Six Stages of Communication Process free essay sample

To establish yourself as an effective communicator, you must first establish credibility. †¢In the business arena, this involves displaying knowledge of the subject, the audience and the context in which the message is delivered. Stage 2: Message †¢Written, oral, and non-verbal communications are affected by the sender’s tone, method of organization, validity of the argument, what is communicated and what is left out, as well as your individual style of communicating Stage 2: Message Messages also have intellectual and emotional components, with intellect allowing us the ability to reason and emotion allowing us to present motivational appeals, ultimately changing minds and actions. Stage 3: Channel †¢Messages are conveyed through channels †¢These messages are delivered to an audience. No doubt, you have in mind the actions or reactions you hope your message prompts from this audience. †¢Keep in mind, your audience also enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message and their response. We will write a custom essay sample on Six Stages of Communication Process or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Stage Four: Receiver †¢To be a successful communicator, you should consider these before delivering your message, acting appropriately. Stage Five: Feedback †¢Your audience will provide you with feedback: –Verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is crucial to ensuring the audience understood your message. Stage Six: Content †¢The situation in which your message is delivered is the context. †¢This may include the surrounding environment or broader culture –corporate culture –international cultures To deliver your messages effectively, you must commit to breaking down the barriers that exist in each of these six stages of the communication process. We will learn about these â€Å"Communication Barriers† in Week Two.

Biography of Numa Pompilius, Roman King

Biography of Numa Pompilius, Roman King Numa Pompilius (c. 753–673 BCE) was the second king of Rome. He is credited with establishing a number of notable institutions, including the temple of Janus. Numas predecessor was Romulus, the legendary founder of Rome. Fast Facts: Numa Pompilius Known For: According to legend, Numa was the second king of Rome.Born: c. 753 BCEDied: c. 673 BCE Early Life According to ancient scholars, Numa Pompilius was born on the very day that Rome was founded- April 21, 753 BCE. Little else is known about his early life. Some 37 years after the founding of Rome, Romulus- the kingdoms first ruler- disappeared in a thunderstorm. The patricians, the Roman nobility, were suspected of having murdered him until Julius Proculus informed the people that he had had a vision of Romulus, who said that he had been taken up to join the gods and was to be worshiped under the name Quirinus. Rise to Power There was considerable unrest between the original Romans and the Sabines- who had joined them after the city was founded- over who would be the next king. For the time being, it was arranged that the senators should each rule with the kings powers for a period of 12 hours until some more permanent solution could be found. Eventually, they decided that the Romans and Sabines should each elect a king from the other group, i.e., the Romans would elect a Sabine and the Sabines a Roman. The Romans were to choose first, and their choice was the Sabine Numa Pompilius. The Sabines agreed to accept Numa as the king without bothering to elect anyone else, and a deputation from both Romans and Sabines went off to tell Numa of his election. Numa did not even live in Rome; he resided in a nearby town called Cures. He was the son-in-law of Tatius, a Sabine who had ruled Rome as joint king with Romulus for a period of five years. After Numas wife died, he had become something of a recluse and was believed to have been taken by a nymph or nature spirit as a lover. When the delegation from Rome came, Numa refused the position of king at first but was later talked into accepting it by his father and Marcius, a relative, and some of the local people from Cures. They argued that left to themselves the Romans would continue to be just as warlike as they had been under Romulus and it would be better if the Romans had a more peace-loving king who could moderate their bellicosity or, if that proved to be impossible, at least direct it away from Cures and the other Sabine communities. Kingship Having agreed to accept the position, Numa left for Rome, where his election as king was confirmed by the people. Before he finally accepted, however, he insisted on watching the sky for a sign in the flight of birds that his kingship would be acceptable to the gods. Numas first act as king was to dismiss the guards Romulus had always kept around. To achieve his aim of making the Romans less bellicose, he diverted the peoples attention by leading religious spetacles- processions and sacrifices- and by terrifying them with accounts of strange sights and sounds, which were supposedly signs from the gods. Numa instituted priests (flamines) of Mars, of Jupiter, and of Romulus under his heavenly name of Quirinus. He also added other orders of priests: the pontifices, the salii, and the fetiales, and the vestals. The pontifices were responsible for public sacrifices and funerals. The salii were responsible for the safety of a shield which had allegedly fallen from the sky and was paraded around the city each year accompanied by the salii dancing in armor. The fetiales were peacemakers. Until they agreed that it was a just war, no war could be declared. Originally Numa instituted two vestals, but he later increased the number to four. The main duty of the vestals, or vestal virgins, was to keep the sacred flame alight and to prepare the mixture of grain and salt used in public sacrifices. Reforms Numa distributed the land conquered by Romulus to poor citizens, hoping that an agricultural way of life would make the Romans more peaceful. He would inspect the farms himself, promoting those whose farms looked well cared for and admonishing those whose farms showed signs of laziness. People still thought of themselves first as original Romans or Sabines, rather than citizens of Rome. To overcome this division, Numa organized the people into guilds based on the occupations of their members. In Romulus time, the calendar had been fixed at 360 days to the year, but the number of days in a month greatly varied. Numa estimated the solar year at 365 days and the lunar year at 354 days. He doubled the difference of eleven days and instituted a leap month of 22 days to come between February and March (which was originally the first month of the year). Numa made January the first month, and he may have added the months of January and February to the calendar as well. The month of January is associated with the god Janus, the doors of whose temple were left open in times of war and closed in times of peace. In Numas reign of 43 years, the doors remained closed, a record for Rome. Death When Numa died at over the age of 80 he left a daughter, Pompilia, who was married to Marcius, the son of the Marcius who had persuaded Numa to accept the throne. Their son, Ancus Marcius, was 5 years old when Numa died, and he later became the fourth king of Rome. Numa was buried under the Janiculum together with his religious books. In 181 BCE, his grave was uncovered in a flood but his coffin was found to be empty. Only the books, which had been buried in a second coffin, remained. They were burnt on the recommendation of the praetor. Legacy Much of the story of Numas life is pure legend. Still, it seems likely that there was a monarchical period in early Rome, with the kings coming from different groups: Romans, Sabines, and Etruscans. It is rather less likely that there were seven kings who reigned in a monarchical period of approximately 250 years. One of the kings may have been a Sabine called Numa Pompilius, though we may doubt that he instituted so many features of the Roman religion and calendar or that his reign was a golden age free from strife and warfare. But that the Romans believed that it was so is a historical fact. The story of Numa was part of the founding myth of Rome. Sources Grandazzi, Alexandre.  The Foundation of Rome: Myth and History. Cornell University Press, 1997.Macgregor, Mary.  The Story of Rome, from the Earliest Times to the Death of Augustus. T. Nelson, 1967.

Accounting coursework Example | Topics and Well Written Essays - 1500 words - 1

Accounting - Coursework Example Mr. Joseph, store sales personnel, generated  £ 10,000 revenue for February, 2015. On the other hand, Ms. Gina, another sales personnel assigned to another city branch of the same company, generate  £ 50,000 revenue during the same time period. If the company’s sales benchmark for each store sales employee is  £ 40,000 per month, Mr. Joseph’s sales strategies did not effectively meet the required monthly revenue benchmark. On the other hand, Ms. Gina’s sales strategies effectively met the monthly required revenue benchmark (Chapman, 2011). 1. Business entities strive to generate higher efficiency and effectiveness levels to increase revenues (Chapman, 2011). By performing the same task within lesser time period, the company can sell more products. Taking lesser time to serve each customer’s store needs allows the same sales personnel to serve more customers. Serving more customers will normally lead to more revenues. By reducing work time to the least possible length, the store’s overall revenues will surely increase. 2. Business entities strive to generate higher efficiency and effectiveness levels to maximize expenses (Chapman, 2011). By using lesser salary expense, electricity expense, water, expense, repair expense, marketing expense, and other related business expenses, the company is able to save money. The saved money reduces the loan amount needed by the company for business expansions to other cities or nations. 3. Business entities strive to generate higher efficiency and effectiveness levels to increase net income figures (Chapman, 2011). With lesser time used and with lesser expense amounts, the financial statements of the companies will show that the company’s net income is favouraby higher than when money is unnecessarily wasted on unnecessary electricity, wage, and other production and possibly marketing expenses. The above table 1 evidently indicates United

The Second Amendment in 1776 and Now Essay Example | Topics and Well Written Essays - 1500 words

