Nebosh Igc Questions and Answers 1998-2005

THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH NATIONAL GENERAL CERTIFICATE IN OCCUPATIONAL SAFETY AND HEALTH PAPER A1: IDENTIFYING AND CONTROLLING HAZARDS JUNE 1998 Answer ALL questionsTime Allowed: 2 hours Section 1This section contains ONE question. You are advised to spend approximately HALF AN HOUR on it. The maximum marks for each part of the question are shown in brackets. | 1|(a)|Define the term `ergonomics'. |(2)| |(b)|Outline the possible effects on health that may be caused by the poor ergonomic design of visual display unit (VDU) workstations. (4)| |(c)|Outline the main factors to be considered in an ergonomic assessment of a workstation to be used by a VDU operator. |(14)| |||| Section 2This section contains TEN question. You are advised to spend approximately ONE AND A HALF HOURS on it. The maximum marks for each question, or part of a question are shown in brackets. | 2||Provide sketches to show clearly the nature of the following mechanical hazards f rom moving parts of machinery: || |(i)|entanglement|(2)| |(ii)|crushing|(2)| |(iii)|drawing-in|(2)| |(iv)|shear. |(2)| |||| |(a)|Outline the main factors to be considered in the siting of fire extinguishers. |(4)| |(b)|Outline the inspection and maintenance requirements for fire extinguishers in the workplace. |(4)| |||| 4||Explain the meaning of the following terms in relation to noise control|| |(i)|silencing|(2)| |(ii)|absorption|(2)| |(iii)|damping|(2)| |(iv)|isolation. |(2)| |||| 5||Outline a procedure for the safe lifting of a load by the use of a crane, having ensured that the crane has been correctly selected and positioned for the job. |(8)| |||| |(a)|Define the term `target organ' within the context of occupational health. |(2)| |(b)|Outline the personal hygiene practices that should be followed to reduce the risk of ingestion of a hazardous substance. |(6)| |||| 7||Identify FOUR different types of hazard that may necessitate the use of special footwear explaining in EACH case how the footwear affords protection. |(8)| |||| 8||List the items that should be included on an inspection checklist designed to ensure the safety of portable electrical appliances. |(8)| |||| |||| 9||Outline the main precautions to be taken when carrying out excavation work. (8)| |||| 10|(a)|State TWO respiratory diseases that may be caused by exposure to asbestos. |(2)| |(b)|Identify where asbestos is likely to be encountered in a building during renovation work. |(6)| |||| 11||List the ways in which a fork lift truck may become unstable whilst in operation. |(8)| NEBOSH Certificate – June 1998 Paper A1 – Identifying and Controlling Hazards Outline answers and guidance given in the NEBOSH examiner’s Report Section 1 Question 1 This question aimed to assess candidates' breadth of knowledge in relation to ergonomics. Socratic Seminar QuestionsMany candidates, for part (a), were able to provide adequate definitions of ergonomics, which is generally accepted as being the study of the interaction between workers and their work, and is concerned with the design of the workplace, work equipment and work methods with the needs and limitations of the human operator in mind. Definitions such as `man-machine interface', which still commonly appear in candidates' answers, are considered to be too narrowly focused. Ergonomics is concerned with far more than simply the use of machinery.Part (b) required candidates to demonstrate an understanding of the possible health effects that may be caused by the poor ergonomic design of VDU workstations. A number of candidates simply listed conditions such as work-related upper limb disorders and eye strain, which was insufficient to gain high marks. The question required candidates to provide an outline of such conditions in order to demonstrate a proper understanding of the effects. An adequate outline would typically include detail of symptoms and the circumstances that would make the effects more likely.The final part of the question was answered reasonably well by most candidates. Stronger candidates were able to give well structured answers that considered the equipment, the environment, the task and the individual, and their inter-relationships. Some candidates went beyond the scope of the question and paraphrased the requirements of the Health and Safety (Display Screen Equipment) Regulations 1992, such as the requirement for eyesight tests. In fact, most of the factors relevant to an ergonomic assessment are contained in a schedule to these Regulations.In addition, some answers included non-ergonomic issues such as fire safety and electricity. Once again, candidates are reminded to read the question thoroughly and to take note of key words and phrases. Section 2 Question 2 An understanding of mechanical hazards associated with moving par ts of machinery is a key part of the Certificate syllabus and this question was designed to test candidates' understanding of the categorisation of mechanical hazards given in Part 1 of BS EN 292:1991, `Safety of machinery – basic concepts, general principles for design' (and in the former British Standard, BS 5304:1988, `Safeguarding of machinery').Examiners were not looking for works of art; they did, however, require something that clearly represented parts of machinery and which demonstrated the particular hazard being referred to. Arrows to show the direction of movement helped enormously in this task. Some sketches were so poor that it was impossible to tell whether a hazard existed at all whereas others were extremely well presented and graphic, occasionally verging on the macabre.A considerable number of candidates showed confusion between the different types of hazard; in particular, entanglement and drawing-in hazards were often interchanged, and `shearing' seemed u nfamiliar to many. Examiners were quite concerned that on the whole candidates did not take advantage of what should have been easily obtainable marks from this question. Question 3 This question was answered well by the majority of candidates. For part (a), nearly all candidates were able to offer an outline of the main factors to be considered in the siting of fire extinguishers.Typical factors mentioned by candidates included accessibility, visibility, proximity to exits and escape routes, travel distances, and the means of supporting the equipment off the ground and free from obstruction. Only a few candidates, however, identified the need to protect extinguishers from the weather and other sources of damage. A little more difficulty was found with part (b), which required candidates to outline procedures to ensure that fire extinguishers remain operational.There were, however, some very good answers that clearly differentiated between the purposes of an inspection and those of maintenance. Inspection of fire extinguishers typically takes the form of routine (eg monthly) visual checks to ensure that extinguishers are in place, have not been discharged and bear no obvious damage. Maintenance, on the other hand, is something rather more extensive and usually involves annual tests by a competent person according to the manufacturer's instructions in order to ensure the integrity of the extinguisher, with the removal and replacement of equipment found to be faulty.Question 4 This question sought to assess candidates' knowledge of basic noise control terms and principles. Unfortunately, many candidates either confused the terms, particularly damping and absorption, or were unable to demonstrate a clear understanding of the terms in relation to noise control. The latter group of candidates sometimes resorted to giving other information on noise that had not been asked for, such as the requirements of the Noise at Work Regulations 1989, and for which marks were n ot therefore available.The Examiners were looking for answers which explained that: silencing refers to the suppression of noise generated by the flow of air, gas or steam in ducts and pipes, or when exhausted to the atmosphere, and is achieved by the inclusion of either absorptive material or baffles; absorption is used to reduce the amount of reflected noise by using materials such as foam or mineral wool; damping is used primarily to reduce the amount of noise radiating from large panels and is achieved by increasing the stiffness of the panels; and isolation refers to the physical separation of people from the noise source (eg acoustic booths or havens), or to the reduction in structure-borne noise by vibration isolation (eg flexible pipes or anti-vibration machine mounts). Some good answers included simple sketches and examples to help to demonstrate a complete understanding of this area. Question 5 This was a question where candidates could earn high marks by imagining a lifti ng operation and then applying appropriate controls from first principles. It was not necessary, therefore, to have a detailed knowledge of cranes or lifting tackle. Some candidates wasted valuable time by going into detail on the suitability of the crane itself, even though the question was carefully worded so as to eliminate this aspect.A procedure for a lifting operation needs to take into account such issues as: the suitability of the lifting tackle (safe working load, free from defect, etc); the competence of the persons involved (driver, slinger, signaller); ensuring the load is lifted vertically, and that it is secure, balanced and controlled during the lift by the attachment of tag lines where necessary; ensuring proper communication; keeping the area clear of other persons; and performing each part of the operation (lifting, slewing/moving and lowering) at a rate that maintains proper control. Question 6 Most candidates, for part (a), were able to convey the idea that the h armful effects of a toxic substance are normally confined to particular organs within the human body, such as the lungs, liver, skin or kidneys. Hence, a `target organ' is the part of the body that sustains an adverse effect when it is exposed to, or is contaminated by, a particular harmful substance or agent. Part (b) looked at the risk of ingestion and the role played by personal hygiene in reducing the risk.Again, candidates are reminded of the need to read the question carefully since many appeared to miss the words `personal hygiene' and provided answers that took in the entire COSHH hierarchy. Good answers to part (b) provided detail of personal hygiene practices such as regular hand washing, the restriction of smoking and eating in the workplace, the use of suitable personal protective equipment (eg gloves), and the need for removing and cleaning contaminated clothing. Question 7 The importance of foot protection is illustrated by the fact that around 21,000 foot and ankle in juries were reported to the enforcing authorities in 1996/97. This question aimed to test candidates' awareness and understanding of the need for foot protection in many occupational settings.It was pleasing to note that a high proportion of candidates were able to provide excellent answers to this question, identifying good examples of the types of hazard and the appropriate footwear requirements. The most common included: falling objects (steel toe-caps), sharp objects (steel in-soles), flammable atmospheres (anti-static footwear), spread of contamination (washable boots), molten metal (heat resistant boots and gaiters), electricity (rubber soles), wet environments (impermeable wellingtons), slippery surfaces (non-slip soles), and cold environments (thermally insulated footwear). Question 8 The Examiners were pleased with the overall response to this question.Most candidates were able to offer fairly comprehensive lists of inspection items that included: equipment appropriate for the task and environment; equipment tested; equipment, plugs, connectors and cables free from damage; correct wiring and sound connections; fuses and other means of preventing excess current in place and of correct rating; accessible and appropriate means of isolation; and system not overloaded. Question 9 The dangers of excavation work include collapse of sides, falls of persons, materials or vehicles into the excavation, contact with buried services, build-up of fumes, ingress of water and contact with mechanical plant. Candidates should have been able to outline a range of precautions designed to protect against such dangers.Precautions include: detection of services (eg from plans, use of cable/pipe detectors, etc); support of sides; storage of materials and spoil away from edge; means of preventing vehicles falling into excavation (eg stop blocks); guard-rails and barriers; means of preventing collapse of adjacent structures; safe means of access/egress; testing for, and ventil ation of, noxious fumes; means of pumping out water; procedures for working with mechanical plant; and general issues such as inspection, training and supervision. Candidates who were able to provide detail of such precautions, often by means of examples, performed particularly well on this question. Question 10 Most candidates were able to provide two respiratory diseases for part (a), asbestosis and lung cancer being the most popular.In similar vein, most candidates, for part (b), were able to identify several areas where asbestos could be encountered in a building during renovation. These included pipe lagging, wall and roof panels, ceiling tiles, textured coatings such as fire resistant encapsulation of metal girders, insulation materials, and in gaskets and other seals. Although not affecting the marks, the Examiners were a little surprised by the few answers that referred to mesothelioma in part (a), despite this particular type of cancer being predominantly associated with as bestos exposure. Question 11 Most candidates coped reasonably well with this question, with marks being relatively easy to obtain when a structured approach, which considered the load, the environment and the vehicle itself, was adopted.Typical issues mentioned were: insecure, excessive or uneven loading; incorrect tilt and/or elevation of forks when travelling; uneven or unconsolidated ground; slopes (and incorrect procedures to deal with them); obstructions (overhead and low level); cornering at excessive speeds; sudden braking; poor condition of tyres; and mechanical failure. THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH NATIONAL GENERAL CERTIFICATE IN OCCUPATIONAL SAFETY AND HEALTH PAPER A2: THE MANAGEMENT OF SAFETY AND HEALTH JUNE 1998 Answer ALL questionsTime Allowed: 2 hours Section 1This section contains ONE question. You are advised to spend approximately HALF AN HOUR on it.The maximum marks for each part of the question are shown in brackets. | 1|(a)|Out line the duties placed on employers under the Manual Handling Operations Regulations 1992. |(4)| |(b)|Describe the FOUR factors that should be considered when making an assessment of manual handling operations. |(16)| |||| Section 2This section contains TEN question. You are advised to spend approximately ONE AND A HALF HOURS on it. The maximum marks for each question, or part of a question are shown in brackets. | 2||Outline the factors that should be considered when preparing a procedure to deal with a workplace emergency. |(8)| |||| 3|(a)|Define the term `negligence'|(2)| (b)|Outline the THREE standard conditions that must be met for an employee to prove a case of alleged negligence against an employer. |(6)| |||| 4||Outline the key points that should be covered in a training session for employees on the reporting of accidents/incidents. |(8)| |||| 5||List the main requirements of the Provision and