Budapest and Frankfurt, or Vienna, for instance. Should a fax cancelling the card be sent to the wrong bank – the card will simply not be cancelled until it is too late. By the time the mistake is discovered, the card is usually thoroughly abused and the financial means of the cardholder are exhausted. Additionally, going the indirect route (calling an intermediary bank instead of the issuing bank) translates into a delay which could prove monetarily crucial. By the time the fax is sent, it might be no longer necessary. If the card has been abused and fraudulent purchases or money withdrawals have been debited to the unfortunate cardholders’ bank or

Colonization

Although New England and the Chesapeake regions were settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. I have described both societies in an attempt to demonstrate their developments. Virginia Colony In 1607 a group of merchants established England s first permanent colony in North America at Jamestown, Virginia. They operated as a joint-stock company that allowed them to sell shares of stock in their company and use the pooled investment capital to outfit and supply overseas expeditions. This joint tock company operated under a charter from James I with a concern for bringing Christian religion to the native people. However, most of the settlers probably agreed with Captain John Smith that the real aim was profit rather than religion. Profits were elusive in the early years; expectations of gold and other minerals, trade with Indians for beaver and deer skins were not to be had by the colonists. Many Virginia colonists died of dysentery, malaria and malnutrition. The Virginia Company sent a diverse collection of people to Jamestown; there ere artists and glassmakers, as well as unskilled servants. Both types of people adapted poorly to the wilderness conditions. Relations between the colonists and the Indians were bitter from the beginning. John Smith dealt with the Indians by shows of force and the Indians withdrew trade with the English. Many settlers died of starvation in the first years. The discovery that tobacco would grow in the Chesapeake region was a salvation for Virginia. The planters shipped the first crop in 1617 and thereafter tobacco cultivation spread rapidly. By 1624, Virginia was xporting 200,000 pounds of tobacco; by 1638 the crop exceeded 3 million pounds. The cultivation of tobacco caused Virginia s planters to find a reliable supply of cheap labor. To fill this need, planters recruited immigrants from various countries. These immigrants were called indentured servants. They willingly sold a portion of their working lives in exchange for free passage across the Atlantic ocean. Many of the indentured servants were unemployed and held the lower class on the social ladder from their places of origin. Life for indentured servants was often a nightmare. If diseases did not kill them, many succumbed to the brutal work routine that harsh masters imposed upon them. When the remaining servants neared the end of their contract, masters would find ways to add time to the contracts. The profitable tobacco crops created an intense demand for land. As more and more colonists settled along the rivers that flowed in Chesapeake Bay, the local Indian tribes retaliated. The murder of an Indian captain triggered a fierce Indian assault that dealt a staggering blow to Virginia. This attack led to the bankruptcy of the Virginia Company. The surviving planters felt they had justified reasons for the destruction of the Indians. As more settlers arrived, more pressure was placed on the Indians for land. Wars over land was provoked in 1644 and again in 1675. In each of these conflicts, the colonizers were victorious. The native population of Virginia was reduced to less than 1,000 by 1680. Immigrants to the Chesapeake Bay region found existence difficult. Many immigrants arrived as indentured servants and could not marry until their time was paid. Once marriage was made, diseases claimed many within about seven years. Few children growing up could expect to have both parents alive. Widows and widowers often remarried soon after the death of their spouse, creating a complex web of family life. Because of mortality, the Chesapeake settlers remained, for most of the seventeenth-century, a land of immigrants rather than a land of settled families. Social institutions such as churches and schools took root very slowly. The Chesapeake region architecture showed the fragility of life in the tobacco growing environment. Settlers at first built primitive huts and shanties. After establishing crops, planters improved their habitats but still built ramshackle one-room dwellings. Even as Virginia and Maryland matured, cheaply built and cramped houses remained the norm. Life was too uncertain and the tobacco economy was too volatile. Massachusetts Bay Colony While some English settlers scrambled for wealth on the Chesapeake, others were seized by the spirit of religion. These individuals were known as Puritans. They aimed their efforts at reforming the corrupt new land. They wanted the new land to have a special mission in the world. The people attracted to the Puritan movement were not only religious reformers but also men and women who hoped to find changes in English society. They disapproved of the growing withdrawal from traditional restraints of individual action. They worried that individualistic behavior would undermine the notion of community involvement. This community involvement was the belief that people were bound together by reciprocal rights, obligations, and responsibilities. Puritans vowed to reverse the march of disorder, wickedness and disregard for community by imposing a new discipline. Their intention was to establish communities of pure Christians who collectively swore a covenant with God to work for his ends. Civil and religious transgressors were rooted out and severely punished. Their emphasis was on homogeneous communities where the good of the group outweighed individual interests. The first winter for the Puritans was harsh, more than 200 of the first 700 settlers died and 100 others returned to the England in the next spring. But Puritans kept coming. Motivated by their work ethic and sense of mission, the Puritans thrived almost from the beginning. The early leaders were university-trained ministers, experienced members of the lesser gentry and men with a compulsion to fulfill what they knew was God s prophecy for New England. Most of the ordinary settlers came as free men in with families. Trained artisans and farmers from the mid rank of English society, they established close communities where brutal exploitation of labor had no place. The Puritans built a sound economy based on agriculture, fishing, timbering and trading for beaver furs with local Indians. They also established the first printing press and planted they seed of a university, Harvard College. The Puritan leaders also created a tax-supported school system. In 1647, the government ordered every town with 50 families to establish an elementary school and every town with 100 families a secondary school as well. Although the Puritans had made many accomplishments, there were some dissenters from the Puritan way of life. In 1633, Salem s Puritan minister, Roger Williams, began to voice disturbing opinions on church and government policies. Williams denounced mandatory worship and argued that government officials should not interfere with religious matters. In 1634, Anne Hutchinson began to discuss religion, suggesting that the holy spirit was absent in the preaching of some ministers. Hutchinson also offended the male leaders of the colony because she boldly stepped outside the subordinate position expected of women. The village was the vital center of Puritan life. These villages were small and tightly held. Many farmers established agriculture fields set outside the village. Families lived close together in compact towns built around a common meeting place. These small, communal villages kept families in close touch. Land was istributed to individuals according to the size of his family, his wealth and his usefulness to the church and town. It was believed that every family should have enough land to sustain it, and prospering men were expected to use their wealth for the community s benefit, not for themselves. Women played a vital role in this family centered society. The presence of women and a stable family life strongly affected New England s architecture. Early economic gains were transformed into substantial housing. Well constructed one-room houses with sleeping lofts quickly replaced the huts. Parlors and lean-to kitchens were added as soon as possible. Education was stressed in Puritan communities. Placing religion at the center of their lives, Puritans emphasized the ability to read catechisms, psalmbooks and especially the Bible. The 20,000 English immigrants who had come to New England by 1649 were dispersed from Maine to Long Island. It was only natural that farmers wished for better farm land. To combat the problems of dispersion, Puritan leaders established a broad intercolony political structure in 1643 called the Confederation of New England. This first attempt at federalism managed to function fitfully for a generation. Although the Puritans built stable communities, developed the economy and constructed effective government, their leaders, as early as the 1640s, complained that the founding vision of Massachusetts Bay was faltering. Material concerns seemed to outweigh religious commitments and the individual prevailed over the community. However, New England had achieved economic success and political stability by the end of the seventeenth century. Towns functioned efficiently, poverty was uncommon, public education was mandated and family life was stable.

