Violence Through The Eyes Of Hannah Arendt Philosophy Essay

Violence Through The Eyes Of Hannah Arendt Philosophy EssayIn this essay I will try to the best of my understanding to evaluate and vitally analyse subject of rage through the eyes of Hannah Arendt. The title of the book is called On Violence and has been written by Hannah Ardent and published in 1969. In this book Hannah Ardent tries explaining the subject of violence in a historical context and questions the nature of its use. She also re-examines the dealinghips between politics, war, violence and power and uses other theorists to scar her point. My purpose in writing this, is to critically analyse chapter 2 from this book in collection to understand how victorious the authors argu ment is and how effective are the case she use to prove her argument. I will then finally identify any examples that disprove of the authors argument and provide my own understanding of political concepts.How successful is the authors argument?The historical background of the essay was depressing and chaotic in all domains in the international arena it was the clash between West and East, join and South, in internal politics, and even on the level of personal life, this is when she has lost her husband. What makes her essay so outstanding and even classical, in the sense of both immortal and timely, is her vigorous defence of politics against its simplistic and increasingly prevalent equation with violence. Without supporting a radical form of pacifism, Arendts text sought to justify the rightfulness of politics, construed as concerted pretendion or shared exercise of public power, in the face of a growing fascination with violence and the progressive colonisation of public life by violent strategies and ideologies.Hannah Arendt in chapter two tries to define what she sees as the key concepts that must be understood for the construction of any opening of violence.Concepts such as power, authority, force, legitimacy and explains and defines power, violence, authority, force, strength and clarifies their relationships with unrivaled another. The author evaluates these concepts and provides examples to enhance understanding of the subject to illustrate her point. Her approach will be understood by most social scientists, that you cannot describe reality correctly if your linguists are faulty. She says that it is A rather sad reflection on the present state of political acquirement that our terminology does not distinguish among such key concepts.Arendt identifies and acknowledges the enormous role violence has always played in homo affairs. According to Arendts argument on that point is a great conage of real critical analysis on the role and function of violence in human race society no one engaged in thought about history and politics can remain unaware of the enormous role violence has played in human affairs, and it is at first glance rather surprising that violence has been singled our so seldom for special considerationShe attempts to i dentify the connections if any between these theories of violence and what she calls the self-destructive development of modern weapons that run through become central to the arsenals of violence produced by governments in the post war world.As Arendt sets her analysis of violence within the usance of the enlightenment the means-ends and cause-effect debate pose one of the central paradoxes for her.All the authorities that she quotes have strong opinions on the question of violence and its role and function in society. Arendt argues that there is a general consensus that Violence is nothing more than the most flagrant formula of power. She quotes Max Webers definition of the state as the Rule of men over men based on legitimate that is allegedly legitimate violence.Arendt does not agree with such a consensus because she says that to accept such a consensus you would have to Equate political power with the organization of violence and this only makes sense if you follow Marxs esti mate of the state as an instrument of oppression in the detainment of the ruling classes.She believes that no government exclusively based on the means of violence has ever existed or ever existed for more than a very short period. The crucial reason for this according to Arendt is that in the condition Violence relationship there is a fundamental ascendancy of power over violence. Governments in order to exist need power but they do not necessarily need violence. She believes that power needs no justification but its needs legitimacy. go violence can destroy power it can not create power. Arendt believes that Power and Violence are opposites and where one rules absolutely the other is absent. Rule by violence comes into play only when power is being lost. A short definition that Arendt refers too is that power equals institutionalized force and that violence is a manifestation of power.phenomenologically is close to strength, since the implements of violence, like all other too ls, are designed and used for the purpose of multiplying natural strength until, in the last stage of their development, they can turn for itThis analyzes the implications for modern governments modern peoples on the significance of civil obedience and consentwe have to decide whether and in what sense power can be marvelous from force to ascertain how the fact of using force according to law changes the quality of law itself and presents us with an entirely different picture of human relationsHow effective are the examples they use to prove their argument?Hannah Arendt argue that it is insufficient to say power and violence are not the same and believes that they are oppositesPower and violence are opposites and not the same as where the one rules the upmost and the other is absent.The author uses Alexander Passerin dEntreves opinion in order to prove her point. Passerin visualises violence as the most fragrant manifestation of power. This is what the author of the book The Noti on of the state illustrates,we have to decide whether and in what sense power can be distinguished from force to ascertain how the fact of using force according to law changes the quality of law itself and presents us with an entirely different picture of human relationsWhat counter-examples can you identify that disprove the authors argument? (you must properly reference your sources. Atleast two alternative sources must be identified.Foucault truth and powerFrom complete this task what have you learnt about the particular political concept?It is clearly seen that Ardent believes that to exercise power people need to gather together and act in a host. As she saysPowercorresponds to the human ability not just to act but to act in concert. Power is never the berth of an individual it survives to a group and remains in existence only so long as the group keeps together.Ardent believes that power does not belong to single man but it springs up whenever people act in concert. Her co ncept of a power as a property of a group sounds interesting but is not practical..Violence, she writes, can always destroy power. Out of the barrel of a gun grows the most effective command, resulting in the most split second and perfect obedience. What never can grow out of it violence is power. For example, violence and threat of violence by the emperors Caligula and Nero did not enhance their power. It diminished their power.Arendt writes that In a frontal clash between violence and power, the outcome is hardly in doubt as in a military against collective non-violent resistance (power). But, she adds, Nowhere is the self-defeating factor in the victory of violence over power more evident than in the use of terror to maintain domination, about whose weird successes and ultimate failures we know perhaps more than any generation before us.Violence, she sums up, can destroy power it is utterly incapable of creating it. Writing at the end of the 1960s, Arendt was critical of the a dvocacy of violence by blacks critical of Martin Luther Kings non-violent movement, and she took issue with the advocacy of

