Posts Tagged ‘air’

Rare Aor

Rare Aor

Life events aor wo lamhe

For adult educators, youth workers and those concerned with lifelong learning one of the great attractions of the literature examining life course development is that it may identify qualities or problems that are the distinctive property of young people and adults. If this can be done then the grounds exist for the establishment of specialisms such as youth work and adult education or learning. In the case of the latter, for example, we might look to possibilities around: process - do adults think differently? (This is what came to the centre of Knowles' theory of andragogy) situations - do they find themselves in different circumstances to other age groups? experiences - does the accumulation of experience change things. What difference does having been through a greater range of things make? A further interest is that if there are some qualities that are uniquely youthful or adult, there may be implications for the sort of learning environments that could, and should, be fostered - and what subject matter should be attended to. Development How are we to define development? The first and obvious element is change - that development involves movement from one state to another. As a result an interest in development leads one to a concern for transitions. How is it that a person moves from this state to that? A second aspect is that this change is understood to have a permanent or lasting impact, or at least having some degree of 'carry-forward'. However, development is not change of any kind. The feeling of satiety after a good meal clearly involves change, but no one would see that as developmental... Reference to lasting change does not provide a satisfactory solution, because some alterations that are obviously developmental may have no long term consequences; they serve their purposes at the time but they leave no lasting imprint... On the other hand some degree of carry-forward would seem to be necessary for most aspects of development. (Rutter and Rutter 1992: 63) Third, in common usage developmental often refers to growth, to a progression through certain stages. More than that it is frequently linked to an unfolding, a movement toward a certain fixed point. In terms of human development the notion commonly used here is 'maturity'. Here we move into contested territory. While it may be possible to get some agreement about where physical growth stops, how are we to approach personality development? What may be maturity to one person or culture, may be nothing of the sort to another. Furthermore, 'maturity' is something that is presumably demonstrated in action - and what may be appropriate behaviour in one setting or situation is not in another. Some writers have tried to find a way around this by turning to endpoints like adulthood, individuality, inner unity, self-actualization and so on. However, each of these notions is still borne of a particular historical moment and culture - and there are distinct problems in thinking of them as universals. Building on these elements Rutter and Rutter (1992: 64) use the following as a working definition of development in relation to humans: systematic, organized, intra-individual change that is clearly associated with generally expectable age-related progressions and which is carried forward in some way that has implications for a person's pattern or level of functioning at some later time The concern here with intra-individual change does highlight a problem in some of the literature. There has been a tendency to focus on what is going on inside the individual with a corresponding lack of appreciation of inter-personal or social forces and dynamics (see selfhood). This ties in to all those rather fruitless nature-nurture debates that were especially prevalent in the 1960s and 1970s. Arguably, today, with the development of genetic research, and more sophisticated appreciations of the self, the focus is rather more on gene-environment interaction. This involves looking for the various ways in which genetic influences may orient and open up people in different ways to environmental influences; and how environmental elements may become part of a genetic inheritance. However, looking at a definition like this we can get stuck on the notion of 'progressions' - there may be changes or transitions - but are they all forward movements? What are these changes? Stages One attractive way of handling the idea of development has been through the idea that people pass through various stages. People are seen as making systematic progression in a certain order through a series of phases. Step by step they move closer to some form of adult status. This movement can be seen as involving changes in intellectual and physical powers (for example around changes in intelligence, expertise and ability to reason); and the impact of life events and experiences. Aristotle proposed a three-stage model, Solon divided life into nine seven year stages, Confucius identified six stages, The Sayings of the Fathers (from the Talmud) contain fourteen stages, and Shakespeare proposed seven stages (Tennant and Pogson 1995: 69). One, quite popular way of expressing this is from Levinson (see below and taken from Tennant and Pogson 1995). In this model ‘each era has its distinctive and unifying character of learning' (op. cit.: 72). Each transition between eras requires a change in the character of one's life (and this can take between three and six years to complete). At the same time there is a process of individuation occurring. Exhibit 1: Levinson on development (Tennant and Pogson 1995) Levinson argues that the life cycle comprises a sequence of four eras, each lasting for approximately twenty-five years. He also identifies a number of developmental periods within these eras, concentrating on early and middle