The Importance Of Objective Observation And Socialization

The most common method used for getting information about the various things around us, is to observe those things and also the various processes related to those things. â€Å" We are all too inclined â€Å" he said, â€Å" to walk through life with our eyes shut. There are things all around us and right at our very feet that we have never seen, because we have never really looked â€Å"(pg.15), Amy Herman argues that living in autopilot causes people to miss out due to our lack of visual perception. A sharper perception in any situation or environment is beneficial. Herman states that objective observation and empathy might be valuable cognitive tools in socialization and those tools can be used at Westfield State. Although, the conflict or tension between†¦show more content†¦Empathy is not merely caring about the person or listening to their sorrows but to be able to put yourself in their shoes and have their true perspective. This is how you empathize. This ability to feel for another human being sets us apart from other animals. Empathy is different from helping behavior or the altruistic behavior. Altruistic is when we act to promote someone else’s welfare, even at a risk or cost to ourselves. If you’re able to empathize with others on WSU campus, you’ll be able to understand buried emotions and effectively communicate better. How is empathy related to communication? If you’re not able to feel the inside feelings of another then your choice of words can ruin your socialition. â€Å" Sometimes our words are misunderstood or accidentally repeated incorrectly; other times they come out wrong with, buried in emotion or simply tossed out without proper thought or precision.†(Pg.178) There’s certain socializing situations where subjectivity is needed on campus. A friend of mine on campus is recently going through her first family loss. The first thing I’ve felt that I should do is emphasize about h er situation. When holding a subjective stance, you’re maintaining a distance between the other person. How can a person who holds an objectively stance help in a situation that needs emotion? I put myself in her shoes and understood the stress of emotions stirred in her and was able to connect. From this experience,Show MoreRelatedThe Volunteer Stages And Transition Models : Organizational Socialization Of Volunteers1355 Words   |  6 PagesMethod Article Critique CITATION Haski-Leventhal, D., Bargal, D. (2008). The volunteer stages and transitions model: Organizational socialization of volunteers. Human Relations, 61(1), 67-102. STUDY PURPOSE The article, â€Å"The Volunteer stages and transition models: Organizational socialization of volunteers†, by Haski-Leventhal and Bargal explores volunteers’ experiences in an organization and proposes learning and interaction models within the context of volunteering. 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Pipeline Inspection at Petronet, South Africa Free Essays

Introduction Petronet, a local company that transports natural gas through underground pipelines across South Africa, had approached MA2K Testing Labs to conduct an investigation on a leakage on the pipeline, which was found during a random leak inspection. The Pipeline operates from Johannesburg to Potchefstroom. Upon inspection a joint was singled out as being a major source of leakage. We will write a custom essay sample on Pipeline Inspection at Petronet, South Africa or any similar topic only for you Order Now The affected area was joined using a butt weld and reinforced with a clamp. This section was dissected and inspection revealed that the leakage was due to incomplete fusion in the weld which initiated the formation of hook cracks and cavities in the parent material directly adjacent to the weld. External stresses from the environment may have accelerated the growth of the cavities and cracks yet the clamp increased the strength of the joint aiding in the prevention of any accelerated growths of the defects. As a short term solution it is advised to replace the damaged section with a new pipe. It must be correctly welded of the same material and as an added precaution to weld an additional sleeve over the newly joined and welded section. As a long term solution it is advised to replace the entire pipeline with a new combination of materials. 1. Background Petronet, a leading company in South Africa which transports natural gas through underground pipelines conducted a random leak inspection survey on one of their pipelines operating from Johannesburg to Potchefstroom, and it was discovered that there was a gas leak at the specific joint. The pipe carries natural gas and it is imperative that the leak should be fixed, due to the volatile nature of gas as well as the loss of resource, in turn profits. The systems comprised of numerous seamless pipes and connected using a butt weld; these joints were reinforced by clamps bolted on. MA2K Testing Labs had been approached by Petronet, to inspect the leakage and was employed to identify the true cause of failure and as well as make many suitable recommendations for the repair and prevention of malfunction of the joint. The pipeline was effective since the 20th February 1995; this put the pipeline age in the region of 15 years. Figure 2.1 (Below) was taken on site 2. Description The defective section of the pipe, including the clamp was then marked, cut out and removed from the site for further inspection and analysis. The inspection and analysis was carried out in MA2K Testing Labs in Durban. Two grade A 106 GR.B SCH40 seamless pipes with outside diameters of 168.3mm and wall thickness of 9mm were butt welded end to end. A butt weld consists of the two pipes heated to a proper fusion temperature then joined by means of force. The joint was further secured by a clamp. The operating internal gas pressure was 2620 kPa (380 psi). Chemical composition of the pipe: Element C Si Mn P S Cr Mo Cu Ni V % ? 