Percy B. Shelley :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Percy Bysshe Shelley was born on August 4, 1792 to the extremely conventional Sir Timothy, who, being a man of influence, no doubt wanted his first born son to follow in his footsteps (Richards 671). Shelley, however, had much less conformist views, and was even â€Å"ragged† at Eton for expressing such (Matthews 196). He did not care to learn what his â€Å"tyrants† taught, but was interested rather, in science (which was outlawed from Eton at the time), Godwin, and the French skeptics. The rebellious nature persisted as he grew older and he developed a â€Å"delight† for controversy (Matthews 195). This â€Å"delight† ultimately lead to his expulsion from Oxford because of his writing â€Å"The Necessity of Atheism.† His patience for authority continued to diminish, until he eventually developed a passion.   Ã‚  Ã‚  Ã‚  Ã‚  Shelley wanted to fight tyranny, as well as slavery. His ultimate goal was to lead men to a â€Å"life of freedom, love, and apprehension of the beautiful† (Richards 672). Shelley felt that repression exist because mankind instituted and tolerated it (Matthews 200). He believed that â€Å"Mankind only had to will that there should be no evil, and there would be none† (Ford 161). This idealistic view of the world is evident in the majority of Shelley’s literary works.   Ã‚  Ã‚  Ã‚  Ã‚  In 1819, Shelley wrote â€Å"Song to the Men of England† (Editors 610). This poem was written for the same purpose as many of his others: to urge the working class of Great Britain to rebel. The imagery of a bee hive is evident throughout this piece. In stanza II, for instance, the â€Å"tyrants† are referred to as â€Å"Those ungrateful drones who would / Drain [the] sweat - nay, drink [the] blood.† In stanza III, a reference is made to the working class as the â€Å"Base of England.† The metaphor is picked up again in stanza VII, when Shelley orders the â€Å"Men of England† to â€Å"shrink to [their]...cells† (Editors 611).   Ã‚  Ã‚  Ã‚  Ã‚  The most rebellion-inspiring lines are found in stanza VI:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sow seed - but let no tyrant reap;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Find wealth, - let no impostor heap;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Weave robes, - let not the idle wear;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Forge arms, - in your defense to bear. (21-24) This is the second time, in this poem alone, that Shelley refers to the aristocrats and rulers of England as tyrants. This is evidence of his strong desire for political reform. He sincerely felt that the only way to gain freedom was by overthrowing â€Å"entrenched order† (Matthews 199).

Merits and demerits of tylers model and skilbeck model

Curriculum development has been looked at In two ways. These are apocryphalness' and ‘product'. As the terms Imply ‘process' Is concerned with the methods means ‘how whereas the ‘product' looks at the outcomes, the end product&dhat'. There are two approaches that have been developed: normative nondestructive. The first approaches are called normative – Objectives (Tyler 1949) and the rational(Tab 1962 and Wheeler 1967) because they provide a sequence of steps. Teaches technical interests of control.The procedural approach (Statehouse 1975,Walker 1972, Skillets 1976, Olivia 1976) which is discussed later in the lecture falsetto the second category of descriptive approaches because it an interactive model. Differentiation between Process and Model:Process: Some synonyms include. Procedure, development, method, progression, practice,course of action. A process is very simply the steps from the beginning of something Its end. We have said that Curriculum De velopment is a process because It has beginning and It Is continuously changing or being developed. Model:Some synonyms: representation or reproduction. Len education when we talk about models we are talking about a diagrammaticrepresentation of something. (See Figure 5. 2 A simple Model of CurriculumDevelopment – course book). Len the curriculum development process, the term model is used to represent the different elements or stages and how they relate to one another. Models are usually abstract pr conceptual. This means that they exist In policemen's. They are very useful in the task of theory building. (Sahara: 2003: 5. 6) A continuum of Curriculum Development Models.

