Essential Benefits of a Successful Non-Profit Volunteer Program Research Paper

Essential Benefits of a Successful Non-Profit Volunteer Program - Research Paper Example However, a number of constraints thwart their aspirations making them dejected in spite of having the zeal to touch the sky. The discussion aims at highlighting the importance and relevance of non-profit volunteer programs in shaping the life of millions through effective guidance and support. It needs to be understood that non-profit organizations work for creating a difference in the society that is divided on the basis of power and affluence. There is very little doubt over the impact and importance of education in reducing the cultural gap and beliefs. Education is often considered as a stepping stone for shaping the life of children who are often regarded as the future of the world. However, there are a number of developing and under-developed nations taking little initiatives in raising the education standards in order to strengthening the minds of children (Drucker 65) It needs to be mentioned that the education system in countries like Nepal, Bangladesh, Zimbabwe, Pakistan an d other African nations are not up to the global standards that often affects the intellectual growth and development of children along with posing great threats to their economies. In order to create a robust economy, it is important to reinforce the education systems through private and government support in the present as well as in the future. Essential Benefits of Creating Non- Profit Volunteer Programs In a world, where needs and demands are often not fulfilled, there is a need of creating non-profit volunteers programs. Most organizations across the world work for the generation of profit that makes business, a give and take activity. A non-profit volunteer program works for fulfilling the needs and demands of people finding it hard to survive without any help and support. It needs to be mentioned that education is considered as the best tool to eradicate poverty and social imbalances. Some of the essential benefits of creating a non-profit organization include: Non-profit or ganizations work for the development of people and society irrespective of social status and constraints The services offered by these organizations often change the face of the society in an effective manner These organizations are well supported by the governments and private organizations These organizations act as a support system for people having little access to sources and resources Non-profit organizations cater to the needs and demands of that section of the society that is snubbed by others. It helps in creating awareness along with changing the life of millions Creation of Non-Profit organizations bridge the gap between the rich and poor in an effective manner In order to create a happy and prosperous world, it is important to uplift all sections of the society. Moreover, education system should be structured and designed well to create awareness on education and non-profit organizations engaged in such initiatives are the greatest hope Room to Read Room to Read is a dre am of changing the life of millions of children across the world by offering them education and a platform to launch their dreams in order to be successful and accountable for the societies and nations. It started in the year 1998 with a visit by John Wood to a Nepali School where the library shelves were empty holding no children’s books. This led to the creation of Room to Read focused on offering education to every child irrespective of his financial position and religion. Gradually, it became a movement to raise the education standards in every part of the world along with lending a helping hand to millions of innocent eyes hoping to become doctors, engineers and managers. The education movement

Article Review of “Fat and Happy” Essay Example for Free

Article Review of â€Å"Fat and Happy† Essay In â€Å"Fat and Happy: In Defense of Fat Acceptance,† Mary Ray Worley offers a poignant account of her participation in a conference held by the National Association to Advance Fat Acceptance. She compares attending this conference with visiting another planet. Until she had the opportunity to visit this other planet, she had not realized just how ostracized she felt. (Worley, element 1). Her participation in this conference made her realize that â€Å"20th century American society† (Worley, element 4) is very much responsible for the shame that she and other overweight individuals have been made to feel. While there are several aspects of society that contribute to the alienation of individuals who are overweight, Worley suggests that the medical field bears a great deal of the responsibility: â€Å"Although the data gathered for most current studies indicate that body size is primarily determined by one’s genetic makeup, most researchers conclude–in spite of their own findings–that fat individuals should try to lose weight anyway† (Worley, element 3). She than goes on to argue that oftentimes attempts to diet only result in more weight gain. Worley marvels that â€Å"apparently [scientists] cannot bring themselves to say that since body size is largely a result of one’s genetic makeup it’s best to get on with the business of learning to live in the body you have, whatever its size† (Worley, element 5). She also claims that doctors often make the situation worse: â€Å"Regardless of the ailment†¦your doctor may put you on a diet before she treats your cough† (Worley, element 6). I believe that Worley makes a good point regarding the medical profession, but there is indeed a great deal of research that links obesity with increased heart problems among other things, which Worley ignores in this essay. In her uplifting conclusion, Worley encourages overweight individuals to love their bodies despite what society may say about them. You’re entitled to the space you take up. You can find clothes that show off the gorgeous person you are, you can play and dance without self-consciousness, you can be proud of yourself and never dread unwanted attention, you can be a brave pioneer and a friend to those who have suffered on planets less kind and less joyous than this one (Worley, element 2). In light of the many forces that are stacked against overweight individuals in our society, Worley’s words of encouragement are astute and empowering.