The Second Amendment in 1776 and Now - Essay Example English common law has recognized the significance of proper arms control for a long time. The founding fathers believed that citizens have a right to own arms when working in the militia. Such right ensures the presence of maximum protection and security since people can defend themselves whenever need arises (Cornell 10). The Supreme Court of the US has upheld the amendment in its three decisions in the years 1876, 1886 as well as in 1939. Therefore, the founding fathers advocated for collective rights interpretation whereby people were allowed to own arms only when in a group such as the militia but not individuals. The founding fathers had in mind the dangers of permitting individual citizens to purchase and own guns in the society. According to them, such permission would promote weapon related violence, and thereby make the society an unsafe place to live in. This collective right interpretation had prevailed in America for over a century, and therefore, it had been recognized and used in three Supreme Court rulings (Cornell 15). However, this meaning remained no-contentious until in 1960 when an additional individual right to bear arms for self-defense was recognized. Therefore, the assertion of the individual right has made Americans to currently consider that the Second Amendment warrants their right to own a gun (Charles 27). The individual rights model has either undercut or blocked passage of laws that regulate purchase and use of guns over the last twenty years. For instance, the assault weapons prohibition of 1994 was permitted to expire after ten years due to intense pressure from gun rights activists and organizations (Doherty 31). Even though the gun’s lobby persistence that the long common laws and traditions have existed supporting an individual’s right to own and use weapons, the English law has regulated guns from the 14th century (Gonzales 45). This is because of the existence of Game Laws that restricted ownership of weapons only to the wealthy people who had substantial income and owned huge lands (Baron 3). Therefore, the middle class as well as peasants were not permitted to own or use weapons such as guns. Currently, gun lobbyists argue that the English Bill of Rights presented to the monarchs by the House of Commons in 1689 guaranteed everyone to own and use weapons (Anderson and Horwitz 35). However, the law restricted the ownership to Protestants who were of the right social class. Further, the Bill of Rights acknowledged the need for the law to regulate weapons. In this regard, the Bill of Rights does not recognize ownership and use of weapons among the middle class as well as the common citizens (Labunski 53). The privilege to possess and use weapons—more so, guns—was left to the wealthy people in the society. In Britain, the law on gun control has been maintained while in the US, there has been growing resistance to regulation of possession and use of guns. The most recent case occurred in March 2007, when the U.S. Circuit Court of Appeals for the District of Columbia recognized the individual rights model (Smith 36). It decided that the ban on handguns since 1976 in Washington D.C. has been in violation of the Second Amendment that guarantees the right of an individual to own and use guns. According to the

Shanghai-Hong Kong Stock Connect Literature review

Shanghai-Hong Kong Stock Connect - Literature review Example All the trading activities are limited to the utilization of RMB as the standard currency. This investment channel has opened up new markets which have not been available to international investors operating in Hong Kong. This channel has expanded the access to investment options which are available to different investors within China. International investors in Hong Kong can be able to access and purchase shares listed in the mainland stock market while operating from their location (Sekine 2014). All these transactions will be facilitated through local stock brokers and agents within the different locations. Previously, the investors within the different regions could only access stock within their market and had to be registered in either Hong Kong or Chinese markets to be able to conduct trade there. Despite the development of a joint stock market investment opportunity which presents significant benefits to trader, there are various restrictions in the trading activities which investors can pursue. These restrictions have occurred as a result of the regulation available within the market. There is need for regulation to be implemented in seeking to ensure there is market control in how trading is conducted. The channel has created formula for defining the eligible investors who will be allowed to conduct trade within the channel that is being developed. Investors from Hong Kong and international investors are allowed to access all types of eligible stocks within the shanghai stock market. This will nevertheless not be the circumstance for investors listed in the shanghai stock exchange. The investors from shanghai who can trade in shares within Hong Kong are only institutional investors and individuals who have RMB 500,000 of investment or cash. Only ‘A’ shares from the Shanghai market are included within the eligible shares which can be traded in the channel. Certain constituent stocks of these ‘A’ shares are also accessible to Hong