Principles for Implementin Duty of Care in Health and Social Care Essay

1.1Explain what it means to have a duty of care in own work role: A duty of care is a legal obligation imposed on any individual working within the care sector that they adhere to a standard of reasonable care whilst performing any acts that could foreseeable harm others. It is my responsibility that: -Whilst caring for an individual I promote their independency and assist them to understand and exercise their rights. -That I use established processes and procedures to challenge and report dangerous, abusive, discriminatory or exploitative behaviour and practice. -Following practice and procedures designed to keep myself and other people safe from violent and abusive behaviour at work. -Bring to the attention of my Manager or appropriate authority any difficulties that might get in the way of the delivery of safe care. -Informing my Manager of appropriate authority where colleagues may be using unsafe practices of adversely affecting standards of care. -Comply with Health & Safety Polices. -Helping clients and any colleagues to make complaints, taking complaints seriously and responding to them or passing them onto the appropriate person. -Recognising and using responsibly the power that comes from my work with clients and others colleagues. People have a right to expect that when a professional is providing support, they will be kept safe and are not neglected or exposed to any unnecessary risks. 1.2Explain how duty of care contributes to the safeguarding or protection of individuals: Having a duty of care should guarantee the safeguarding of vulnerable adults in my care. Knowing that I have a duty of care towards everyone I work with provides a clear guide to how I should behave, and how I must consider those I work with. By following the codes of practice and thinking about my duty of care means that my practice will be safer because I will stop to think to ensure I am working in the best interest of the clients I am supporting and keeping them safe from harm. Risk Assessments – carrying out and reviewing risk assessments for all the activities we do within our caring role ensure risks are minimised and therefore reducing risk of injury or harm to clients, myself and others. Recognising potential hazards and eliminating them. By following Policies and Procedures we have a clear set of rules and boundaries that ensure adults and those we work with know how to conduct themselves If we conform to legislation and laws such as health and safety and safeguarding we are working within the law which is there to protect vulnerable adults and others who work with us. Understanding signs of neglect or abuse and observing clients means I can notice any signs or symptoms early avoiding putting people at risk, ensuring clients are progressing as is expected, reporting any concerns to my Manager. 2.Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care:- 2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights: Whilst I have a duty of care to the people I support they also have the right to make their own choices and reach a decision about actions they want to take. Sometimes this can result in a conflict or dilemma and how it is resolved depends on the legal position of the person I am supporting. Most of our clients are in a position to make their own decisions about what they do in their lives, in order to exercise my duty of care I must ensure that any decisions and choices people make are based on understanding the consequences and potential risks of what they want to do. My role is not to prevent clients from doing what they want, but I need to make sure that they know the possible results. This can result in some very finely balanced decisions especially where there are concerns about someone’s capacity to understand the possible risks and consequences of their actions, just because a person has dementia, learning disabilities or a long term mental problem it is easy to believe they lack the capacity to make decisions about important issues affecting their own lives. We would need to think about the Mental Capacity Act 1005 which underpins five key principles:- -A presumption of capacity – every adult has the right to make their own decisions and must be assumed to have the capacity to do so unless it is proved otherwise. -The right for people to be supported to make their own decisions – people must be given all appropriate help before anyone concludes that a person cannot make their own decisions. -That people must retain the right to make what might be seen as eccentric or unwise decisions -Best interests – anything done for or on behalf of people without capacity must be in their best interests. -Least restrictive Intervention – anything done for or on behalf of people without capacity should be the least restrictive of their basic rights and freedoms. This act sets out clearly how to establish if someone is incapable of making a decision. The underlying principle is that I can give people information so that they understand the potential risks and consequences of their actions but, apart from exceptional circumstances I cannot stop people from doing something they have decided to do. There are some circumstances where I can and should take action, such as: -Is the person likely to act criminally or illegal. -Will it deliberately harm them. -Does it represent a serious risk to others. In these circumstances I must seek advice from my Manager immediately. 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care: I must always have the individual’s best interests in mind. An important part of promoting rights, choice and control is that people are encouraged to take the risks that come with day-to-day living but have an understanding of the potential consequences and have taken all possible steps to reduce the possibility of harm to themselves or others. The way in which I can exercise my duty of care in a risky situation is not to take steps to stop someone doing what they want but to access the risks carefully and to look at the protecting factors. I may have to think about what other protecting factors I can put in place so that the risk is managed effectively such as: A client may develop acute symptoms if he does not take his medication – I could reduce the risk by increasing visits to ensure the medication is taken correctly. 2.3 Explain where to get additional support and advice about conflicts and dilemmas: The first port of call if I am unsure about what to do and I am exercising my duty of care is to consult my Manager; they should be able to advise me about the best approaches to take. I could also contact the clients GP or the District Nurse for their advise. Trade Unions might be an option if I feel I am not getting the answers I need to help resolve the situation. 3. Know how to respond to complaints:- 3.1 Describe how to respond to complaints: Complaints to the organisation should be monitored and considered as part of every review of service provision, if everyone simply put up with poor service and no one complained they would never be aware of where the service needs improvement. Should a client wish to make a complaint I would firstly listen to what they have to say, I would explain to the client that I am taking their complaint seriously and that I would need to consult my Manager. It could result in the client following the complaint up in writing or even my Manager visiting them to discuss. Mu Manager would refer to the complaints procedure and report to her Manager. Hopefully through discussions with all parties the complaint can be dealt with effectively, it may however result in a disciplinary being taken against any member of staff who the client is complaining about.

