Work Safety Booklet free essay sample

The assessment and identification of hazards in the workplace is important to help manage risks to employees. Employees and clients have duties and obligations under work health and safety legislation to ensure so far as is reasonably practicable, the health and safety of all workers and other persons in the workplace. There are various ways in which we identify hazards to ensure the ongoing assessment and control of risks in the workplace and this includes workplace risk assessments which are completed on a regular basis. These assessments include a review of an employee’s workplace safety management system including policies, procedures, safe work procedures, equipment and environment. 2. Risk Control Measures 2. 1 Identify occupational hazards/Manage Risks to health and safety Employees must identify reasonably foreseeable hazards that could give rise to risks to health and safety. They should eliminate these risks to health and safety and if in the event the risk cannot be eliminated, they must minimise those risks as is reasonably practicable. We will write a custom essay sample on Work Safety Booklet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 2. 2 Hierarchy of Risk Control Measures In circumstances where it is not reasonable practicable for an employee to eliminate risks to health and safety, an employee is required to minimise those risks by doing one of more of the following: * Wholly or partly substitute the hazard giving rise to the risk with something less risky * Isolating the hazard from any person exposed to it * Implementing engineering controls such as physical barriers If the hazard then remains, the employee must minimise the remaining hazard by implementing administrative controls. Administrative controls include work methods, processes and procedures put in place to minimise the hazard. . 3 Reporting Occupational Hazards All employees shall be responsible for working to their capabilities, experiences and ability. They must ensure all work is performed in accordance with the requirements of the OHS policy, procedures and legislation and take reasonable care for their own health and safety as well as that of others. Whilst every attempt is made to place employees in a safe workplace, we recognise that accidents do occur and that hazards may still exist. In the event that a hazard occurred, the employee must report all identified hazards, accidents and near misses to their Manager. The early reporting of incidents, injuries and hazards is encouraged with all employees no matter how minor the incident or hazard is. Early reporting allows us to effectively manage the incident and also to help ensure that controls are implemented to prevent further injury or harm. The employee must assist where appropriate, in the investigation of accidents and incidents by being proactively involved in the consultation process and complying with all relevant OHS laws, policies, procedures and workplace safety instructions issued. 3. Working at External locations Work Health and Safety regulations requires disability service providers to manage the risks to health and safety associated with remote and isolated work including the provision of a system of work that includes effective communication with the worker. Working at external locations encompasses two main areas, working in the homes of clients and working in public areas. Disability service workers often confront additional risks when working in public places and client’s homes as these environments are less predictable than centre-based environments. Use the â€Å"working at external locations risk assessment checklist† attached on the next page in managing external working situations. Before the visit, make sure your supervisor knows where you are going and leave crucial information such as the name and address of who you are visiting, time and length of visit, agreed alarm password, any change to your timetable and your proposed route. Also check that your mobile phone is on, has battery and is working. When travelling to and from the client’s home, keep the car doors locked while driving, have enough petrol, do not walk in deserted places and walk in the centre of the footpath. When you arrive at the visit, be observant, do not enter if there are any potentially aggressive animals, check the locking mechanism on the gates and before knocking, listen for arguments or anything that may make the situation unsafe. After your visit, report any incident to your supervisor or manager, document incidents in the client notes, report to the office regularly and ensure you and your manager have designated call intervals if you don’t return on time. These steps are fundamental in working safely at external locations. If at any time a client’s circumstances change, you should discuss the changes with a supervisor to have another risk assessment completed. Working at External Locations Risk Assessment Checklist Risk Areas| Risk Present| Actions/considerations| The Length of Time the Person may be Working Alone| | | * How long allocated for each job? | | | * Is it a reasonable time for the person to be alone? | | | * Is it reasonable for the person to be alone at all? | | | The Time of Day when a Person may be Working Alone| | | Is there increased risk at certain times of day? | | | Communication| | | * What forms of communication does the person have access to? | | | * Is voice communication essential for the safety of the person? | | | * Will the emergency communication system work properly in all situation? | | | * If communication systems are vehicle-based, what arrangements are there to cover the person when he or she is away from the vehicle? | | | The Location of the Work| | | * Is the work in a remote location? | | | * What is the form of transport? Employee/volunteers hold valid driver’s licences for the class of vehicles and licences are recorded and