Different viewpoints and opinions on education

Different viewpoints and opinions on education Indoctrinational vs. democratic/participatory teaching methods and techniques John Dewey argued that education should use a critical democratic approach to raise student consciousness about values, attitudes and worker responsibilities. He stated that the primary purpose of education in United States was to foster the growth of democratically minded citizens, and Dewey made no distinction in the education of those who would manage the companies and those who would work on the shop floors. Dewey strongly advocated vocational exploration as a means to acquire practical knowledge, apply academic content and examine occupational and societal values. However, he adamantly opposed the use of vocational education as merely trade education as it would overemphasize technical efficiency. If this occurred, and some would argue it has, education would then become an instrument of perpetuating unchanged the existing industrial order of the society, instead of operating as a means of its transformation (Dewey, 1916). Dewey believed that it was educations role to combat soc ial predestination, not contribute to it. In contrast, Charles Prosser and David Snedden advocated an indoctrinational approach for teaching work value and attitudes; students should learn, without question, the ethical standards of dominant society and the professional ethics of the desired professional area (Prosser, 1939). Supporters of this approach believed the primary purpose of public education was the development of human capital for the success of industrial economy. To accomplish this, they argued that scientific management principles, drawn from the industrial sector, were employed in the public school setting, creating a hierarchically structured and production oriented educational system (Spring, 1990). Prossers sixteen theorems of vocational education support this vision of schooling. According to him, vocational educational should replicate the occupational environment (i.e. processes, machinery, tools), emphasize efficiency (e.g. outputs, costs) and teach functioning facts rather than in the mere acquiring of abstract and socially useless knowledge (Prosser Quigley, Vocational education in a democracy, 1949). In the past thirty five years the argument initiated by Dewey, Prosser and Snedden has resurfaced between educational theorists, outside the realm of vocational education, and business leaders concerned about the decline of industrial productivity in industrialized nations. Expanding upon Deweys perspective, these educational theorists have used a socio-political-economic framework to guide their critique. Specifically reproduction theorists have criticized vocational education for transmitting work values and attitudes necessary for a compliant workforce as well as primarily employing indoctrinational pedagogies for work values and attitudes instruction (Bowles Gintis, 1976). Reproduction and critical theorists have argued that the indoctrinational approach is exploitative because it produces attitudes in students that correspond to the type of work in which students will most likely participate upon completion of their formal education (Anyon, 1980); (Giroux, 1983); (Macleod, 1987 ). Another facet of this debate was represented in the report Americas choice: high skills or low wages! which focused on corporate organizational structure and its relationship to worker behaviors (National Center on Education and the Economys Commission on the Skills of the American Workforce, 1990). It stated that about 80% of United States companies utilize a pyramidal mass manufacture model that values reliable and compliant workers who perform their tasks almost robot like. This is in contrast to democratically structured organizations that need workers who are adaptable, resourceful, critical and capable of making decisions. While Dewey and critical theorists are concerned primarily with implementing democracy in the schools and the workplace to create a more just and equitable society, the industrial sociological literature has provided evidence that work organizations that employ democratic processes or participatory management also increase worker productivity (Hall, 1987); (J ain, 1980); (Zuboff, 1983). The Commission suggested that, while there is a trend towards companies implementing more participatory management, vocational education needs to teach democratic skills and utilize primarily democratic strategies so that future workers will be prepared to participate in, and assist in transforming companies into high performance organizations. Ineffective learning The nature of work has changed and our understanding of how people learn has also changed. Both developments call into question the organization, goals and pedagogy of our educational system. What makes these developments so powerful is that our new understanding of both work and learning suggest very similar directions for reform. Strengthening the educational system so that it conforms more to the ways people learn will also directly enhance the ability of that system to prepare students for the type of workplaces that are emerging in factories and offices throughout the industrialized world. The following discussion of effective learning emerges from a powerful knowledge base known as cognitive science. From the perspective of cognitive science this discussion purports to underscore two basic points about learning and teaching. First, school routinely and profoundly violates what we know about how people learn effectively and the conditions under which they apply their knowledge appropriately to new situations. Second, these practices seem to permeate all levels and sectors of education and training in developed countries right from elementary grades to corporate training. Mistaken assumption # 1: The educational enterprise assumes that people predictably transfer learning to new situations As a society, we presume that the ultimate point of schooling is to prepare students for effective and responsible functioning outside of school. Accepting this assumption means that we have to confront what is known as the knowledge transfer problem. Knowledge transfer simply means the appropriate use in a new situation of concepts, skills, knowledge and strategies acquired in another. Historically, lower-skilled workers had a very limited need for transfer. Transfer becomes important when you encounter the unfamiliar and non-routine, and lower skilled workers encountered little that was not familiar and did not have the responsibility for handling the non-routine that they did encounter. Goods and services were limited in number, allowing long production runs of the same thing or service and reducing the number of events that have not been previously encountered. Within this limited product or service range, companies organized the work as specialist work workers had responsibility for a narrow range of activity. Supervisors and managers were expected to handle the non-routine events that did occur within this narrow, repetitive world. That is, responsibility for events that required problem solving, judgment, heuristics, analogues, or other mental activities enhanced by the access to knowledge and skills acquired in other situations was detached from lower-skill jobs and vested in middle-skill managerial jobs. However, technological innovations and changed market conditions ushered by globalization and in its wake increased competition means an increased number of non-routine events. Companies in developed countries are gradually shifting from highly specialized and repetitive jobs at lower skill levels toward teams expected to handle a broader range of activities, and they are also increasingly vesting problem-solving, supervisory responsibilities in these teams. Thus, a broader range of workers is being asked to exercise the mental activities enhanced by access to knowledge and skills acquired in other situations. Extensive research, spanning decades, shows that individuals do not predictably transfer knowledge in any of the three situations where transfer should occur. They do not predictably transfer school knowledge to everyday practice (Pea, 1989); (Lave, 1988). They do not predictably transfer sound everyday practice to school endeavors, even when the former seems clearly relevant to the latter. They do not predictably transfer their learning across school subjects. We focus on the first two transfer problems: from school to nonschool and from nonschool to school. Transferring from school to outside of school: This transfer situation is at the heart of schooling. Usually, the major claim for school-type instruction is its generality and power of transfer to situations beyond classroom (Resnick, 1987). The fundamental question is whether knowledge, skills and strategies acquired in formal education in fact get used appropriately in everyday practice. Students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulae. However, even after instruction, they revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations to which their school learning is relevant (diSessa, 1983). Studies of expert radiologists, electronic troubleshooters and lawyers all reveal a syrprising lack of transfer of theoretical principles, processes or skills learned in school to professional practice (Resnick, 1987). For example, Morris and Rouse found that extensive training in electronics and troubleshooting theories provided little knowledge and fewer skills directly applicable to performing electronic troubleshooting (Morris Rouse, 1985) Transferring from outside of school to school: People learn outside of school all the time. The question then is what people do with what they learn outside of school when they move into school. Does sound, everyday practice get transferred to get used in school learning? How does incorrect learning outside school affect correct learning inside school? Dairy workers, although almost errorless in their use of practical arithmetic at work, performed badly in on arithmetic tests with problems like those encountered in their jobs (Scribner Fahrmeir, 1982). Brazilian street vendor children successfully solved 98% of their marketplace transactions, such as calculating total costs and change. When presented with the same transactions in formal arithmetic word problems that provided some descriptive context, the children correctly solved 74% of the problems. Their success rate dropped to 37% when asked to solve the same types of problems when these were presented as mathematical operations without descriptive context (Carraher, Carraher, Schliemann, 1985). Other studies show that training on one version of a logical problem has little, if any, effect on solving an isomorphic version that is represented differently (Hayes Simon, 1977). Teaching children to use general context-independent cognitive strategies has no clear benefits outside the specific domains in which they are taught (Pressley, Snyder, Cariglia-Bull, 1987) Cognitive experts agree that the conditions for transfer are not fully understood. Even though studies cited in previous paragraphs continue to find no evidence of transfer, others identify conditions under which transfer seems to occur (Holyoak, 1985); (Nisbett, Fong, Lehman, Cheng, 1987); (Lehman, Lempert, Nisbett, 1988); (Singley Anderson, 1989). We know that people routinely apply skills such as reading, writing and arithmetic to new situations with some success. These skills are used most effectively in well understood content domains. For example, readers get more out of their reading when they know something about the domain in which they are reading than when they do not. Nonetheless, skills such as reading do let us enter unfamiliar content areas we do use these skills in new situations, and they do help us. At the same time, we also keep finding lack of transfer. We now know that certain practices in school impede learning. More effective learning may not be sufficient for transfer, but poor initial learning will certainly impede it. Mistaken assumption # 2: Learners are best seen as passive vessels into which knowledge is poured In a typical schoolroom or a corporate training session, the teacher or expert faces the learners in the role of knowledge source. The learner is the passive receiver of wisdom a glass into which water is poured. This instructional arrangement comes out of an implicit assumption about the basic purpose of education: the transmission of societys culture from one generation to the next. The concept of transmission implies a one-way flow from the adult members of the society to the societys young, or, from the expert to the novice (Lave, The culture of acquisition and the practice of understanding: Report No. IRL88-0007, 1988). In fact, schooling is often talked about as transmission of canonical knowledge in other words, of an authoritative, structured body of principles, rules and knowledge. Education as canonical transmission thus becomes the conveying of what experts know to be true, rather than a process of inquiry, discovery and wonder. This view of education leads naturally to the student as the receiver of the word, to a lecture mode of teaching, and to the teacher as the controller of the process. This organization of learning, with the teacher as order-giver and the student as order-taker, fits the traditional organization of work for lower-skilled workers in both civilian workplaces and the military. The workers à ¢Ã¢â€š ¬Ã‚ ¦ responsibility was à ¢Ã¢â€š ¬Ã‚ ¦ to do what he was told [to do by the management] (Callahan, 1962). Ben Hamper, an auto assembly line worker, uses more colorful language: Working the line at G. M. was like being paid to flunk high school for the rest of your life (Marchese, 1991). The assumption that the teacher is the pourer and the student the receptacle has several unfortunate consequences. Passive learning reduces or removes chances for exploration, discovery and invention: Passive learning means that learners do not interact with problems and content and thus do not get the experiential feedback that is key to learning. Students need chances to engage in choice, judgment, control processes and problem formulation; they need chances to commit mistakes. The saying, experience is the best teacher, is borne out by the research you learn what you do. While not sufficient for effective learning, doing is nonetheless necessary. However, schools usually present what is to be learned as a delineated body of knowledge, with the result that students come to regard the subject being studied mathematics, for example as something received, not discovered and as entity to be ingested, rather than a form of activity, argumentation and social discourse. This organization of learning mirrors the traditional organization of work, especially for lower skilled workers. Under the system of industrial management known as scientific management or the Taylor System, each mans task was worked out by the planning department. Each worker received an instruction card which described in minute detail not only what is to be done, but how it is to be done and the exact time allowed for doing it' (Callahan, 1962). This system was highly prescriptive; it left no room for deviation or innovation. Passive learning places control over learning in the teachers, not the learners, hands: Passive learning creates learners dependent on teachers for guidance and feedback, thus undercutting the development of confidence in their own sense making abilities, their initiative and their cognitive executive skills. The