Nursing Students Perception Of Faculty Role Models Nursing Essay

Nursing Students Perception Of cogency Role Models Nursing EssayAbstractBackground Professional role modelling is key divisor in educational demesne, where checkers serve as best role models for the students. It serves as a primary way to impact students search for meaning, purpose, and value in their personal and sea captain lifespan.. at that placefore, to be able to assess what students perceived close to their stave approach as role modelling, we conducted a study to explore the students perceptions and experiences about the efficacy role modelling at a private School of Nursing in Karachi, Pakistan.Methodology This study followed qualitative framework, considering group of sheepskin programme students as a case, data was collected through semi structure interviews from fifteen representatives of all three years of sheepskin programme. All students of the lambskin programme were approached for their unpaid worker friendship. Subsequently, purposefully equal percenta geicipation was considered from all three years of the diploma programme for their representation in the study. Tape record interviews were transcribed with major thematic depth psychological science of the verbatim.Findings Participants in the study mentioned their disappointment with the ambiguity in their efficiency as role models. While the efficacy reinforced students to be render with the pass judgment knowledge and demonstration of discipline, they themselves did not follow the aforementioned(prenominal). The findings revealed that Professional role modelling needs to be encouraged with the formulation of appropriate mentoring and continued education of oblige educators. Participants strongly mat up that though the go down on educators ar well equipped with clinical skills, they lack in clinical and classroom teaching skills.Conclusion There is significant association between professional role modelling by nurse educators and students learning outcomes. Therefore, talent members should demonstrate priggish role modelling and pay off what they preach fleck reinforcing professionalism.Provision of appropriate mentoring and continued education can facilitate nurse educators to become the role models for treat students to follow.Key words nurse educator, professional role modelling, students learning outcomesIntroductionThe period of college/university education is accompanied by a significant transition of an individual from adolescence to a young bad genuinely much requiring the students to meet several demands and challenges of education. Traditionally, the depth or accuracy of learning is usually expressed through assessment scores without major focus on cognitive, affective or behavioral learning (Lizzio et al, 2002) this reflects the basic educational system of Pakistan in like manner. With transition to the university education, the students argon ofttimes required to meet several demands and challenges moving much than towards cognitive, affective or behavioral learning than rote memorization. With this shifting paradigm, students perceptions influence their approach towards education and influences their overall learning outcomes (Lizzio et al, 2002), and their health and coping with the challenges of education. Learning purlieu, lam structure and teaching methodology contribute overall towards the students coping and learning within these challenges of education. On the opposite hand, nature and structure of higher education produce an implication on students well-being as they be often concerned with poverty, and become withdrawn and psychologically distressed (Dooris, 2001b).A similar change of educational environment is usually approach by the students when they enter their nursing education. Students in nursing education are required to meet academic demands which make them tonus strained. This altered state of mind often impacts negatively on their academic function and health (Seyedfatemi e t al, 2007). In this journey, teachers serve as a backbone of educational arena. Similarly, their teaching approach and mode of instruction plays crucial role in the increase of conceptual learning in students. Considering nursing as an learning arena of specialized skills, nurse educators has to fritter away prime position to ingrain the knowledge and skills in young future nurses, while motivating them to be self say learner and sound decision makers.Dooris (2001b) has identify the nature and structure of higher education as one of the factors affecting students well-being. Nursing education require students to guide in several study hours. Struggle in encounter the requirements of various assignments and clinical (Seyedfatemi et al, 2007) often impacts on the mental health (Dunne and Somer gravel, 2004) of the nursing students. In the same line, faculty plays a vital role in creating corroboratory learning environment and serve as a role model in the development of knowledg e, skills and attitude in students (Glicken and Merenstein, 2007).Students are required to meet the several demands of nursing education, markedly higher whence what is pass judgment in pre-nursing education level in Pakistan. Concerns of students poor coping with the academic demands and hostel stay are often reported at various forums and at different nursing programme faculty meetings, at selected School of Nursing, as well as bring out students expression of uncertainty and help slightness. This alter state of mind, often make students prone for mal adaptive coping behaviours like profligate worrying, quiescencelessness and feeling of loneliness impacting negatively on their academic function and health (Seyedfatemi, Tafreshi and Hagani, 2007). This study is an place factor of the Masters study conducted to explore the turned on(p) well-being of Diploma Nursing students.Since, cocksure, motivational and unbiased learning environment has optimistic impact on students lea rning outcome in university scope (Lizzio et al, 2002) Papp, Markkanen and Bonsdorff (2003 267) hand over rightly stressed that, students should be treated equally and with harmony throughout their education. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Therefore this study was conducted to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan.MethodologyInterpretative paradigm was opt to assess diploma nursing students perception their subjective meanings and definitions of the emotional well-being and its related factors (Clough and Nutbrown, 2007 Creswell, 2007 Laverty, 2003 Sandelowski, 2000 Merten, 1998). Qualitative approach was considered to obtain the interpretative in-depth analysis of the experience, perceptions and lowstanding of research instrumentalists (Neuman, 2003 Munhall, 1989).Considering the group of diploma programme students as prospective beginicipants of this study, a Case Study approach was used as a guide to progress in this research project, as it provides chance to the researcher to bring forth intimate knowledge of participants feelings (Polit and Beck, 2004 Yin 2003). Case study involves exploration of case/s within a bounded system (in a specific context) like in this study being in a diploma nursing programme (Creswell, 2007).Study settingSupport Services for Students at selected School of nursingEvery student at selected school of nursing has a faculty advisor who guides them in their academic issues as and when required. Students are expected to visit their respective advisors at least three eons a semester and also on the basis of their need (, 2006 , 2007a , 2007c). Ambreen.Tharani2011-02-21T120000How