adulthood. The eras and main developmental periods he identifies are as follows: 1. Childhood and adolescence: birth to age-twenty (early childhood transition by age three) 2. Early adulthood: age seventeen to forty-five Early adult transition-seventeen to twenty-two Entering the adult world-twenty-two to twenty-eight Age thirty transition-twenty-eight to thirty-three Settling down-thirty-three to forty 3. Middle adulthood: age forty to sixty-five Midlife transition-forty to forty-five Entering middle adulthood-forty-five to fifty Age fifty transition-fifty to fifty-five Culmination of middle adulthood-fifty-five to sixty 4. Late adulthood: age sixty on Late adult transition-sixty to sixty-five According to Levinson, each era has its distinct and unifying character of living. Each transition between eras thus requires a basic change in the character of one's life, which may take between three and six years to complete. Within the broad eras are periods of development, each period being characterized by a set of tasks and an attempt to build or modify one's life structure. For example, in the Early Adult Transition period the two primary tasks are to move out of the pre-adult world and to make a preliminary step into the adult world. Similarly, during the Settling Down period, the two tasks are to establish a niche in society and to work for progress and advancement in that niche. A pervasive theme throughout the various periods is the existence of the "Dream." It has the quality of a vision, an imagined possibility that generates excitement and vitality. It is our projection of the ideal life. The place and nature of the "Dream" in one's life is constantly modified and revisited throughout the life course as the imagined self is compared with the world as it is lived. Another fundamental process occurring throughout the life cycle is that of individuation. This refers to the changing relationship between self and the external world throughout the life course. It begins with the infant's dawning knowledge of its separate existence in a world of animate and inanimate objects. It is apparent in the tasks of the Early Adult Transition; one of the principal tasks being to modify or terminate existing relationships with family and significant others and to reappraise and modify the self accordingly. Indeed, much of developmental progress is couched in terms of the changing nature of the relationship between self and others, such as mentor relationships, love and family relationships, and occupational relationships. In Midlife, relationships are re-appraised again; this takes the form of a struggle between the polarities of attachment and separateness: We use the term "attachment" in the broadest sense, in order to encompass all the forces that connect person and environment. To be attached, is to be en aged, involved, needy, plugged in, seeking, rooted.... At the opposite pole is separateness. This is not the same thing as isolation or aloneness. A person is separate when he is primarily involved in his inner world-a world of imagination, fantasy, play. His main interest is not in adapting to the "real world" but in constructing and exploring an imagined world, the enclosed world of his inner self [Levinson 1979: 239]. Levinson views Midlife as a period where one needs to redress the dominance of attachment to the external world: to find a better, balance between the needs of the self and the needs of society - a greater integration of separateness and attachment: "Greater individuation allows him to be more separate from the world, to be more independent and self generating. But it also gives him the confidence and understanding to have more intense attachments in the world and to feel more fully a part of it" (p. 195). Individuation is also apparent in the attempt to integrate polarities within the self, such as the masculine and feminine polarity, and the polarities between young and old, destruction and creation. The process of individuation is thus paradoxical: it points to a developmental move away from the world, but this independence and separateness is used to make the individual part of the world and to integrate previously separated aspects of the self. As Rutter and Rutter have noted in such models there has been a concentration on the universals of development rather than individual difference. Thus, Freudian theory emphasized psychosexual stages, oral, anal, phallic, latency and genital. Piaget, by contrast, focused on cognitive mechanisms in the progression from the sensorimotor stage of infancy through the pre-operational and concrete operations stage (in which logical reasoning comes to the fore) or adolescence onwards. Kohlberg extended the approach to moral development, with stages representing different levels of moral maturity (pre-conventional, conventional etc.). Gesell charted development in terms of a series of milestones in physical, motor and perceptual domains. Erikson, too, saw development as a progression through stages, but differed from the others in his emphasis on the importance of interactions with society and in the extension of development into and through adult life. His focus was on psycho-social transitions, with stages characterized by age-defined social tasks and crises involving features such as identity, intimacy and generativity. There are a number of issues with such theories. The first arises from the sheer scale of their endeavours. By seeking to be universal theories, by looking to explain some aspect of all our development, they over-reach themselves. While there may be some universals of growth when we come to examine the individual life things are rarely that straightforward. Second, as Rutter and Rutter (op cit) again comment, by concentrating on stages such theories imply 'a mechanical predictability that is out of keeping with the dynamics of change, the extent of the flux over time and the degree of individual variability that seems to be the case'. Here we only need reflect on our own biographies and to turn to one of these stage theories. The movement through our lives is not so clear cut, there are all sorts of stuttering steps forward, steps back, and pauses. Third, our own biographies are likely to show significant deviations from the path laid out by the theories. 