0.30 ? 0.10 0.291.06 ?0.035 ?0.035 ?0.40 ?0.15 ?0.40 ?0.40 ?0.08 3. Possibilities Of Failure 3.1. Weld Defects Penetration is poor at the start of welding Ensure the grades of pipes are constant to optimize bonding strength Poor quality welds caused by Inaccurate timing Incorrect temperature Incorrect pressure applied Failure due to fatigue (welding lowers fatigue strength) Fusion did not occur between weld metal and fusion faces. Incomplete penetration Weld metal does not extend through the joint thickness Exposed to water and contaminants in the gas, such as O2, H2S, CO2, or chlorides. A particular gas composition may cause corrosion under some operating conditions Oxygen content (oxidizing salts) Passing through soils of different mineral content Contact of different metals, particularly at valves (galvanic corrosion) Normally consists of gouges and dents. Generally created by excavation or handling equipment during construction. Results from cyclic stresses that are below the ultimate tensile stress, or even the yield stress of the material. 3.2. Incomplete Fusion 3.3. Internal Corrosion 3.4. External Corrosion 3.5. Mechanical Damage 3.6. Fatigue Crack 3.7. Material Defects Material defects are unwanted contaminants at the melting of steel, the steel forming or the heat treating. Furthermore faults can occur by improper storage or processing. Material defects can appear in different forms. Example of various defects mentioned below : Non-metallic inclusions bad microstructure surface corrosion mechanical damage surface defect 3.8. Weld Cracks Refers to fracture of weld caused as a result of poor parts fit-up, rapid cooling, and localized stresses exceed the ultimate strength of the metal etc. Examples of weld cracks : Arc Cracks Longitudinal Crack Transverse Crack Crater Crack Throat Crack Toe Crack Root Crack Hot Crack Cold Crack Hook Crack 3.9. Hydrogen Blistering A type of hydrogen-induced failure produced when hydrogen atoms enter low-strength steels that have macroscopic defects, such as laminations 4. Inspection The clamp was removed for further inspection of the weld join. The removal of the clamp was done under supervision by National Energy Regulator of South Africa (NERSA). The pipe surface was required to be cleaned. An acetone solution was used. Liquid Penetrant examination was performed on the weld area of the pipe. Surface discontinuities were visible on the bottom of the pipe. All examinations and analysis was carried out by MA2K Testing Labs. Through inspection it was deduced that a Butt weld was used to join the pipe line and macrostructure images revealed that there were defects on the welded area. Namely weld cracks, improper penetration and incomplete fusion. Cavities were discovered near/adjacent to the welded section of the pipe material. Surface discontinuities were made visible by the Liquid Penetrant examination. These results further justify the suspicion that there was an improper weld process conducted on the joins of the pipeline and thus the cause of the gas leak. Cavities are visible in the pipe walls. This may be caused by vacancies in the material join in the weld. The extracted sample was investigated by method of etching. A Nital solution was used to etch the pipe material. Nital is a solution of alcohol and nitric acid commonly used for routine etching of metals. It is especially suitable for revealing the microstructure of carbon steels. The alcohol can be methanol, ethanol or methylated spirits. By viewing the etched sample under a Scanning Electron Microscope it was revealed that there was an overlap of material and as a result, it was discovered that there is an irregularity or there is a non-uniform overlap or join of material. This could cause a weakness in the join due to variants in material or state of the material. The non-uniform joint of material gives weak point on the structure of the pipeline and thus resulted in a leak. Arrows on figure 5.3 clearly indicate all the weld areas, the heat affected zones and the pipe parent material. 5. Results Before the pipe was sectioned for detailed examination, a radiographic examination was performed on the premises of MA2K Testing Labs. The following image was revealed on the radiographic film. The radiograph picture shows the microstructure of the material and identifies the weld overlap with the parent material. There are clear indications of variant material or states which cause weakness in the join when added stress is applied. There are cut out root cavities visible in the radiograph which could be the cause of leakage in the pipeline. Figure 6.2: Radiograph Of Material In figure 6.3 below: The longitudinal cross section of the pipe showed the weld structure inside the pipeline. This revealed defects in the weld structure and cavities in the wall of the pipeline and a clear indication of the crack and fracture lines that could cause a leak in the pipeline. These defects occurred in the joining of the pipe and together with possible external stresses that act on it due to the environment, no corrosion had occurred and pipe was designed to withstand pressure of the gas within the pipe. Longitudinal samples were taken from the extracted piece. Cuts were made across the weld line, to define the differences in the material used in the weld and the parent material. The two cross sections through the wall thickness of the pipe was polished and etched with Nital. The one macroscopic image (Figure 6.4) revealed a clear leakage path through the wall thickness of the pipe. This shows that there was a weakness in the join between the weld material and the parent material. Further fracture and strain caused the weld to split at the join between the weld material and the parent material. Figure 6.5 shows that there was a lack of side wall fusion in the pipe and that there was another weld bead on the left, this had been made to try to fill the vacancies produced from the lack of fusion. 