example of Brazilian street vendor children may be recalled at this juncture. The researchers found that when the children tried to work school math problems, they did not check the sensibleness of their answers by relating them back to the initial problem. Although virtually errorless in their street math activities, they came with preposterous results for school math problems (Carraher, Carraher, Schliemann, 1985). In a study of supermarket shoppers use of arithmetic, the researchers assessed the shoppers command of structurally similar school math problems. The shoppers spoke with self-deprecation about not having studied math for a long time. Lave clarifies what is happening here. Individuals experience themselves as both subjects and objects in the world. In the supermarket, for example, they see themselves as controlling their activities, interacting with the setting, generating problems in relation [to] the setting, and controlling problem solving processes. In contrast, school à ¢Ã¢â€š ¬Ã‚ ¦ create[s] contexts in which children à ¢Ã¢â€š ¬Ã‚ ¦ experience themselves as objects, with no control over problems or choice about problem-solving processes (Lave, Cognition in Practice, 1988) in sum, control in the teachers, not the students hands undercuts students trust in their own sense making abilities. As companies have started shifting decision-making power to the shop floor, managers find that workers conditioned to depending on their supervisors telling them what to do are frightened and lack confidence in their ability to solve problems and make decisions. In addition to its effects on confidence, passive learning also undercuts the development of a particular set of higher order cognitive skills called the cognitive self-management, or executive thinking, skills. These are simply the skills that we use to govern our problem-solving attempts. They include goal setting, strategic planning, checking for accurate plan execution, monitoring our progress and evaluating and revising our plans. We now know that those who function as independent and effective learners are people with these skills. However, as Pea has observed, passive learning is disastrous for developing them. Classroom studies of reading, writing, and math and science instruction show that the executive processes for controlling thinking and learning processes are under the teachers control, not the students. These processes seem to get developed when the learning situation is structured to shift control from the teacher to the student, the teacher gradually removing the support that students need initially as they begin to show the ability to work autonomously (Pea, 1989). Passive learning creates motivational and crowd control problems: Jordan describes a Mexican public health training program designed to improve the practice of Mayan midwives. Her analysis spotlights behaviors that American teachers constantly complain about their students (Jordan, 1987). The teaching is organized in a straight didactic material in a mini-lecture format. When these lectures begin, the midwives shift into what Jordan calls their waiting-it-out behavior: they sit impassively, gaze far away, feet dangling, obviously tuned out. This is behavior that one might also observe in other waiting situations, such as when a bus is late or during sermons in church, (p. 3). We see the same behaviors in American third graders. Hass found that students were deeply engaged in team problem-solving during their drill and practice time, but invested little attention or involvement in the teachers instructional sessions. During three weeks of observation, the children did not adopt any of the specific strategies demonstrated by the teacher during general instruction time (Hass, 1988). As teachers know it so well, motivational problems often end up as crowd control problems, as illustrated by the behaviors of different groups of children at a Metropolitan Museum display of Ice Age art and artifacts. Most of the school groups were moved from one exhibit to the next, pausing before each to hear a guides or teachers lecture. Since the children were bunched in front of an exhibit, they could not all hear the lecture, and even when they could, they lacked understanding of the time frames involved or the archaeological significance of bits of bone. Teachers had not set up the museum visit so that students became involved in what they were going to see. Groups were therefore restless and crowd control became the teachers primary concern. One junior high school class behaved very differently, exhibiting a quiet intensity as they moved through the exhibit gallery. They had packets of worksheets with questions about issues and problems that they were expected to solve at the exhibit. Some questions were factual, but most required inference and thought. The students had to figure out for themselves where and what the evidence would be concerning particular questions (Farnham-Diggory, 1990). Motivational and crowd control problems with students have shown up for decades with lower-skilled workers in the forms of high turnover, absenteeism and, in extreme cases, sabotage. Mistaken assumption # 3: Learning is the strengthening of bonds between stimuli and correct responses Based on his animal experiments, the brilliant psychologist Edward Thorndike developed a new theory of learning. As Cremin observed, the theory presumed that learning was the wedding of a specific response to a specific stimulus through a psychological bond in the neural system. The stimulus [S] then regularly called forth the response [R]. the bond between S and R was stamped in by being continually rewarded; an undesired bond was extinguished through punishment or failure (Cremin, 1961). For the purpose of this research, this psychological theory had three major effects. It led to the breakdown of complex ideas and tasks into components, subtasks and items (stimuli) that could be separately trained. It encouraged repetitive training (stamping in). And it led to a focus on the right answer (successful response) and to the counting of correct responses to items and subtasks, a perspective that ended up in psychometrically elegant tests that were considered the scientific way to measure achievement. The result was fractionation: having to learn disconnected subroutines, items and subskills without an understanding of the larger context into which they fit and which gives them meaning. As Farnham-Diggory notes, fractionated instruction maximizes forgetting, inattention and passivity (Farnham-Diggory, 1990). Since children and adults seem to acquire knowledge from active participation in complex and meaningful environments, school programs could hardly have been better designed to prevent a childs natural learning system from operating (p. 146). The phrase a childs natural learning system goes to the heart of why the usual school programs do not meet their own learning objectives well. Human beings even the small child are quintessentially sense-making, problem-solving animals. The word Why is a hallmark of young childrens talk. As a species, we wonder, we are curious and we want to understand. Pechman talks about the child as the meaning maker. Fractionated and decontextualized instruction fails to mobilize this powerful property of human beings in the service of learning (Pechman, 1990). Mistaken assumption # 4: What matters is getting the right answer Bothe the transmission and the behaviorist views of learning place a premium on getting the right answer. A transmission view stresses the ability of the learner to reproduce the Word; a behaviorist view, the ability of the learner to generate the correct response. The end result is the same: students and teachers focus on the right answer, jeopardizing the development of real understanding. The focus plays out in several ways. An instructional focus on the right answer discourages instruction in problem solving: A right answer focus encourages an emphasis on facts. Facts are important, but by themselves constitute an impoverished understanding of a domain; a fact-focus does not help students abilities to think about the domain in different ways. Cognitive analyses of a range of jobs show that being able to generate different solutions to problems that are formally the same is a hallmark of expert performance (Scribner, Head and hand: An action approach to thinking, 1988).Employers and college educators both complain that American high school graduates are limited in their thinking and problem-solving abilities, deficiencies that stem partly from an educational emphasis on facts and right answers. Students resort to veneers of accomplishment: Students respond to a focus on right answers by learning to test right within the school system. They figure out what answers the teacher or the test seems to want, but often at the cost of real learning. These surface achievements have been called the veneer of accomplishment (Lave, Smith, Butler, Problem solving as an everyday practice, 1988). Also, Jordans analysis of a Mayan midwives training program illuminates basic truths about the learning and testing of American students (Jordan, 1987). She found that midwives who had been through the training course saw official health care system as powerful, in that it commanded resources and authority. They came to distinguish good from not good things to say. Specifically, they learned new ways of legitimizing themselves, new ways of presenting themselves as being in league with this powerful system, but with little impact on their daily practice. Although they could converse appropriately with supervisory medical personnel, their new knowledge was not incorporated into their behavioral repertoire. It was verbally, but not behaviorally fixed. Jordan notes that the trainers evaluated their program by asking the midwives to reproduce definitions, lists and abstract concepts. She observes that if these tests measure anything at all, they measure changes in linguistic repertoire and changes in discourse skills [not changes in behavior] (pp. 10-12) The same behaviors show up with Hasss American third graders. He noticed that in mathematics lessons the students got much practice in problem-solving methods that they had brought into the classroom with them methods that were not being taught and were not supposed to be used. The children used these methods to produce right answers, which the teacher took as evidence of their having grasped the formal procedures that she was teaching them. In fact, all that had happened was the appearance of learning. Teachers do not get behind the answers: We end up with appearances of learning because, in their search for right answers, teachers often fail to check behind the answers to insure that students really grasp the principles that they want the students to master. In typical American classrooms the time devoted to a lesson on a particular topic makes it hard to bring to the surface, let along change, the ideas and assumptions that individuals bring to the lesson. Traditional curriculum design is usually based on a conceptual analysis of the subject matter that ignores what is already in the learners head, with the result that students make mistakes that arise from undetected ideas that they brought to the lesson. Or they can play back memorized canonical knowledge and conceptions but return to their own ideas when confronted with unfamiliar questions or non-routine problems. As noted earlier,, students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulas, but even after instruction revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations (Raizen, 1989). Teachers do not focus on how to use student mistakes to help them learn: In their search for right answers, teachers tend to regard student errors as failures rather than as opportunities to strengthen students understanding. American teachers placed little emphasis on the constructive use of errors as a teaching technique, a practice that the researchers attribute to the strong influence of behaviorism in American education. Behaviorism requires teaching conditions that help learners make only correct responses that can be reinforced through praise. Mistaken assumption # 5: To insure their transfer to new situations, skills and knowledge should be acquired independently of their contexts of use This idea is often talked about as decontextualized learning, which simply means learning out of context or meaning. The rationale for decontextualised learning goes back to the presumed conditions for the transfer of learning. As Lave observes, extracting knowledge from the particulars of experience was thought to make that knowledge available for general application in all situations (Lave, Cognition in Practice, 1988). Almost seventy five years ago, John and Evelyn Dewey wrote about the learning costs of decontextualized education. A statement, even of facts, does not reveal the value of the fact, or the sense of its truth of the fact that it is a fact. Where children are fed only on the book knowledge, one fact is as good as another; they have no standards of judgment or belief. Take the child studying weights and measures; he reads in his textbook that eight quarts make a peck, but when he does examples he is apt, as every schoolteacher knows, to substitute four for eight. Evidently the statement as he read it in the book did not stand for anything that goes on outside the book, so it is a matter of accident what figure lodges in his brain, or whether any does. But the grocers boy who has measured out pecks with a quart measure knows. He has made pecks; he would laugh at anybody who suggested that four quarts made a peck. What is the difference in these two cases? The schoolboy has a result without the activity of which it is the result. To the grocers boy the statement has value and truth, for it is the obv ious result of an experience it is a fact. Thus we see that it is a mistake to suppose that practical activities have only or even mainly a utilitarian value in the schoolroom. They are necessary if the pupil is to understand the facts which the teacher wishes him to learn; if his knowledge is to be real, not verbal; if his education is to furnish standards of judgment and comparison. (Dewey Dewey, Schools of tomorrow, 1915) Get over the traditional distinctions between head and hand The indictment of traditionally organized learning was coming out of a powerful research base, cognitive science. At the heart of this research was the presumption that intelligence and expertise are built out of interaction with the environment, not in isolation from it. It thus challenged the traditionally held distinctions between: Head and hand Academic and vocational education Knowing and doing Abstract and applied Education and training School-based and work-based learning Recent EU policy indicates a reassessment both of the relationship between work and education and the role of work experience in academic and vocational programs, on the basis that globalization is generating the need for new learning relationships between education and work which will support lifelong learning (European Commission, 1995). Thus, in the case of work experience in both general and vocational education, it is now envisaged that it could fulfill an important new role, providing an opportunity for those young people in full-time education and training to develop their understanding about changes in the world of work, to enhance their key skills and to make closer links between their formal programs of study and the world of work (Green, Leney, Wolf, 1999). However, although there has been