'Stages' may be missed out, other ways of naming a phase or experiences may be more appropriate. The reality is that in any of these domains there is no one universal path, nor is there some fixed end point - 'normal maturity'. Detailed studies of socio-emotional development reveal a different tale: 'it is likely that children take a variety of paths, and that adult outcome cannot be sensibly be reduced to differences in levels of maturity' (op. cit.). Gender, culture and political convenience On top of all this are questions anyway about whether stage theories such as those developed by Kohlberg, Erikson and Piaget can be applied universally. They have been formed within specific social contexts - and the research largely undertaken in respect of boys and men. Perhaps the best known rehearsing of the arguments around this question is the 'Kohlberg-Gilligan' Controversy (discussed at some length in relation to moral theory in Benhabib 1992: 148-202; Tennant 1988 also mentions it). Basically, the beginning claim that Gilligan and her associates made was that Kohlberg's research into moral development reflected a long-standing gender bias. That, for example, certain 'female characteristics' such as a concern with relationships, were substantially underrated by the researchers. This meant that when women took the tests associated with the Kohlberg research they consistently scored lower than men. There are all sorts of issues around this debate including the danger of slipping into an essentialist position i.e. that there are 'natural' differences with regard to ethics and moral development between men and women. However, what remains is a continuing challenge to universal theories of this kind. We can turn to other problems concerning cultural bias. Many of the dominant theories have been devised within particular value systems and in relation to a limited range of cultures. The problem has been is that they are then hawked around as apparently universal theories. If our sense of selfhood varies from one culture to another, then this places a major question mark against universal theories of adult development. Life events We have been looking approaches that try to chart the life-course via stages or phases - as Tennant and Pogson put it, ‘periods of stability, equilibrium and balance that alternate, in a largely predictable way with periods of instability and transition'. As an alternative we can look to those theorists that stress the large differences in the way that life courses are made. One way of looking at this is look at the disruptive impact of life events or transitions (defined as a discontinuity in a person's life) and the scale of readjustment required. he product of stress and coping research is the concept of a life event which refers to changes in an individual's life that are likely to have an impact on subsequent behavior. Such major changes can be either negative, such as death of a close family member, or positive, such as marriage. In addition to important life events, there are small life events—"hassles" or "uplifts." For example a hassle might be having too many things to do; an uplift might be meeting a good friend. A person's life events have been measured frequently by using lists of events that the person has to check. Methodological problems (e.g., unwillingness to report very private problems) have prompted the development of clinical interviews. Models Life events have been incorporated into theoretical models designed to explain coping. A well-known example is a model of coping formulated by the stress researcher R. S. Lazarus, which emphasizes the cognitive evaluation of the event. This evaluation includes the personal relevance of the event, its potential to affect well-being (primary appraisal), and the evaluation of the options one can use for coping (secondary appraisal). A means of analyzing coping processes, this evaluation leads to either favorable or unfavorable resolution (or no resolution) and, possibly, to reappraisal, when there is a change in circumstances. The model was applied to a variety of stressors, including bereavement. Life Events in a Life Span Perspective Lazarus's approach was also used to develop a life span. Such a model considers life events in their life-stage or sociohistorical context. Death of a spouse, for example, may have a devastating effect at age thirty-five than at eighty-five. The change in the meaning of a life event, according to its position in the life span, has prompted the gerontologist B. L. Neugarten to distinguish between "on time" and "off time" events. The life span perspective has encouraged a consideration of life events within the general concept of a life story. Individuals create comprehensive life stories. The life story is recreated and revised in an effort to provide life "with a sense of unity and purpose" (McAdams 1992, p. 344). According to the life-span psychologist D. P. McAdams, particular life events—"nuclear episodes"— show either continuity or change over time. In addition to their conceptualization within a life story, life events can be considered in relation to one's identity. Thus, life-span psychologist S. K. Whitbourne describes experienced events as being either assimilated into one's identity or accommodated by changing to fit the event. An individual who uses assimilation frequently might deny the significance of an age-related sign or a life-threatening disorder.