Applications of Pneumatic Systems in Aircraft

Applications of Pneumatic Systems in Aircraft PNEUMATIC SYSTEMS Introduction When talking about pneumatic system, we need to talk about where the pneumatic system comes from and it comes from a power system, there are three different types of power systems, Hydraulic system Pneumatic system Electrical system Pneumatic systems in Aircrafts Pneumatic systems they are also known as vacuum or pressure systems, the power many functions which are important to the aircraft. Power instrument landing gear, flaps, windows, air conditioning, doors and auto pilot devises are some of many operations powered by pneumatic system. Pneumatic and hydraulic systems are similar and use compressed fluids. Fluid property could be liquids as water, oil, or something that flows. And both liquids and gases flow, since they are considered as fluids; however, there is a great deal of difference in the characteristics of the two. Liquids cannot be compressible; a quart of water still occupies about a quart of space regardless of how hard it is compressed. But gases can be compressed, a quart of air can be compressed into a thimbleful of space. Considering this differences gases and liquids are fluids and can be made to transmit power. The type of unit used to provide pressurized air for pneumatic systems is determined by the system’s air pressure requirements. Components in Pneumatic System Hydraulic systems are sometimes compared to, pneumatic systems but some similarities can only be true in general terms. Such as Pneumatic systems do not utilize reservoirs hand pumps accumulators regulators building normal pressure from engine or electrically driven power pumps But similarities do exist in some components. Air Compressors Simply an air compressor is a Pump that compresses air, its job is raising air pressure to above established pressure for use in pneumatic systems on some aircraft, air compressors have permanently installed and added to recharge air bottles when pressure is used to operate a unit. Several types of compressors that are used for this purpose. Some have three stages of compression, while the others have two, depending on the desired operating pressure. Relief Valves Relief valves are used to prevent damage. They act as a pressure limiting units and prevent bursting lines and blowing out seals from excessive pressures. Control Valves Control valves are also a necessary part of a typical pneumatic system. It is used to control conditions such aspressure, flow,temperature, andliquidlevel by fully or gradually opening or closing. Control Valve is also called a Final Control Element. Check Valves Check valves are used in both hydraulic and pneumatic systems. Check valve is also called a one way valve which allows pressurized air to enter the system, but it prevents backflow of air toward the Compressor when Compressor system is stopped which prevent loss of pressure in the system. Restrictors Restrictor is type of control valve used in pneumatic system. Figure below 1llustrates an orifice type restrictor which has a large inlet port and a small outlet port. The rate of the airflow and the speed of operation of the actuating unit will be reduce by the small outlet port. Variable Restrictor The variable restrictor is a type of speed regulating unit it contains an adjustable needle valve, therefore has threads around top and the lower end. Depending on the direction turned and the needle valve turns the sharp point either into or out the small opening to decrease or to increase the size of the opening. Since air entering the inlet port must be able to pass through this opening before reaching the outlet port adjustment determines the rate of airflow through the restrictor. PRESSURE REGULATOR The pressure regulator is to control the maximum pressure in the system and to off-load the compressor when the system is idle. Oil and Water Trap regulator The oil and water trap is designed to remove any water or oil which may be suspended in the air delivered by the compressor. Air Filters Air filters purpose is to prevent oil vapor, dirt or moisture from passing into the various services. It is installed vertically with the drain plug at the bottom. Some advantages are Prevent system contamination Remove air particulates Clean air is essential to good operation Figure 1. View of Cutaway air filter. Air entering the top of section first flows through the element to remove solid particles. Then flows in a circular motion, where centrifugal force separates water from the air stream, andthen the water falls to the filters sump. Storage Bottles Storage bottles act as a reservoir of compressed air which operates all services to pneumatic system. Compressors main use is to build up system pressure when it falls below normal pressure level. The size of the bottles are taken from the volume of actuators and pipelines determines required for the normal and emergency pneumatic services. Storage bottles are generally made of steel, and may use a wire wound construction for maximum strength. Light ally or fiberglass materials may be other typs of material wich will be used. Air Pump Heart of pneumatic system is pressure or vacuum air pump. Which is usually