Standard Costing, Operational Performance Measures

CHAPTER 10 STANDARD COSTING, OPERATIONAL PERFORMANCE MEASURES 1. MANAGING COSTS 1. Standard-cost systems are used to help managers control the cost of operations. The system has three components: standard costs (i. e. , predetermined costs), actual costs, and the difference between the two figures (termed a variance). 2. A standard cost for each product cost category (materials, labor, and overhead) is calculated on a per-unit basis. ? This calculation considers the planned quantity of each input factor allowed (pounds, hours, etc. and the planned price for each input factor (price per pound, rate per hour, etc. ). The total planned cost is a mini, per-unit budgeted amount. †¢ After the actual costs are known, a report is generated that shows actual costs, planned costs, and related variances. A manager can examine the variance column quickly to ascertain which exceptions require attention. ? Following up on significant variances is called management by exception. Managers focus their efforts where they are most needed in the limited time available. 2. SETTING STANDARDS . Managers set standards by analyzing historical data. However, past data must be adjusted for expected changes in technology, the production process, inflation, and other similar factors. ? Managers also use task analysis to focus on how much a product should cost. †¢ Knowledgeable people such as engineers, purchasing agents, production supervisors, and accountants should be brought into the standard-setting process. Cross-functional teams are very useful here. 4. Two types of standards may be used: perfection standards and practical standards. Perfection (ideal) standards assume that production takes place in the ideal world: employees always work at peak performance, materials are never defective, and machines never break down. ? Although some managers feel that ideal standards give employees a goal to shoot for, many behavioral scientists believe that setting unattainable goals has a demotivating effect, as employees simply give up trying to reach the standard. ? Practical (attainable) standards are set high enough to encourage efficient and effective operations but not so high as to seem impossible. Behavioral scientists feel that practical standards have a more positive effect on the productivity of employees. ? Unlike variances computed with perfection standards, variances calculated when practical standards are employed tend to be more meaningful as they represent deviations from a realistic goal. †¢ Service firms also use standards. For example, McDonald's restaurants are noted for using standards, not only for quantities of material (amount of beef per burger) but also for the time allowed to serve customers at the drive-in window or counter. . VARIANCE ANALYSIS 5. Variance analysis involves calculating the actual amount of input used and comparing it to the budgeted amount of input that should have been used (i. e. , the standard cost allowed for actual output). The variance is then analyzed into its component parts. 6. Standards are established for: ? The amount of material required to produce a finished product (the standard material quantity). ? The anticipated delivered cost of materials (the standard material price). The number of hours normally needed to manufacture one unit of product (the standard direct-labor quantity). ? The estimated hourly cost of compensation (the standard labor rate). †¢ The following model can be used to calculate variances for direct materials (DM) and direct labor (DL): DM Price = (AQ Purchased x AP) – (AQ Purchased x SP) DM Quantity = (AQ Used x SP) – (SQ Used* x SP) DL Rate = (AQ x AP) – (AQ x SP) DL Efficiency = (AQ x SP) – (SQ* x SP) * Standard quantity for the actual production levelNotice that the price and rate variances use a similar approach, and the quantity and efficiency variances use a similar approach, with efficiency being another way to say â €Å"quantity of hours† allowed. †¢ Unfavorable variances arise when the actual cost per unit of input (e. g. , gallons, hours, etc. ) exceeds standard cost and when actual quantities used (e. g. , gallons, hours, etc. ) exceed standard quantities. The opposite situation gives rise to favorable variances. 4. VARIANCE INVESTIGATION 1.A manager does not have time to examine each variance; therefore, he or she must consider selected factors in deciding when an investigation should take place. The factors include one or more of the following: ? Size of the variance (in absolute and/or relative terms, such as $5,000 or 10% of standard cost) ? Frequency of occurrence ? An otherwise small variance may require investigation if it consistently occurs, as it may indicate an ongoing problem or an outdated standard. ? Trends ? Controllability (there is little point to investigate items over which managers have no control). Favorable variances ? A manager should investigate both favor able and unfavorable variances. A favorable variance with advertising expense, for instance, could lead to the conclusion that an insufficient amount is being spent on promotion, which could lead to a loss of customers. ? Costs and benefits (the decision to investigate involves a cost-benefit analysis, as a number of investigative costs are incurred). Some companies use a statistical approach to variance investigation by preparing a statistical control chart. These charts help to pinpoint random and nonrandom variances, with a statistically determined critical value being compared to a variance to determine whether an investigation is warranted. 