verified annually| | | | Vehicle records of registration, insurance, fuel, mileage and servicing and parts replacement are maintained and regularly checked| | | | A roadside assistance scheme such as NRMA is in place for all facility vehicles| | | | Prior to leaving base, drivers check fuel levels and visually inspect tyres| | | | Vehicles are routinely serviced and a fault mechanism is in place| | | | Random checks are conducted for vehicle condition and safety| | | | A crash kid is kept in each facility vehicle with nstructions a report card, first aid advice, and emergency telephone numbers| | | | A crash reporting and investigation system is in place| | | | A crash database is in place| | | | Crash test ratings and safety devices are considered prior to vehicle purchase or lease such as dual front seat airbags, side airbags in driver seat, anti-lock breaking systems, three-point seatbelts, adjustable head rests| | | | Passenger safety issues are considered in bus purchase or lease, such as hydraulic devices, fold down steps and handles to assist passengers to get on and off, secure wheelchair storage and shopping storage, seatbelts, sufficient room between seats and slip resistant steps and floor surfaces| | | | Cargo barriers in place in station wagons and hatchbacks| | | | Considering wiring daytime running headlights to the ignition| | | | Heavy or bulky freight stored in boot or separated from passengers by cargo barriers| | | | Procedures in place for drivers of vehicles, such as speed limits, fatigue management, alcohol and drug use| | | | Consider equipping vehicles with first aid kids, fire extinguishers, safety triangles and safety vests| | | | Consider driving p erformance review as part of work performance review| | | | Transporting clients| Yes| No| Comment/Action | Client profile is assessed prior to transport and if necessary an additional escort is provided| | | | Drivers who are not familiar with the client should be provided with information regarding the client so that they are aware of physical and behavioural limitations| | | | Drivers use the curb side lane so that they can pull over easily in an emergency| | | | Means of emergency communication are accessible in vehicle| | | | Drivers are trained in emergency procedures such as pull over, immobilise car, retreat to safe place and call for back up| | | | Clients are not seated directly behind the driver| | | | Potential weapons such as cigarette lighters, are removed and objects such as fire extinguishers are stored in the boot| | | | Employees and volunteers who regularly transport clients are trained in first aid| | | | Drivers are aware of location of medical centres and emergency departments in areas where they are transporting clients| | | | Clients wear seatbelts| | | | Childproof locks are used when transporting children and clients with dementia| | | | Ensure that employees and volunteers who transport clients in private vehicles have comprehensive insurance and notify their insurance company of the activity| | | | Employees and volunteers are trained in manual handling techniques specific to moving people with physical limitations or disabilities and equipment such as wheelchairs, in and out of vehicles| | | | 5. Client aggression and violence Workplace violence is defined as any incident where a worker or manager is abused, threatened or assaulted in situations related to their work. Client related violence is described as violence or aggression displayed by a client of a service, towards the workers, when trying to provide support services to the client. Workplace violence includes acts such as physical assault, including spitting, verbal abuse or threats, threats with a weapon, sexual assault, robbery and vandalism. The main objective when dea ling with client aggression and violence is to prevent the behaviours in a positive way. Violent or aggressive behaviour on the part of a client in the workplace may result from both client and worker related issues: * Communication difficulties eg inability to express needs verbally to carers * Health problems eg physical illness, pain * Fear eg not being informed of changes * Environment eg amount of people, noise levels * Emotional, psychological, psychiatric eg feelings of frustration or depression * Poor self esteem * Experience of abuse * Limited knowledge or lack of information provided to workers about triggers for individual clients * Unsuitable workplace practices * Poor match between worker skills and client needs * Behaviour support plan not updated or followed Client related violence in the workplace may be minimised by: * Thorough assessment procedures with new clients * Workers trained, supported and following behaviour support plans * Client management/individual plans updated and reviewed regularly * Reassessment procedures if client circumstances change * Provision to clients and their carers of information about rights and responsibilities to behave in an appropriate manner * Matching of skills and abilities of workers to client needs * Provision of information and training to workers as part of induction and ongoing training programs * Adequate staffing levels * Appropriate client placement The action you take in the event of client related violence will depend on a number of factors. A useful strategy for assessing a situation is by using the THREAT model T| Do I feel threatened? | H| Am I hidden? | R| Am I at Risk? | E| Is there an Escape Route? | A| Can I raise the Alarm? | T| Am I working at a risky Time? | The earlier potential aggressive behaviour is identified, the greater likelihood of successfully de-escalating violence and keeping everyone safer. It is important to remain as calm as possible and know your options. You should leave the situation when you feel * you do not have the skill to deal with the situation * your deescalating attempts are not working * you endanger others by staying when you