6. Conclusions After thorough investigation of the defective area of the pipe it was found that the leakage was due to improper weld process and lack of fusion, lack of fusion causes cavities. Cavities form cracks over a period of time. Due to this hook cracks were formed and leakage had occurred. Therefore, the components used contain no post installation defects as there was no internal or external corrosion to the material. The design of the material is suited to the environment as it was able to withstand cyclic loading, fatigue stresses and no signs of hydrogen blistering was present on the material. Mechanical damage may have aided or accelerated the growth of the crack size. The clamp made detecting the source of the leak more difficult and may have helped in the prevention or retarded the rate in which the cracks had grown. The condition of the pipe or clamp base steel compositions or microstructures was as expected for the working life of the system. No softening was found associated with the weld and pipe Heat Affected Zone. 7. Recommendation 7.1. Short Term Solution As a short term solution it is advised to replace the damaged section with a new pipe. It must be correctly welded of the same material and as an added precaution to weld an additional sleeve over the newly joined and welded section. This may suffice for the next 10 years 7.2. Long Term Solution As a long term solution it is advised to replace the entire pipeline with a new combination of materials as per Petroleum Bulk Storage Regulations, the requirement is that all new underground pipelines be as follows: vPipes must be either constructed of a non-corrodible material such as fiberglass reinforced plastic, nylon or engineered thermo-plastic, or metal such as steel with a cathodic protection system designed to protect it for 30 years. vPipes may be in single or double-walled construction vAccess ports must be installed to permit tightness testing; vInstallation must be in accordance with recognized engineering practices vPipes and joints must be tightness tested before being covered and placed in. To reduce downtime and loss of profits, the new pipeline may be installed next to the existing pipeline and until completion will be ineffective. Thereafter the new pipeline will replace the old with minimal downtime. This is another advantage of laying down a new pipeline. 7.3. Prevention of Lack of Fusion vSurface should be machined/ground smooth to avoid minute discontinuities. vEnsure welding current is sufficient. vWeld arcs should not be longer than the pipe diameter vThe â€Å"V† angle should not exceed 7 degrees vThe strip width should be appropriate and consistent for the diameter of the pipe References Alibaba.com, 1999. Sourcing Products And Suppliers (Carbon Steel Piping: ASTM A106 GR.B). (Updated 01 April 2011) Available at: http://www.alibaba.com/product-gs/258930670/ASTM_A106_GR_B.html. [Accessed 24 April 2011] Jernberg, John (1919), Forging, American Technical Society (Updated 29 April 2007) Available at: http://books.google.com/books?id=-ksxAAAAMAAJpg=PA26 [Accessed 24 April 2011] How to cite Pipeline Inspection at Petronet, South Africa, Essay examples

Institutional Racism and Its Effects on Latino Students free essay sample

The purpose of this paper is to examine the detrimental effects institutional racism in education has on Latino academic achievement. Consideration is given to the role of educators in perpetuating racist attitudes; the ineffective acculturation measures and the adverse effects resulting from the diminished academic expectations. Latino children exit K-12 systems deficient of the necessary skills to thrive in higher education or in the workplace; facts which foster complacency. Qualitative and quantitative data are used to support arguments and observations. Additionally, this paper is intended to promote dialog about a problem that will have long lasting implications on society at large and the growing role Latinos will play in affecting the trends in educational paradigm shifts. Institutional Racism and Its Effects on Latino Students The idea of institutional racism in education conjures up visions of the Plessy vs. Ferguson era of segregation, when common practice was â€Å"separate but equal† institutions. It was 1954, with the groundbreaking Supreme Court decision of Brown vs. Board of Education, that the practice of legal racial segregation was deemed unconstitutional. Its passing represented an end to de jure segregation for Blacks, but had little impact on the segregation of Latinos, who were considered demographically White. It was not until 1970 when the Supreme Court in Cisneros vs. Corpus Christi Independent School District ruled that Latinos comprised a separate ethnic group, that the full effects of Brown vs. Board of Education also encompassed Latinos. Although de jure segregation was outlawed, white flight has, by default, led to de facto segregation, which has resulted in a new breed of institutional racism. A more subtle racism but equally insidious that indelibly changes the lives of Latino youth by allowing the perpetuation of inferior instruction, by stripping students of their ethnic pride, and ultimately culminating in fostering an attitude of mediocrity. It is irrefutable that most educators have students’ best interests at heart when imparting instruction; however, this does not diminish the fact that racial bias affects the manner in which it is done.  