5. BEHAVIORAL IMPACT OF STANDARD COSTING 1. Variances may be used to evaluate personnel, often with regard to salary increases, bonuses, and promotions. ? Such incentives can have positive and negative effects, as a bonus plan may prompt a manager to pursue actions that are not in the best interests of the organization. ? An example of detri mental behavior: A purchasing manager may purchase cheap material to create a favorable price variance.That material could be of poor quality, which might result in excess usage and problems with the finished product. 6. CONTROLLABILITY OF VARIANCES 2. It is rare that one person controls any event; however, it is often possible to identify the manager who is most able to influence a particular variance. These managers are often the following: ? Direct-material price variance—Purchasing manager ? Direct-material quantity variance—Production supervisor and/or production engineers ? Direct-labor rate variance—Production supervisor ? Direct-labor efficiency variance—Production supervisor . Variances often interact, making investigation and controllability difficult. For example, a labor efficiency variance may be caused by problems not only with labor but by problems with machinery and/or material. ? Managers sometimes trade-off variances, purposely incurring an unfavorable variance that is more than offset by favorable variances. 7. STANDARD COSTS AND PRODUCT COSTING 4. In a standard-cost system, costs flow through the same accounts in the general ledger as shown earlier in the text; however, they flow through at standard cost.In other words, Work-in-Process Inventory, Finished-Goods Inventory, and Cost of Goods Sold are carried at standard cost. 8. ADVANTAGES OF STANDARD COSTS 2. A standard-cost system has several advantages, as follows: ? Managers have a sensible comparison method at their disposal, one that looks at budgeted costs vs. actual costs at the actual level of output. ? Managers can practice management by exception. ? Variances provide a benchmark for performance evaluation and employee rewards. ? Standard costs provide a stable product cost.Actual costs may fluctuate erratically, whereas standard costs are changed only periodically. 9. CRITICISMS OF STANDARD COSTING IN TODAY'S MANUFACTURING ENVIRONMENT 3. Criticisms of st andard costing in advanced manufacturing settings include: ? Variances are too aggregated and arrive too late to be useful. Variances should focus on activities, specific product lines, or production batches. ? Variances focus too much on the cost and efficiency of labor, which is becoming a relatively unimportant factor of production. Standard costs rely on a stable production environment, and flexible manufacturing systems have reduced this stability, with frequent switching among a variety of products on the same manufacturing line. ? Standards focus too much on cost minimization and not enough on product quality, customer service, and other contemporary issues. 10. OPERATIONAL CONTROL MEASURES 5. Many companies now focus on an increased number of performance measures, many of which are nonfinancial in nature. Examples often include: ? Customer-acceptance measures such as customer complaints, warranty claims, and product returns. Delivery cycle time, or the average time between t he receipt of a customer order and the delivery of goods. ? Manufacturing cycle time, or the total production time per unit. ? Manufacturing cycle efficiency, or processing time divided by the sum of processing time, inspection time, waiting time, and move time. †¢ To judge how well or poorly a company is performing, many firms use benchmarking, which involves comparing existing performance levels against those of either other organizations or other units within the same organization. †¢

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.

Succubus Revealed Chapter 22

Flying from Seattle to San Francisco is easy, easier even than going to Las Vegas. It takes less than two hours, and tons of flights run each day. The whole trip should've been simple. I mean, there were days when I'd spent more time in traffic just trying to get from downtown Seattle to the suburbs. But I'd never flown on an airplane as a mortal. I was still determined to get to Seth, so there was no question that I was going to make this flight – only a lot of fear. I sat on the plane, waiting for takeoff, noticing things I'd never paid much attention to before. Were the engines usually that loud? Was that fuel I smelled? Was that a crack in the window, and if so, would the whole thing hold when we were airborne? I'd never done much more than politely watch the flight attendants' safety demo, but this time, I hung on to every detail. I had a lot on the line now – like, my life. An immortal could survive a plane crash. It wouldn't be pretty, but it was possible. Now? Now I faced all the risks the rest of the human world did. My fears were unfounded, of course. The flight was smooth and easy, just as fast as I'd expected. Flying really was the safest form of travel. That hadn't changed. Only my perceptions of the world had. I made the trip white-knuckled and breathed a deep sigh of relief when the plane landed. By the time I'd rented a car and was settled into my hotel room, I still had a couple hours before Seth's signing. My hotel was only a couple of blocks from his store – I'd planned it that way – and there was little for me to do except wait. Wait and obsess. A lot of that time was spent agonizing over my appearance. Even when I could shape-shift, I'd always prided