are alone with an actively aggressive or violent client If the situation is moving towards physical violence, without putting your own safety at risk, try to reason with the client using non-confrontational language, and utilise the client’s management plan fo r the behaviour. Do not try to physically stop them damaging property and do not try to restrain the individual. Be ready to leave if you cannot de-escalate the client’s behaviour and there is risk of physical harm or lives are at risk. You may have to call the police. Example of Violent incident report form 6. Emergency Procedures In the event of a fire or bomb threat or any other emergency, safe evacuation of yourself and others around you, from the source of the emergency is the main priority. Type of Emergency| Response Procedures| Fire/smoke| -Close all doors and windows to isolate spread of fire and smoke-Investigate the cause of the burning/smoke smell-Rescue/move persons in immediate danger to safety-If fire has not been confirmed, warn others in the area but do not shout â€Å"fire†-Report to supervisor or manager when you discover the smell of smoke -If fire has been confirmed, rescue/move persons in immediate danger to safety-break glass alarm and push button-report emergency to supervisor immediately-if safe to do so, extinguish fire-call 000 for fire brigade services-ensure staff members proceed to main entrance and follows evacuation route-ensure prompt and orderly removal of patients and visitors| Bomb threat by phone, mail or person on site| -do not use mobile phones, cellular phones or two way radios for communication in the threat areaIf you are the recipient of the call, do not interrupt and do not hand up at end of call-let caller finish message-keep responses to one or two words only- tr y to pass message to co-worker without alerting caller or causing panic-try to keep caller in conversation. Be sympathetic and ask for repeats of the conversation-stress that there will not be time to evacuate all patients from the area-stress innocent victims present-take note of the timeIf you are the recipient of the mail, take particular time and method of receipt of the item-keep item but minimise handling and handle by edges only-immediately notify supervisor or manager-be available for police interview when required If threat is on site, evaluate the person making the threat:-is the person complaining about the workplace or particular staff? -is the person under the influence of alcohol or other drugs? -was the threat made in a joking manner? -take particular not of appearance, clothing, ge and identifying marks-immediately notify supervisor who will call 000- be available for police interviewAvoid panicEvacuate all persons to safe area as advisedEnsure no persons return to danger area until all clear given from emergency servicesBomb search is not mandatory but is desirable -do not touch any suspect item found-always search in pairs-listen to any sound out of character| 7. Manual Handling Manual handling is any lifting, moving, pushing, or pulling that requires a worker to exert physically activity. Manual handling hazards A hazard is something with the potential to cause injury or disease to people, damage to property, or disruption to productivity. Hazards arise from the workplace environment, such as the use of plant and equipment, poor work design, inappropriate systems and procedures, or human behaviour. Examples of manual handling hazards in the aged care and disabilities sectors can include: * Lifting tasks such as moving a person in bed, assisting to stand, transferring to a chair or wheelchair and lifting objects * Pushing/pulling tasks, such as pushing trolleys and wheelchairs, moving shower chairs, and dressing clients * Carrying trays and other items * Reaching and postural tasks such as feeding a person and showering * Restraining tasks The risk factors for manual handling are influenced by: * Postures adopted * Movement undertaken Forces exerted * Environmental conditions such as underfoot conditions, lighting and heat * Duration and frequency of the task In people handling, the risk is also affected by: * The ability of client to support/control part/whole of the body * Predictability in movement or behaviour * Res istive or aggressive behaviour * Pain levels * The clients ability to follow instructions * Any equipment attached to the client eg catheters, IVs etc * Client clothing There are a number of ways to identify manual handling hazards, including: Check injury/hazard reports Check injury, incident and hazard reports for injuries or hazards related to manual handling. Consult with employees, supervisors and health safety representatives It is important to ask a range of employees to take into account different levels of experience and physical characteristics. Consultation should include: a) Asking employees about which manual handling tasks they consider may lead to physical strain b) Talking to supervisors about any difficulties they are aware of that staff have experienced carrying our manual handling tasks c) Consulting with health and safety representatives on manual handling problems that they have become aware of as part of their functions Look at tasks Carry out workplace inspections and identify any relevant contributing factors eg slippery floors and observe the manual handling tasks Collect information From checking injury/hazard reports, asking other people in the workplace and looking at the tasks you can collect information on a) Tasks performed, eg changing a tyre b) Age and gender distribution of those injured through manual handling c) Occupation, department or section of those injured or involved in the manual handling d) Geographical location where the injury or complaint occurred, tupe of injury e) Any other relevant information Look for trends From the collected information, identify trends or common problems by sorting it into the categories