engine driven) There are two basic types: †¢Wet air pumps which use engine oil to lubricate pump internally †¢Dry air pumps which is more common more common have graphite vanes inside pump casing self-lubricate as pump rotates High pressure systems High pressure system is driven by an engine driven compressor feeds air from an unloading valve through the system keeping the pressure. The pressure around this system is 3000 psi but this will vary from manufacturer to another. There will usually also be a ground valve on the aircraft system to enable to pressurize when the main engines are not running. In high pressure systems air is normally stored in a metal bottles at pressures from 1000-3000 psi, depending on the particular aircraft system. Some high pressure systems are Oxygen lines Flaps Breaks Landing gear Low pressure systems Low pressure systems are pressurized up to 1000 psi and uses an engine driven vane type pump. They are may be used to drive Air cons door seals de-ice boots small low power applications Medium-Pressure Systems A medium-pressure pneumatic system usually does not include an air bottle. Instead, it draws air from the compressor section of a turbine engine. Which is generally around 50 to 150 psi This is often called bleed air process and is used to provide pneumatic power for engine starts, engine deicing, wing deicing, and in some cases, it provides hydraulic power to the aircraft systems but only if the hydraulic system is equipped with an air-driven hydraulic pump. Engine bleed air is also used to pressurize the reservoirs of the hydraulic system. Emergency Backup Systems Many aircraft use a high pressure pneumatic back up system source to extend the landing gear or actuate the brakes. And if main hydraulic braking system fails. Nitrogen gas is not directly used to actuate the landing gear or brake system units but applies the pressurized nitrogen to move hydraulic fluid to the actuator. This process is called pneudraulics. Nitrogen Bottles There are two bottles of nitrogen stored for emergency use, mostly bottles located on each side of nose wheel well. Actuation of an outlet valve released by Nitrogen from the bottles. Once depleted, maintenance personnel must recharge the bottles. Fully serviced pressure will be approximately 3,100 psi at 70  °F/21  °C, which is only enough for one extension of the landing gear. PNEUMATIC SYSTEM The illustrator below is a typical full pneumatic system as is used on a twin engine commuter transport aircraft. Each procedure is shown below in dot points Each of the two compressors is a four stage piston type pump, driven from the accessory gearbox of the two turboprop engines. Air is taken into the first stage through an air duct. It is compressed, then passes to the other three stages. From the fourth stage the discharge air is routed through an intercooler and a bleed valve to the unloading valve. The bleed valve is kept closed by engine oil pressure and in an event of a loss of an engine lubricating oil, the valve will open and relieve the pump of any load. The unloading valve maintains pressure between 2,900 and 3,300 psi in the system. When the pressure rises to 3,300 psi a check valve traps it and dumps the output of the pump air overboard. The pump is directed back into the system when the system pressure drops to 2,900 psi. The shuttle valve which is between the compressor and the main system makes it possible to charge the system from a ground source. When the pressure from the external source is higher than the external source of the compressor, when the engine is not running, the shuttle slides over and freezers the compressor. Compressed air system have moisture and this will condense and freeze when the pressure of the air is dropped for actuation because of this every bit of water must be removed from the air. Then a separator collects the water that is in the air on a baffle and holds it until the system is shut down. When the separator’s pressure drops below 450 psi, a drain valve operates and all of the accumulated water is blown overboard. Then an electric heater prevents the water collected in the separator from freezing. After the air leaves the moisture separator, about 98% of its water removed, it passes through a desiccant, or chemical drier, to remove the last traces of moisture. Before the air enters the actual operating system it is filtered through a 10 micron sintered metal filter. In the right engine nacelle a back pressure valve is installed. This is essentially a pressure relief valve in the supply line that does not open until the pressure from the compressor or ground charging system is above 1700 psi and this make sure that the moisture separator will operate most efficiently. The left side where there is no back pressure valve can be connected if it is required to operate the system from an external source of less than 1700 psi. There are three air storage bottles in this type of aircraft system, A 750 cu. Inch bottle for the main system A 180 cu. Inch bottle for normal brake operation A 180 cu. Inch bottle for emergency operation of the landing gear and brakes. Then come the mutually operated isolation valve which allows a technician to close off the air supply so