myself on my ability to do my own styling. Of course, when Jerome had been summoned and I'd lost my succubus powers briefly, I'd discovered that I really wasn't quite as adept as I'd believed. I'd been cheating without realizing it all along, making small corrections with my powers. Stripped of them, I'd found all the little details I'd missed with blending eye shadow, straightening my hair, and myriad other grooming tasks. Now was no different. I would never have that guaranteed perfection again. There would always be flaws in my appearance. I was going to start aging. How long until that set in? Staring at myself in the hotel bathroom's mirror, I searched out all the little things I thought could be improved upon and then tried to fix them. When I was finished, I was so frustrated that I didn't know if I'd come close to my previous perfection or not. The only thing I was fairly certain of was that it probably didn't matter. Seth's decision to forgive me wasn't going to have anything to do with how my bangs fell or if my makeup brought out the gold flecks in my green eyes. I showed up ten minutes before Seth's event started, thought it was obvious people had been arriving for some time. A bit of nostalgia for Emerald City hit me as I gazed around and took in the efficient bookstore staff as they worked to accommodate the crowd. A podium had been set up in front of a large seating area, though no chairs were left empty. Staff shifted what furniture they could to improve the view for those of us who were standing, and I had to stop myself from offering to help. I ended up purposely staying near the back of the standing crowd. I could still see the podium and hoped my spot would keep me semiobscured. All around me, excited readers clutched copies of Seth's books, some even carrying huge stacks. Their excitement was electric, and I found myself getting caught up in it when Seth finally emerged to thunderous applause. My heart leaped. How long had it been since we'd last spoken? A week? It felt like an eternity, maybe because I'd pretty much lived one in the trial. He was wearing a Brady Bunch T-shirt, and though it looked like he'd brushed his hair, I could already see parts of it starting to go unruly in that way it had. He didn't appear to have shaved in a couple days, but the scruff looked adorable and added to his carefree writer appearance. I felt a smile spreading on my face as I watched him and was reminded of the first time we'd met, when he'd come to Emerald City for a signing and I hadn't recognized him. â€Å"Hey, everybody,† he said into the microphone, once the applause had quieted. â€Å"Thanks for coming out tonight.† Thinking about that first meeting with him also made me realize how much he had changed in the last year and a half. He would never be entirely comfortable in front of a crowd like this – especially since they kept getting bigger – but he was certainly more at ease than that first meeting. He grinned at their enthusiasm and made eye contact where he could, something he'd had trouble with in the past. There was confidence even in the way he stood and spoke. It made me love him that much more, something I hadn't believed possible. Sometimes he would open by reading aloud from the new book, but this time, he jumped straight into questions. Hands went up everywhere, and I found myself ducking against a shelf as he scanned the audience and called on people. I wasn't quite ready for discovery yet. I just wanted to watch him and drink him in. I was amused that the very first question he was asked was, â€Å"Where do you get your ideas from?† That had been a joke between us, at that first meeting, because it was one of the most common questions he received. I'd commented, back then, that it must get tedious answering the same things, and Seth had told me no. He'd said that the question was always new for the person asking and that he treated it as such. It didn't matter how many times it came up. He took joy in their excitement for the books. More questions came, both broad and specific, and Seth answered them all with friendliness and good humor that his fans loved. A lot of people especially wanted to know about the next book, the last book in his Cady and O'Neill series. My heart grew and grew the more I watched him, and I felt like I was getting away with something by being able to observe him without his knowledge. Our last few encounters hadn't exactly been friendly, and it was a balm to me to observe all the warmth and kindness that had made me fall in love with him. It went by too quickly. I was so caught up in watching and listening to him that I was barely aware of the time flying by. It wasn't until I picked up on the subtle movements of the staff that it hit me that this portion of the event was about to wrap up. They would go into signing soon, and the crowd around me would become a massive line that would take hours to get through. Then what? I was suddenly at a loss. Why had I come here? To see Seth . . . and then? I wasn't sure what. I hadn't had much of a plan, short of the preparations needed to get here. Somehow, I had been thinking that would be enough, but of course it wouldn't be. If I wanted to do something, I had to do it now, before this turned into the machine of signing. My hand went up, and inexplicably, Seth's eyes went instantly to me. I don't know how it happened. Like me, others had realized their chance to ask questions was running out, and eager hands were up everywhere, some waving eagerly in the hopes that they might draw his attention. How I – standing in the back and shorter than most of those around me – pulled it off was a mystery. Maybe it was like the time Erik had used Seth to rescue me from the Oneroi. Maybe after everything that had happened, we were still bound. Seth's eyes widened when he realized it was me, but his hand was already pointing in my direction, giving me permission to speak. He faltered only a little. â€Å"Y-yes?