Use of Work Equipment Regulations 1992. |(8)| |||| 6||With reference to the Health and Safety (Consultation with Employees) Regulations 1996:|| |(i)|explain the difference between `consulting' and `informing'|(2)| |(ii)|outline the health and safety matters on which employers must consult their employees. |(6)| |||| ||Outline TWO reactive measures and TWO proactive measures that can be used in monitoring an organisation's health and safety performance. |(8)| |||| 8||Outline the reasons why employees may fail to comply with safety procedures at work. |(8)| |||| |||| 9|(a)|Explain the meaning of the terms: (i) ‘occupational exposure standard’ (OES) (ii) ‘maximum exposure limit’ (MEL). |(2)(2)| |(b)|Outline FOUR actions management could take when an MEL has been exceeded. |(4)| |||| 10|(a)|Explain the meaning of the term ‘safe system of work’. |(2)| |(b)|Describe the enforcement action that could be taken by an enforcing authority when a safe system of work has not been implemented. |(6)| |||| 1||Outline the factors to consider when making an assessment of first-aid provision in a workplace. |(8)| NEBOSH Certificate – June 1998 Paper A2 – The management of safety and health Outline answers and guidance given in the NEBOSH examiner’s Report Section 1 Question 1 With manual handling injuries amongst the most common type of injury sustained by people at work, this question sought to test the depth and breadth of knowledge of candidates with regard both to the legal requirements relating to manual handling and to the practical considerations of conducting manual handling assessments. There were some very good responses to the first part of this question.Good answers outlined the employers' duties contained in regulation 4 of the Regulations of: avoiding manual handling operations wherever possible; conducting suitable and sufficient assessments of the tasks; taking steps to reduce the risk of injury to the lowest level reasonably practicable; providing information to employees on the weig ht and weight distribution of the load; and reviewing assessments as necessary. Part (b) required candidates to describe the four factors to be considered in an assessment of manual handling operations. The four factors sought, and which nearly all candidates correctly identified, were the task, the load, the environment and the individual.The Examiners awarded marks to candidates who were able to consider a wide range of issues under each, and which are listed in Column 2 of Schedule 1 of the Regulations. Therefore, when considering the task, issues such as the distance of the load from the trunk, body movements and postures required (eg twisting, stooping, stretching, excessive carrying, etc), excessive pushing or pulling, and the work rate imposed by the process, are all relevant. Similarly, a range of issues associated with the load would include its weight, bulkiness, stability, sharpness, temperature and the ease with which it can be grasped. When considering the environment, factors such as ambient temperature, floor conditions, space and lighting are important.Lastly, a suitable and sufficient assessment would consider the individual by looking at physical capabilities, health (eg fitness, pregnancy) and the requirements for special information and training. The overall standard of response to this question was extremely good and Examiners were pleased that candidates were generally able to show a clear understanding of such an important health and safety issue. Section 2 Question 2 This question required candidates to outline the factors that should be considered when preparing a procedure to deal with workplace emergencies such as a fire, explosion, bomb scare, chemical leakage or other dangerous occurrence. Formal procedures should be established to deal with such eventualities and are a specific requirement of the Management of Health and Safety at Work Regulations 1992.Responses to this question were varied with some candidates able to provide qui te reasonable answers and others merely focusing on what to do in an actual emergency (usually a fire) rather than when preparing a procedure to deal with one. Better candidates provided a wide range of considerations, including amongst many other possibilities: the identification and training requirements of persons with specific responsibilities; the layout of the premises in relation to escape routes, etc; the number of persons affected; assessment of special needs (disabled persons, children, etc); warning systems; emergency lighting; the location of shut-off valves, isolation witches, hydrants, etc; the equipment required to deal with the emergency; the location of assembly points; communication with emergency services; and the training and/or information to be provided to employees, visitors, the local community and others who might be affected. Question 3 Disappointingly, many candidates found it difficult to provide, for part (a), a clear definition of negligence, a tort inv olving a breach of the common law duty to take reasonable care. As has happened in the past, candidates sometimes confused the issue by introducing aspects of criminal liability, in particular by introducing the statutory duties under section 2 of the Health and Safety at Work etc Act 1974.For part (b), most candidates managed to provide reasonable answers that identified the three standard conditions for an employee to prove a case of alleged negligence: firstly, that a duty of care is owed; secondly, that a breach of the duty occurred in that the employer failed to take reasonable care; and, thirdly, that the breach led directly to the loss, damage or injury. An outline was required to show what each means in practice. Some candidates made use of appropriate examples for this purpose. Question 4 The overall response to this question was rather poor. It was clear that a number of candidates considered the word `reporting' solely in relation to the Reporting of Injuries, Diseases an d Dangerous Occurrences Regulations 1995. Others appeared to miss the reference to training and simply outlined suitable internal reporting procedures.Whilst such procedures would form part of a training session, the actual procedures did not really form part of an answer to this question. Good answers to this question referred to the need in a training session to explain the importance of reporting accidents and incidents (for legal, investigative and monitoring reasons), the types of incident that the organisation requires to be reported, the lines of reporting, how to complete internal documents and forms, and responsibilities for completing the accident book and for complying with statutory reporting duties. Question 5 This was a straightforward question where little difficulty was anticipated and, reassuringly, little appeared to have been found.Many candidates gained maximum marks by including most, if not all, of the requirements relating to: the suitability of work equipment ; training; maintenance of equipment; conformity with EU requirements; preventing contact with dangerous parts of machinery; protection against specified hazards; protection against high or low temperatures; stop and emergency stop controls; position of controls; safety of control systems; means of isolation; stability; lighting; safety of maintenance operations; and the provision of markings and warnings. Little more than this was required for the list that was asked for. A few answers went further than necessary by giving detail of the requirements, such as the means of protecting against dangerous parts.Despite much of the information being sound, no further marks were available and candidates are once again reminded to take note of the `action verb' in each question. Question 6 The HSE guide to the Health and Safety (Consultation with Employees) Regulations draws a clear distinction between `informing' and `consulting'. Perhaps from a general understanding of the words, nearly a ll candidates, for part (i), were able to differentiate between the two. Under the Health and Safety at Work etc Act 1974, employers have a duty to inform employees (ie provide information on hazards, risks and control measures) in order to help to ensure their health and safety.This general duty is echoed in a number of Regulations made under the Act. The Health and Safety (Consultation with Employees) Regulations 1996, however, require that employers consult their employees on health and safety matters (ie listen to, and take account of, their views) before a decision is taken. The response to part (ii) was mixed, with some candidates seemingly applying a certain amount of guesswork (albeit sometimes quite intuitively) and others showing an obvious familiarity with the requirements of the Regulations. It is worth noting that the matters on which an employer must consult under these Regulations are identical to those in the Safety Representatives and Safety Committees Regulations 1 977.They include: the introduction of any measure at the workplace that may substantially affect employees' health and safety; the arrangements for appointing and/or nominating competent persons; the planning and organisation of health and safety training; the health and safety implications of introducing new technology; and the information that the employer is required to provide under other Regulations, such as that relating to risk assessments, preventive measures and emergency procedures. Hence, employers are obliged not only to provide information but- they must also consult their employees on the appropriateness of the information before it is given. Question 7 Health and safety performance in the workplace can be monitored using a variety of techniques and measures. This question required candidates to distinguish between those that might be described as `reactive' (assessing past failures to control risks) and those that are `proactive' (identifying non-compliance with polic y or procedures before actual harm occurs).Reactive measures include accident and ill health records, civil claims and enforcement actions whereas proactive measures include the results of safety inspections and audits, environmental monitoring records, assessments of health and safety training and the extent to which risk assessments have been completed. The general response to this question was reasonably good although some candidates appeared to confuse the two terms, which resulted in weaker answers. Question 8 This question was answered well by the majority of candidates. Examiners were pleased that candidates were able to outline a wide range of issues for this human factors question, which demonstrated a good understanding of this part of the Certificate syllabus.There are many reasons why employees may fail to comply with safety procedures at work and candidates achieving good marks recognised some of them, amongst others, as: unrealistic or ill-considered procedures; mental and/or physical capabilities not taken into account; inadequate training; poor organisational safety culture; complacency/lack of motivation; peer group pressure; other priorities and pressures; risks not perceived; slips and lapses; fatigue and stress; and perceived lack of consultation. Question 9 Despite previous Examiners' Reports drawing attention to the general lack of understanding of, and confusion between, the two types of occupational exposure limit (OEL), many candidates were again struggling to provide adequate answers to part (a) of this question.As a starting point, tutors should ensure that candidates are aware that OELs refer to airborne concentrations of particular substances and thus are primarily concerned with the prevention of ill-health effects by inhalation. Following this, there needs to be an understanding that a harmful substance is assigned an OES when current evidence indicates that there is no harmful effect at this level, and that average airborne conc entrations at or below the standard are considered acceptable. An MEL, however, is assigned to a substance when there are difficulties, either technical or due to lack of evidence, in establishing a level that is considered `safe'. For this reason, airborne concentrations of substances with an MEL must be as far as reasonably practicable below this maximum limit in order to minimise any ill-health effects.Excursions above an MEL must be explained and immediately controlled. Good answers to part (b) relied to an extent on candidates' explanations of an MEL in the first part, and an understanding of the serious implications of exceeding an MEL. Better responses differentiated between the immediate and longer term actions that may be necessary. Emergency procedures such as evacuation, isolation and venting of the affected area, and curtailing the process producing the contaminant, would be required immediately. Following that, an assessment should be made of the reasons for the breakdo wn in control and improvements (such as more effective ventilation) introduced.At the same time, anyone exposed to high concentrations should be the subject of special health surveillance. Question 10 The development of safe systems is an essential part of the work of those with health and safety responsibilities. It is pleasing to note that many candidates were able to offer clear, concise definitions that showed a good understanding of the term and its implications. A reasonable explanation of the term is, for example, a considered procedure for carrying out a task safely, taking into account the risks and control measures, the equipment needed, the environment, contingent requirements, and the competence and skills required of personnel.Part (b) was also well answered although there was a slight tendency for lists, which received minimal credit. Higher marks were awarded to candidates who explained the conditions that would determine the type of action that an inspector might tak e, and the effects of that action on the organisation. Possible enforcement actions are the issue of an improvement or prohibition notice, and prosecution. Credit was also given for the recognition that an inspector may give verbal or written advice and/or warning before taking more serious action. Question 11 Most candidates seemed to be familiar with the need for first-aid provision in the workplace and the factors that would determine the level of provision required.An assessment of first-aid provision involves looking at the number and level of training of first-ciders, as well as the type and location of first-aid facilities and equipment, in relation to such factors as the number and distribution of employees, the work patterns in operation (eg shiftwork), the workplace activities and risks, and the proximity of emergency services. Some candidates commendably extended their answers by considering other factors such as the special needs of young, disabled or peripatetic employe es. Paper A1 Question 1An inefficient local exhaust ventilation (LEV) system has been identified as the main cause of excessive dust levels in a workplace. (i) Identify FOUR possible indications of a dust problem that may have alerted staff to the inefficiency of the LEV system. (4)- (ii) Outline the factors that may have reduced the effectiveness of the LEV system. (8) iii) Describe control methods other than LEV that might be used to minimise levels of airborne dust. (8) This question was designed to assess candidates' breadth of knowledge of the problem of dust in the workplace. In answering part (i), most candidates were able to identify at least three indications of a dust problem in a workplace, such as deposits of dust on people and