Assessment and Office Equipment Essay

Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its uses 1. 1 Identify different types of equipment and their uses 1. 2 Describe the different features of different types of office equipment 1. 3 Explain why different types of equipment are chosen for tasks 2. Understand the purpose of following instructions and health and safety procedures Exemplification Learning outcomes 1 to 6 must be assessed using methods appropriate to the assessment of knowledge and understanding. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria. 2. 1 Explain the purpose of following manufacturer’s instructions when using equipment 2. 2 Explain the purpose of following organisational instructions when using equipment 2. 3 Identify health and safety procedures for using different types of equipment 2. 4 Explain the purpose of following health and safety. Procedures when using equipment 2. 5 Explain the purpose of  © OCR 2010 1 keeping equipment clean and hygienic 3. Understand how to use equipment in a way that minimises waste 3. 1 Give examples of waste when using equipment 3. 2 Give examples of ways to reduce waste 3. 3 Explain the purpose of minimising waste 4. Know about the different types of problems that may occur when using equipment and how to deal with them 4. 1 Give examples of equipment problems 4. 2 Explain the purpose of following manufacturer’s instructions and organisational procedures when dealing with problems 4. 3 Give examples of how to deal with problems 5. Understand the purpose of meeting work standards and deadlines 5. 1 Explain the purpose of meeting work standards and deadlines when using equipment 6. Understand the purpose of leaving equipment and the work area ready for the next user 6. 1 Explain the purpose of leaving equipment and the work area ready for the next user 7. Be able to use office equipment 7. 1 Locate and select equipment needed for a task 7. 2 Use equipment following manufacturer’s and organisational guidelines Assessment should be planned. To maximise the opportunities for the candidate to demonstrate their ability to use office equipment. 7. 3 Use equipment minimising waste 7. 4 Keep equipment clean and hygienic 7. 5 Deal with equipment problems following manufacturer’s and organisational procedures 7. 6 Refer problems, if required 7. 7 Make sure final work product meets agreed requirements 7. 8 Make sure that product is delivered to agreed timescale 7. 9 Make sure equipment, 2  © OCR 2010 resources and work area are ready for the next user Assessment This unit is centre assessed and externally verified. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria and where appropriate, provides evidence across several units. Your assessor will use a range of assessment methods which may include: ? observation of performance in the work environment ? examination of work products ? questioning the learner ? discussing with the learner ? use of others (witness testimony) ? looking at learner statements ? recognising prior learning Evidence requirements A range of evidence should be gathered to cover the Learning Outcomes and Assessment Criteria. Examples may include: ? Job requests/briefs from colleagues ? Copies of work produced using equipment ? Fault/problem logs indicating your response ? Records of training in use of equipment ? Minutes of team/1 to 1 meetings, relating to use of equipment ? Annotated copies of relevant sections in user manuals. The candidate must demonstrate their ability to use a range of office equipment including a computer, printer, and photocopier along with other equipment necessary to carry out their job eg telephone, franking machine,fax machine, data projector, shredder, laminator, binder, paper folder. Guidance on assessment and evidence requirements Refer to sections on Assessment and Evidence requirements above. National Occupational Standards (NOS) mapping/signposting This unit is based on the NOS BAA231 Use office equipment. Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills.  © OCR 2010 3 Link to functional skills standards http://www. qcda. gov. uk/15565.aspx Functional Skills Standards English Mathematics ICT Speaking and Listening ? Representing ? Use ICT systems ? Reading ? Analysing ? Find and select information ? Writing ? Interpreting ? Develop, present and communicate information ? Resources Access to a wo rking environment with associated equipment and resources Additional information For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide: Vocational Qualifications’ (A850) on the OCR website www. ocr. org. uk.