can i refer to meeting minutes of AKU-SONIn addition, to support students emo tionally, a student counsellor, who is a professional psychologist, is also available and provides support to students on need basis.SampleSampling was done in two stages. Initially, whole population of interest that is all the students of the diploma programme were contacted via their introductions student email identification, providing them with the study details and inviting for voluntarily participation in study.As suggested by Polit and Beck (2004), to obtain the in-depth assessment, limited number of participants was selected in this case study. Considering that the participants perspective may vary with their years of experience in the programme and their status of accommodation (Neuman, 2003) in the second stage, equal participation was encouraged from all years of diploma programme (n= 15), representing both the day scholars (n1=7) and hostel resident students (n2=8).Data collection and AnalysisSystematic data collection was conducted via individual semi-structured inte rviews using the interview guide to explore participants experiences (Neuman, 2003) and perceptions (Robson, 2002). Interview was audio-taped and a journal was maintained to record participants depictions, reactions and other significant information during the interview (Rudestam and Newton, 2001 Speziale and Carpenter, 2003). Efforts were made to decrease the limitations of the study. honourable consideration was taken into account throughout the research to maintain confidentiality, anonymity and providing a inspection mechanism to the study participants to prevent any sort of harm.Audio-recorded information was transcribed and thematic data analysis of data was done based on Laws (2003).trustworthinessCredibility, transferability, confirmability and dependability (Polit and Beck, 2004) were ensured in this study. Considering these criteria, credibility was ensured by cautiously interpreting and presenting the responses of the participants. For promoting transferability, detail ed description of the context of the study is provided while disseminating the data for contingent transfer of findings in other settings (Polit and Beck, 2004). For dependability, the process and the product of the research were carefully examined for its consistency. For confirmability, stepwise record of the raw data was constructed and maintained, followed by data reduction and reconstruction, synthesis of products and subsequent analysis (Polit and Beck, 2004).Ambreen.Tharani2011-02-22T082800Can we remove these details or as suggested by you we can purely move it to the discussion partEthical ConsiderationEthical consideration was ensured following the British Educational Research Association-Code of Ethics. a coherent with that, Institutional Ethical Review Committee (of data collection site) was accessed and written approval was obtained for research. coach of Diploma Programme and the Dean of selected school of nursing were approached in person to state the purpose and pro cess of the research, along with obtaining Deans permission for data collectionTo assent for voluntary participation, adequate information was provided in the consent form regarding the purpose of research, their participation requirement, possible risk and benefits, financial consideration and their wish to decline the participation (Speziale and Carpenter, 2003). Permission was also sought for the participants before tape-recording the interviews. To ensure anonymity and confidentiality during data collection, tape-recording, data transcribing and data analysis, the participants were addressed and referred to with respondent numbers.As this study focuses on the perceptions and feelings of the participants, the possible harm to the respondents would be emotional. My experience as a mental health nurse has helped me to utilize the therapeutic communication, including broad opening, being non-judgmental, paraphrasing and clarifying (Videbeck, 2005) during the interviews. Ambreen.Tha rani2011-02-22T082600How to iterate this- i m confusedFindingsLearning EnvironmentThe participants felt that the major focus of the faculty at SELECTED SCHOOL OF NURSING was on professionalism. While reinforcing professionalism, they often put undue restrictions on the students, which in turn lead to limited learning opportunities and they felt that they were being discriminated against other students.Yes, another important thing is environment environment in terms of professionalism. Again the teachers are around you, students are around you, so there behaviour has an impact on us and you impart adopt those things People in other programme are more professional. They teachers restrict in dressing which is not on other programmes. (Respondent 6)In this study, the participants identified various factors in the environment that impacted their learning and emotional health likes high expectations, ambiguity in role modelling, and teaching approach of faculty members. In addition, la rge classrooms played a crucial role in students learning and eventually on their emotional health.4.2.2.1 High ExpectationsParticipants in this study reported too many expectations by the faculty members and academia at SELECTED SCHOOL OF NURSING . Three participants strongly mentioned that they should not be considered as born nurses by the faculty members.When faculty are hired they should be taught several things before giving them teaching responsibility. Students are students not born learners. (Respondent 6)They felt that the high expectations in clinical and possible action made them stressful. Furthermore, stress of going on clinical made them anxious(p). To make learning environment positive, they emphasized that faculty should be more ancillary and flexible to understand the students problems.Clinical take too much stressor, during performance and skills. We need time to adjust and faculty expect to do each and both thing like skills lab, in front of affected role an d in front of staff there. It gives stress. (Respondent 12) instructors expect that on clinical we should know every thing and when we dont know, she doesnt teach us, and say why you dont know this? We are students and in learning process. This thing disturbs students a lot. (Respondent 5)To support students at clinical, one of the participants stressed on the need for more faculty coordination with and emotional support of the students.You faculty should keep yourself in students shoe and see how much stress you are giving to studentsYou should coordinate with students more to understand what problems they make? With approximately personal problem sometimes students does some fracture on clinical and then they are put on learning contract, without thinking what they are going through. Coordination should be done with students. Though we have advisors who guide us but teachers should emotionally support students. (Respondent 2)One of the participants show challenges related to t he transition from life at home to life in the hostel and universityIn hostel, we have to do many things by ourselves which our parents use to do for us. Like we have to lick our clothes we have to make breakfast and no one to wake-up us. Besides that clinical When I have to go clinical I even dont sleep previous night. I have disturbed sleep and I become very upset when I go on clinical. (Respondent 14)To study participants, the high expectations set by faculty members at clinical also resulted in poor image of the students. They were highly concerned about their image in front of the faculty members. To participants, a similar image is communicated to the other faculty members with their shift in clinical placement and with their progression to next academic semester and/or year.then these impression goes to other