surfaces, particles visible in the air and complaints of discomfort and irritation by the employees. Only a few referred to the results of air monitoring or actual ill-health effects. For part (ii), most candidates were able to outline at least a reasonable range of factors.Better candidates addressed both underlying factors, such as poor design and a lack of maintenance and/or periodic testing, and the more immediate factors, such as the hood being placed too far from the source of the emission, damaged or blocked ducting or filters, unauthorised alteration to the system, incorrect settings, a faulty fan and possible changes to the process leading to increased dust emissions. In part (iii), candidates were given the opportunity to describe methods of minimising levels of airborne dust that may be needed in addition or as an alternative to local exhaust ventilation. These could have included the cessation of the activity creating the dust, changing the process to educe the amount of dust produced, substituting a dust creating material for another in paste or liquid form, segregating or enclosing the process and damping down the dust to enable it to be removed by vacuum. Many candidates demonstrated a good understanding of th e principles by describing such methods in a hierarchical order, and almost all indicated the importance of using cleaning methods that do not disturb settled dust (ie vacuuming instead of sweeping). Some became a little carried away with the COSHH hierarchy by referring to the use of respiratory protective equipment, which may reduce personal exposures but has no effect on levels of airborne dust.Many candidates also suggested the introduction of dilution ventilation, which is an ineffective method of controlling dust and may even have the effect of distributing it more widely across the workplace. Question 2Outline the possible hazards from using a petrol-driven strimmer to maintain roadside verges. (8) This was not a well answered question, with most candidates able to achieve only a few of the marks available for outlining some of the possible hazards arising from using a petrol-driven strimmer. Such hazards include exposure to fumes, the possibility of fire or explosion, contac t with the moving parts of the strimmer, being struck by flying stones and fragments, noise and vibration, manual handling, slips, trips and falls, the possibility of being struck by moving traffic and exposure to extreme weather conditions.Some candidates decided not to answer the question that was asked and either outlined the possible hazards arising from the use of an electric strimmer or discussed how the risks associated with the use of the equipment might be controlled. Question 3Outline the precautions to protect against electrical contact when: (i)excavating near underground cables(4) (ii)working in the vicinity of overhead power lines. (4) Part (i) of this question was answered slightly more successfully than part (ii), with better candidates referring to isolation of the supply, the identification of cable routes from plans and by the use of cable detectors, checking for service box covers, marking of cable routes on site and digging with hand-tools: rather than with a me chanical excavator. Precautions gainst overhead power lines, for part (ii), include isolation, erection of goal-post barriers to define clearance distances, clear marking of danger zones (for example with signs and bunting), ensuring safe access routes under lines (for instance, with `tunnels'), the appropriate use of marshals and banksmen when there is a possibility that cranes, excavators or tipper lorries might approach overhead lines, and the restricted use of items such as metal ladders and scaffold tubes near live lines. Examiners' were genuinely concerned by some of the precautions against high voltage electricity that were being offered by some candidates, in particular the idea that insulated footwear and tools would afford protection and that residual current . devices might be appropriate in either of the two situations. It was significant that only about half of the candidates mentioned the possibility of isolating the power supply in either part of the question.Some can didates missed the focus of the question and either concentrated on the preparation of a risk assessment or described in detail the operation of a permit-to-work system, neither of which directly affords protection against electrical contact. Question 4 (a) Outline the principles of the following types of machine guard:|| (i) fixed guard|(2)| (ii) interlocked guard. |(2)| (b) Identify TWO advantages and TWO disadvantages of a fixed|| machine guard. |(4)| In answering part (a) of the question, most candidates showed they had at least a basic understanding of the principles of the most common types of guard. The majority correctly identified that a fixed guard is physically attached to the machine and normally requires a special tool to remove it.Fewer, however, specifically mentioned the fact that it provides a physical barrier that has no moving parts and is not linked to the controls, motion or hazardous condition of the machine. Interlocked guards, on the other hand, work on the p rinciple that a machine cannot start or otherwise become dangerous until the guard is closed, and that when the machine is in a dangerous condition either the guard cannot be opened or opening the guard causes the machine to come to rest. Where problems did arise was in the identification of the advantages and disadvantages of a fixed guard. Candidates should have identified that the simplicity of a fixed guard means it is easy to inspect and maintain and the fact that there are no moving parts leads to increased reliability.On the other hand, the fact that it is not linked to the machine controls means that no protection is afforded should it be removed and, since it is fixed and requires a special tool for its removal, access, when required, is more difficult. A physical barrier, particularly if it is solid rather than meshed, may also hamper visual inspection of the machine or the work being performed. Question 5Identify FOUR possible routes of entry of toxic substances into the body and, in EACH case, describe a circumstance in which an employee might be at risk of such exposure. (8) Most candidates successfully identified the routes of entry of toxic substances into the body as inhalation, ingestion, through the skin and by injection.Describing the circumstances in which an employee might be at risk in each case, however, proved a little more difficult. Examiners were looking for examples such as: inhalation due to a build up of fume or vapour, either as part of a process (eg welding) or accidentally (eg spillage); ingestion caused perhaps by poor personal hygiene (eg eating or smoking without first washing the hands); entry through the skin if wounds are not covered or by contact with chemicals (eg solvents) that may be absorbed through the skin; and injection possibly caused by the handling of contaminated sharp objects. Question 6Outline the precautions that should be taken to reduce the risk of injury when work is carried out on a pitched (sloping) ro of. (8)This question sought to test candidates' knowledge of the precautions that should be taken to reduce the risk of injury when working on sloping roofs. The majority provided reasonable answers and referred to many of the relevant precautions such as the provision of safe access to the roof- and roof edge protection, the use of crawling boards or roof ladders, identifying and covering roof lights, arrangements for moving tools and materials to and from the roof, the issue and wearing of personal protective equipment such as helmets, footwear and harnesses, the employment of a trained and competent workforce, and the need to stop the work activity during adverse weather conditions.Question 7 (a)Outline SIX factors to be considered when selecting suitable eye protection for use at work. (6) (b)Identify ONE advantage and ONE disadvantage of safety goggles compared with safety spectacles. (2) In answering part (a) of the question, most candidates referred to the need to ensure that the type of protective equipment is appropriate for the particular hazard against which protection is required (eg chemical, impact, ultraviolet light, molten metal). In this context, reference was usually made to the need for the equipment to meet quality and safety standards, in particular that it bears a CE mark. Comfort factors were also generally identified, as was compatibility with other equipment, including prescription spectacles.Other relevant factors to be considered include durability, cost, and maintenance and training requirements. Candidates generally gained full marks for their answers to part (b) since there are several advantages and disadvantages of goggles from which only one of each was required. Advantages include the fact that goggles provide all round protection, particularly against projectiles and chemicals, and tend not to be easily displaced. Disadvantages include the increased tendency of goggles to mist up, the generally higher cost involved and the fa ct that they may be more uncomfortable than spectacles. Question 8Outline the possible risks to health and safety associated with laying paving slabs in a busy high street. (8)Examiners were looking to candidates to outline such risks as: trapped fingers, foot injuries and musculoskeletal problems from handling slabs; the possibility of being struck by traffic; injuries from the use of cutting discs (eg contact with the disc and being struck by flying particles); the effects of exposure to noise, vibration, dust and wet cement; and the increased likelihood of tripping. Even though candidates might not have had personal experience of the activity described, it was nevertheless one that could be visualised quite easily in order to identify a good range of possible risks. A few candidates, however, again seemed not to have read the question carefully enough and concentrated on the control measures, for which no marks could be awarded.Question 9Outline the measures that should be taken to minimise the risk of fire from electrical equipment. (8) In answering this question, Examiners expected candidates to outline measures such as the proper selection of equipment to ensure its suitability for the task, pre-use inspection by the user, establishing correct fuse ratings, ensuring circuits and sockets are not overloaded, disconnecting or isolating the equipment when it is not in use, and ensuring that electric motors do not overheat (eg by checking that vents are uncovered). Additional measures include the need to uncoil cables (particularly extension leads) to prevent the build up of heat and protecting cables from mechanical damage.Importantly, electrical equipment and systems should be subject to regular inspection, testing and maintenance by competent persons. This should ensure, for instance, that contacts are sound, thereby reducing the likelihood of electrical arcing. While most candidates were able to outline some of the above measures, surprisingly few offered comprehensive answers. Of those who did identify a sufficient number of measures, some provided answers that were far too brief. For an outline, it was necessary to say something about how each measure reduces the risk of fire. Question 10(a)Identify TWO respiratory diseases that may be caused by exposure to asbestos. 2) (b) Explain where asbestos is likely to be encountered in a building during renovation work. (6) In answering part (a) of this question, many candidates identified a variety of respiratory problems that were either non-specific or are not associated with asbestos. Pneumoconiosis and asthma were frequently given as examples. More knowledgeable candidates referred specifically to asbestosis, mesothelioma or lung cancer. Part (b) was reasonably well answered with most candidates identifying, for instance, pipe lagging, roofing materials, loft and wall insulation, sprayed coatings (for example, in fire-resistant encapsulation of metal girders), and the use of asbestos in ceiling tiles, panels and textured finishes.Fewer mentioned the possibility of gaskets, packing and plugs made of asbestos-containing materials. Question 11List EIGHT non-mechanical hazards associated with machinery. (8) This was intended to be a straightforward question that should have been answered quickly as well as giving the candidates an opportunity to gain valuable marks. The list should have included such hazards as electricity, noise, vibration, radiation, extremes of temperature, fire and explosion, hazardous substances (both by direct contact with, for instance, oils and greases and by exposure to dust and fumes) and those related to insufficient attention to ergonomic issues.Some candidates included in their list, or even concentrated on exclusively, various mechanical hazards, for which no marks could be given. This suggests that they had either misread the question or did not fully appreciate the distinction between mechanical and non-mechanical machinery hazards. Paper A2, Question 1A newly established company is to refurbish existing office accommodation before recruiting staff. Outline: (i)the welfare facilities that should be considered when planning the refurbishment(8) (ii)the main issues to be addressed in a general health and safety, induction programme(6) for the new staff (iii)the procedures that might be needed in order to ensure the health and safety of visitors to the premises during working hours(6)This question was generally answered quite well, probably because it was concerned with issues that were relatively straightforward and ones with which many candidates would have already been familiar. In answering part (i), candidates should have referred to the provision of sanitary conveniences, washing facilities, drinking water, eating and rest areas away from the work area, accommodation for clothing not worn at work and rest facilities for expectant and nursing mothers. Some candidates appeared not to notice that the work situa tion described was office-based and answered the question as though more dangerous activities were involved. Few offices, for instance, would be required to have locker rooms, or shower and changing facilities.In addition, a few candidates took a wider remit than was required by the question by referring to general welfare issues (eg heating, ventilation and other factors affecting comfort) rather than concentrating on the actual facilities for employee welfare. For part (ii), Examiners were looking for answers that referred to issues such as the company health and safety policy, emergency procedures, specific risks associated with the working environment, procedures for reporting incidents, first-aid arrangements, information on welfare facilities, consultation procedures and the responsibilities of employees. This part of the question seemed to cause some candidates surprising difficulty with a few able to refer to little more than fire and other emergency issues and accident repo rting.Any candidate who had visited a well-managed workplace should have had little difficulty in answering part (iii) by outlining procedures such as the initial reception process involving the registration of personal details and the issue of identification badges, the provision of information on site rules (including emergency procedures) and information on the hazards and risks within the establishment that might affect the visitor. Better candidates suggested that visitors should be supervised, and possibly escorted, at