Sassy Jones - Lonely Nights (1986 RARE AOR)

Air Supply

Air Supply

Make-up Air System - Power Tube Fan

Tenderall Fan Co. has developed a PT Power Tube Make-Up Air System - one of the most economical options for larger industrial plants ventilation air make up systems.

PT Air Make-Up fan system is a new ventilation concept. It utilizes some aerodynamic principles for supplying, tempering and distributing make-up air in a building in cold weather. It offers more efficiency, economy and comfort than most conventional make-up air units.

When exhaust fans are used to provide ventilation, both for industrial and process exhaust and personnel comfort, a negative air pressure is created within the building. This negative pressure causes several problems:

- Process exhaust systems are less efficient and may not work properly.
- Down flow can occur through gravity vents and result in the back venting of products of combustion from flues and stacks of heaters and process equipment.
- Drafts are created that are a dsicomfort to employees. Safe operating of outside doors may even be impaired.

Our Power Tube Fan Make-Up Air System solves all of these problems economically, even on the coldest winter day.

PT Fan System consists of a specially designed air supply fan, a wall housing and a motorized air inlet damper. A long polyethylene tubing is attached to the unit and extends horizontally inside building supported from  wire. It has precision holes punched on both sides at specific intervals along its length and has an opposed end closed off.

Each fan housing assembly is mounted in the outside wall opening or connected to a roof air supply fan.

In the winter, conventional make-up air systems have to heat the cold outside air prior to introduction into the building. This is an expensive process in both equipment and continuing energy cost. The Power Tube Fam Make-Up Air System is a simplier system that utilizes waste3d building heat and basic earodynamic principles for supplying, tempering and distributing make-up air. And that makes it less expensive than conventional make-up air systems to purchase, to install and to operate.

When make-up air is needed, the motorized inlet shutter opens, the supply fan turns on and supplied fresh outside air inflating the tube for its full length. The air discharges from the punched holes in the tube located overhead as small high velocity jets which create turbulent mixing with the warmer inside air. As a result the outside air is effectively tempered before it reaches the worker level, creating a uniform draft free make up air system.
 
Normally several PT Fan systems are required for a building, depending on the size of the building, volume of make-up air required, size of PT Fan models selected. Additional heating, if required, may be furnished from conventional type space unit heaters positioned near the distributing PT tubes.

Tenderall PT Air Make-Up System has the following advantages over coventional make-up air units:

* Offers savings in initial investment and operating costs;
* Provides draft-free and uniform air distribution from along tube rather than blasting air from a single source outlet;
* Uses less energy due to lower horsepower for the same supplied air volume and because of friction loss of blowing air through a heat transfer system is completely eliminated;
* Easier and less costly to install, as PT Fan system is relatively light in weight ans the polyethylene tubing can be installed in a fraction of time normally required for conventional ventilation ducts;
* Eliminates coil freeze-up problems typical for AHU with heating hot water and steam heat exchangers;
* Reclaims overhead heat wasted in most buildings - through mixing of outside air with inside hot air;
* Very quiet, normally within 20 Fan Sones;
* Flexible in capacity, which is achieved by running only the required number of PT units based on the temperature inside the building;
* Provides a more comfortable eworking environment by maintaining gentle air flow and uniform temperature distribution.