faculty, my image was disturbed in front of all. (Respondent 6)Most of the participants suggested that the students should be provided with ample time to blueprint the ir learnt skills and concepts in a non threatening environment under faculty guidance.During clinical, students should be keep relax because these are all practical work and with practical work more practice makes you perfect. When we are more anxious we even forgot small skills. Teacher should remind us but in relax manner because we are dealing with lives of patients. (Respondent 14)One of the participants also talked about the difference in academic and summer clinical asI dont know but I feel so because when we go on clinical we are in so much tension that if are going to be put on learning plan. Thats make us more fearful I find summer clinical are different because fear of learning plan was not there. (Respondent 14)Therefore, for policy writ of execution, participant suggested thatPeople who are running institution should not take students as sometimes machines. They are here for studies, should get particular stuff and should go back. Yes, there are requirement of institut ion that should be fulfilled. But still they should consider and policy should be flexible At time it can be changed, it is not so as it is done by somebody from another planet that we cant change. There should be ways. (Respondent 10)4.2.2.2 Assessment CriteriaStudents, in each semester at SELECTED SCHOOL OF NURSING , are required to take multiple subjects and face various assessment criteria. In addition, they are required to meet the clinical component of all the courses. As a result, they complained of being overwhelmed and felt that their productivity got impacted when they had to meet all the requirements.Dont give to much stress to students so there others things are not being suffered. Gap should be assumption after clinical, before the assignments are expected, so we can work in more productive way. (Respondent 2)Another participant suggested that they should be given ample time after clinical to refresh themselves.Students go on clinical from too long hours so they shoul d get time for refreshing themselves. (Respondent 3)Students, with their transition to university education, also faced difficulty with time management. They always seemed to be struggling to meet the academic deadlines. Similar concern of time management was raised by the participants with the examination schedule, which often gave them stress.Another thing is that, all paper comes together. In a week we have 3-4 paper together and we cannot utilize time effectively translated. It gives stress. (Respondent 9)The mostly impacting factors are exams. In which me often feel a lot of burden because there are too many things scheduled together. Then our clinical comes simultaneously and then assignment comes Then you can imagine how much stress it can cause. (Respondent 2)Highlighting similar concerns of time management and university academic schedule, one of the study participants suggested provision of ample time to the students to prepare for the examination and the clinical.Students should be given enough time so they can easily do preparation for themselves. (Respondent 1)4.2.2.3 Ambiguity in Role ModellingParticipants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. One of the participants reinforced that the faculty should also demonstrate respect for their renders when they emphasized that the students should observe a proper dress code. Faculty says that our uniform should be perfect but there are faculty whose buttons of Koti are open, there dupattas are inside their koti and they are very senior faculty. (Respondent 8)The participants verbalized feelings of uncertainty when the verbal emphasis and role demonstration of the faculty were not congruent. These ambiguities made them feel lost and being targeted. One participant shared her feelings when she re ceived vague instructions from the faculty asEvery time we (student) have to listen. On clinical teachers are saying stay with your patient though we are alone with our work patient says go away because we cant stay on their heads. We are lost. (Respondent 8)To participants, the faculty role model also counted in keeping up the image of nursing profession.We are taught professionalism, I have seen teachers un professional in class, using language as they are at home what impression we are giving to outsiders. (Respondent 6)Students in nursing profession are expected to take responsibility of the action they take. While sharing an happening that took place at clinical setting, one of the participants emphasized that the faculty members should be honest and take responsibility for their action. She mentioned that as a result, she herself was emotionally disturbed and was unable(p) to take care of the patient as expected.The mistake was done by faculty but on asking by staff she sai d it is students mistake I feel I cant say anything at that time Yes it has an impact as I couldnt explain medication to patient properly Teacher should be honest with their student and should take responsibility of their action. (Respondent 12)Referring to the responsible attribute of faculty, one of the participants mentionedIf the faculty is fully prepared for their classes then they have right to shoot the breeze us and expect from us but there are other teachers who are not prepare themselves and have too much expectation from us If they are not prepare they should clearly mention she can have problem as a human. (Respondent 6)Another participant mentioned that this ambiguity on the part of the faculty as role model had ruined her expectation with the institution.I came with very high expectation that I will learn their culture, their languages and I will learn the art of this culture. Then I came I found to some extend teachers abusive. I found that even they themselves ar e not professionals and asking me they faculty members taunt for what I dont know. (Respondent 10)One participant emphasized on appropriate role modelling asThere are teachers who are prepared and excellent in teaching and if they expect/scold. I dont mind at all. They should be proper role model. (Respondent 6)For instance, few participants were open to assent flaws in the faculty role model. Along with that they suggested faculty to be open and transparent with the students.Yeh, student should respect their faculty, but faculty should respect her students also. (Respondent 13)4.2.2.4 Teaching Approach of FacultyIn this study, the participants have identified various factors related to teaching approaches that impacts their learning and emotional health, including faculty preparedness, lack of positive reinforcement, and self directed learning.4.2.2.4.1 Faculty PreparednessOne of the participants in this study, highlighting the concern of faculty knowledge and experience, shared thatThen again I identified that they are prefect nurses but they are not perfect teacher. For being a teacher they need to go through all the strategies and methodologies. They (faculty) are the beginners as I am. They are trying to find their own way in the maritime of institution. So the difference is of 3-4 years of nursing knowledge otherwise its same. (Respondent 10)The participants also discussed about the teaching methodology used by teachers in classroom setting at SELECTED SCHOOL OF NURSING . They expressed feelings of their time being wasted when faculty did not discuss but regurgitated information in class.In some classes teachers just read from transparency. If they want to teach like this they just forward us the soft copy and we will read on our own. This will stay fresh your time and our time, and their expectations are too high. (Respondent 6)One participant commented on faculty preparation in clinical area asThey faculty