† I felt like the eyes of the world were on me. The eyes of the universe, even. So much rested on the next words out of my mouth. â€Å"Are Cady and O'Neill ever going to get together?† I don't know where it came from. When Seth and I had first met, this was the other common question he and I had discussed, and I had mocked it as well. Surprisingly, no one had asked it tonight, but judging from the intense way everyone turned to Seth, you could tell it was on a lot of people's minds. Those amber brown eyes weighed me heavily, and then he answered my question with a question. â€Å"Do you think they should?† â€Å"Well,† I said, â€Å"they've been through an awful lot together. And if there's only one book left, it kind of seems like they're running out of time.† The ghost of a smile flickered over his lips. â€Å"I suppose you're right.† He thought about it a heartbeat more. â€Å"I don't know if they will. I guess you'll just have to read the next installment.† That was met with disappointed groans, and the bookstore staff used that as an opening to segue into signing and hurry Seth off to a more comfortable table. He watched me a few moments more before he moved, the faint smile still on his face. He looked thoughtful. Meanwhile, my heart was beating in double time. In a daze, I allowed myself to be herded with the others into line, not caring how far back I was. Some of the aches in my ribs and the rest of my body began to nag me, but I forced myself to stay strong and ignore them. It took an hour and a half for me to reach the front, but much like the questions, I barely noticed the passage of time. Only, now it wasn't because I was so enraptured by what I saw. This time, I was simply terrified. I wanted to see Seth . . . but was afraid to. He finished signing for the person in front of me and gave me the same smile he'd had on for everyone else. I supposed he'd had time to prepare himself for me coming through the line and was able to effectively hide his shock at my presence. â€Å"Hi,† he said. I handed him my book without a word. â€Å"You've come a long ways.† â€Å"I'm a pretty big fan,† I said. He smiled and scrawled one of his stock phrases into the book: Thanks for reading! When he finished signing, he gave the book back to me, and I gave him an envelope in return. â€Å"This is for you,† I said. There was nothing that weird about my action. People often gave him gifts and letters. In fact, I could see a small pile of goods sitting on a chair beside him. He accepted them with good grace all the time, but then, they weren't usually from people who had the kind of history we did. He held the envelope for a moment, and I suddenly worried he wasn't going to take it. Then, he set it down and said, â€Å"Thank you.† It went next to him on the table, not on the chair. Unsure what to do now, I murmured my own thanks and then hurried off to let everyone else have their chance with him. Mine was gone. I'd played my cards and wouldn't know for a while if anything would come of it. The envelope had had a number scrawled on one side, and inside was a key to my hotel room. It was a silly, cliched thing to do, but I knew how these types of events worked. If I'd openly asked Seth to meet me somewhere, I would have likely gotten the unwanted attention of the bookstore staff and their security. I knew because I'd hurried a fair number of zealous fans off after book signings myself. At least back in the hotel room, I was able to sit down. I didn't realize until that moment just how much I'd been asking of my battered body to stand for that long. Hugh had been right about one thing: being mortal changed everything. I couldn't shrug off getting hit by a car now the same way I could have as a succubus. My doctor had given me a prescription for Vicodin, but I was pretty sure I didn't want to be strung out on drugs for my grand reunion with Seth. I settled for ibuprofen and began the agonizing process of waiting. I'd actually dozed off when I heard the room's door click open. I sprang up from the bed, only getting half a glance at myself in the mirror before I moved toward the door. Seth entered, freezing when he saw me. The door swung shut behind him, and I too came screeching to a halt, too stunned to move. Part of it was that same wonder and rapture of seeing him, just as it had been in the bookstore. Only, now he was right here, alone in the same room with me. It was almost too much to handle. The rest of my inability to react came from simply forgetting what I'd wanted to say. I'd rehearsed a hundred speeches and apologies earlier, and all of them abandoned me now. I fumbled for something – anything – to say that would fix all of the hurt between us. â€Å"Seth – â€Å" I never got another word out. In the space of that breath, he crossed the distance between us and wrapped his arms around me, nearly lifting me off the ground in a giant hug. â€Å"Thetis,† he breathed against my neck. â€Å"Ow,† I squeaked. He instantly set me down and opened his arms, staring curiously. â€Å"The car? But it's been . . .† Curiosity changed to wonder. â€Å"It's true, isn't it? You're really . . .