What does religion do for us? :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  What exactly does religion do for us? Sure, it’s a nice concept that makes one believe in other worldly things. Spirits and angels flood the heads of many children whose parents partake in the average slice and dice of Catholic smorgasbords, but what does it do for their souls? Are they all just workaholics who need a reason to be the way they are, or are they monsters merely extending a strange and open faà §ade in order to gain acceptance in the afterlife? All the same, religion does have its effect on many.   Ã‚  Ã‚  Ã‚  Ã‚  What we can be sure of is that the preachers believe in what they’re saying. Or do they? The display of onerous, burdensome stages of guilt seem to plague most of the bible passages, but no harm is seen in the acceptance of these. Sure they are all hand-me-downs of rinse cycle lives, but who is the one to blame for all this? Is it God? Or is there one to blame for all of this? What kind of question is to be answered by this cunning display of fortitude? The fact that their focus determines their reality has nothing to do with the audience captivated by the stunning repetition so often spoke, but it often is said that it does. One should believe in such a myth because of its popularity and outright approval.   Ã‚  Ã‚  Ã‚  Ã‚  Could the choir have something to do with why religion is so popular? Do angelic voices seem to enslave mans ideals and shun them to the furthest reaches of space, or is that done himself? One must come to believe in a God he cannot see because of the hymns blissfully sung by the elder women who have retired many years ago and have nothing better to do with their time than go to choir practice. In these extraordinary hymnals, people are told how much God and Jesus love them, and that the soul is free to choose its place. It makes one wonder if they have a soul.

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This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent' alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating' (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter.Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Ch on, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation' (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace' (Brookfield, 1987: 14).Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, whi ch are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models' have evolved to support reflective thinking and practice. Many of these, such as Kola's (1984) model of experiential learning,Ghee and Ghee's (1998) ‘reflection-on-practice' and Brookfield (1995) ‘lenses', have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth'. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers', they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity.Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual's specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context.It also supports the development of reflexive practitioners who question ‘taken for granted beliefs' and develop an ‘understanding that knowledge is contestable' (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right', a key principle hat we believe underpins the process of improving quality. An individual's reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context.Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness's (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual's development is affected by a series of environmental influence s: the ‘mortises' of family, school, or neighborhood; the ‘ecosystem' of a town, local policy, or economic influences; and the ‘Microsystems' of cultural influences, national policy, or pervading ideology.A practitioner's reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture' of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual's understanding of both that landscape and what is possible wit hin a particular situation in terms of their personal responses and qualities.Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active' agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level' (Cable and Miller, 2008: 173). Developing a strong sense of one's own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality.Reflective practice as a ‘way of being' Understanding reflective practice as a ;way of being' that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practiti oner rather than as a technician' (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician' may go through' the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner' to emotionally and intellectually ‘own' the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses' and ‘ways Of knowing' (Atkinson and Clayton, 2000: 2).Atkinson and Clayton argue that we should value ‘other forms of reflection' that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known'; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model' limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert' model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive.Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing' have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit' forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that the re are times when we can ‘think too much' in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner.We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing' that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner's ‘real life' participation in reflective practice reveals a complex array of professional qualities applied and synthesiz ed in different ways at different times according to the situation.Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense' (Donaldson, 1987) of one's own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind' (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process.