Garcia (2001) explains the Pobrecito Syndrome as the inclination of many educators to lower the academic expectations of Latino students because of perceived disadvantages, such as language and poverty. While not intentional, the prejudice becomes so ingrained in the perception, that it becomes increasingly difficult to extrapolate it. The lowering of expectations begins early in the academic tenure of Latino children and creates progressive achievement disparities between them and White peers (Garcia Jensen, 2009). Indeed, the intention is to protect and unburden those whom educators perceive as underprivileged, however it is this over- coddling that sets Latino children up for failure by undermining their ability to compete academically, and later professionally. In a 2009 focus group conducted by the National Council of La Raza, 60 Latino youth ages 15 to 17 from Maryland, Tennessee, Rhode Island, and California â€Å"†¦reported significant ethnic stereotyping by teachers, administrators, and peers. Such stereotyping, they feel, often leads Hispanic students to be overlooked, excluded, or negatively tracked and results in unequal educational opportunities† (p. 15); a fact which clearly demonstrates the pervasive and detrimental effects of institutional racism; intentional or not. A combination of factors has been effectively employed to systematically strip Latino youth of their ethnic identity, in particular the process of Americanization and the notion of color-blindness. For purposes of clarity, ethnic identity will be referent to the self-concept one develops as a result of belonging to a particular group in which similar customs, values, beliefs and language is shared. Garcia (2001) describes the â€Å"Americanization† theory as one that espouses the notion of the dominant Anglo culture as ideal and one to which Latinos should conform by learning English and adopting American values (p. 50). The ultimate goal of those who promote the Americanization theory is to convince Latino youth that internalizing and adopting American culture will be  beneficent to their success in mainstream America. The most recent approach utilized in American schools to divorce Latino students of their ethnic identity is â€Å"colorblindness†. Ullucci describes colorblind ideology as the misunderstanding that racism exists, the denial of racial and cultural backgrounds, and the devaluation of culturally relevant pedagogies (2010). Its basic premise is that Latino and other non-dominant cultures are inherently flawed and their cultural existence should be dismissed by turning a blind eye. Both methods convey the negative message to impressionable Latino youth that there is no place in education for their old world culture (Garcia, 2001) and both neglect the fact that today’s ever growing ethnic populations warrant race conscious dialogue. Disproportionately, U. S schools are failing Latino youth and relegating them to repeat cycles of poverty and of unfulfilled dreams. The U. S Department of Education (2010) indicates that Latino youth continue to have the highest drop-out rates of any other group, at about 15 percent, which for Latinos translates to about 134,000 youth (Fry Taylor, 2013). These young high school drop-outs are more apt to engage in low-paying work, to struggle with unemployment, or to depend on government aid as a result of insufficient basic skills knowledge (Foxen, 2010). While the dropout rate is disturbing, more unsettling is the exponential number of students who graduate ill-prepared for the rigors of collegiate education and for a job market requiring a more highly skilled workforce (Foxen, 2010). By the droves, these students, as a result of teacher expectations, are disengaging from their own education to carry out the self-fulfilling prophecy of mediocrity. The fact that 83% of educators are White, middle class women creates another layer of disconnect for Latino students who are unable to positively identify with successful role models who share their background (Gandara, 2000). Unable to see themselves reflected in the degree-earning demographics and having few encounters with educators who are adequately trained to understand their plight, Latino youth are simply rendered impotent to affect change, thus completing their assent into hopelessness. Conversely, some believe that Latino apathy toward education, rather than institutional racism, is what impedes academic success. It is their work ethic and lack of familial support that disengages students from the learning process. If Latino students would stop being lazy and commit to their studies and if parents would get involved and show some interest in their children’s education, instead of blaming poor performance on teacher bias, then success would be inevitable. While these arguments may seem legitimate, they are based on erroneous perceptions. Madrid (2010) contends that many educators perceive minority status