† â€Å". . . human,† I supplied, catching hold of his hand. Even if that hug had been quite the test of my ribs, I hated to lose all contact with him. After the chasm that had stretched between us recently, even that small touch of his fingers was like magic to me. Seth nodded wonderingly, drinking me in. â€Å"They told me . . . they tried to explain it. I understood, but somehow I just couldn't . . . I just couldn't wrap my mind around it. I'm still not sure I can. You look the same.† â€Å"I got to keep the same body,† I said. â€Å"Parting gift.† â€Å"Yeah, but it's just as perfect . . . just as beautiful. I don't know. I thought as a human you'd look . . . ordinary.† â€Å"Stop,† I said, feeling flustered. I ran a nervous hand over my hair. This conversation wasn't going how I expected. â€Å"I probably have bedhead.† My makeup had probably smudged while I slept too. He grabbed my other hand and – gently – drew me near. â€Å"You look perfect.† I shook my head, still needing to summon one of my wellprepared speeches. â€Å"Seth, I'm so sorry. Sorry for everything that I – â€Å" â€Å"Shh,† he murmured. â€Å"Thetis. Georgina. Letha. It's all right. You have nothing to apologize for.† Now I stared in wonder. â€Å"I have everything to apologize for. What I did to you – â€Å" † – was a lifetime ago,† he said. â€Å"But it was still me,† I argued. â€Å"Still this life.† â€Å"What, and you can't be forgiven for that? For something you did when you were still in your teens?† I wasn't sure how I'd switched from apologizing to trying to condemn myself, but there I was, doing it anyway. â€Å"We were still married. Or, well, I mean . . . I was to him. I broke my vows. It was wrong.† â€Å"And I was wrong – or he was wrong, whatever – to have been so oblivious to how you were feeling. We were both at fault, Georgina. We both screwed up – many times.† Seth released my hands and gently cupped my face in his. â€Å"And I daresay we've paid for it a hundred times over. How long do we have to be punished? Are we beyond forgiveness?† I had to look away then, for fear of tears forming in my eyes. Last year, not long after I'd met Seth, I'd discussed some of these same things with Carter. He'd told me that no one – not even a succubus – was beyond forgiveness and redemption. â€Å"But what you said . . . I hurt you so much. . . .† Seth sighed. â€Å"I know. And I'm sorry. It was all such a shock, the hypnosis . . . I still remember it all, but it's taken on kind of a dreamlike quality now. Like it's something I saw on TV rather than something I experienced. It was all a long time ago, and we've both changed. I was coming to you that night at the bowling alley to talk about it. I was still confused but knew enough to realize I'd acted rashly. Then, when you were hurt, and they told me you could actually die . . .† He trailed off, and I dared a look upward. â€Å"Oh, no. Please don't tell me that this is one of those situations where it took a near-death experience to realize how you felt about me.† â€Å"No,† he said, with one of those small, amused smiles I loved. â€Å"I knew long before that. The injuries of the past will always be a part of me, but I've grown from them – just like you have. You're the same as you've always been . . . and yet you're not. You faced me, even though you wanted to run away. You kept trying to help my family, even when I was telling you to go away. We've both changed . . . both taken the best we could of the bad. I just didn't see it right away.† He sighed. â€Å"Like I said, it was the reason I came that night. Seeing you hurt only drove home what a fool I was. And then when Carter told me what happened . . .† Those warm brown eyes searched my face. â€Å"Is it true? You had a clean getaway and risked it all for me?† I swallowed. â€Å"It wouldn't have been a clean getaway without you.† Seth tipped my head back and kissed me, his lips warm and soft. The sensation swept my body, love and desire both threatening to overwhelm me. There was no more succubus feeding, no more peering into his soul. I no longer knew his thoughts, and I didn't need to. I knew my own, knew that I loved him. And I also suddenly knew with certainty, in that same way all humans deduce such things without that benefit of succubus powers, that he loved me too. â€Å"Is it that easy?† I whispered, when we finally broke apart. â€Å"Kiss and make up?† â€Å"It's as easy as we choose to make it,† he murmured, pressing his forehead to mine. â€Å"At least, this decision is. Nothing's truly easy, Georgina. Love and life . . . they're wonderful, but they're hard. We may mess up again. We have to be strong and decide if we can still go forward, even when things aren't perfect.† â€Å"How'd someone so young get so wise?† I asked. He brushed a lock of hair from my face. â€Å"I learned from this woman who knows a lot about love.† I scoffed. â€Å"Hardly. I think I'm still learning more about it every day.† Seth's lips found mine again, and I forgot my worries for a moment, simply losing myself in him. With as ardent as he'd been earlier, I was kind of surprised when he was the one who stopped the next kiss. â€Å"Easy there,† he said, with a small laugh. â€Å"You feel too good. We don't want to get too carried away.† â€Å"Don't we?† I asked. â€Å"I mean, I gave you my room key, and you went right for me as soon as you came in.† â€Å"Well, yeah,† he agreed, â€Å"but that was before I remembered you were hit by a car a week ago.† I tightened my arms around him and drew him toward the bed. â€Å"I'm still alive, aren't I?† â€Å"Yes,† he admitted, letting himself be drawn along. â€Å"But are you sure you don't want to just wait?