that the system can be serviced without having to discharge the storage bottle. Most of the components in this system operate with pressure of 1000 psi so a pressure reducing valve is installed between the isolation valve and the supply manifold for normal operation of the landing gear passenger door drag brake propeller brake nose wheel steering Since this valve reduces the pressure to 1000 psi it also serves as a backup pressure relief valve. The emergency system stores compressed air under the full system pressure of 3,300 psi and supplies it for landing gear emergency extension. EMERGENCY BRAKE SYSTEM In a failure of the hydraulic system, the pilot of a large aircraft can operate a pneumatic valve on the instrument panel and direct compressed air or nitrogen into the brake system. When the pilot turns the handle, a regulator is adjusted that controls the air pressure to the brakes. When sufficient pressure reaches the brake line, the piston moves up against the force of the control spring and shuts off the inlet valve. The compression of the spring determines the amount of pressure supplied to the brake. When the brake handle is rotated in the direction to release the brakes, the air is exhausted overboard. Then rather than allowing compressed air to enter the wheel cylinder, which would require the entire brake system to be bled of air, the emergency air may be directed into a transfer tube. The air forces hydraulic fluid from the tube into the brake system. Emergency operation of the brakes is also achieved in many aircraft by the use of compressed air. When the pilot is sure that there is no hydraulic pressure to the brakes, the pneumatic brake handle, located on the left instrument panel, can be rotated. Clockwise rotation of this handle increases the brake pressure. Nitrogen pressure released by this control handle forces hydraulic fluid in the transfer tube into the main wheel brakes through shuttle valves. When the brake handle is rotated counterclockwise pressure is released and the nitrogen is exhausted overboard. http://www.engineerstudent.co.uk/uni_directional_flow_control_valve_symbols.html http://navyaviation.tpub.com/14018/css/14018_285.htm http://en.wikipedia.org/wiki/Relief_valve http://mech-engineer.blogspot.com.au/2009/05/drawworks-brake-system-training-course.html http://www.aliexpress.com/airbrush-compressor-regulator_reviews.html http://www.airid.com/high-volume-drain-valve.html http://basicaerospace.blogspot.com.au/2013/01/aircraft-pneumatic-system-for-beginners.html

An investigation to determine which of four alcohols is the most exothermic :: GCSE Chemistry Coursework Investigation

An investigation to determine which of four alcohols is the most exothermic Prediction I predict that the most heat given out per mole burned would be by Propanol because the size of the alcohol molecules might increase with heat. Alcohols produce heat when they burn in oxygen or air. The amount of heat produced per mole of alcohol will be proportional to the amount of air present. Full combustion should generate two products only: carbon dioxide and water vapour. Hypothesis Within a molecule there are bond energies that are holding the atoms together. When the fuel combusts a chemical reaction takes place, this breaks the bonds, this requires energy, and makes new bonds this gives out energy. The energy differences between the two tell us how much energy was given out or taken in. We can show this on a graph. Alcohol particles will break their bonds when they mix with oxygen. This is known as exothermic reaction. Boiling points will be increased because energy is needed bonds can be formed and broken. Breaking bonds need less energy than is needed to form bonds - exothermic reaction. Bigger molecules use high energy to be broken. Methanol and Ethanol have differences as Methanol melts at a higher temperature and boils at a lower temperature than Ethanol. Higher alcohols which include Butanol and Propanol have a higher molecular weight and this is why Butanol is used in perfumes. Ethanol, which is sugar based, with its low freezing point, has a specific use as antifreeze for cars and other vehicles. GRAPH Tripod Matches Goggles Method: - To begin with, I choose one out of the four different alcohols. I weigh beforehand in the spirit burner. This is so I can calculate the mass which is lost in each alcohol. The spirit burner and alcohol which I am using is on a brick under a tripod. On the tripod I place a clay pipe triangle which holds a beaker containing 100ml of water. I light the spirit burner and stir the water with the thermometer constantly. When the temperature has risen to 30Â ºC, I quickly place the top back on the spirit burner. Now I re-weigh the alcohol. o find out how much alcohol has been burned I subtract the finishing mass from the starting mass. Fair Test I will try my best to keep this experiment fair. All the variables must be controlled. These are as follows - The scale reading has to be on zero before weighing the spirit burner

Learning in the EYFS Essay