listed in the above section. For tasks – trends may show the presence or lack of risk factors across the various activities that comprise a task. For occupations, departments or sections – trends may show risk factors in a range of activities done by people working in these areas. A high number of accidents or complaints for an occupational group may also indicate a greater likelihood of injury. For age and gender categories – trends may indicate particular employee groups who are most at risk. For locations – trends may indicate problems from lack of space, poor lighting or uneven work surfaces For types of injuries – trends may highlight that the injuries are cumulative in nature. Check injury/hazard reports, check injury, incident and hazard reports for injuries or hazards related to manual handling. Statistics issued by the Australian Safety amp; Compensation Council * The most common injury of all serious claims was sprains of joints and adjacent muscles * Manual handling mechanisms (body stressing) were the cause of 41% of all serious claims with 18% lifting objects and 15% handling objects * The most common claim from manual handling was with Falls (13%) * Every year in NSW approximately 17,000 people are seriously injured or suffer from illness related to manual handling 8. Infection Control Staff and volunteers may be exposed to infectious diseases as part of their work due to the undertaking of personal care or cleaning activities or due to the close proximity to clients. Infectious diseases can be defined as â€Å"a disease that can be transmitted from person to person or from organism to organism and is caused by viruses and bacteria. † They may cause short term illness such as a cold or a longer term condition such as hepatitis. Compliance with standard precautio ns has been shown to significantly reduce the risk of exposure. A high standard of personal hygiene is essential and the following practices should apply to all workers and other persons: * Hands must be washed after contact with blood and body fluids/substances and before eating, drinking or smoking * A mild liquid hand wash with no added substances which may cause irritation or dryness should be used for routine hand washing * To minimize chapping of hands, use warm water and pat hands dry rather than rubbing them * Liquid hand wash dispensers with disposable cartridges including disposable dispensing nozzle are preferable to refillable containers which may predispose to bacterial colonization * Repeated hand washing and wearing of gloves can cause irritation or sensitivity leading to dermatitis or allergic reactions. This can be minimized by early intervention including assessment of hand washing technique and the use of suitable individual use hand creams * Water impermeable gloves must be readily available to all workers and worn when likely to be expose to blood or other body fluids or contaminated materials. The wearing of gloves substantially reduces the risk of hands being contaminated with blood and other body fluids. Hands must be washed and dried immediately after removing gloves as gloves cannot guarantee the prevention of skin contamination and they may not remain intact during use * Gloves should be removed and replaced once the specific task is finished * Waterproof aprons or gowns should be worn when clothing may be contaminated * Surgical marks and protective eye wear should be worn where eyes and or mucous membranes may be exposed to splashed or sprayed blood or other body fluids * Cuts of abrasions on any part of a workers body must be covered with waterproof dressing at all times 9. Employee Duty of Care 10. 1 What is my duty of care as an employee? All employees have a general duty of care to ensure their own safety and health at work. They also have a general duty of care towards others, to ensure their own actions or inactions do not put others’ safety or health at risk. The duty of care applies to anyone who can reasonably be foreseen as likely to be injured by an act or omission. This means you not only have to work safely yourself but you must also ensure that your actions do not affect the safety or health of others. You are also obliged to remove or report any unsafe conditions you see in the workplace. Unsafe acts by others must also be stopped or reported if necessary. 10. 2 How careful do I have to be? You must take the amount of care a reasonable person would be expected to observe. Basic principles are that, firstly, the standard of care required would rise with the seriousness of the injury that could result from carelessness. Secondly, the greater the likelihood of injury, the greater the care that should be taken to avoid it. And thirdly, the easier it is to avoid injury, the more reasonable it is to expect that appropriate measures will be taken to ensure no injuries occur. 10. 3 Who do I have a duty of care towards? The principle of having a duty of care applies to all workers, supervisors, managers and employers at all levels including corporations. It is aimed at preventing anyone from being killed, injured, or contracting an illness because of conditions in the workplace. Under the legislation, gross negligence occurs if offenders knew their contravention of the Act was likely to cause death or serious harm to a person to whom they owned a duty of care, and they acted – or failed to act – in disregard of that likelihood, resulting in death or serious harm to that person. 10. 4 What must I do if I see something wrong happening? Every person working must immediately report to their supervisor any potentially serious occurrence that arises in connection with their work as well as any situation they believe could be a hazard. In turn, the supervisor must immediately advise the manager of the report. This includes near-misses as well as actual hazards. Any injury suffered must be reported to ensure action is taken and to prevent further injury by similar hazards. 