all times by a member of staff. Common to each of the three parts of the question was a requirement to provide an outline of the issues identified.It was insufficient in part (i), for instance, simply to specify ‘sanitary conveniences' without mentioning that they should be adequate in number in relation to the number of employees, separate for men and women, and well lit and ventilated. Question 2Inadequate lighting in the workplace may affect the level o f stress amongst employees. Outline EIGHT other factors associated with the physical environment that may increase, stress at work. This question required candidates to outline factors associated with the physical working environment that might increase levels of stress at work. Answers should have referred to factors such as cramped, dirty or untidy working onditions, workplace layout resulting in a lack of privacy or security, problems with glare, extremes of temperature and/or humidity, inadequate ventilation resulting in stale air (or conversely, draughty conditions), exposure to noise and vibration, inadequate welfare facilities and, for those working outside, inclement weather conditions. Despite the clear signposting, many candidates referred to psychological (eg bullying) and organisational (eg work pressures) stressors instead of restricting their answers to the physical environment as required. Question 3Explain, using an example in EACH case, the meaning of the following terms: (i) `hazard'|(2)| (ii) `risk'|(3)| (iii) `so far as is reasonably practicable'. |(3)| Examiners were disappointed, and a little surprised, to find that a significant number of candidates struggled to provide explanations of such fundamental health and safety terms.Additionally, in the case of those who did give reasonable explanations, they either then did not give examples or used inappropriate examples that suggested a lack of understanding of what had gone before. This was particularly so in relation to the term `hazard'. As far as ‘risk' was concerned, a number of candidates referred to the probability or likelihood of harm but did not expand their explanation to include the likely consequence in terms of the severity of such harm. In attempting to explain `so far is as reasonably practicable', most candidates inferred that this involves balancing risk against cost but fewer were able to go much further in explaining what this means in practical terms.Question 4In r elation to the Safety Representatives and Safety Committees Regulations 1977, outline: (i) the functions of a trade-union appointed safety representative|(6)| (ii) the facilities that an employer may need to provide to safety || representatives. | (2)| || In answering part (i) of the question, candidates were expected to outline functions such as examining the causes of accidents, investigating complaints from employees, carrying out safety inspections, making representation to the employer, attending safety committee meetings, and representing employees in consultation with the enforcing authority and receiving information from its inspectors. There were some good answers to this part of the question where candidates were able to show their knowledge of the relevant part of the Regulations.Unfortunately, these were balanced by some very poor attempts from those who did not possess such knowledge. For part (ii), reference should have been made to the provision of facilities such as a private room in circumstances when this is necessary and access to a telephone, fax machine, photocopier and relevant reference material. Some candidates did not seem to appreciate the meaning of the word `facilities' and outlined instead the rights of safety representatives, such as those relating to training and the allocation of sufficient time to carry out their duties. Question 5 (a)Identify TWO situations where a permit-to-work system might be || considered appropriate. |(2)| b) Outline the key elements of a permit-to-work system. |(6)| For part (a), most candidates were able to identify two situations where a permit-to-work system might be considered appropriate choosing from work in confined spaces, work in flammable atmospheres, work on electrical equipment, hot work, and maintenance work on dangerous process plant or production machinery. Part (b) of the question was not so well answered and relatively few candidates were able to outline all the elements of a permit syst em, the first of which would be a description and assessment of the task to be performed (including the plant involved and the possible hazards).This will determine the need for, and nature of, other key elements – namely, the isolation of sources of energy and inlets, the additional precautions required (eg atmospheric monitoring, PPE, emergency equipment) and the duration of the permit. An essential element of a permit-to-work system is, of course, the operation of the permit itself. By means of signatures, the permit should be issued by an authorised person and accepted by the competent person responsible for the work. On completion of the work, the competent person would need to indicate on the permit that the area had been made safe in order for the permit to be cancelled by the authorised person, after which the isolations could be removed. Question 6Outline the actors that may indicate a need for health surveillance of employees in a workplace. (8) This question appear ed to cause problems for many candidates, some of whom identified particular situations where health surveillance would be appropriate rather than outlining the factors that might indicate a need for it. In answering, candidates could have chosen from a variety of factors such as ill-health and absence records, first-aid treatments, complaints from employees, the findings of risk assessments, the results of inspections or monitoring activities, changes in methods of work and the relevant requirements of current legislation and approved codes of practice.Question 7Outline FOUR advantages and FOUR disadvantages of using propaganda posters to communicate health and safety information to the workforce. (8) Posters are a commonly used medium for passing on health and safety messages to the workforce and many candidates will have used them or seen them in use. The question was generally well answered although some found more difficulty in outlining the disadvantages as opposed to the adva ntages. Advantages of posters include their relatively low cost, their flexibility, their brevity, their use in reinforcing verbal instructions or information and in providing a constant reminder of the importance of health and safety, and the potential to involve employees in their selection and hence in the message being conveyed.Disadvantages include the need to change posters on a regular basis if they are to be noticed, the fact that they may become soiled, defaced and out-of-date, and the possibility that they might appear to trivialise serious matters. There may also be an over-reliance on posters to convey health and safety information and they may be perceived by unscrupulous employers as an easy, if not particularly effective, way of discharging their health and safety obligations by shifting the responsibility onto the workforce for any accidents that may occur. Question 8 (a) Identify FOUR factors relating to the individual that might increase the risk of accidents at wo rk. (4) (b) Give reasons why maintenance operations may pose particular risks to those undertaking them. 4) This question produced a mixed response from candidates. In answering part (a), many could identify only one or two factors, most commonly the strongly linked psychological factors of attitude and motivation. Only better candidates identified additional factors such as age, lack of skill or experience, lack of familiarity (or possibly overfamiliarity) with the workplace, high stress levels, and health problems, medical conditions or physical disability/incapacity (including that brought about by alcohol or drugs). Similarly, for part (b) there were few candidates who were able to identify a range of relevant reasons for maintenance activities posing special risks.Such reasons may include the existence of new or different hazards, the lack of familiarity or experience with the tasks or equipment involved, the likelihood that the events leading to the need for maintenance and th eir contingent hazards would be unpredictable, the possibility that the maintenance operations would have to be carried out in confined spaces or other poor work environments, and the inevitable pressure on maintenance staff to complete the work in as short a time as possible in order to return to normal production. Question 9Explain the difference between HSC Approved Codes of Practice and HSE guidance, giving an example of EACH. (8) Relatively few candidates performed well on this question. Most found it difficult to explain the essential differences between the two types of document and, when examples were given, they were often vague or incorrect. Approved Codes of Practice are approved by the Health and Safety Commission with the consent of the Secretary of State and provide a recognised interpretation of how an employer may comply with relevant legislation.Although failure to comply with the provision of an ACOP is not in itself an offence, the failure may be cited in court in criminal proceedings as proof that there has been a contravention of the legislation to which the provision relates. Employees must either meet the standards contained in the ACOP or show that they have complied with an equal or better standard. A number of examples could have been cited such as the ACOPs complementing the Workplace (Health, Safety and Welfare) Regulations 1992 and the Management of Health and Safety at Work Regulations 1999. Guidance, on the other hand, is issued by the Health and Safety Executive with the intention of giving advice on good practice. The advice is generally more practically based than that contained in an ACOP. Guidance has no legal standing in a court of law.Examples of HSE guidance documents include those issued on matters such as manual handling, display screen equipment and personal protective equipment. Question 10(a)In relation to risk assessments carried out under the Management of Health and Safety at Work Regulations 1999, explain the mea ning of the term `suitable and sufficient'. (3) (b)Outline the changes in circumstances that may require a risk assessment to be reviewed. (5) Examiners found that part (a) of this question elicited a generally poor response and few candidates were able to give an adequate explanation of the term `suitable and sufficient' in relation to risk assessment.Such an assessment should identify all significant hazards and risks, enable priorities to be set, allow the identification of the protective measures required, be appropriate to the nature of the work and be valid over a reasonable period of time. Part (b), in contrast, tended to attract some better answers, with candidates able to outline such circumstances as changes in process, work method or materials (type or quantity), the introduction of new plant or technology, new information becoming available, a change in legislation, changes in personnel (eg the employment of young or disabled persons), and when the results of monitoring (accidents, ill-health and environmental) are not as expected. Question 11Identify EIGHT measures that can be used to monitor an organisation's, health and safety performance. 8) There are various indicators that an organisation can use to assess different aspects of its health and safety performance and Examiners were looking for answers containing a mixture of both proactive and reactive measures. Reactive performance measures include accident and ill-health statistics, incidents of reported near-misses and dangerous occurrences, actions taken by the enforcement authorities and insurance claims. Proactive measures, on the other hand, might include the results of inspections and/or environmental monitoring, safety audit outcomes and the results of medical/health surveillance. Some candidates restricted their answers to the identification of monitoring methods (such as safety nspections, tours and sampling) rather than the measures that are derived from them and which can be compare d over time. This sometimes limited the number of marks that could be awarded. THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH NATIONAL GENERAL CERTIFICATE IN OCCUPATIONAL SAFETY AND HEALTH PAPER A1: IDENTIFYING AND CONTROLLING HAZARDS JUNE 1999 Answer ALL questionsTime Allowed: 2 hours Section 1This section contains ONE question. You are advised to spend approximately HALF AN HOUR on it. The maximum marks for each part of the question are shown in brackets. | 1|(a)|List THREE types of crane used for lifting operations. |(3)| |(b)|Outline factors to be considered when assessing the suitability of a mobile crane for a lifting operation. (7)| |(c)|Outline a procedure for the safe lifting and lowering of a load by use of a mobile crane, having ensured that the crane has been correctly selected and positioned for the job. |(10)| |||| Section 2This section contains TEN question. You are advised to spend approximately ONE AND A HALF HOURS on it. The maximum marks for each question, or part of a question are shown in brackets. | 2||In relation to occupational dermatitis:|| |(i)|identify TWO common causative agents|(2)| |(ii)|describe the typical symptoms of the condition |(3)| |(iii)|state the sources of information that may help to identify dermatitic substances in the workplace. |(3)| |||| 3||A pneumatic drill is to be used during extensive repair work to the floor of a busy warehouse. | |(i)|Identify by means of a labelled sketch, THREE possible transmission paths the noise from the drill could take. |(3)| |(ii)|Outline appropriate control measures to reduce the noise exposures of the operator AND the warehouse staff. |(5)| |||| 4||State the health and safety risks associated with welding operations. |(8)| |||| 5|(a)|Outline the effects on the human body from a severe electric shock. |(4)| |(b)|Describe how earthing can reduce the risk of receiving an electric shock. |(4)| |||| 6||Identify FOUR different types of hazard that may necessitate the us e of special footwear, explaining in EACH case how the footwear affords protection. |(8)| |||| ||The exterior paintwork of a row of shops in a busy high street is due to be repainted. Identify the hazards associated with the work and outline the corresponding precautions to be taken. |(8)| |||| 8|(a)|Identify TWO types of non-ionising radiation, giving an occupational source of EACH. |(4)| |(b)|Outline the health effects associated with exposure to non-ionising radiation. |(4)| |||| 9||Explain the methods of heat transfer that cause the spread of fire. |(8)| |||| 10|(a)|List TWO types of injury that may be caused by the incorrect manual handling of loads. |(2)| |(b)|Outline a good manual handling technique that could be adopted by a person required to lift a load from the ground. |(6)| |||| 1||List EIGHT safe practices to be followed when using a skip for the collection and removal of waste from a construction site. |(8)| NEBOSH Certificate – June 1999 Paper A1 – Ident ifying and Controlling Hazards Outline answers and guidance given in the NEBOSH examiner’s Report Section 1 Question 1 This question was designed to test candidates' knowledge on the use and operation of cranes. Part (a) required candidates to identify three types of crane and it was envisaged that this would cause little difficulty, particularly