† Hugh had said something after booking my flight. Everything changes when you're mortal. You don't know what tomorrow will bring. â€Å"I've waited long enough,† I told Seth, just before kissing him. And that was the moment I knew what it was like to have my soul back. It sounds kind of sappy, I know. But to be able to kiss someone you love when you're fully and completely in control of yourself and know who you are . . . it's exquisite. How we love others is affected by how we love ourselves, and for the first time in a long time, I was whole. I knew who I was and in turn was able to appreciate just how much I loved him. And of course, the whole experience was affected by the fact that I no longer had succubus powers to contend with. I didn't have to worry about stealing his life energy. I didn't have to wrestle with the guilt. I didn't have to split the desires of my heart with my predatory supernatural nature. All I had to do was touch him and exalt in the experience of being together. We fell onto the bed, having a care for my still-bruised body. Strangely, I'd also been recovering from injuries the first time Seth and I had made love. Then too, we'd had to balance our passion with caution. It hadn't been difficult then, and it wasn't difficult now. We peeled each other's clothes away, tossing them into a careless heap on the floor. When Seth saw the bandages around my torso, he gently kissed all around them, his lips softly grazing my hips and breasts. Through some unspoken understanding, I rolled him onto his back so that I could lower myself onto him. I positioned my hips over his, resting my hands on his chest, and slowly brought him into me. We both cried out, from pleasure and also the sheer rightness of being together. He fit like he'd been made for me, and I suddenly wondered if I should have been so quick to always scoff about divine plans. Because surely, if ever there was something that seemed to have been guided by a higher power, it was the crazy path of our relationship . . . one that always kept bringing us back together. Over and over I rode him, overwhelmed almost as much by the way his gaze held mine as I was by the heat spreading through my body. I wanted to stop, to freeze that moment in time, but my human flesh and its desires eventually won out. I increased my pace, taking him harder and deeper until I crossed the edge and could handle no more. Ecstasy shook my body as I came, and a joy so intense I nearly forgot my surroundings flooded me. There was no succubus satisfaction here, only the simple bliss of taking pleasure in the one I loved. Seth came soon after, the look on his face causing me joy of another sort. There was such an easy, unguarded happiness in it, mingled with all his love for me. He hid nothing. It was all there on display, his affection and his bliss. Afterward, we lay in each other's arms, both of us floating in our own emotions as we basked in the experience we'd just had. I could hear Seth's heart beating as I rested against him and was aware of the pounding of my own heart – my mortal, human heart – as well. This was what it was like to truly be alive. â€Å"I'm almost afraid to move or speak,† he said at last. â€Å"Part of me is certain this must be a dream or a spell. I'm afraid I'll ruin it.† â€Å"It's neither,† I said. Then, I reconsidered. â€Å"Well, it might be a dream.† Nyx had taunted me for a long time with her dream-vision, refusing to tell me who the man in it was. When Seth had finally been revealed, I'd been certain she'd lied to me. I hadn't seen how any of that future could become a reality, and yet . . . here I was. â€Å"A dream, huh?† asked Seth. â€Å"Does that mean I'm going to wake up to cold reality soon?† â€Å"No,† I said, snuggling closer. â€Å"Because our dream's come true. The only thing you're going to wake up to from now on is me. For as long as you want me.† â€Å"I want you forever. Is that too long?† I smiled. â€Å"After what we've seen? I'm not sure it's long enough.†

Fibre-reinforced plastic Coursework Example | Topics and Well Written Essays - 1500 words

Fibre-reinforced plastic - Coursework Example The aerospace, marine, construction and automotive industries are the most frequent users of FRPs. Traditional firms that supply carbon are Cytec, Toray, Hexcel, Formosa Plastics, SGL Group and Mitsubishi Rayon (Vasile, 2002, p.22). FRP composite materials that occur naturally are made from two or even more constituent materials. These component materials usually have differing chemical and physical properties, and they include resins and fibres (ngcc). They remain distinct and separate in the finished product to form the components of the FRP. Most of these composites have stiff and strong fibres in a matrix that is less stiff and weaker. The objective of this is to ensure that the final product is stiff and strong but with a very low density. In particular cases, contractors prefer thermoplastic polymers, which are mouldable after the final production. There has been the development of newer and more advanced forms of ERPs. Some of these improvements include more modern reinforceme nt styles such as nanoparticles and carbon nanotubes and development of high-performance resin systems. Fibre reinforced polymer components have become necessary substitutes or enhancements for development in infrastructure and structures typically constructed using traditional engineering materials, which include steel and concrete. FRP components are non-corrosive, lightweight and exhibit particular high strengths (Starr, 1999, p.34). Traditional firms that supply carbon are Cytec, Toray, Hexcel, Formosa Plastics.