10. Work health and safety legislation and Codes of Practice New work health and safety (WHS) laws commenced in NSW on 1 January 2012. The WHS laws replaced the occupational health and safety (OHS) laws in NSW. From 1 January 2012, WorkCover administers and provides advice on the: * Work Health and Safety Act 2011 * Work Health and Safety Regulation 2011. The WHS Act sets out the legal obligations that must be complied with to provide for the health and safety of works. The aim is to provide all workers in Australia with the same standard of health and safety protection regardless of the work they do or where they work. The WHS Regulations specify the way in which some duties under the WHS Act must be met and prescribes procedural or administrative requirements to support the WHS Act. Codes of Practice provide practical guidance on how to meet the standards set out in the WHS Act and the WHS Regulations. Codes of Practice are admissible in court proceedings as evidence of whether or not duty under the WHS laws has been met. They can also be referred to by an inspector when issuing an improvement or prohibition notice. It is recognised that equivalent or better ways of achieving the required work health and safety outcomes may be possible. For that reason, compliance with the Codes of Practice is not mandatory providing that any other method used provides an equivalent or higher standard of work health and safety than suggested by the Code of Practice. 11. Record keeping and filling in forms Employers are required to keep health and safety records organised and available for reference. Examples of documentation include training activities, first aid treatments, and incident investigations. Written records and statistics can help: * Identify trends for unsafe conditions or work practices so you can take steps to correct these potential hazards * Provide material for education and training * Provide documentation in case a WorkSafe NSW officer requests it or if an incident occurs and you need to prove that you did all you could reasonably to prevent it Maintain records and statistics for the following: You must keep records of consultation on safety matters with your workers * Health and safety program reviews can help you track the progress of your program * Worker orientation records can help ensure that workers are getting the education and training they need * Inspection reports can provide historical information about hazards your b usiness has encountered and how you have dealt with them * Monthly meeting records can help monitor how promptly and how well â€Å"action items† have been carried out * Incident investigation reports can clarify which hazards have caused incidents and how they were controlled * First aid assessments can help determine the first aid requirements for your workplace * First aid records can provide injury statistics that will help prioritise health and safety efforts Statistics that may be of value include the following: * Number of incidents and injuries each year * Number of workdays lost each year Cost to your business from workplace injuries each year In all work places and industries you have to fill in forms. Forms are a way for management to gather information and find out what is going on. Types of forms include: hazard reports, first aid reports, records of illness or injury, timesheets, and shift handover reports are some examples to name a few. Tips for filling in for ms: * Look at the whole form first before you start writing to give you an idea of what you have to write * Do the short bits you know first * You don’t have to write in sentences. Dot points will do * You need to read the questions carefully * Your writing must be clear so others can read it * Check your spelling

The tender laws of England Essays

The tender laws of England Essays The tender laws of England Essay The tender laws of England Essay Dickens talks about a pauper old woman, who was rendered rather misty by an unwonted allowance of beer and a parish surgeon who did such matters by contract. Dickens is trying to say about the appalling and uncaring and inadequate medical attention in workhouses. Boards generally employed the cheapest doctors. Dickens refers to Oliver as A new burden imposed upon the parish. This seems to be not Dickens view but the view of those who managed the workhouses and society in general. Dickens explains that the nurse had been drinking from a green glass bottle, the contents of which she had been tasting in a corner with evident satisfaction. Dickens views of the people who were meant to be taking care of others were not high. He thinks they are inadequate for the job, are selfish and dont care about who they are meant to be looking after. Dickens writes about Olivers mother. He says, She imprinted her cold white lips passionately on its forehead. The use of the word passionately stands out at this point because it is the first positive image so far in the novel. Dickens is trying to show how badly unmarried poor mothers were treated in the mid 1800s. The doctor states that Oliver is likely to be troublesome. This is shocking to the reader, as it is doubtful that he is to be any more troublesome than any other newborn. At the end of the first chapter, Dickens expresses that Oliver s a parish child- the orphan of a workhouse to be cuffed and buffeted through the world- despised by all, and pitied by none. Poor orphans had a very bad status in the mid 1800s as people thought it was their own fault they were poor. Dickens is sarcastic when he says that Oliver was left to the tender mercies of church wardens because Christian officials should be kind and helpful towards poor people, yet these people were to punish them. In the opening of Chapter 2 it says, Oliver was the victim of a systematic course of deception Dickens is trying to give his readers the message that Oliver has been a victim from birth.