What Is the Relationship Between Technology, Scien

Assessment 3: Final Essay Question What is the relationship between technology, science and the visual? Analyse a text of your choice (Transformers 3: Dark of the Moon) in a way that demonstrates your understanding of the connections between bodies, technologies and visual reproduction. Josephine Polutea, Transformers 3: Dark of the Moon (2011) The relationship between technology, science and the visual I believe is that they all interconnect with each other. The technological invention of the lithographic device for example enabled numerous visual reproductions for magazines and newspapers. This then opened up the door to the revolutionary technological shift in visual reproduction from lithography to photography that enabled replications to cater for the masses. This ability to produce multiple copies of any one image came about with the revolutionary development of the ‘negative’. (Lecture 5 / Technologies of the Visual Reproduction, 2011) This is evident in the movie Transformers 3: Dark of the Moon where the use of the images and footage from the Apollo 11, Lunar Landing are used to encapsulate the viewer to identify and empathise with the historical event that is used as a â€Å"spectacle† in the movie. Science wise this was a breakthrough in all history of mankind although there is speculation and scepticism that the event in fact never took place (Lecture 5 / Visuality, History, Event Spectacle, 2011) in an effort to gain capital for funding of the NASA space program approximately estimated at thirty billion dollars. (Lecture 14 / Visuality, History, Event Spectacle, 2011). On the contrary this is problematic in any evidence documented in history for history although makes for a good story line in a movie about technology, science and the â€Å"bodies† involved in this visual reproduction of the â€Å"historical event†. As this event spectacle was used in the movie as the basis of the visual narrative which was what I gathered to be that the American government discovered an unidentified object that crashed on the moon’s surface and the Presidents reaction to send the astronauts to the moon as he quotes in the movie â€Å"You get there before the Russians† and â€Å"Well you tell NASA to move heaven and earth. † Gives the impression that Mr President is very patriotic and based on â€Å"actions speak louder than words†? There is a sense of urgency where one would assume that there was a conspiracy to cover up a â€Å"top secret mission† to discover if there really were any alien life forms present on the moon or to cover up discoveries of such encounters. A reason of state would account for the manipulation of such evidence to enforce the protecting public morality, educating the population, looking after national interests and promoting community values. (Schirato, Webb 2007, p 174). The news media’s job is to report the facts clearly, with as much accuracy as possible. Unfortunately this isn’t the case. Science and reason are a good arsenal to have in the battle against pseudoscience, but in most cases they take a back seat to history and tradition. Plait (2002) These technological experiments and discoveries speak from the investigations of science and other certain unexplained issues for example extra-terrestrial, the supernatural or the unexplained â€Å"other† unidentified flying objects or mechanical beings. The images of an â€Å"alien† life form are visual reproduction of a circulated urban myth ‘so to speak’ rather there are no actual scientific evidentiary to substantiate claims from victims of the so called alien abductions or alien encounters. The descriptions given are used to form this visual that an alien has a big coned head, with big black oddly shaped eyes, a mouth and no nose but seem to be smaller in height then an average person. The greatest influence over visual practices in the contemporary Western world are what we call normalisation, which is associated with the fields of science, bureaucracy and government, and capitalism. (Schirato and Webb 2004) So why is it, that in the movies they look familiarly tall and strong and awfully unattractive? Or those in Transformers that are referred to as aliens? The â€Å"other† bodies I will refer to the ‘transforming robots’ in the movie Transformers and the government â€Å"bodies† that are directly involved in this highly classified special operations task and the power role they play in the movie. According to Schirato and Webb (2004) scientific categories of truth and reality are circulated throughout popular culture, particularly in the media. This is the main reason why we have used the term â€Å"normalising† rather than ‘scientific’ to designate this particular visual regime. The movie begins with the notion of a race soon to be extinct by war. In an opening statement that says, â€Å"We were once a peaceful race of intelligent mechanical beings, but then came the war. † A war between the Autobots and Dicepticons on their planet called ‘Cybertron’. This ‘mechanical being’ or what post-modernist film directors would call â€Å"aliens† freely roam the universe and eventually take refuge on planet Earth. This concept of machine life and human life co-existing and living in harmony is reinforced in the movie as a political opportunism point of view. For instance their alliance with the autobots to serve and protect America and the world from breach of national and international security. Optimus Prime quotes â€Å"In a year since our arrival, our new â€Å"home† Earth has seen much change. Energon’ detectors guard its cities now. Long range defense systems watch the skies. So now we assist our allies in solving human conflicts, to prevent mankind bringing harm to itself†. The normalisation of scientific revolution and bureaucratic power only serves a purpose that politically we as a society, a community we don’t really have a say in what happens but only that we are shaped and influen ced to conform to what we should be expected to behave, believe or feel towards a certain situation. This brings to surface the subjectivity that we are familiar with in our everyday lives. For example if we are pulled over by a policeman for a random breath test or for surpassing the speed limit we autonomously adjust our attitudes and stature to address the officer because we know that the ‘body’ or ‘other’ serves a purpose to the law and its people and therefore the power relationship is automatically referenced to the officer. This power relationship between the bureaucracy and the people is displayed in the movie when Sam is attacked by laser beak, a side kick of Megatron and escapes in his efforts to assist the autobots before the decepticons take over the world. He is confronted by Director of National Intelligence Miriam who questions Coronel Lenick. â€Å" I know his name, I wanna know who gave him clearance? † and later argues â€Å"we cannot entrust national security to teenagers unless I missed the policy papers, are we doing that? I didn’t think so†. As Schriato and Webb explains (2004) when a soldier saw something that signified a superior officer (a particular uniform, stripes), he was required to behave, quite automatically, in a submissive manner. Similarly, the idea was that when the population saw signs of state’s authority (buildings, functionaries in uniforms, titles, letter-heads) they would see, without questioning or hesitation, something that was greater, more powerful and more knowledgeable than themselves, and adjust their behaviour to comply with these manifest signs of the state. In the movie these signs are visible especially in reference to the government bodies, President and the Pentagon – Bureaucratic and Political Division, NASA – Science Division, and the National Security Intelligence – Defence Division & Department of Health & Human Services which is signified as a body that serves a purpose to the people although take authority from the government, science, and defence divisions. As global cultural flow of images are circulated through the public media sphere and as such the Lunar Landing were celebrated through the United States and the world as a great historical accomplishment. We are conformed to believe this is true because we generally believe that â€Å"seeing is believing† and that the images provided we take as ‘photographic truth’. The mechanical nature of image-producing systems such as photography and film, and the electronic nature of image-making systems such as television, computer graphics, and digital images, bear the legacy of ‘positivist’ concepts of science (Lecture 6 / Technologies of Visual Reproduction, 2001). Plait (2004) states that people confuse the far side with the dark side. You almost never hear the phrase â€Å"far side of the moon†. It’s always â€Å"dark side of the moon†. This phrase isn’t really wrong but it is inaccurate. If movies were the only purveyors of scientific inaccuracies, there would hardly be a problem. After all it’s their job to peddle fantasy. In conclusion the connections between science and technology is a relationship between the global media sphere and the reason of state that governs all scientific, bureaucratic, political and capitalist fields that form and shape our views of how we perceive the world we live in. Therefore my understanding is that science and technology have a strong relationship in the realm of the ‘visual regimes’ and there connections to our world views of government ‘bodies’, scientific technologies and the shift in technological visual reproductions. The reference list Plait, P C 2004, Bad Astronomy Misconceptions and Misuse Revealed, from Astrology to the Moon Landing â€Å"Hoax† John Wiley & Sons Inc. , New York. Schirato, T & Webb, J 2004, Reading the Visual, Allen & Unwin, Crows Nest. CLT120, Vision, Visuality and Everyday Life, Lecture 5 – Technologies of the Visual Reproduction, Macquarie University, 2011. CLT120, Vision, Visuality and Everyday Life, Lecture 6 – The Myth of the Photographic Real, Macquarie University, 2011. CLT120, Vision, Visuality and Everyday Life, Lecture 14 – Visuality, History, Event Spectacle, Macquarie University, 2011