as one of disadvantage, which sets the groundwork for lowered expectations. He further argues that Latino disengagement occurs for multiple reasons, teacher bias being of critical importance. Latino students enter school as equally engaged as White students, but soon discover that their aspirations are incongruent with their academic abilities (Goldsmith, 2004). Latino parents are completely supportive of their children’s academic success, but because of their own low educational attainment, they lack the cognizance of maneuvering the educational system. They believe it is their moral obligation to raise children who are respectful and who behave ethically, but recognize their own deficiencies in academia and consequently defer to the expertise of teachers regarding academic skills (Madrid, 2010). Latino parents wholeheartedly support the role educators play in the lives of their children and expect the same respect for their role. Educators must understand that a lack of formal education does not equate to a lack of knowledge. It is those educators who take the time to understand student and parental shortcomings, regardless of race, who affect the most positive change in student outcomes. Additionally, some argue, predominantly Latino or minority schools have been allocated additional funding to improve disparities, without success. Federal, state and local governments cannot continue to simply dump money into these schools when it has consistently been proven to be ineffectual. There are predominantly White schools receiving less funding yet yielding much higher learning gains. Agreed, simply dumping money into underperforming schools is fiscally irresponsible. However, by investing money in correcting the disparate conditions and by requiring strict accountability, schools can become havens for equal educational opportunities for all children. As a result of de facto segregation, a disproportionate number of Latinos and Blacks attend schools where poverty and overcrowding are the common denominators (Kozol, 2005). When compared to per pupil spending in predominantly minority schools and predominantly White schools, the discrepancy becomes glaringly obvious (Kozol, 2005). In schools populated by mostly Latino and Black students, instruction is conducted in dilapidated buildings lacking basic amenities such as operational plumbing and learning-conducive classrooms (Kozol, 2005). In terms of resources, many of these schools do not offer access to science labs, media centers and libraries, which by default renders students unable to compete with their more affluent White peers (Madrid, 2010). Most disturbing is the number of underprepared and yet- to –be credentialed teachers employed in high Latino population schools (Madrid, 2010). The more highly trained and seasoned educators opt to teach in schools offering better pay, which happens to be in predominantly White, affluent schools (Gandara, 2000). No, simply throwing money at underperforming schools is not the answer, but with appropriate regulations, it is a start. It is the belief of many that racism in schools is a thing of the past. Many argue that Latinos use the â€Å"race card† as a way of deflecting culpability in their own sub-standard academic performance. Historically, it is argued, racism was legally sanctioned through segregationist practices, now however racism is illegal, thus allowing every student equal opportunity and equal access to all facets of education. Although it is true that the inherent racism embedded in segregation was outlawed in the 1954 Brown vs. Board of Education Supreme Court decision, institutional racism continues (Garcia, 2001). The old brand of institutional racism came in the form of physical violence, abusive language and of legally sanctioned separation, but it has morphed into a less threatening figure. Now it comes in the form of lowered expectations, of less funding, of watered-down curriculum and of outdated materials (Madrid, 2010). If it were simply a matter of using the â€Å"race card†, many Latinos would be utilizing it to change the abhorrent conditions in their schools, to ensure qualified instructors, and to demand equally rigorous instruction. In a 2002 interview featured in the North American Journal of Psychology, speaking on multicultural education, Sonia Nieto states, â€Å"It also means that teachers need to be aware of the ways in which our schools, rather than focusing on the potential that all children have for learning, have consistently failed some students because of their social identities.† (Gaedke Shaugnessy, p. 479). It is time for true equality to permeate our schools and for opportunities to be disseminated uniformly. Although there are many instances of institutional racism currently festering in U. S schools, the time is ripe for squelching it. It behooves us as a nation to ensure that all children receive quality education imparted by exceptionally qualified instructors and in conditions that are conducive to equitable learning. Institutional racism breeds long-term effects that our children carry with them into the broader society. The Latino population is growing exponentially in this country, which means that exponentially Latino children will be enrolling in public schools. This growth will require a systemic change in the way education is imparted to meet the needs of the changing demographics. Schools must discontinue viewing Latinos as inherently flawed but rather as fully capable and integral members of a broader society who will positively affect the success of this nation.