Sanitary conditions in Mauritius slaughter houses Essays

Sanitary conditions in Mauritius slaughter houses Essays Sanitary conditions in Mauritius slaughter houses Essay Sanitary conditions in Mauritius slaughter houses Essay Introduction A abattoir, besides known as an butchery is a topographic point where animate beings are sacrificed for nutrient. It can besides be defined as any premises used for the slaughter of animate beings whose meat is intended for human ingestion. The slaughtering of animate beings for community ingestion is inevitable in most states of the universe and dated back to the ancient times ( Bello and Oyedemi, 2009 ) . Public slaughter houses had been traced to Roman civilisation and in France by 15th and 16th centuries, and were among the populace installations. In Italy, a jurisprudence from 1890 stipulated that public butchery should be provided in all communities comprisingof more than six 1000 dwellers. Similar things were reported in Norway, Sweden, Denmark, Netherlands and Rumania ( Jode Loverdo et Al. 1906 ) . The animate beings most normally killed for nutrient are cowss, sheep ( for caprine animal and mouton ) , hogs ( for porc ) , caprine animals ( for chevon ) , and poultry, mostly chickens, Meleagris gallopavos, and ducks, for domestic fowl meat. The most of import issue in all meat-processing workss is care of proper hygiene and equal healthful conditions to forestall taint and in this manner caters for a merchandise which is safe and sound for the populace. An butchery as defined above is a edifice approved and registered by the controlling authorization for hygienic slaughtering and review of animate beings, processing and effectual saving and storage of meat merchandises for human ingestion ( Alonge, 1991 ) , as such the sanitation line in a slaughter house must be flawless. Butchering animate beings on a big graduated table brings about important proficient jobs and public wellness concerns. Furthermore, some faiths insist on certain specific conditions for butchering patterns so that slaughter within slaughter houses may alter. As such butcheries commence the concatenation of the meat industry, where farm animal come from farms for processing and dressing and passes through markets to come in the nutrient concatenation ( Wikipedia Encyclopedia ) . The values, ethical motives, moralss and ordinances governing slaughter houses changes significantly throughout the universe. In several states the slaughter of animate beings is delimited by folklore and traditions alternatively of the jurisprudence. In the non-Western universe, including Moslem states both signifiers of meat are gettable, that is merchandise from modern mechanized slaughter houses, and the other from local meat stores. The state of affairs in Mauritius is typically representative of the struggle between modern procedures and spiritual patterns with respects to the slaughtering of animate beings for the supply of meat to the population. Over the last few decennaries at that place have been of import developments meat review systems in slaughter houses. As compared to the most extremely developed states which have taken the lead in conveying about alterations in the meat review processs in abattoirs by ordaining new statute laws ( These new Torahs have been reproduced by the Codex Alimentarius in its Codes of Good Practice and this resulted in the homogenisation of the universe trade in groceries ) ( Schnoller, 2006 ) , we, on the national degree, are covering with a more pious expression over the slaughtering industry which is delimited by spiritual patterns. As per the statute law enforced in Mauritius, the Mauritius Meat Authority is the lone establishment empowered to cover with the slaughtering of animate beings. Purpose The purpose of the survey is to transport out an appraisal on the healthful conditions predominating in slaughter houses in Mauritius. Aims The chief intent of this study is to cognize to what extent are the workingmans of slaughter houses aware of importance of healthful patterns and what it entails, to see if healthful patterns are respected and analyze the possible path by which taint by infective micro beings may happen in slaughter houses. LITERATURE REVIEW Sanitation in the slaughter house Thewordsanitationcomesfromthelatinwordsanitas, whichmeans wellness , it has many different significances but it can be by and large defined as the hygienic agencies of advancing wellness through bar of human contact with the jeopardies of wastes. Such jeopardies can be physical, microbiological, biological or chemical agents of disease ( Wikipedia Encyclopedia ) . The slaughter house should be constructed in such a manner as to esteem all the norms and ordinances and planned such that all procedures runs swimmingly without polluting or impeding the quality of the terminal merchandise. Chiefly there are several cardinal factors that a slaughter house should detect to be able to fulfill the necessary conditions which will lend to adequate sanitation for the bar of taint. Proper INFRASTRUCTURES AND PLANNING OF THE SLAUGHTER HOUSE Site of edifice Ideally the abattoir should be located off from residential countries to forestall possible incommodiousness to dwelling-places either by manner of pollution from slaughter wastes or by manner of nuisance from noise ( FAO Animal Production and Health Paper 49 ) . There must be free entree for animate beings to the site by route and the abattoir should be situated in countries where implosion therapy is improbable to go on. If the abattoir is of regular edifices building the land should be free of shrubs or flora in the locality of the construction ( FAO, 1985 ) . Size The sum of animate beings to be slaughtered should take into history the the size of slaughter installation and the figure of animate beings to be slaughtered is of great importance to avoid healthful jobs due to overcrowding ( Tove, 1985 ) . Building / installation The edifice or installation of such procedure has usually been described as topographic points which stands for good sanitation and hygiene. Harmonizing to the norms qualifying such procedure the edifice should usually hold clean and dirty procedures separated. Walls and Floors The flooring of the installation which is one of the major beginning of taint must be difficult, free of clefts, equally leveld and imperviable, and inclining adequately towards a drain to let cleaning with H2O and disinfection. The walls as good must be smooth adequate to be easy cleaned by H2O, and recommended stuffs are, for case, rock, lava blocks, bricks or concrete. To supply shadiness, a good environment and eventually to maintain down the internal temperature in the slaughter line, a roof made up of concrete would be ideal ( P.J. Eriksen, 1978 ) . illuming system As a affair of hygiene, the abattoir should hold a proper lighting system inside the slaughter line to let proper operation and avoid accidents and moreover will move as a hindrance to insects and gnawers. Ventilation system The internal temperature inside the slaughter house shall be maintained to forestall proliferation of unwanted micro beings and besides to provide for a good working environment. Equipment Equipment for undergoing such procedure, usually have to follow certain norm and ordinance, it has been reported that such equipments have to be of non-corrosive stuffs, for illustration chromium steel steel and constructions like tabular arraies, maulerss and machines should be that they are easy to dismantle to ease cleansing and disinfection. The cardinal measure for the hygienic handling of carcases is the equipment for promoting the carcase when slaughtered. In the processing line Cranes are preferred to working tabular arraies due to hygienic patterns. Procedures guaranting uninterrupted cleansing of hoists are recommended and should be performed on a periodical footing. However the cleansing and disinfection is normally complicated or merely impossible because of the complexness of the machines ( Tove, 1985 ) . Water supply Water is a vehicle for the transmittal of several agents of disease and continues to do important eruptions of disease in developed and developing states ( Kirby, 2003 ) . A cholera epidemic in Jerusalem in 1970 was traced back to the ingestion of salad veggies which were irrigated with natural waste H2O ( Shuval, 1986 ) . In Canada, an eruption of E.coli was reported ( Kondro, 2000 ) and In the USA, Cryptosporidium affected about 400,000 consumers and caused 45 deceases and in 1993 due to the ingestion of contaminated H2O ( Kramer, 1996, Hoxie, 1997 ) . Since slaughtering is a procedure which generates a batch of wastes, to provide for the good running of the procedures and minimise taint, there should be a good supply of H2O of imbibing quality to let processing and cleansing processs which will guarantee hygienic quality merchandises. Working modus operandis should be planned in such a manner as to economically utilize the ingestion of H2O because of waste H2O disposal ( Tove, 1985 ) . Sanitary installations Several H2O points, autoclaves for manus tools, hosieries and cleaning equipment is the key to supply a good criterion of hygiene and must be provided sufficiently. The handiness of hot H2O in penchant to chemical germicides should be supplied with the autoclaves where possible ( Tove, 1985 ) . Sanitary installations must besides include an equal figure of lavatories and agreements for hand-washing and even for bathing ( lavishing ) . Such installations must be clean and good maintain at all times and the lavatories should possess manus wash basins along with soap, germicides, antiseptics, nailbrushes and clean towels readily available. A muss room for resting and eating should be provided to the staff and as such be separated from the processing line to guarantee that the carcases and the nutrient for the forces can non be assorted ( FAO animate being production and wellness paper ; 53 ) . ENVIRONMENTAL HYGIENE As in all sectors of hygiene, the external and internal environment of the slaughter house should be protected against any infestation. Insects, birds and gnawers have been recognized as of import bearers of pathogens and other micro beings ( Olsen and Hammack, 2000 ) . To avoid these, a rigorous control should be exerted over the followers: Plagues Control Good Hygienic Practices ( GMP ) should be employed to avoid bring forthing an environment favourable to plagues ( CAC, 1997 ) . A control system for plague control must include the undermentioned: Good Hygienic Practices should be used to avoid making an environment conducive to plagues Pest control plans could include forestalling entree to principle site, extinguishing harborage and set uping monitoring sensing and obliteration systems. Physical, chemical and biological agents should be decently applied by appropriately qualified forces. Souce: hypertext transfer protocol: //www.fao.org/docrep/005/Y1579E/y1579e02.htm Proper fence The purpose is to forestall entree of unauthorised individuals, the populace in general, Canis familiariss and other animate beings around the abattoir premises. The fence should hold direct contact with the land and should be sufficiently high to forestall entree inside the premises. Bird control The best control is to forestall them from accessing the edifices by puting cyberspaces on the gaps and Windowss. Leting birds to wing inside the slaughter house might do taint through its dungs. Bird are frequently attracted by nutrient supplies, H2O, particular flora around edifices, and these attractants should be removed. SLAUGHTERING Processing The trademark for hygiene rule in processing is that the processs considered as clean and considered as dirty should be expeditiously separated. This requires a well-structured works layout, where the intent of any construction should be the protection of the terminal merchandise against inadvertent taint ( Tove, 1985 ) . Conveyance The animate beings are hauled from grazing lands or farms to the abattoir. All necessary safeguards during transit should be considered to minimise emphasis and hurt to the animate beings and as such will provide for the good quality of the terminal merchandise ( Tove, 1985 ) . Road conveyance is likely the cheaper and more convenient agencies for conveying animate beings. Below are some safeguards that are worthwhile during route transporting of the animate beings to butcher: The conveyance installation should be designed and modified to convey the stock ; they should supply for sufficient airing and lighting ; for unfastened trucks the top should be covered with a tarpaulin to protect the animate beings from bad conditions conditions, they should be equipped with appropriate burden and droping mechanisms to forestall hurts, and most significantly ; they should be every bit comfy as possible for the animate beings. Beginning: FAO Animal Production and Health Paper 49, Manual for the slaughter of little ruminants in developing states, 1985. Lairage Lairage is a topographic point where farm animal are kept temporarily ( Microsoft Encarta 2008 ) and in our present state of affairs is a specific country inside the premises of a slaughter house where the animate beings are conveyed for remainder. Rest is an of import factor because when animate beings are stressed, carcases of lower quality consequence from slaughter. There should be sufficient infinite for the animate beings and a good supply of drinkable H2O for imbibing intents. A lavation system where the animate beings can be cleaned before go throughing to the slaughter house is by and large recommended ( FAO animate being production and wellness paper ; 53 ) . Beginning: Heinz G, Abattoir development. Options and designs for hygienic basic and moderate-sized butcheries, 2009 ( hypertext transfer protocol: //www.fao.org, Annex 7 ) . Stuning, butchering and shed blooding Common methods for stupefying consists of: Captive Bolt Pistol ( CBP ) This arresting method is extensively used for all agricultural animate beings. Gun pulverization ( cartridge ) , compressed air and spring under tenseness propels the bolt through the skull of animate beings. The name captive agencies that the bolt is shot out of the barrel but remains in the handgun. Concussion stunning: A automatically operated instrument which delivers a blow to the encephalon. Used for cowss, sheep and calves. Another method which consisted of strike harding or striking a cock on the caput of the animate being is now banned with respects to humane patterns in some states. Free slugs: are by and large used on animate beings which are hard to manage for case, wild hogs, bison and cervid. Electric Stuning Head-Only Stunning: by and large cowss, sheep, porc and are all stunned by the usage of this method. The technique involves the application an electric daze utilizing a brace of tongs on either side of the animate being s caput. An electric current is passed through the encephalon and this leads to the impermanent loss of consciousness. Beginning: The Slaughter of Livestock ( portion 2 ) : Modern Techniques of Butchering by M.Abdulsalam ( www.IslamReligion.com ) . Butchering and Bleeding After stupefying, the animate being is vertically hanged raising the animate being ( head down ) to a convenient tallness. The hemorrhage operation is made by infixing a knife through the cervix behind the jaw bone and below the first cervix bone. The purpose is to break up the carotid arteria and jugular vena ( Pig slaughtering, www.Hyfoma.com ) and allow the blood to run out out. The exsanguination procedure should be as fast and complete as possible due to hygienic norms since insufficient hemorrhage and decelerate decease could ensue in blood curdling in the deep tissues and this might be