Knowledge and understanding of the world – Knowledge and Understanding of the World relates to children’s everyday lives, their homes, families, other people, the local environment and community and the wider world. Personal, social and emotional development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication language and literacy – Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and dispositions to do so. Problem solving reasoning and numeracy – This area mostly focuses on a child’s ability to solve simple problems and builds an awareness of shapes space and measures. Practitioners do this by looking at shapes, numbers, building bricks etc. Physical Development – Children are encouraged to take part in a variety of physical activities. Children develop physically at different stages and times. This area helps practitioners to keep track of each individual child’s development. Creative development – Being creative covers a multitude of ideas including how children express and communicate ideas. They can explore all sorts of media (eg ICT, music) and materials. They will also develop their imagination through play. Although they are all different a good planned activity will cover more than one area of development. For example, playing a snakes and ladders board game will help a child with their Problem solving, reasoning and numeracy mainly but it will also help them with their Communication, language and literacy development as they are being encouraged to communicate with other children playing the game. Also the areas are interdependent if the child is struggling with one area it can affect how they develop in other areas. For example, if a child is disabled and cannot join in physical activities this can affect their physical development but it can then also affect their communication, language and literacy and Personal, social and emotional development because they aren’t joining in with the same activities as their peers. This can be avoided or at least limited by good planning and inclusive practice. 1.2 Outcomes are given to the different areas of learning within the EYFS to ensure that practitioners have something to focus on. These outcomes are outlined within the EYFS as â€Å"overarching principles† these are: Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured Children learn to be strong and independent through positive relationships Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. And three main areas of development which are; Physical Development – This is the development of a child’s physical skills. It includes the Gross motor skills, such as walking, jumping, running, catching and the fine motor skills such as the pincer grip, hand-eye-coordination, doing up laces or zips. Personal Social and Emotional Development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication and Language Development – Language development is the process by which children come to understand and communicate language during early childhood. 1.3 The documented outcomes are assessed by practitioners in different ways. On-going assessments are carried out in settings frequently. Practitioners plan an activity, observe the child/children, record information and evaluate the outcome. If needed they then plan another activity and repeat the process until they get the information they need. These are also known as â€Å"formative assessments† and they are an integral part of the EYFS framework. It helps parents, carers and practitioners to constantly monitor a child’s progress and pick up on and solve problems if there are any. At the age of two a child has a progress check. This is when practitioners review their progress and produce a short written summary of a child’s development in the main areas of development. This helps to make sure a child is on track with their development and helps to identify any areas that a child may be developing at a slower rate than is expected. This can also pick up on any dis abilities or learning difficulties. If a practitioner does pick up on a learning difficulty they should put together a plan to support the child’s future learning and development. Practitioners must discuss with parents how the outcome of the assessments can be used to support the child’s development at home, and parents are encouraged to share the outcome with any relevant professionals i.e. a teacher or a health visitor. In the final term of the year in which the child turns five practitioners must complete the EYFS profile for each child. This profile must reflect on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. The profile lets parents, carers and other professionals have an overview of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for year one. Year one teachers are given a copy of this profile and it will outline whether the child is meeting, exceeding or not yet reaching the expected levels of the early learning goals. I think assessments are important to Practitioners and other professionals like teachers because it helps them to work together to identify any problems that may arise with a child’s development and address the problems quickly and effectively also if the child is very quick at development it can be spotted and they can be given extra planned work to stop them from getting bored. I think it is also good for parents because they have guidance on how to help their child’s development at home.