should come prepare with their theory in class and in clinical. (Respondent 6)To ensure students learning, the participants suggested that proper training need to be given to faculty members to develop their teaching skills.Teachers should be nicely guide by the institution so they can guide students properly. (Respondent 10)4.2.2.4.2 Lack of Positive ReinforcementThe participants emphasized on the importance of positive reinforcement provided by faculty and verbalized their feelings of hopelessness when they did not receive encouragement from the faculty.I feel there is no use of doing hard work. If I have any helplessness teacher should told me how I can make it better. (Respondent 6)They reported that they get motivated and their self-confidence increases when they receive timely feedback from faculty on their (the students) areas of feeler in a non-threatening manner. According to one participantIf a student does something nice they should get encouragement for it Students thinking gets limited when they are not pr ovided encouragement. (Respondent 3)Another participant suggestedFaculty should give constructive feedback on ongoing basis so student improve because it is wrong to give negative feedback at the end if ongoing feedback for improvement was not given. (Respondent 11)4.2.2.4.3 Lack of Self Directed LearningParticipants in this study emphasized on need for self directed learning instead of long direct contact teaching hours at SELECTED SCHOOL OF NURSING .Curriculum should be like that the teacher should give the overview and there should be some how less hours class, credit should be low, so we will use more library and LRC learning resource centre, so we are more clear (Respondent 14)Students become submissive and underage on the educators when they do not receive enough opportunity to be self-directed learners. They highlighted that the passive role developed in the nurses during academia continues in their professional life as well.They faculty are not professional when they behav e with students thats why the girls student are afraid and they break them students, they break them all nicely, badly damaged masking you are a nurse, nobody else. You cant take decisions, not for the patient and for your self. Then they are send in ward and very nicely they go under doctors, why? Because they are taught here like this. (Respondent 10)One of the participants proposed that faculty should respect individual learning capacity of students and provide opportunities for self directed learning. appropriate us study in a way we want, every student strategy is different. If you accept that every teachers teaching strategy is different, why cant you accept that every students learning capacity is different. (Respondent 8)Likewise, participants emphasized that faculty openness and flexibility helped the students in learning and provided them comfort in clarifying their concepts with faculty.If the teacher is very co-operative and if she understands your psychology if she k nows your way of learning you will be more close and free to ask when you have difficulty understanding some concepts. If teacher is very distinguished like she is very stern and she is not flexible, so you will never ask anything. (Respondent 6)DiscussionPapp, Markkanen and Bonsdorff (2003 267) have stressed that students should be treated equally and with consistency throughout their education. Equal treatment of students is also highlighted in the principles and perspective of setting-based approach for health promoting university. Participants in this study highlighted that though the institution / universitys rules and regulations, and academic policies are uniform for all of its students, in practice, discrimination appears widespread. They felt that they were discriminated with students of other nursing and undergraduate programmes in the university.An optimistic, motivating, and unbiased environment of learning has a positive impact on students learning outcome in the Uni versity setting (Lizzio, Wilson and Simons, 2002). In the same line, participants also highlighted various factors, like positive reinforcement, promotion of self directed learning and positive teaching approach of faculty, contributing towards their positive learning outcome and enhancing their emotional well-being.Professional nurse educators are responsible for students learning in clinical practice (Papp, Markkanen and Bonsdorff, 2003). Simultaneously, the teaching approach of faculty creates the environment of either rote memorization or conceptual learning in education. Rothstein, Wilder and Jacobsen (200710) have emphasized that a balanced curriculum should be concerned not only with what subjects schools teach but also with how schools teach them. The participants in this study felt that the appropriate implementation of the nursing curriculum can soothe their emotional distress and could also provide them positive learning outcome. Teaching is a special skill and medical e xamination university often come with little or no training or preparation on how to communicate knowledge and experience to the students (Glicken and Merenstein, 2007) a similar patch prevails in nursing education. The participants felt that the teaching skills of faculty members need to be strengthened as they have difficulty in communicating their concepts and experiences to the students. Agitation was found among participants as, to them, it wastes their time.Curriculum implementation and faculty teaching approach promote self directed learning in students. Along with that, positive reinforcement in nursing education strengthens and supports students positive academic outcome. Hagbaghery, Salsali and Ahmadi (2004) found negative impact on students self-esteem and self confidence when they were not facilitated by their faculty for their problem understand and decision making skills. Ruth (2002 120) has described self-esteem as a positive regard to oneself and has found it as a key component in restoring and maintaining mental and physical health. Consequently, participants found positive reinforcement as a motivational factor for students.In the same line, clinical practice is considered an important part of nursing education (Papp, Markkanen and Bonsdorff, 2003). Participants reported that they got motivated and their self-confidence increased when they received feedback from faculty from time to time on their areas of improvement in a non-threatening manner. Glicken and Merenstein (2007) have reported that correcting students in front of patients was found to be unacceptable in some cultures therefore, cultural acceptance and environmental feasibility need to be considered while providing timely feedback to students. Seyedfatemi, Tafreshi and Hagani (2007) found that a large amount of preparatory work for clinical as stressful for students. Participants also felt that high expectation in clinical and theory made them stressful. Participants responses we re consistent with the findings of the External Review Report of SELECTED SCHOOL OF NURSING ( 2008) that highlights no promotion of self-directed learning in the diploma programme. Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. Seyedfatemi, Tafreshi and Hagani (2007 2 of 10) found that, Nursing students had to devote long hours to study, were given multiple assignments, and lacked free time . Participant felt

Ultrasonic Evaluation of Horizontal Defects