Past Does Matter Essay Example | Topics and Well Written Essays - 500 words

Past Does Matter - Essay Example The Autobiography of Benjamin Franklin can be considered as a most valuable treasure not only for the American society of this century but also for generations to come. The writer gives different interpretation of the concept of success in this work. The author is one of America’s founding fathers but he is not a born leader. He has attained success of such a magnitude by dint of his hard work and strength of character, â€Å"having emerged from poverty and obscurity† (Franklin 3). His success story is a saga of incessant hard work and dedication by which Franklin has been able to rise from humble beginnings to a world renowned leader and the younger generations of this nation can draw a lot of inspiration from his exemplary life. Though born into the poor family of a candle maker, Franklin had a passion for reading and writing right from the early stages of his life. His unabated zest made him read each and every book he could lay his hands on, with the intention of be coming a writer. His family did not have the resources to afford proper education for their children. However, this did not drench his spirits and he became a self taught man. He began writing anonymously at the age of fourteen because he was sure that his brother would not publish him in his newly started newspaper.

Underground Railroad and a Life of Freedom Research Paper

Underground Railroad and a Life of Freedom - Research Paper Example The Underground Railroad solely existed owing to the existence of the institution of slavery in the United States of America. It intended to help and aid many people who wanted to escape a life of slavery and was run by people who were willing to help the escaping slaves. The life of the slaves happened to be very unhappy that involved much harassment, torture, pain, suffering and danger. Thereby it was but natural that many slaves wanted to run away from a life of misery and pain. There were many people during the days of slavery who believed that slavery was wrong and cruel. Thereby they were willing to put their lives at risk to help and aid the escaping slaves. The Underground Railroad was run and aided by varied kind of people and individuals. These included both blacks and whites and people hailing from both the Slave States and the Free States. Many free black people, white people and even slaves served as engineers and conductors whose life purpose was to help people caught i n a life of slavery (Calarco 287). The large free black populace residing in Baltimore and free blacks located in other places willingly provided help and assistance to the slaves escaping from the Southern States (Calarco 307). Many Quakers, abolitionists and other white people helped the railroad because irrespective of being white, they regarded slavery to be an unethical, immoral and cruel practice (Calarco 54). Associating with the Underground Railroad was indeed fraught with much risk and danger.

Gender differentiation Essay Example | Topics and Well Written Essays - 2750 words

Gender differentiation - Essay Example Throughout the years, gender is a sensitive and controversial topic of discussion as it borders from its political correctness to the personal opinions of different people. Gender is part of everyone’s lives, it is an important concept that everyone can relate to.One of the most promising aspects of sociological studies is in the realm of gender. Every other person is affected by this concept, whatever the gender of the person may be. Throughout the years, gender is a sensitive and controversial topic of discussion as it borders from its political correctness to the personal opinions of different people. Gender is part of everyone’s lives, it is an important concept that everyone can relate to. With this, gender has been associated with different aspects of differentiation within the society, whether it be on a micro-level, such as family responsibilities, to a more macro-level that impacts the society, like employment. This paper will explore the different relations of gender with the society. Gender plays an important role in the different aspects of the society. Gender, in fact, can direct changes to the norms of the society. Gender is not only significant in one’s personal identification but also an important aspect in one’s relation with the society, based mainly on cultural differences. Gender is related to the concept of sex although it is to be emphasized that they are not interchangeable with each other. Sex is more of a biological concept while gender is more of a social concept. The issue of gender identity has been more prominent nowadays as the world faces different social transformations. This can be seen through employment patterns and parenthood (Diaz-Andreu & Lucy, 10). Social identification and personal point of view on identity are important aspects of living. It becomes our mark on the world, and it becomes how we are known for. Although social identification is largely associated with the society, it has a bearin g in one’s personal view of identity. Knowing one’s gender or being identified in such manner is important on how one lives his life. Social acceptance of gender identities is also significant in the personal and social growth of an individual. This is where identity starts, on how one sees himself as seen by his community. This is an important aspect of developing personal growth, and since one’s personal growth affects the society, then it becomes an important aspect in the growth (or stagnation) of the social views of the community. Gender is an important concept in the social world. It shapes identities, not only of the individual but of the society as well. Gender affects how one views himself and other people. It is an important aspect in social interaction. Gender, in fact, shapes social interaction, depending on how one individual sees other people and how one behaves towards another. Gender also impacts social institutions as it creates new concepts and new social rules and practices significant enough to change the society’s perspective. Society and gender cannot be discussed without one another as one concept affects the other. This is an important note to be remembered as the study of gender develops. As one understands gender, one needs to understand the social world and