Ethos: Education and School

In this assignment I will be talking about how Ethos, Missions, Aims and Values are used within the running of the school. And how it helps to provide the highest standard of curriculum for children. As well as how this information is avaliable to parents, and where they are able to obtain this information. Ethos – A school's ethos helps to to set a framework which will help the school to provide a safe and secure learning environment. This will help to reflect its values for a good working environment.A school's positive overall ethos process will provide the school community and all its members with an environment which is paramount for obtaining a successful learning environment for all. A school's ethos is also an agreement which concerns itself with the character and spirit of a particular school, as well as making sure it is reflected in the attitude of the school including the expectations of staff and children. Missions – Missions within a school is to help to p rovide a statement of the values and principles, which help to guides a school's curriculum.It will also help the school to set program goals and objectives. Missions should make clear its purposes with which the school is aiming to achieve and the values and standards, with which this is guiding to help and of which they are consistent. Aims and values – Aims are similar to mission statements in order to make sure that every child matters. As well as parents and the community work together to provide the children with the best care. As well as helping each and every child is helped in developing skills which they will use for life long learning.As well as learning through a broad and balanced curriculum which will help them to become responsible adults. Values play an important part in helping children to feel that they are special in their own way no matter what, and making them feel comfortable within the school environment. As well as helping each child to appreciate othe rs around them whatever their religion, ethnical background etc. Ethos, Missions, Aims and Values are used in the everyday running of the school. They aim to make sure that the curriculum is met to a high standard.As well as making sure that the children are able to learn in a safe and secure environment. They also aim to make sure that the school meets their goals and objectives throughout the school year. The school will also intend to provide the children with the correct resources that will help them to become confident and individual learning, and also sure that they work with school governors to enable them to continually strive and enable them to be able to improve teaching and learning as part of research,, and provide good practice in education policies.The ways that the schools provides information on ethos,missions,aims and values can be through there brochures, which are avaliable on request to parents, governors and OFSTED. They can also palce the information on the sch ools website which again can be accesed by parents, governors etc. Schools can also provide this information at governors meetings which are held within the school. The schools can also provide the information at school events such as fetes as well as using the local media to get the information across, as well as word of mouth.Although not all parents, carers have access to the internet, which can stop them from gaining the information that they need, so they will rely on the school events, local media and word of mouth from other parents, teachers etc. Some parents, carers may not be able to understand this information so may need someone to explain the meaning of the information, in order for them to be able to understand. The effectiveness of these methods are useful as parents and governors are able to see what the school aims to achieve and how they are going to achieve their goals.Also parents and governors are able to see how this will affect the children, and how this will prepare them for adult life. They will also be able to see how these methods will meet the educational needs of the children, and how this will nurture the children, in a strong, safe and respected learning environment. Also this will help parents, carers who are unable understand the methods within a school, to feel valued, as teachers etc have taken the time to explain to them the effectiveness that ethos, missions, aims and values have within the school,From writing this assignment I can see how effective it is to have ethos, missions aims and values within a school, and how they help children to achieve the best education which will help them to achieve to the best of their abilities. In having these in place it will allow the school to have a strong structure in place, to help the school provide children and the community with a strong and safe environment.

Accounting for Decision Makers -Discussion Question Essay

Accounting for Decision Makers -Discussion Question - Essay Example The ABC model enables business organizations to adequately approximate the cost elements applicable to the products, activities and services. The cost elements enables business organizations make appropriate decisions. One decision entails identifying products and services that are loss generating or less profitable. The second decision entails removing the service and product which are ineffective, and ensure processing approach which results in better yielding products and services. ABC analyses the product and consumer expenses and also profitability, according to the production and the performing processes. Thus, ABC has the applied in supporting strategic business aspects like; pricing, outsourcing, and also the process improvement approaches (Hartgraves & Morse, 2015). ABC illustrates; fixed costs, variable costs, and overhead costs. The cost split illustrates the cost drivers. For example, in operating machines, the main cost driver is the machine operating driver. This is because the machine operating hours greatly influences the labor, power and also machine maintenance costs. ABC is effectively used in routine business processes. ABC ensures allocation of adequate resources to the profitable products and activities, resulting to enhanced profitability levels. ABC also ensures the removal of unnecessary costs, and this improves the revenues generation levels of the business organization (Hartgraves & Morse,

Hydrogels Essay Example | Topics and Well Written Essays - 2000 words

Hydrogels - Essay Example However, chef a amongst them are temperature, pH, ionic strength, solvent composition, and light and electric field, Al these are stimuli responsive Hydrogels are useful in the development of a number of appliances especially in the development of controlled drug release systems, sensors, cell culture substances, and flow control. Additionally, Hydrogels are suitable for immobilizing the bimolecular because the=y have a bimolecular capacity, this is very fundamental in keeping their shape in the original condition. They can also be vey important in immobilizing optical sensors because they have a very important property. By virtue of their functionality, their biocompatibility makes the ideal candidate of the development of the rational optical sensor. They have a very wide loading capacity that is mainly suitable for sensors. Additional they have a very wide background which is only suitable for optical low optics. They also have another property that makes them very suitable for the development of cornerstones. For example polymers can be mixed to derive a very effective hydrogen cornerstone There have been a lot of res DNA however; one of the mot important a breakthrough in the researches that involves DNA is the use of DNA functionalized Hydrogels to make biosensors. This breakthrough was also fundamental for the development of controlled release system just like in medicine and other stimuli reactive materials. The focus on the main property of Hydrogels such as the ability to swell is very important because in this way. The most important breakthrough has been achieved in the scientific circles. A better example is the focus on gels phase shift. A stimuli responsive smart gels. There has also been the relatively low number of bolometric sensors. Acrydite-modified DNA is easy to link Hydrogels understanding through co-polymerization. Upon the completion of the gel transformation, their general viscosity is transformed as one can