supersonic Evaluation of even DefectsA Novel Method for unhearable Evaluation of Horizontal Defects exploitation Time-of-Flight DiffractionAbstractTime-of-flight Diffraction method acting (ToFD) is an amplitude-independent sizing method, which is based on the measurement of beat-of-flight of taint fee diffracted rocks. Although, ToFD give the bounce measure through-wall length of defect accurately, this method is not able to measure horizontal defect sizing. In this paper, a natural time of flight diffraction (ToFD) method for evaluating horizontal two-dimensional defects is presented. The limited element method, utilise ABAQUS software package, is employed to simulate the inaudible roll out appearance in the see points and its interaction with the insert planar defects. The phased graze technology is also utilise to model the supersonic inspection system parameters. FEM simulation of the rising ToFD method for different disassemble sizes shows that, compared to the conventional ToFD method, the accuracy of results is within acceptable range to employment the smart technique for measuring the horizontal planar defects.KeywordsUltrasonic boom, diffracted wave, horizontal planar defects, ToFD1. IntroductionNon-destructive testing has been increasingly apply to assure the quality and reliableness in the oil and gas pipeline industries. The ultrasonic round- retrieve technique uses the pulse flight time to locate the flaw and the double amplitude to measure the defect size. Since the amplitude of the reflected pulses can be influenced by many parameters, such as beam spread, surface roughness and transparency, development amplitude is not always fitting for accurate defect sizing (Krautkramer, 1990).The basis of the Time-of-Flight Diffraction (TOFD) technique was invented at the National NDT Centre, Harwell, in the 1970s. Time-of-Flight Diffraction was invented mainly by Silk and his co-workers at the Harwell Laboratory. It was develo ped over a block of about 10 years starting in the early 1970s, from a laboratory curiosity into a sophisticated full-scale inspection method resourceful of detecting and sizing defects in components accurately (Silk, 1973, 1974, 1976, 1978)M1S2. The ToFD technique is an amplitude-independent sizing method, based on the measurement of time-of-flight of flaw tips diffracted waves. Golan and Sachese suggested a method to calculate crack size from the time delay between the arrival of a surface longitudinal reference beam and a longitudinal or shear beam diffracted from the tips of crack (Golan, 1980). Mak (Mak, 1983) developed a trigonometric method to calculate location, height and angle of defect by a transducer located in different scan positions. The ToFD technique provides the highest possible accuracy in measuring the depth and through-wall length of defects (Charlesworth et al., 2001), (Baby et al., 2003), (Al-Ataby, 2012).In 1986, impermanent element simulation of ultrasoni c wave propagation and its interaction with defects have been conducted by Ludwig and Lord (Ludwig et al., 1986). The numerical analysis of wave propagation for ToFD in an austenitic stainless steel specimen with consideration of the effects of scattering at grain boundaries was carried out by Lin et al. (Lin et al., 2006), and Connolly (Connolly, 2009). They developed an efficient method for modeling the effects of coarse grains in austenitic materials. In 2007, simulation of the ToFD technique, using finite element method, was carried out by Baskaran et al. They used ANSYS finite element package to model the propagation of ultrasonic waves in a thin cracked deuce dimensional specimen (Baskaran et al., 2006). In 2010, Honarvar and Khorasani used ABAQUS software package to simulate the propagation of ultrasonic waves and diffraction phenomena. They compared simulated results for drilled-hole diffraction with photo elastic snapshots (Honarvar and Khorasani et al., 2010). Though, ToFD provides better accuracy in locating and sizing defects than other ultrasonic sizing methods and has a high probability of flaw detection (POD), only through-wall length of the defect can be measured and the defect real size cannot be evaluated (Charlesworth et al., 2001). Therefore, ToFD method cannot be used for measuring and sizing horizontal cracks (horizontal planar defects) (ASME, 2010). In this paper, a new time of flight diffraction (ToFD) method is presented for evaluating and measuring horizontal planar defects. The finite element method, using ABAQUS software package, is employed to simulate the ultrasonic wave behavior in the test blocks and its interaction with the embedded planar defects. The finite element results for different crack sizes are used to study and enquire the presence and coevals of different wave modes in the test block and the efficiency and efficacy of the new proposed method.2. Review of conventional time-of-flight diffraction method (ToFD)The ToF D technique uses tip diffraction to identify the pennant, bottom, and ends of a discontinuity. Silk chose to use an angled compression wave for the ToFD technique rather than a shear wave, for two reasons. First, the tip diffraction signal is stronger than a shear wave diffraction signal, and second, a lateral wave is produced that can be used to measure the horizontal distance between the sender and murderer.The tip diffraction signal is generated at the tip of the discontinuity in effect a point source. According to Huygens (Krautkramer et al., 1990), a point source produces a spherical wave. Figure 1-a shows a typical TOFD transducer set-up on a component with a vertical discontinuity. Figure 1-b shows both the lateral wave and a diffraction beam from the tip of a reflector. There are four sound paths from the transmitter to the receiver. roadway A is the lateral wave path traveling just downstairs the surface. Path B is the tip diffraction path from the top of the discontinu ity. Path C is the tip diffraction path from the bottom of the discontinuity, and path D is the back wall echo path. Figure 2 shows a typical un-rectified received signal using ToFD. descent that the phase relationships A and C are in opposite phase to B and D. The important difference to note is between B and C the top and bottom diffraction signals are in opposite phase. This phase difference allows the practitioner to identify those points.M3 AssumingS4 that the diffracting tip is centered between the two transducers, the depth of crack tips below the inspection surface can be calculated from(1)M5S6(2)and therefore,(3)Where a is the defect through-wall size, d1 is depth of top edge from surface, d2 is depth of bottom edge from surface and 2S is analyse separation (see Figure 1-b). C is the longitudinal wave velocity inside the material, t2 and t3 are, respectively, the travel times of waves diffracted from the top and bottom of the crack.3. mortal element modelingof time-of-fl ight diffractionmethodIn this section, the finite element method (FEM) is used to simulate the ultrasonic wave propagation in the time of flight diffraction technique. The FEM modeling consists of two basic steps defining mesh configuration and problem discretization, modeling of the transmitting and receiving transducers. ABAQUS finite element software package is employed for analysis and a two-dimensional four-node quadrilateral woodworking plane strain element, CPE4R, is used in ABAQUS to discretize a carbon steel test block including vertical crack. plan Figure (1-b). The mesh size depends on the oftenness of the propagated wave in the sample and the corresponding wavelength. The piezoelectric angle wave transducer, transmitter, is simulated by a transient single frequency pulse wave applying on the surface of the sample. The transient excitation is modeled using a cyclic single frequency pressure/force function as (Mardani et al., 2012), (4)where f is the excitation wave fr equency and N is the number of cycles.Using linear delay law for phased array transducers, the compressional excitations can be applied on the ordered elements so that ultrasonic wave propagates at a specific angle, S. The delay time between adjacent elements, or nodes, is calculated using hyphens principle (Olympus NDT, 2007) as, (5)where d is distance between two adjacent