risky in the ulterior phases of butchering. Elevation hemorrhage is more hygienic and is preferred other options as it decreases the possible hazard of polluting the carcase ( Heinz, 2008 ) . This procedure is normally separated from the operations which will follow. If the blood is non intended for usage it should be drained off into a separate cavity and should non be allowed to run out into the waste H2O ( Tove, 1985 ) . Clambering /dehairing The procedure will change harmonizing to animate being ( hogs and cowss ) . Such procedure consists of taking the tegument of animate beings. Cuting of the tegument is made around the leg with the position of exposing and loosen the sinew of the animate being s lower leg articulation to be used for hanging the carcase, following which the full tegument is removed and the organic structure is prepared for evisceration ( Heinz, 2008 ) . This procedure is normally meant for cowss, caprine animal, cervid and sheep. Whereas dehairing is a procedure usually done in the slaughter of hogs which consists of let go ofing the bled animate being into a pool of boiling H2O for a twosome of proceedingss and so drawing it out for remotion of the hairs before continuing for evisceration. Evisceration Evisceration is the procedure which consists of taking the internal variety meats of the abdominal and pectoral pits. The internal variety meats are besides known as offal and they falls into two classs: Red offal such as the bosom, liver and lungs ( gutsiness ) . Grey offal such as the tummy or bowel ( belly ) . To avoid taint of the carcase through inadvertent punctures of the bowels and tummy, it is of import that the carcase is placed in the hanging place. The organic structure pit is severed and the enteric mass and the tummy ( the belly ) are pushed somewhat out. The liver is held out attention is taken non to slop its acrimonious contents onto the carcase and as such spoil the gustatory sensation of the meat. The last phase in evisceration is the remotion of the contents from the chest pit. By cutting the stop which separates the pectoral pit from the belly, the gutsiness can be pulled out as a unit ( Heinz, 2008 ) . Escape from the rectum is prevented by binding the anus with a procedure called sacking . Dividing and paring The carcase is cut down along the anchor and split into two sides utilizing a brisket proverb and is so subjected to review from an authorised officer for sensing of diseases. Trimming is a procedure that should be performed by trained employees and consists of the remotion of seeable taint. All equipment ( maulerss and knives ) should be sanitized between each usage to cut down cross-contamination between countries. Carcases which have been railed out for seeable taint, such as faecal taint, should be re-conditioned every bit rapidly as possible to acquire the carcase through the procedure and back into the system ( Harris and Savell et al. , 2003 ) . Delivery After undergoing all procedures in the slaughter line, the carcase is weighed and eventually labeled for designation and send for bringing on the local markets. Precaution THAT HAVE TO BE MAINTAINED IN THE SLAUGHTERING PROCESS AS PER HEINZ ( 2008 ) INVOLVES THE Following: Disinfection on come ining the premises Every clip an authorised officer or member of the staff is to come in the slaughter house, he should undergo a procedure of disinfection by dunking his boots in a footbath, which is a basin situated at each entryway of the slaughter line, to avoid transporting infective agents that might lodge to the boots via dirt atoms. Bleeding and exsanguinations The knife used to butcher each animate being should be cleaned and rinsed in hot H2O. It is known that a contaminated knife can go through on bacteriums into the carnal tissues during the initial phases of hemorrhage, that is, when the bosom is still in pumping. Clambering Knife skinning and the usage of bare custodies can likewise hosts polluting beings on the surface of the carcase. As such lavation of the custodies is a must after the transition of each carcase to avoid taint of same. Evisceration Extreme attention should be emphasized on non to puncture the bowels. The slaughtermen should follow the process of binding the terminal portion of the bowel and the cut off terminal of the gorge, so taking bowel and tummy foremost, followed by the gutsiness ( bosom, liver, and lungs of an animate being used as meat, Microsoft Encarta, 2008 ) . The gutsiness should be hung on a hook while the belly ( tummy ) should be dropped in a paunch container. As a affair of hygiene, the tummy and bowels should non be processed while carcase dressing is in operation as any minor splash from same can easy do taint of the meat. Washing Is a procedure by which the carcases undergoes rinsing with clean drinkable H2O. If H2O is a job so a dry slaughter procedure by trained slaughtermen should be used every bit alternate as it is more appropriate as a safety step for carcases to be dry clean than to pollute them with contaminated H2O. Offal handling The offals ( tummy and bowels ) are the variety meats from the carcase which contains the greatest burden of infective beings and for preventative step must be moved to a detached chamber provided for them. At first they should be emptied of their contents, dried, so cleansed with H2O. Forces The personal hygiene of the workingmans is a aboriginal factor in butchering operations, the ground is merely that taint of nutrient and disease transmittal as such depend equivalently upon the human factor every bit good as on the tools and manner of operation. Transportation of micro-organisms by forces peculiarly from custodies is of critical importance ( Chen et al.2001, Montville, 2001, Bloomfield, 2003 ) . During managing, bacteriums are transferred from contaminated custodies of workers to the nutrient and later to other surfaces ( Montville, 2002 ) . Low infective doses of beings such as shigella and infective Escherichia coli have been linked to custodies as a beginning of taint ( Snyder, 1998 ) . Poor hygiene, peculiarly deficient or absence of manus lavation has been identified as the causative manner of transmittal ( Reji, 2003 ) . Proper manus lavation and disinfection has been recognized as one of the most effectual ways to command the spread of pathogens, particularly when considered along with the limitation of ill workers ( Alder, 1999, Montville, 2001 ) . Furthermore individuals with unhygienic wonts like ptyalizing, coughing and nose-blowing should non be under umployment. As such it is of import to let entree merely to the staff into the premises at the clip of slaughter and they should be have oning the proper garb, e.g. clean pants and have oning appropriate rainproof aprons. Boots as good should be worn with the pants neatly folded interior. And the trademark is that the workers must purely stay to a formal codification of hygiene. Hand-washing As stated by the Centers for Disease Control and Prevention ( CDC ) : It is well-documented that one of the most of import steps for forestalling the spread of pathogens is effectual manus rinsing ( hypertext transfer protocol: //en.wikipedia.org/wiki/Hand_washing ) . Basically the good wont of careful and frequent hand-washing will decidedly cut down taint. Therefore hand-washing installations with sufficient H2O supply is a must in such a delicate procedure of this sort. Basically the muss room and the on the job country is where there should be several hand-washing points. If it is situated off from working topographic points, the hazard that they will non be used is higher and would likely ensue in taint of the meat ( Tove, 1985 ) . Hand-washing should be done by all members if the on the job staff: before get downing slaughter after being to the lavatories after being into contact with soiled objects and stuffs after smoking and eating The staff should understand that hands is prone to taint if used for rubing the tegument, the hair, apparels and picking the nose. Such Acts of the Apostless may do bacteriums to be transmitted to the custodies and thenceforth infect the meat which is handled by the same custodies. The direction of slaughter house should supply antiseptic soap or germicidal, coupled with the usage of coppice for rinsing of custodies since bacteriums are frequently under the nails ( FAO animate being production and wellness paper ; 53 ) . Cleaning Operationss For the intent of sanitation clean H2O is normally required for the cleansing of equipment, tools floors and walls. Such operation usually starts with remotion of solid waste of meat and fat fixingss, pieces of castanetss, blood coagulums by scouring them off the floor. High force per unit area H2O cleaning Begins from the walls and eventually ends with the floors. Hot H2O hosing under force per unit area would be ideal for taking gluey waste from corners and drains. For scouring of other surfaces such as tabular arraies, and tools, the usage of difficult fiber coppices and detergents is suggested. Liquid detergents are more effective than ordinary soaps, since they dissolve easy in H2O while absorbing soil, which is eventually removed by blushing. Powdered soap may besides be dissolved in H2O and used. Knifes besides should be sterilized or boiled in H2O. Beginning: FAO Animal Production and Health Paper 49, Manual for the slaughter of little ruminants in developing states, 1985. DISEASES ASSOCIATED WITH UNHYGIENIC SLAUGHTERING There are many different ways by which an infective being can do its manner through the slaughtering procedure of animate beings and do really subsequent diseases. Below is some of the common diseases related to slaughter houses: There are many different ways by which an infective being can do its manner through the slaughtering procedure of animate beings and do really subsequent diseases. Below is some of the common diseases related to slaughter houses: Anthrax is a naturally-occurring bacterial disease of animate beings caused by Bacillus anthracis, which forms spores that by and large survive for old ages in the environment. Cattle, sheep, and caprine animals are at the highest hazard but worlds can besides contract the disease. Most animate beings are infected by unwritten consumption of dirt contaminated with the spores. Peoples may get splenic fever when in contact with septic fells or hair of animate beings. The being is inhaled from contaminated dust, or is eaten in undercooked meat from septic animate beings, or even penetrates a lesion in the tegument. Animals that died of splenic fever may hold blood secreted from the oral cavity, nose, and anus ( Pelzer.K and Currin.N ) . In butchering procedure, the bacteriums can be transferred from fells of septic animate beings to the fells of the healthy 1s during the immediate pre-slaughter stage in lairage ( Small and Buncic, 2009 ) . As such if no peculiar safeguard is taken when taking the fells, the chance of polluting the carcase is really high. Brucellosis Brucellosis is an infective disease caused by contact with animate beings transporting bacteriums called Brucella which affects a broad assortment of animate beings including Canis familiariss, cowss, hogs, sheep, caprine animals and Equus caballuss. The disease has been known as Malta febrility, Bang s disease, Mediterranean febrility, stone febrility, and caprine animal febrility ( Microsoft Encarta, 2008 ) . Worlds can be infected if in contact with septic meat or placenta of septic animate beings. The slaughter of undetected a morbid animate being is a menace since taint may ensue if, for case, blood from the septic carcase came into contact with the knife of the slaughterman and the same knife is being used for treating another clean carcase during the slaughtering. In instance of consumption of septic meat, symptoms in worlds are rippling febrility, concern, joint hurting, failing, and dark workout suits ( Pelzer.K and Currin.N ) . Peoples who handle meat should have on PPE such as protective spectacless and vesture for protection of lesions from infection. Detecting septic animate beings prior to butcher controls the infection at its beginning. Vaccination is really available for cowss, but non worlds ( Franco et al, Goldman et al. 2007 ) . Escherichia coli Escherichia coli ( E. coli ) are bacteriums which is usually found as a normal vegetation in the bowels of people and animate beings. One can acquire infected after managing or being exposed to fecal matters of a bearer animate being ( Pelzer.K and Currin.N ) . Animals normally carry it without doing disease nevertheless when worlds are infected, the toxins causes serious unwellness which ranges from diarrhea to kidney failure. Personal hygiene is really of import, peculiarly after contact with carnal fecal matters, since really few beings are required to do infection in worlds ( Stevenson and Hughes, 1988 ) . E-coli can be easy pollute the carcase in the slaughtering procedure if ; for case the worker does non rinse his custodies after being to the lavatory, the bacteriums will be transferred when managing the meat. attention is non taken at the evisceration measure when eviscerating the carcase, as such if the bowels get perforated and enteric affair comes into contact with the meat ( Heinz, 2008 ) Prevention focuses on manus lavation and proper hygiene. Handss and all equipments should be decently disinfected after touching or managing natural meat ( Pelzer.K and Currin.N ) . Salmonellosis ( Gastroenteritis ) Salmonella sp. are bacteriums that live in the enteric piece of land of bearer animate beings. The bacteriums are shed into the fecal matters of animate beings which are peculiarly stressed during stairss such as being yarded and transported ( Stevenson and Hughes, 1988 ) . As in E-coli taint, salmonella can be transferred to the carcase in the slaughtering line by: slaughtermen who are managing meat after being to the lavatory without proper manus lavation, faecal affair being in contact with the meat at the evisceration procedure, if the anus is non bagged decently, and besides if the bowels get punctured upon remotion and enteric affair is in contact with the meat. If custodies are non decently washed after contact with septic fecal matters, the inadvertent consumption of bacteriums may happen ( Pelzer.K and Currin.N ) . Infection besides occurs as a consequence of equipments that are insanitary. Symptoms by and large includes febrility, disgusting smelling diarrhoea, and terrible desiccation, particularly in immature kids and babies. Dangerous diseases like meningitis and blood poisoning may besides happen ( Montes and DuPont, 2004 ) . Q-fever ( Query fever ) Q febrility is a bacterial infection that can impact the lungs, liver, bosom, and other parts of the organic structure. It is found around the universe and is caused by the bacteriums Coxiella burnetii. The bacterium affects sheep, caprine animals, cowss, Canis familiariss, cats, birds and gnawers every bit good as some other animate beings ( Goldman and Ausiello, 2007 ) . Humans usually get febrility, dark workout suits, and pneumonia and hepatitis in the worst instances ( Pelzer.K and Currin.N ) . Abattoir workers ( peculiarly those covering with fetuss ) , veterinaries and farm workers ) are the people who are most at hazard of undertaking this disease ( Stevenson and Hughes, 1988 ) . In butchering meat can be contaminated in the procedure of evisceration whereby fecal matters of contaminated animate beings have been transferred to the custodies of the slaughterman which in bend contaminates other healthy carcases. To forestall farther spread of Q febrility, dead foetuss and generative tissues should be buried or burned. Wearing of protective equipment such as baseball mitts and eyewear ( PPE ) when helping in parturitions and