vice versa. Both concepts develop within one another’s changes. Unlike before, gender is related more on the cultural perceptions rather than biological setup of an individual. Sexuality has evolved to a socially constructed concept. Gender is defined to be the psychological, social and cultural aspect of maleness and femaleness (Wharton, 6). This implies that socialization has a big impact on gender identification. The concept of gender is a process, it changes between the years of its study. Prior to recent developments, gender is closely related to the biological and social concept of sexuality. This shows that gender is not a fixed concept. I t varies from the cultural and social perspectives of its study. As it encompasses all individuals of all social structures, gender is a multilevel phenomenon (Wharton, 7). Social processes and social institutions both shape and are shaped by gender. The study of gender has opened the roads to the study of feminism. In fact, most gender studies are about females than males. But gender is not only

Issues In Sport And Touch Football Sociology Essay

Issues In Sport And Touch Football Sociology Essay This research explores the way gender is perceived and constructed within the examined roles of touch football referees, with the aim of investigating gender equity relative to the participation and experience of female referees in touch football. The key questions of this thesis emanate from concerns around the equitable distribution of officiating sports roles. This concern also extends to individuals who may want to shift from participating in sporting activities just as participants to officiating in sports. Officiating and volunteering roles in sport have typically been highly gendered, with females over-represented in lower status roles. Females have tended to dominate the non-paid volunteer positions in sporting operations, while males are typically over-represented in leadership roles. This inequity has been strongly rallied against by researchers who have adopted a gender focus in their research. This thesis contends that the sporting practice of touch football, whilst considered by many to be a sporting practice that is reflective of current societal norms and values, could benefit from a gendered analysis. In order to operationalise the research, a case study approach was adopted which examined the role of female referees officiating in a locally-based senior mixed touch football competition. The role of referees in the local touch football competition presents a number of unique factors which are highly beneficial to this study. Refereeing in the competition is open to both males and females in the mixed competition. The selection of referees is through an administrative process that involves a number of relevant processes that draw on broader gender equity issues such as credentialism and professionalism, as well as simple gender bias. Theoretically the research approach has drawn on elements of the work of Norbert Elias, in particular the concept of figurationalism, and also the post-structuralist approach from Actor Network Theory [ANT]. The methodologies and analysis explore the site of touch football in a small rural setting through engaging with the touch football participants experiences of playing and officiating in the role of referee in the competition. The research is significant for several reasons and at different levels. First, Australian Government policies such as the Active Women: National Policy for Women and Girls in Sport, Recreation and Physical Activity, 1999-2002 (1999a), and How to include Women and Girls in Sport, Recreation and Physical Activity: Strategies and Good Practice (1999b) require Australian sport institutions to foster sporting cultures that allow and value the full involvement of females in every aspect of sport. Second, societal practices that support inequities are persistent and will re-emerge as dominant forms if they are not subjected to critical examination and leadership given for just change. Third, at a game administration level, gender equity is identified as a key strategy to ensure the long-term growth of the sporting practice by ensuring equal opportunities in all aspects of the game. Fourth, at a game and individual level, the inclusion of an appropriate gender mix will help to neutralise unwanted masculine traits of overt aggression and sexist behaviour from the sport. Female participation in the referee role that is reflective of the female player cohort will arguably help to shape the sporting practice to reflect the shared values of a mixed competition, focusing on the positive social and physical benefits of the game. Last, the research area is of keen interest to the researcher and is an area of inquiry where there is prior knowledge of the location of roles within the sporting practice, and a capacity and ease for the researcher to engage with those involved at the local level. 1.2 Research hypothesis This thesis seeks to explore whether a gendered approach to examining a local touch football competition will assist in improving the outcomes of both males and females in relation to officiating within the sport. Therefore, this thesis is concerned with the equitable representation of female referees in the local mixed touch football competition. Individuals understandings of gender differences within the role of referee and applicable strategies to address gender equity will frame the thesis. This thesis is best read as a preliminary analysis of gender equity in refereeing within the sporting practice of touch football. The research is approved by the CQUniversity Human Research Ethics Committee [H12/02-019], Queensland Touch Association and Central Queensland Touch Association. 1.3 Research background 1.3.1 Key concerns in sport Sport has historically attracted considerable attention from social theorists and commentators, with approaches ranging from macro and meta-analysis of sporting behaviours and outcomes to micro approaches that examine the everyday and mundane elements of sport. This thesis adopts a gendered, post-structuralist approach to exploring the key issue of gender equity in the roles of officiating in sport. In the next section, a background will be given of the key concerns that helped shape the research process and an introduction to touch football will assist the uninitiated to the sporting practice. An elementary understanding of the sporting practice, together with a familiarity with the general history and values embedded in the sporting practice will assist in a reading of the research. 