elements, s is steering angle of propagation, C is longitudinal wave speed in the media and t is time delay between two adjacent elements.To investigate the convergence of the results and the appropriate element size for a 2 MHz frequency ultrasonic wave, the signal-to-noise ratio, SNR, is obtained for different element sizes. As it can be seen in Figure 3, at f = 2 MHz, the maximum SNR and SNR convergence occurs for the element sizes littler than 60 m.4. The proposed methodAs it was mentioned before, using the conventional ToFD method in Eqs. (1) to (3), the difference between time-of-flight diffractions of upp er and lower crack tips gives the defect through-wall size and the effective defect size cannot be measured. This means that the conventional ToFD technique leads to large shifts for oblique defects and cannot also be used for horizontal defects. In the proposed method, a brisk configuration and the corresponding formula are used so that the ToFD method can be employed to evaluate horizontal planar defects. Figure 4 shows the proposed ToFD configuration on the specimen with a horizontal planar discontinuity. As it can be seen, in this configuration, two transducers including a transmitter/receiver, No. 1 and a receiver, No. 2, are located at the both sides of defect.The ultrasonic wave propagation, in this configuration, is simulated using ABAQUS to study the behavior of ultrasonic wave modes in the test block and their interaction with the defect. In Figure 5, the different mishap ultrasonic wave modes are shown. The transmitting transducer, T1, emits a short pulse of ultrasoni c wave, longitudinal wave, into the component and energy spreads out as it propagates into the specimen. If the crack face is smooth, there will be a mirror-like reflection of the wave incident on the face. See Figure 6. For any horizontal planar discontinuity, whether smooth or rough-faced, diffraction from the edges of the defect causes some fraction of the incident energy travel towards the receiving transducers R1and R2 in longitudinal and shear modes with different wave velocity. As it can be seen in Figures 6 and 7, the mode conversion behavior due to the interaction of ultrasonic wave with the defect leads to the presence of longitudinal and shear waves from each tips of the defect. Moreover, three different wave modes, including longitudinal lateral, shear lateral and Rayleigh waves travel from the transmitting transducer, T1, to the receiving transducer, R2. See Figure 5.If the crack is large enough, the signals from the two end of defect will be sufficiently separated in t ime to be recognized as coming from separate sources. Therefore, using this configuration and the think ultrasonic wave propagation simulation, the time difference between the received longitudinal diffracted waves from the left and sound defect tips to each receiver, R1 and R2, can be employed to measure the horizontal defect size. It should be noted that the new method can also be used for evaluating the vertical defects. To calculate the horizontal defect size using Pythagoras theorem gives,M7 (6S8)and (7)where t1 is the arrival time of the signal diffracted from the left tip of the defect by receiver 1, R1, and t2 is the arrival time of the signal diffracted from the right tip of the defect by receiver 2, R2. CL is the longitudinal wave velocity and 2S is the separation between the transducers.5. Results and DiscussionsTo investigate the efficiency and efficacy of the proposed method, using finite element modeling, the novel method is carried out on eight carbon steel blocks w ith different size embedded horizontal cracks. The test blocks have 100 mm lengths and 2020 mm2 cross sections and are modeled with ABAQUS finite element software package using CPE4R plane strain elements. The acoustic and elastic properties of carbon steel are given in Table 1M9S10. Each block contains a horizontal planar defect. The defects have 2, 4, 6, 8, 10, 12, 14 and 16 mm length and 12 mm depth, see Figure 4. The transmitter is modeled as an 8-element 2 MHz phased array transducer. Each element of the phased array transducer has 0.5 mm length and the gap space between two adjacent elements is 0.1 mm. The first receiving transducer is located on the position of the transmitter and the second is located at 35 mm distance from the transmitter on the inspection surface, 2S = 35 mm. The ABAQUS finite element software package is used to simulate the new ultrasonic ToFD method. The received signals at the first and the second receivers are shown in Figures 8 and 9. In Figure 8, the first echo is related to the transient pulse waves, Eq. (4), generated by the eight elements of the phased array transducer using a specific delay times, Eq. (5), which receives at the first receiver, initial pulse. In this signal, the second echo is related to wave diffraction from the left tip of the defect which is detected by the first receiver, R1. The back-wall reflection from back surface of the block is shown as the third echo in this figure. Figure 9 shows the signal received by the second transducer, R2. In this signal, the first echo is due to the longitudinal mode of the lateral wave which travels from transmitter to the receiver 2, R2, and the second echo is diffracted wave from the right tip of the horizontal defect. Figures 5, 6 and 7 show the corresponding waves propagated in the test block. Using the signals detected by the receiving transducers, the corresponding times due to diffracted echoes from the defect tips (left and right) are determined, and then the hori zontal defect size is measured using Eqs. (6) and (7).The new method is carried out on eight carbon steel blocks with different size embedded horizontal cracks. The measured crack size resulting from FEM simulation of each block is shown in Table 2. Comparing the simulated and the measured crack size results shows that the maximum error is %19.7 which occurs at 2 mm crack size. As it can be seen in Table 2, the measured crack size error is minimized within the crack size range of 8 14 mm and is slightly increased for larger defects. This agrees with the conventional ToFD results which show higher measurement errors at smaller crack sizes (Charlesworth et al., 2001). Considering the simulated results of different crack size shown in Table 2, show that accuracy of the proposed method for horizontal cracks, comparing to the conventional method for vertical cracks, is within acceptable range.6. ConclusionsIn this paper, a new time of flight diffraction (ToFD) method to evaluate horizon tal planar defects was presented. The finite element method was employed to simulate the ultrasonic wave behavior in the test blocks and its interaction with the embedded planar defects, such as crack. The phased array technology was also used to model the ultrasonic inspection system parameters. Simulation of the new ToFD method for different crack sizes, using ABAQUS finite element package, showed that, comparing to the conventional ToFD method, the result accuracies are within acceptable range to use the novel technique for measuring the horizontal planar defects. M11UsingS12 the new method for eight carbon steel blocks with different size horizontal cracks (216 mm) showed that the maximum error occurs at 2 mm crack length. Also, it was observed that the measured crack size error is minimized within the range of 8 14 mm and is slightly increased for larger defects.ReferencesAl-Ataby, A. A., Automatic detection, Sizing and Characterization of Weld Defects Using Ultrasonic Time-of -Flight Diffraction, PhD Dissertation, Liverpool University, p.95-96, 2012.American Society of robotlike Engineers (ASME), Boiler and Pressure vas code, Section V, Non Destructive Examination. Appendix N time of flight diffraction (TOFD) Interpretation, Article 4, 