Community Paper Research Example | Topics and Well Written Essays - 750 words

Community - Research Paper Example 524 8,186,453 8,829,383 281,421,906 293,045,739 Source: http://oasis.state.ga.us/oasis/qryPopulation.aspx Population by RACE 2004 The newer books might have these listed as non-Hispanic, White etc. Feel free to change. (Newton) County Black Hispanic White Native Americans Asian Other # % # % # % # % # % # % 24,451 22.08 2,376 1.87 55,312 74.20 183 0.21 903 0.72 70 0.11 State of Georgia Black Hispanic White Native Americans Asian Other # % # % # % # % # % # % 2,612,936 28.48 598,322 5.32 5,862,978 62.65 27,457 0.22 229,741 2.10 11275 0.14 United States Black Hispanic White Native Americans Asian Other # % # % # % # % # % # % 2,349,542 28.7 35,305,818 12.55 194,552,774 69.13 2,068,883 0.74 10,123,169 3.60 467,770 0.17 LEVEL OF EDUCATION Age 25 + High School 13,601 34.75 1,486,006 28.65 52,168,981 28.63 Associates 1,610 4.11 269,740 5.20 11,512,833 6.32 Bachelors 3,715 9.49 829,873 16.00 28,317,792 15.54 Graduate 1,977 5.05 430,305 8.30 16,144,813 8.86 Source: http://quickfacts.census.g ov INCOME BY HOUSEHOLD (Newton) County Georgia United States Year 2000 2000 2000 # % # % # % 200,000 308 1.40 70,843 2.36 2,502,675 2.37 MEDIAN INCOME (Newton) County Georgia United States 2000 44,875 41,901 41,990 Source: http://quickfacts.census.gov HEALTH STATISTICS Legend: T=Total W=White AA=African American O=Other Ethnic Group Use the following two forms for Mortality and Morbidity rates that are specific to your target population. _ (Deaths and percent of deaths; SIDS) ____________MORTALITY RATE per 100,000 population ***Change years for your data if necessary!!!!** Georgia (Newton) County T W AA T W AA 2000 113 44 69 2 0 2 2001 112 60 51 1 0 1 2002 141 78 59 4 2 2 2003 104 50 54 2 1 1 2004 130 68 59 1 0 1 (Source: For US, Health United States, Statistical Abstract of the US, [will need several years], MMWR, Prevention Profile.) For GA/County, use Georgia Vital Statistics for the year requested. _ (Sexually transmitted disease cases and rate) ____________ MORBIDITY RATE per 1 00,000 populations Georgia (Newton) County T W AA T W AA 2000 52,642 5,006 30,015 216 38 124 2001 53,258 4,795 25,479 296 47 147 2002 55,347 5,916 31,868 347 62 175 2003 55,624 6,239 30,802 380 63 202 2004 52,388 5,277 26,340 371 42 157 (Source: For US, Health United States, MMWR, Prevention Profile, Local and State Health Departments, CDC) The focus of this paper is on AIDS as a community health issue in Newton County, the state of Georgia in the United States. There lacks a representative national system of surveillance of the prevalence of AIDS infections (Prachakul, Grant and Keltner,

Analysis of Mastering Management Assignment Example | Topics and Well Written Essays - 750 words

Analysis of Mastering Management - Assignment Example This shows her inattention to results. Her final comments â€Å"Years of psychotherapy, my friend. And even then, you probably wouldn’t be able to change it. You’re just an arrogant s.o.b. But then again, isn’t every CTO in the Valley?† This shows her avoidance of accountability by implying that â€Å"everyone is doing it so there is nothing wrong with it.† Review the information on the establishment of team â€Å"Norms† during the forming and norming stages of team development in your text on pages 498-50. What behavioral norms had been established by the executive team at Decision Tech before Kathryn took over? How did these norms help or hurt the company’s performance? The behavioral norms which had been established by the executive team at Decision Tech before Kathryn was mistrust among the executive group, disunity, and overconfidence. These norms hurt the company because the team members were always pulling in different directions, everyone feeling more important than others. Mistrust meant that no one was free enough to share his/her ideas with the rest. Did the Decision Tech Team experience going through all four stages of team development? If yes, discuss the effectiveness of Kathryn’s approach to helping the team move through each stage. Give specific examples from the story. The four stages of team development are: 1) underachievement, 2) lighting the fire, 3) heavy lifting, and 4) traction. Decision Tech Team experienced going through all these stages with the help of Kathryn. In the first stage, Kathryn helped by agreeing to head the team, even at a time when every the Team was experiencing high staff turnover. In the second stage, lighting the fire, Kathryn caused intentional conflicts to let every member of the team know that they had a problem that needed to be fixed.  Ã‚  

Research 2 Artists Lena Kurvska and Marcus Krackowizer in Relation to Paper

2 Artists Lena Kurvska and Marcus Krackowizer in Relation to the Notion of Chance - Research Paper Example This paper evaluates the representational artistic expressions through the still life painting of Lena Kurovska and abstract paintings of Marcus Krackowizer. 1. Lena Kurovska Lena Kurovska is a painting artist from Ukraine and was born in 1969. She attended Kiev State Art School between 1980 and 1987 where she studies classical drawing and composition. A decade later, she graduated from the National Academy of Art and Architecture. Lena’s paintings exhibit nationally and internationally. Lena Kurovska was influenced by the works of impressionist while in National Academy of Art and Architecture. She concentrates on still-lives and landscapes, which are painted wherever she travels. Since she is a traveler, she deals with external objects like other expressionists. These objects include scenes of relaxation, objects of daily lives and so on (Moffett 142). This quality is visible and evident from her still life painting called still life with bread of 2005 and the Christmas stil l life of 2006. Both are oil paintings, which feature ordinary objects in our daily life. Lena does her still-live paintings on location, and she uses oils, pastel, and acrylics. Her paintings are done in impressionists style with all her canvases being light, lyrical colorful, and warm. Like other expressionists, Lena’s paintings have very short strokes of paint, which are thinly applied in a way that the strokes are visible (Mayer 312.). Her paintings also have rough texture on the surface and have visible patches of paint in various locations. This impressionist style is evident in the painting still life with bread where a more general image effect is created in the subject without the true-to-life accuracy. Like any other expressionist, Lena’s goal of her works is to catch the eye of her art viewers through use of bright colors, and bring their viewers close to their subject through their composition. In these two paintings, Lena uses bright colors and mixes them to create shadows and dark patches by applying different shades of complimentary colors. Her impressionist style is evident in her use of colored shadows and her saturation is colors, which creates vividness that detailed paintings could not achieve (Rosenblum 220). Since she hopes to bring her viewers closer to her subject, in each of the above four paintings, she does not rely on the notion of symmetry and for example the first two display a high horizontal line that creates a plunging perspective and the subject of the painting is not centered. Before the emergence of impressionists, painters placed their composition in such a way that the main subject guided the viewer’s attention (Rewald 323). Impressionists go against this notion and relax the boundary between the subject and the background, and the impressionist’s painting resembles a snapshot and a portion of a big reality, which is as if captured by chance (Rosenblum 228.). For example, Lena’s painting, for example the still life with bread is just a portion of a prepared table. Viewing this painting gives the viewer a feeling that something is left out in the snap, and that the view is as if was captured by chance. 2. Marcus Krackowizer Marcus Krackowizer is a British artist who lives in the UK. This artist started painting full time less than a decade ago. The artist broke his neck although, he says, did not affect his ideas he develops in his works. I addition to his original paintings, he has published his full and

Answering 2 questions Assignment Example | Topics and Well Written Essays - 250 words

Answering 2 questions - Assignment Example My personal contributions will aim at fulfilling some holes in the research topic by bringing in ideas that seek to affirm contentious issues in the topic. I believe that I will be able to offer sufficient support for my claims as well as highlighting the myths and misconceptions surrounding the topic. I think the final choices of peers are valid as they can form the basis for a credible research topic. In relation my selected topic, I have seen many things that may alter my view of the subject. First of all, television commercial are not only based in emotions as I had earlier stated but they are also based on some known facts. They not only appeal to our emotions but some of them are based on things that we cannot do without and as a result, the advertisements are just a matter of conveying the information and not appealing for convince us through emotional approach. I have discovered that logos can also be applied in commercials by stating the logic behind the need to consume some products. According to the definition of research as depicted in the lecture notes, it is about creation of a topic and not just writing on the topic. This means that one must come up with new ideas and strategies that have never been handled conclusively and the debate on them rages on. This is a new insight to me as far as research writing is concerned. I will now focus more on the coming up with new ideas as opposed to the ones already known and proved. By taking this approach, I will be able to write one of the best papers and fill all the knowledge gaps in my research

I will attach 2 pages Essay Example | Topics and Well Written Essays - 1000 words

I will attach 2 pages - Essay Example However, her son Bailey has already decided firmly to travel to Florida. On the other hand, the grandmother tries to persuade her son, in whatever sort of persuasion available, to change course. She made two arguments why they should go to Tennessee: first, the evil Misfit and his gang are headed toward Florida; and second, the children need to broaden their world by going to Tennessee since they haven’t gone there before. Evidently, the two arguments are contradictory; thus, the old woman deliberately lies to her family for the selfish reason of wanting to go to Tennessee. She could have been a good woman -- i.e., honest and truthful -- if there is just someone who will â€Å"shoot her.† On the road towards Florida, the grandmother keeps on talking about the good-old-days. For instance, she speaks of an old term which refers to an African American boy: pickaninny -- such term means â€Å"little† or â€Å"small.† The way the grandmother utters the word â⠂¬Å"pickaninny,† however, sounds like she is mocking the â€Å"little Negro.† Indeed, that was the olden time when black slavery or the pickaninny was popular among the white American race. Furthermore, the grandmother only tells stories of the past that greatly benefits her. When her grandchildren laugh at her, the grandmother reacts against their behavior by saying that â€Å"children were more respectful [in the past]† (O’Connor 231). A manipulative old woman, she could have been good to other people, especially the young ones, if somebody â€Å"shoot[s] her.† During the pit-stop, the old lady talks to the owner of The Tower, Red Sam; unsurprisingly, they considerably discuss about the â€Å"better times† (O-Conner 234). The grandmother appears to agree to Red Sam’s observation, that good men are hard to find these days. The Tower owner tells the old woman about the better times when people could go out without even locking their ho use’s door; nowadays, he adds up, no one can be trusted anymore. Here, the grandmother’s view of the world in general and men in particular is subtly revealed. She considers the present-day people as inherently evil. As we shall see, however, the old lady’s perception towards men as evil dramatically changes; she could have been good -- i.e., possessing positive outlook in life and the world -- if someone â€Å"shoot[s] her.† Before the accident, the old woman tells her grandchildren about a house in Georgia that has a secret panel. The main motive of the old lady why she mentions this secret panel is to convince her grandchildren to go to Georgia. In the succeeding incident, however, it becomes clear that the house â€Å"she had remembered so vividly† was in Tennessee after all. In the ditch after the accident, the grandmother keeps to herself about her deliberate deception to Bailey and others. And in order to avoid Bailey’s anger due to t he grandmother’s cat that primarily cause the accident, the old lady has hoped that â€Å"she was injured† (O’Connor 236). Again, one observes that the old woman keeps on looking for ways, whatever they are, in order to save her butt, so to speak. The grandmother’s manipulative character could have been altered if there is just somebody who will â€Å"shoot her.† When the Misfit and his gang arrived in the scene, the old lady speaks of lie again.