Describe the effects of the Blitz on every day life in Britain

The Blitz cause many problems across the country, not only in the bombed areas. Rationing and evacuation affected the whole country. Rationing of food helped to improve the diet of some people, as poorer people could now afford to buy better food and their general health improved. Evacuation affected the whole country, as the evacuees families had to cope with the temporary loss of a family member, and also the families where they were evacuated to, had to cope with one or two extra members of the household – anyone4 with space in their house had to take in an evacuee. When air raid precautions such as blackouts were introduced at the outbreak of war, people took them very seriously as heavy fines were handed out if the rules were broken. Censorship was used to improve and build morale. This was done by censoring newspaper reports, photographs in newspapers and radio broadcasts. The role of women also changed greatly throughout the war – they took over men's jobs in factories, volunteered in organisations such as the WVS (Women's Voluntary Service). Rationing was implemented by the government to insure even distribution across the country and to show equal treatment of everyone. In the leaflet ‘Your Food in War Time', the government explains that â€Å"more than 20 million tonnes† of food â€Å"are brought into our ports from all parts of the world†. This says that the government were worried that the Nazis could starve the country, as it was a good way of attacking the country. It affected people as they were only allowed limited amounts of supplies such as food and kitchen utensils. There were ration books and everyone got their set amount of rations, some got more than others e. g. manual workers got more than office workers, and pregnant women got more than other normal women. Some people went to extremes to get more food, like buying extra food and ration books at extortionate prices from the black market. Children were given Cod Liver Oil and orange juice as supplements. Rationing began in 1940 during the Phoney War and gradually got more extreme when the Blitz came about. It got so bad that people were even encouraged to keep allotments and grow their own vegetables to share with others. This was named the ‘Dig For Victory' campaign and there was much speculation on this campaign. It proved to be fairly successful to the people that followed instructions. There was also a rationing on soap and clothes. This was because many clothes factories were converted into munitions and aircraft factories to help the war effort. The people were advised to ‘make do and mend', rather than buying new clothes, as the production of clothes was at a low. Coal was never officially rationed but it was in short supply and the government strictly controlled distribution. It was actually a second wave of rationing which caused these problems, the first one was very confusing for the British citizens and they didn't understand how it worked at first, but the second wave was even more confusing when the government introduced a ‘points scheme'. This point's scheme measured each persons food allowance per day in points and no one was permitted to have more food than the government allocated for them. Evacuation was also another key problem that the citizens of Britain had to do. It affected the whole of the nation including the evacuees and the places they were evacuated to. Some evacuees preferred the places they were sent to, to their homes. This was because they had been treated very poorly in their homes or if their families were poor, some of them had fleas and mites. On the other hand, some families were extremely cruel to their evacuees, as they did not want another child in their house. They were not expecting it and if any household had a spare room they were sent an evacuee, no questions asked. The amount of evacuees was astounding. In a space of 4 days at the beginning of September, there was roughly one and a half million evacuees, most of them being school children and mothers with babies. There were also disabled and blind people evacuated. Pregnant mothers and teachers were evacuated as well as they were considered valuable. Many quiet towns and villages in the country were swamped with ‘down and out' children from the city and the suburbs and their different attitudes on life. Many who weren't evacuated feared their lives would be lost, so began ‘trekking' out of the city at night to try and escape danger. The role of women changed dramatically during the war. They took on men's jobs and organised many events and organisations. They set up better efforts for the evacuation processes and created matches of evacuees and homes, so they would get on with each other. They also worked long, hard factory shifts and