2010.Baby, S., Balasubramanian, T. , Pardikar, R.J., Palaniappan, M. , and Subbaratnam, R. , Time-of-Flight Diffraction (TOFD) Technique for Accurate Sizing of Surface-breaking Cracks, Insight, June, Vol. 45, No. 6, p. 426-430, 2003.Baskaran, G., Balasubramaniam, K., and Lakshmana Rao, C., Shear Wave Time-of-flight Diffraction (S-ToFD) Technique, NDTE International, Vol. 39, p.458-467, 2006.Charlesworth, J. P., and Temple, J. A. G., applied science Applications of Ultrasonic Time of Flight Diffraction, England, RSP Press , p.20-28,2001.Connolly, G.D., Modeling of the Propagation of Ultrasound through Austenitic Steel Welds, Ph.D.Dissertation, UK Research Centre in NDE (RCNDE) Department of Mechanical Engineering Imperi al College London, 2009.Golan, S., Sizing of Cracks with Scattered Ultrasonic Waves, Proceeding of First International Symposium Ultrasonic Characterization, p. 29-36, 1980.Hellier, C. J., Handbook of Nondestructive Evaluation, McGraw Hill, 2003.Honarvar, F., and Khorasani, S., Simulation of Time of Flight Diffraction (ToFD) Technique by Finite Element Method, Online Workshop in www.ndt.net, September, 2010.Krautkramer, J., and krautkramer, H., Ultrasonic Testing of Materials, Berlin, Springer-Verlag, 1990.Lin, S., Futomi, H., and Ogata, T., Analysis of Wave Propagation for the ToFD Method by Finite Eement Method Optimization of Test sort and Proposal of a New ToFD Method, Nondestructive Evaluation, Vol. 25, 2006.Ludwig and, R., and, Lord, W., Developments in the Finite Element Modeling of Ultrasonic NDT Phenomena, Review of Progress in Quantitative Nondestructive Evaluation, 5A, American Institute of Physics, p.73-81, 1986.Mak, D.K., Ultrasonic Method for Measuring Crack Location, Crack Height and Crack Angle, Ultrasonics, p.259-270, 1983.Mardani, M., Sodagar, S., and Rashed, G. R., Modeling of Ultrasonic Phased phalanx Method Using Finite Element Method, ISME2012, Shiraz, Iran.Olympus NDT, Advances in Phased Array Ultrasonic Technology Applications, Waltham, 2007.Silk, M.G., Defect detection and sizing in metal using ultrasound, Int. Metall, V.27, pp28-50, 1973.Silk, M.G., Accurate Technique for Defect Sizing in Pressurized Components, London, Institution of Mechanical Engineers, V.3, pp155-162, 1974.Silk, M.G., Defect Sizing Using Ultrasonic Diffraction, British Journal of Nondestructive Test, V.21, p.12-15, 1976.Silk, M.G., The Use of Diffraction-based Ttime-of-flight Measurement to Locate and Size Defects, British journal of Nondestructive Test, Vol. 26, p.208-213, 1978.M1please shorten this and delete retell and unnecessary information.S2DoneM3How do you see these in Figure 2?S4It can be explained by The maximum amplitude at first (A) and third (C) ec hoes at tL and t2 are dip (negative) and the maximum amplitude at second (B) and fifth (D) are peak (positive).M5Show S in figure 1-b.S6DoneM7Show all parameters in the figures.S8Done.M9Give all units in this table.S10Done.M11This is more like an abstract than conclusions. It adds nothing to the paper.S12Done.

European History - The Spanish Inquisition :: European Europe History

The Spanish InquisitionThis paper will effort to accurately insure the development of the Spanish Inquisition, from the spread of the Inquisition into the Spanish territories through the ultimate upheaval, and the initial dissolvement, of the authority it held over the public who feared it. It will endeavor to show the implications of the Spanish Inquisition and how it was ultimately used as a device in its own undoing. Such an examination helps to explain the use of Church authority in secular governing, and later the separating of the Church from the crown. The paper will also take a closer look at this racial injustice in an attempt helping to see just how this may happen again if not understood and foreseen. The Church since its origins has suffered from the attack of heretics and their heresies, which have, caused many controversies and schisms within it. The Spanish Inquisition was self-employed person of the medieval Inquisition, which evolved in the Middle Ages as an effec tive means of coping with the problem of heresy, which became a serious menace to the Catholic Church in the 12th century. The fame of the Spanish Inquisition, as Ferdinand and Isabella established it at the close of the fifteenth century, was directed at Jewish merchant and Muslim traders, even under reluctant commendation of Sixtus IV. The literal meaning of the word heretics is choosing, selecting beliefs outside or of different religions instead of accepting obediently the whole faith of the Catholic Church. Although, no authorities could whole agree on how to deal with the so-called problem of heretics, they did all agree that it had to be dealt with. A heretic is a highly unpopular person in a Middle Age town, the heretic is, then, seen as an equal to any common criminal, a rebel, and a pariah. Both civil and church authorities privy run an inquisition in order to root out non-believers from a nation or religion in the wake of the decline of the Roman Empire. The Spanish I nquisition was used for both political and religious reasons and founded by the Catholic Kings in 1478 . Spain at the time was a nation-state that was born out of religious struggle between numerous different belief systems including Catholicism, Islam, Protestant and Judaism. Following the Crusades and the Reconquest of Spain by the Christian Spaniards the leaders of Spain needed a way to unify the country into a strong nation.

Red Badge Of Courage :: essays research papers

In The Red Badge of Courage by Stephen exsert, enthalpy Fleming, a recruit with the 304th regiment can be considered a hero. But what exactly is a hero? Well, this is how the American Heritage Dictionary defines herohero (hr-o) n., pl. heroes. A person noted for feats of resolution or nobility of purpose, especially one who has risked or sacrificed his or her life.I define hero as fewone who has made a authoritative bend on someones life.Stephen Crane defines hero as someone who has overcome his fears. In all three definitions, Henry Fleming is a hero.     Under the American Heritage Dictionary, Henry was a person who was noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his life. Henry enlisted in the 304th regiment during the polite War, who fought for the Union. So, Henry was a hero, who fought for his country and became one of the regiments best fighters.     Under my definition, Henry was a hero because he made a positive influence on Wilsons life. Wilson was Henrys loud, soldier friend who sympathized with Henry. Both cosmos new recruits, they shared the harsh experiences of war and gained the reputation of being the regiments best fighters. In other words, they both depended on each other to get through the war.     Most importantly, Henry was a hero under Stephen Cranes definition he over came his fears about being in battle. Henry was not only in battle with the enemy, the south, but he was alike battling himself about courage. Henry have always dreamt of the battles of war, and of what it would be like to fight in those glorious battles. But, when the regiment was wondering around aimlessly, he started to lose some of his ideals of war, and started to become scared of running away from a battle.     This was the turning point for Henry. He started questioning himself and thought about running away. And he did. During hi s first battle, Henry became scared, confused, and goes into a state of mind where he saw his side losing. He got up and started to run like a "proverbial chicken", who had lost the delegacy of safety. While running, Henry analyzed himself. He thought of himself as a coward, running away, but he made himself feel better by sentiment this is a way of saving himself for a later battle.     While on the run, Henry came across a "tattered soldier" who had been wounded badly.