Culture and Globalization Essay Example for Free

Culture and Globalization Essay INTRODUCTION Identity is a question that may be expressed by an anxiety and a hope at the same time. The anxiety lies in the sense of the existence of our Moroccan identity in all its dimensions, Arabo-berber, Muslim negro-African and modern. It also lies in our existence in the world in different parts of the planet where we have decided, voluntarily or not, to assert our existence; a planet that has become a finished space, a global village, surrounded by all kinds of flows, economic, human, electronic, and cultural, which are aspects of globalization; a globalization that could not only be a kind of interdependence among the national spaces which existence is still alive but also an internal phenomenon in these spaces. The advantages and disadvantages of this multiform process can diverge from one partisan to another. Some see in it the chance of a new world and others see in it the risk of an incomparable oppression. The problem of the Arabo Islamic identity or Arab identity occupies the front of the scene. The Islamic world has never been so active in the sense of the expression of identity, maybe because of the more and more enigmatic character of this identity because as Dryush Shayagan reminds, more than the ethnic and the religious identities, we find a third one in addition that emerges from modernity. He adds that the three identities fit one into the other, create more and more complex fields of interference, and exploit territories that remain most of the time incompatible with each other. He goes on declaring that today, these identical cultures are situated between the â€Å"not yet† and the â€Å"never ever†: not yet modern and never ever traditional. These identities that live henceforth, in â€Å"between the two† are totally burst according to Dryush.[1] At first glance, this triple identity raises obstacles to communication, but on the condition of succeeding in fitting out their respective spaces, it offers on the other hand, new possibilities of communication. The assertion of a reactive and massive Arabian Islamic identity was the adequate answer to the colonial dominion. Today, however, the reflection has to fit and adapt itself to the requirements of a situation namely, globalization, that orders that identity becomes seen as open, diverse and it has to be attentive to pluralism in the internal as well as the external places. We can think that the new network of information and communication will favour the emergence of new forms of citizenship susceptible to fill the current democratic deficit. Media permanently present information in the different parts of the world. With the means of information which the internet network prefigures today, the individual can have a more active role in the search for information. One can also contact a multitude of people of different nationalities, discuss problems of public interest, and express his/her opinions in public forums. GLOBALIZATION, CULTURE, AND THE MOROCCAN IDENTITY It is crucial to see globalization from an academic point of view as there is a strong link bounding globalization and culture. The global culture belongs to what Simon During calls â€Å"transnationalization.†[2] This latter is the process by which cultural products extend their actual space to emerge in a global area. Cultural studies are a kind of reaction to this process. Going deeper in this perspective, we come across many points that may link globalization to culture if we consider that culture is a local issue that may be influenced by the global market, the global sight, or may itself influence the global sphere if it is considered as a tradition or a way of life. Culture, from another view, maybe considered as the basis of the construction of one’s identity but once influences by globalization, the identity may change and we may adopt some practices and beliefs that may be no more appropriate to the local culture. Education is another point where globalization and culture meet. Students nowaydays, are no more interested by some issues tackling family or social events, but rather opt to get aware of the global economic and capitalistic changes that the actual world witnesses. Culture is a part of our identity. If we change culture, we change our identity. Stewart Hall argues that in a changing history, identity should remain the same though it is far from being the case of the modern world we’re living in and where identities are in a permanent process of change and transformation and this is the result of globalization. Always according to Hall, the construction of identity is made by the sight of the other. In other words, the negative view on the other makes of our identity a positive one. The process of constructing identity then is based on opposition. If the sight of the other makes of us who we really are, we are then no more free to chose according to our own tastes but rather chose according to others’ reactions[3]. This may seem ambiguous in a sense and annoying in another. How can globalization affect our own sense of belonging? Belonging to a particular nation and adopting a specific culture is not a matter of choice, it is because we belong to a certain ethnic group that has its own tradition, culture and religion. Once we find ourselves involved in a pre-created world, the acceptance becomes an automatic reaction, but when our sense of belonging to a cultural space or another becomes guided by the global pressures, our identity gets hurt and our mind fragmented and confused between what is ours and what is theirs (what is local and what is global). â€Å"The global popular† is the means of communication that occupies an important place in the projection of visual images to spread information (TV, satellite, internet†¦). If I insist on citing the global popular as one of the links between globalization and culture, it is because I judge it of a high importance and necessity to remind the idea that Simon During came with and which expresses the impossibility to separate the global popular from the global culture. He kept arguing that the reason was not only that both of them belong to a single globalizing system but also because the relation between various forms of cultural products are changing and transacting.[4] Similarly, Arjun Appadurai cited in his essay â€Å"Modernity at Large† one of the most important means of the circulating forms which is the â€Å"mediascape†. Like the global popular, mediascapes allow any information to become local through all kinds of the modern media. By this way the local culture may be adopted by different societies and consequently be global.[5] GLOBALIZATION AND MEDIA Today globalization arouses number of controversies. The term by itself condenses anxieties: it evokes, quite at the same time, the shrinkage of the planet bound to technological innovations and the massive impact of the triumphant capitalism that imposes its extreme dominance. Appadurai approaches, in a frontal way, the question of globalization. He put in the centre of his analysis the notion of flows. For him, what defines the contemporary world is much more circulation than structures and stable organizations. The proof is quite clear when we see people constantly moving from one place to another and the extraordinary development of mass communication with images transited throughout the planet. Until then, the individual lived and conceived himself in certain limits. From a simple geopolitical point of view, the nation state was considered as a stable referent: within it, the dimension of the local used to have a great importance conferring to each individual in a given society their privileged points of anchoring. In this context, the identical constructions occur in a permanent game of opposition between the self and the other, between the inside and the outside. But migrations on the one hand, and the media flows on the other hand, disrupted the spreading order until then. What interests Appadurai is the way this situation not only alters the material life of people but also tends to give an incomparable role to imagination. This does not mean that previously societies have not abundantly, neither in their mythological, literary nor artistic productions, appealed to this faculty. Henceforth, imagination is no more limited in some specific domains of expression, but it changes the daily practices, notably the migratory situations where migrants find themselves obliged to create in their exile a world of them by using all the images that media allow them to receive.[6] The technological progress: Internet The cable and internet offer multiple means to reconstitute communities including migrants and those who stayed in their countries. When we come across globalization of communication we inevitably think of internet. Internet is considered to be the symbol of and at the same time, a vehicle for the development of the future mediatic landscape. As a polymorphic tool spread everywhere, internet is actually inescapable in the study of the actual communication processes. If we consider internet as a media, we automatically notice that it is a quite particular one. Among modern mass media, internet is characterized by a potentially or at least virtually wide broadcasting. It is one of the facets of the internet ideology: everybody can have access to messages, everywhere and so to speak with no constraints, and at the same time, internet presents specific characteristics that make of it an exceptional media. Unlike press or radio-television that necessitate material and financial means, licenses, and a diffusion and distribution network, by internet everything is easier. Everybody can be a transmitter and everybody is potentially provider of contents but not everybody can create his/her own television station contrary to internet by which each one –or almost– can create a web site with only an online computer. All this is almost free more than the accommodating of private individuals that is also, more or less, free. If we consider internet as a media, it is then the time in the history of mass communication when each citizen and each association has the ability to play in the same ground as that of the wide mediatic groups or the big companies. Yve Thiran states that from this point of view, internet is a means of communication par excellence and it is not surprising that the excluded traditional media were the first to use it.[7] What seems to be new in the case of internet is not really the fact that it facilitates the emergence of multiple forms of sites and more or less alternative means of information, but rather the fact that the local structuralizations have voluntarily or not, reached the world as a whole. The neighbouring radio station’s diffusion is limited in the neighbourhood, while the expression on the Net may give the impression to address the whole planet. A neighbouring radio station, once installed in the web, can be heard by the whole world. Contrary to the press of radio-television, internet still looks for its place in the media landscape[8] grouping sites together, contents, services and very (too) diverse possibilities to aspire to a real unit of speech (but it is not probably the purpose of internet neither), in a social gratitude other than the connotations that can be socially planed on the new technologies of information and communication in general. In other words, as we find everything on internet, it is still its strict technical dimension that allows an observer to apprehend it, to seize it mentally and conceptually and to succeed in defining it differently. What is internet then? It is a media, a commercial space, a means of information, a shop window, and a place for exchange and expression; that is to say, so many activities where the interlocutors position themselves differently. The telephone is not a newspaper; nevertheless, internet can be at the same time a telephone and a newspaper, an advertisement hoarding and a room of debate. CONCLUSION Born Jamaican, the English cultural theorist Stuart Hall argued that identity must be understood in terms of politics of localization, of location and statement –not as a process of discovery of lost roots but as the construction of a new or emergent shape of ourselves, linked at the same time to the actual social relations and to the contemporary power relations–. While most of us clearly wish to respect most of the aspects of our tradition and history, Hall suggests that we also need, for speaking, to understand languages which we were not taught. We need to understand and revalue the traditions and inheritances of cultural expressions in a new and creative way as the context in which they are produced evolves constantly.[9] [1] Shayagan Dryush,  « La Lumià ¨re vient de l’Occident,  » Paris : l’Aube, 2001, Entretiens du XXI Sià ¨cle,  « Oà ¹ Vont les Valeurs,  » UNESCO, Abbin Michel, Paris, 2004. [2] Simon During,  « Postcolonialism and Globalization,  » Culture, Globalization and the World System, ed., Anthony King, Dinghamton, 1991. [3] Stuart Hall,  « Old and New Identities, Old and New Ethnicities,  » Culture, Globalization and the World System, Current Debates in Art History 3, State of New York: Bihghamton, 1991, pp. 41-68. [4] Arif Dirlik,  « The Local in the Global,  » Global/Local: Cultural Production and the Transnational Imaginary, eds., Rob Wilson and William Dissanayake, Durham: Duke UP, 1996. [5] Arjun Appadurai,  « Modernity at Large,  » Cultural Dimensions of Globalization, Public Worlds, Vol. 1, London: University of Minnesota Press, 1996. [6] Arjun Appadurai, Aprà ¨s le Colonialisme, Paris : Payot, 2001. [7] Yve Thiran, Sexes, Monsenges et Internet, Bruxelles : Castells-Labor, Coll.  « quartier Libre,  » 2000, p. 42. [8] Yve Thiran shows that the internet needs traditional media such as television to be able to claim the impact that it had notably during the Clinton-Lewinsky affaire. (Thiran, p. 43) [9] Stuart Hall,  « Old and New Identities, Old and New Ethnicities,  » Culture, Globalization and the World System, Current Debates in Art History 3, State of New York: Bihghamton, 1991, pp. 41-68.