lavation of custodies exhaustively subsequently are extremely recommended ( Pelzer.K and Currin.N ) . LAWS PERTAINING TO THE SLAUGHTERING INDUSTRY IN MAURITIUS Presents non all people are entitled to butcher animate beings as it used to be in the yesteryear. There are norms and criterion which have been set up by the necessary authorization to vouch the safety of the terminal merchandise to the populace. As such in each state there is an establishment which is responsible for keeping this trademark. In our present state of affairs the modulating organic structure responsible for butchering in Mauritius is the MAURITIUS MEAT AUTHORITY ( MMA ) . The chief lines of the duties of this organic structure ( as stated in the Meat Act 1974 ) lies in the slaughter, dressing and transit of cowss, caprine animals, hogs, sheep and cervid meat to the local markets and for the issue of licenses of meat stores and to individuals and premises in connexion with slaughter of animate beings for meat. The Meat Authority was established by the Meat Act 1974 under subdivision 3 for the intent of carry throughing the undermentioned operations ( as stated in the Act ) : Ensure that slaughter is done in line with hygienic, healthful and environmental norms. Ensure that lone carcases fit for human ingestion are released for sale. Operate a fleet of meat new waves for bringing of carcases. License individuals and premises for the sale of fresh meat. Aid in the selling of locally produced meat. Help the parent Ministry in modulating the imports of farm animal for slaughter. Act as facilitator to all members of the meat farm animal industry. And under subdivision 4 of the same Act, the powers of the Meat Authority are to: set up and pull off butcheries: purchase and import farm animal for slaughter ; market meat, meat merchandises and byproducts of the slaughtering procedure ; concept, maintain, and rent topographic points for the sale of meat, meat merchandises or byproducts of the slaughtering procedure ; control and modulate the sale of meat and meat merchandises ; license individuals and premises in connexion with the slaughter of animate beings for meat, and the readying, processing, wadding and selling of meat ; with the blessing of the Minister of Commerce and Industry, fix the monetary value of meat and meat merchandises. Health AND SAFETY CONTROL Harmonizing to Section 5, PART II, of theOccupational Safety and Health Act 2005( Appendix 2 ) employers must supply employees with a safe working environment, and harmonizing to Section 14 of theDuties of employees of Occupational Safety and Health Act 2005, employees should utilize Personal Protective Equipment ( PPE ) includes caput caps, gum elastic boots, aprons, baseball mitts, inhalators, goggles while executing work where there could be injury hazards. Therefore both employers and employees must stay to these Torahs severally. A First Aid Kit Box should be available on site in instance of hurt. Methodology Approach For this undertaking, audiences of related web sites, books, notes and scientific diaries in certification Centres have been carried out. Information assemblage was made possible by questioning officers and staff in the field of butchering and upon the site visits to three different slaughter houses ( as there are merely three major slaughter houses which are entitled to the slaughtering of animate beings in Mauritius as per the Meat Act 1974 ) , to help at the processing and dressing stairss of the slaughtering of cowss, caprine animal, cervid and hog. A study was carried out in the different slaughter houses whereby all the staff of the cardinal butchery ( beef slaughter house = 41, caprine animal slaughter house =17 and hog abattoir =22 ) was interviewed. The usage of interviews as a information aggregation started with the premise that the participants positions are meaningful and precise. Interviews consisted of meticulously elaborated inquiries with chief mark of obtaining information on the province of the slaughter houses, the norms and criterions governing the slaughtering processes in relation to healthful patterns. Information aggregation All interviews were done face to confront in Creole and it took approximately 20 proceedingss per interview. All respondents were really acute to take part in replying the inquiries with the exclusion of certain who were loath. Utmost attention was taken so that all the inquiries were clearly understood by the interviewers as any misinterpretation might lend to inaccuracies in the information collected. Problems encountered The slaughter houses could non supply me with information as to how much meat is processed on a annual footing which might be an jussive mood of the disposal. In a position to avoid biasness from the staff interviewed, several surprise visits had to be effected to corroborate their replies to the questionnaires. As such the study lasted for about 12 hebdomads. RESULTS AND FINDINGS All the observations and result that follows resulted from several site visits and interviews carried out at the cardinal butchery over a period of approximately 12 hebdomads to measure the healthful conditions predominating in the different slaughter houses. The chief edifice comprises of three different slaughter houses for butchering of cowss ( beef ) , caprine animal ( besides sheep and cervid ) and hog, together with their several bringing services. Due to societal, cultural and spiritual grounds, each subdivision of the butchery is manned by a separate squad of workers and, as such, there is no flexibleness of the staff between the different slaughter houses. The consequences have been sub-divided into different classs and are as follows: Site of edifice and substructure The premises of the butchery is enclosed by a concrete wall of about 3 metres in tallness. The lone entree to the slaughter house is through the forepart gate which is guarded by a security officer. As such unauthorised people, the populace in general, Canis familiariss and other animate beings can non near the site. Floors and Walls Degree centigrades: UsersGro La ZouDesktopproject serious nowAbattoir+ wedd yohanDSC01914.JPGIt was noted that the walls and floors of the three slaughter houses have been constructed in the same manner and were made up of concrete. Furthermore, they were covered with a thick xanthous anti-slippery picture which allows easy cleansing. The walls are besides recovered by a Grey painting which facilitates the cleansing processes. As per observation it was noted that the walls from the three slaughter houses were free from clefts and crevices. Drains Degree centigrades: UsersGro La ZouDesktopproject serious nowAbattoir+ wedd yohanDSC01914.JPGThe floors have been designed in such a manner that it slopes down towards a cardinal drain situated in the center of the slaughter line in both the beef, caprine animal and hog slaughter houses. It is big plenty to let all wastewaters ( waste H2O and faecal affairs ) to be easy washed off. Furthermore the drain can besides be easy cleansed since the metallic screen is removable. Equipments All the equipments provided in the slaughter houses consist of non-corrosive stuffs, by and large made up of chromium steel steel. Water supply The cardinal butchery is provided with an external H2O pump which distributes a really good H2O supply to the different slaughter houses. There is no deficit or decrease in the supply of H2O to the butchery therefore leting the slaughter houses to work at full government without break and moreover cleansing processs can be carried out decently. A good airing is provided inside all the slaughter houses. The beef slaughter line consists of broad gaps situated on the walls above 2 metres from the floor and they are fitted with fly cogent evidence gauzes together with several air extractors ( see the circles in the exposure ) whereas the caprine animal and hog slaughter houses have merely extractors as airing. Sanitary installations Upon several site visits to the different slaughter houses, It was noted that each slaughter house is provided with lavatories which are separated from the slaughter line and sanitizers and germicides for custodies are placed at the diaposal of the staff together with soaps. Furthermore, they were found to be in a comparatively clean province. The lone subtraction is that there is no proviso for hot H2O in these lavatories. Shower installations are besides given to the staff as a affair of hygiene and these besides are separated from the slaughter lines. Environmental hygiene The cardinal butchery is really undertaking a private company for gnawer and pest control. The responsible officers of the several slaughter houses have confirmed that gnawer control is carried out on a monthly footing. It was besides noted that come-ons and traps were placed in several different topographic points in the slaughter houses premises. A wire gauze is really placed above the corridor of the beef slaughter house to forestall birds and other animate beings to entree inside the slaughter line. Furthermore all Windowss present are fitted with fly proof cyberspaces. Cleaning processs To keep a good criterion of sanitation in the different slaughter houses, cleaning operations are carried out several times per twenty-four hours. During the site visits it was noted that the cleaning of the slaughter line was done, utilizing a high force per unit area hydro jet industrial machine, after each batch of slaughtered animate beings. And at the terminal of each working twenty-four hours a general lavation was done utilizing a chemical germicide ( Cernol ADP ) for the floor. Percept OF HYGIENE BY THE STAFF As per the study, the bulk of the employees of the slaughter houses has been up to the primary degree of instruction ( see table below ) and by and large they seems to hold a comparatively good cognition of what is hygiene, which is explained by their on the job experience. Discussion The first purpose of this study was to see to what extent healthful patterns are held in slaughter houses and besides to hold an overview of the perceptual experience of hygienic processs in same. The general conditions of the sanitation with respects to the care of the cleanliness on the slaughter line of the different slaughter houses is done in position of supplying an good working environment and a topographic point which is unfavourable to the taint of animate being carcases since the policy of the cardinal butchery is to supply a safe merchandise to the populace. It should be pointed out that slaughter houses are topographic points where there is changeless presence of organic structure fluids, waste H2O and other possible contaminations and that taint of carnal carcases during slaughtering may took topographic point if the processing equipment or members of the forces are already loaded with infective bacteriums. But in contrast, it is besides possible that the farm animal were already contaminated before geting at the butchery since unrecorded animate beings are regarded as of import beginnings of taint in abattoirs ( Bouvet et al. 2003 ) . A recent survey showed that harbourage of Escherichia coli and Salmonella on animate being fells at slaughter is the chief beginning of carcase taint during processing ( Arthur et al. 2007 ) . This bring about the importance of taking attention for non wounding and doing the animate beings to be stressed during transit since they might stool and as such be contaminated with the above mentioned pathogens which are of course present in fecal matters. Furthermore many surveies such as the one carried out by Montville ( 2002 ) established that during handling, bacteriums may be transferred from contaminated custodies of workers to nutrient and later to other surfaces. This point is really of import since the forces of the slaughter houses can be straight responsible for the taint of the slaughtered carcases. For case it should be stressed that the slaughter house forces is to stay by a codification of hygiene to avoid such taint. Surely if one staff has been to the lavatories and afterwards resumed his responsibility on the slaughter line without proper manus lavation and get down pull stringsing carnal carcases, evidently the hazard of taint with E-coli or salmonella. But upon what have been observed during the site visits, there is a deficiency of proper cognition of the good hygienic patterns, to be used in butcheries, from the working staff of the slaughter houses. The forces is witting that they are working with for the populace and that they should supply good hygienic merchandise. The fact is that they observe personal hygiene refering to their egos but really they are non cognizant of the true effects of an action like, for case rinsing off blood from the floor of the slaughter line or equipment with a hosiery while carcases are still being dressed will hold ( from observations made on the processing and dressing line see the fig. below ) .There might be splashes which will come onto contact with the carcase and this finally can do taint. The ground for which the forces is working like this is due to the fact that they have been working in the slaughter houses since really long when the cardinal butchery has merely been set up in 1974 ( see the tabular arraies below for working experience in the butchery and the age group of the staff ) . Most of the staff is more than 40 old ages of age, so finally at that clip there was no rigorous control as it is nowadays sing hygiene at work and furthermore as per the consequences there is a great bulk of the forces who does non possess a medical certification, which show that they have non undergone preparation on good hygienic patterns for nutrient handling. There are besides several small inside informations that have been noticed like transporting the gutsiness of animate beings in platic crates. This is a normal action for presenting the meat after being inspected by a veterinary officer, but the point is that puting the crate straight on the floor ( as shown in the diagram ) which filled with infective beings will decidedly do taint of the merchandise and as such is Not recommended should be avoided at all cost. Decision The truth is that taint is likely to go on at any phase of the slaughtering procedure, get downing from the transit to the terminal of the slaughter and dressing to the concluding bringing. Lack of appropriate and unsatisfactory butchering techniques may do unneeded losingss in meat. However the most likely beginning of taint is the forces since they are the possible beginning of coliform in contact with the meat. Actually we can state that bacteriums can be transferred by the forces to the carcases and later to other surfaces which itself can do farther taint or frailty versa. The last word would be that taint can be limited and minimized if the staff is adhering to strict hygienic and healthful patterns. Recommendations Improvements are needed in slaughter houses construction and installings, in the manner slaughter house workers do their occupation. Pathogenic micro-organism may be transferred to the carcases as described in the literature reappraisal, nevertheless the forces could be the most of import beginning for polluting the meat and the processing equipment. To cut down the degree of these micro-organisms at that place need to be the application of good hygiene and healthful processs. One of the cardinal factors in accomplishing such end is through the proper preparation of the forces with respects to the good hygienic patterns to be adopted in butchering and that the disposal should supply for the procurance of a nutrient animal trainer s certification ( medical certification ) for the employees, even though all the forces undergoes regular medical cheque ups.