they did physical, manual labour, which was previously thought to be jobs that only men could do. The women made do with what they had and tried different ways of coping. One of their tasks was to make people take the rationing seriously and realise that all they had was all they were going to get and no one was an exception; everyone got exactly the same as the rest of the people in their league. The women decided that the answer to this would be to make food seem more interesting and appealing. The women in the home were strongly advised to follow recipes that were distributed by the government. They had to learn how to cook using a low supply of gas, this meant that meals would take hours to cook and so many women prepared them a day in advance. The rationalisation caused food to be in low supply as well so leftovers had to be heated up the next day and eaten for dinner. Many thought they were doing the jobs of men better than the men did. The women did not only do strenuous, tough jobs that they weren't used to in the daytime, they also were made to volunteer to take on more jobs in the night time, as well keeping their families together. Many precautions and everyday ways of life had to be changed. These were things like; street lights. They had to be completely switched off, so did car headlights. This was to protect people from the German bombers, like blackout curtains were also. People were made to get Anderson shelters and create the shelter in their own back gardens. If they did not comply there were stiff penalties. If they did not have their own garden, they were made to manage with the supposedly next best, which were Morrison shelters. These were arc-like shelters made of corrugated steal and supposed to stop flying debris. Obviously if a bomb landed directly on top of an Anderson or a Morrison shelter, there would be no chance of survival. The people had to bear these things in mind as well. Many became cynical about the shelters' effectiveness, but nevertheless got on with it. They were not very strong and provided little protection for people during the war, however, there was no other protection available. Air raid wardens were appointed and they gave the signal for everyone to make a mad dash for their air raid shelters. This was another thing that affected everyday life, as they had to stop absolutely everything they were doing at the time and get into their shelters as quickly as possible. There was a huge wave of fear each time the air raid sirens were sounded. People were strongly advised to stay off the streets to minimise the amount of casualties. Entertainment facilities were out of bounds and cinemas, theatres and concert halls were closed. This caused a horrendous effect on those that ran the entertainment places. They were not allowed to make money off of them so many became bankrupt. Many things, if not complied with, were considered an offence. If someone wasn't wearing a gas mask it was considered an offence. If you weren't carrying an identity card, it was seen to be criminal and a penalty would be brought against you. If you did not have an Anderson or Morrison shelter, or any of the black out equipment (like curtains), you could be charged. This affected peoples lives as they had to adapt to a new way of life and just the slightest thing they did wrong could cause themselves to be charged or even to cause casualties in their town. This is a prime example of showing how seriously the government dealt with people who didn't really care. The government censored a lot of the information and pictures in the media showing the real impact of German destruction. They wouldn't let information be broadcasted which they thought would lower the morale of the British public so they banned it. They also wouldn't let pictures of mass destruction or dead bodies be shown in the newspapers either. One example of censorship was a picture of a school playground in Catford, London destroyed, not allowed in the newspaper as it was said to have had children's bodies on it. This would lower the morale of the British, and so was not allowed in any branches of media. All films, news broadcasts, articles, pictures, etc. were checked thoroughly by the government before being allowed to go in the limelight. The reason censorship was so important was because the British people were eager to hear anything new in the war and if there was any sign of Britain losing the war, there would be a national panic and it would be complete havoc. For obvious reasons the government didn't want this to happen, so they shielded the public from disturbing information. For people to know that an area was completely destroyed or badly hit, they would have to be living in that area or have relatives that would tell them about it. There would be no other way of them finding out.