Power Tube Make-Up Air Fans are available in Sizes 18 to 48 for for air flows up to 40,000 CFM.

PT Power Tube Make-Up Air System tube is constructed of thick woven high density polyethylene fiber(8 x laminated with poly coating to a thickness of 6 Mils. It is 3.8 oz. per square yeard material. Burst strength is 118 Lbs per square inch. The material is flame retardant and complied with NFPA Standard 701. Tubes are available in two colors: blue and white. One end of the polyethylen tube is factory dealed.

Sufficient make-up air should be provided to balance exhaust from general ventilation and process ventilation. Usually several Power Tube Fans will be required, located to distribute air throughout the plant. If additional tempering of make-up air in specific plant areas becomes necessary, unit heaters can be added.

Additional information can be found at the Tenderall Fan company web site http://www.tenderall.com/ahu/index.html.

Oleg Chetchel
Air Systems Engineer
Tenderall Fan Co.
http://tenderall.com/inquiry/index.html
http://tenderall.com/airhandler/index.html

Air Supply - Making Love Out of Nothing At All

Dre Presents

Dre Presents

Did you know these famous people used to rap?

Shaquille O'Neal- Last album in 1998
He did a song wit dr. dre:

http://en.wikipedia.org/wiki/Shaquille_O%27Neal_Presents_His_Superfriends,_Vol._1

Queen Latifah- Last Album in 2007

Will Smith- Last album 2005

Yea Shaq had a song with Biggie, another with Rza and Method Man, in fact He dropped like 2 or 3 albums with a different rapper featured on almost every one of his songs. As far as Latifah, and The Fresh Prince, they got their start in rap waaaaaaaay before acting. The same with LL Cool J. PEACE

Mac Dre Presents The Rompalation, Vol. 1 PSD Menage Tios

Air Mail

Air Mail

Doing Business With Gold American Express Air Miles Credit Card

The Gold American Express AIR MILES credit card for business is designed for Canadian business owners who need the purchasing power for their businesses, while earning AIR MILES rewards faster. This American Express AIR MILES credit card for business (including supplementary cards of up to nine) carries no annual fee, and provides access to a credit limit, which could be as high as $50,000.
If you miss a single payment after the first balance was transferred and posted, these special rates will be revoked and a higher rate instituted.

You can put your company name on the Gold American Express AIR MILES credit card for small businesses. Like the regular personal American Express AIR MILES credit card, you get one AIR MILES reward mile for every $20 purchase you charge on the card and a 100 reward mile bonus with your first purchase.

You would also have access to the toll-free 24/7 customer service of American Express, Front of the Line Entertainment and Interac cash access. Management reports will be readily available to you for a fee. In case your American Express AIR MILES credit card for business is stolen or lost, you can take advantage of the emergency card replacement feature. This is available to all card holders.

There are three ways you can go about applying for the American Express AIR MILES credit card for business. These include applying online, by phone, and by mail or fax. If you choose to apply by mail or fax, you need to download the application from the website of American Express..

If you find it more convenient to process your application for an American Express AIR MILES credit card via phone, all you have to do is call the toll-free number of the company. A customer service representative will walk you through the process.

The steps to be followed, should you choose to apply for this American Express AIR MILES credit card online, are similar to the personal American Express AIR MILES credit card. You will need to provide your personal details and contact details. In addition to this information, you will have to fill out the business details. This will include your business address, the legal business name as it appears on your registration documents, the trade name, the type of your business and, in case your business is incorporated, the incorporation number and the place of incorporation.

Your personal annual income will also be evaluated, so you need to provide details on this too. You will be asked to provide your business contact number, the number of years you have been in business and the total number of staff you employ when you apply for a Gold American Express AIR MILES credit card for business.

Air Mail