1.3.1.1 Gender in sport The research adopts a gendered approach as gender is seen as an important social construct. The construct of gender can be used to uncover and understand better sporting practices, offering an opportunity to improve the individual and collective outcomes that are associated with particular sports. The sociology of gender has developed in line with successive waves of the feminists movement and creates an intellectual endeavour in its own right (Weedon 1997). This thesis uses a working definition of gender as a system of social practices as a means to interrogate the social arrangements of touch football (Ridgeway and Smith-Lovin 1999, p. 192). The gendered social practices establish and maintain gender distinctions, differences and inequalities. Relationships between actors are organised to some extent on those distinctions, differences and inequalities. Gender represents those social, cultural and psychological traits linked to males and females through particular social contexts an d translations. Debate remains on all elements that comprise feminist theory, but basically, the consensus is that a theory is feminist if it can be used to contest a status quo that is damaging to females (Chafetz 1988; Hall 1996). Feminists work through various avenues to increase females empowerment. Feminists accept the goal of ending sexism by empowering females (Weedon 1997), though there is a great deal of disparity about how that goal can be achieved. One interpretation is that there are numerous femininities and masculinities which are more multiple than singular or bi-polar expressions of gender. Miller (2009, p. 127) contends masculinity [and femininity] is best viewed not as a property or an essence, but as a series of contingent signs and practices that exercise power over both males and females, and to know it is to shift it, not just to love it. The processes and relationships through which males and females conduct their gendered lives should be the focus of researchers (Connell 2005). Males and females cannot be defined as being a certain gender, as their gender is a fluid aspect of their identity that is not constrained to one of a finite number of gender categories. However, outcomes for males and females differ, which subsequently introduces a challenging tension with conceptualisations of gender as subjectively fluid and yet objectively presenting as correlated to differing outcomes. The demand to formulate opportunities for females to successfully compete in sport then becomes both complex and highly disputed (Hall 1996; Hargreaves 1994). This is illustrated in debates over separatist sporting activities as opposed to mixed competitions, or with regards to the imbalance in media representations of females sport compared to males sport. As a clear reminder of the relevancy of gender equity in sport, the World Economic Forums Global Gender Gap Index shows that Australia is ranked twenty-third out of one hundred and thirty-five nations on a series of gender-based disparities, with a considerable decline in the relative progress (Hausmann, Tyson, Bekhouche and Zahidi 2011). 1.4 Research approach why studying touch football is important The research involves a case study of a locally-based senior mixed touch football competition. The next section provides a contextualisation for the research by describing key elements of touch football. A brief history of the game of touch football in Australia is also presented. 1.4.1 Key elements of touch football 1.4.1.1 Getting to the field of play  [1]   1.4.1.1.1 The playing field and the ball Touch football, also known as touch rugby or touch, is typically played on a rectangular field, and measures seventy metres in length from score line to score line  [2]  and fifty metres in width (Touch Football Australia 2007). The playing surface is normally grass however, other surfaces may be used. The game is played with an oval, inflated ball slightly smaller than rugby league and rugby union balls. The official ball size is thirty-six centimetres long and fifty-five centimetres in circumference (Touch Football Australia 2007). 1.4.1.1.2 Mode of play The aim of the game of touch football is for each team to score touchdowns  [3]  and to prevent the opposition from scoring (Touch Football Australia 2007). The ball may be passed, flicked, knocked, handed or thrown [but not kicked] sideways or backwards between teammates who can run or else move with the ball in an attempt to gain territorial advantage and score (Touch Football Australia 2007). Defending players prevent the attacking team  [4]  from gaining a territorial advantage by touching  [5]  the ball carrier or attacking players may initiate touches at which point, play stops and is restarted with a roll ball  [6]  (Touch Football Australia 2007). 1.4.1.1.3 Possession Unless other rules apply, the team with the ball is entitled to six touches prior to changing possession with the opposing team (Touch Football Australia 2007). Following the sixth touch or the loss of possession due to any other means, players of the team losing possession are to hand or pass the ball to the nearest opposition player, or place the ball on the ground at the mark  [7]  without delay (Touch Football Australia 2007). Attacking players who ask for the ball are to be handed the ball. Players are not to delay the changeover procedure. 1.4.1.1.4 Defending From the tap  [8]  for the start of the game or from a penalty, the defending team must be at least ten metres from the point of the tap (Touch Football Australia 2007). After making a touch, the defending team must retreat the distance the referee marks, at least five metres from the mark where the touch occurred, and remain there until the half  [9]  touches the ball (Touch Football Australia 2007). If a player does not retreat the entire distance the referee marked, they are considered offside. If a player makes an attempt to defend whilst inside this distance, they will be penalised. 1.4.1.1.5 Scoring A touchdown is awarded when a player [without being touched and other than the half] places the ball on the ground on or over the teams attacking score line and within the boundaries of the touchdown zone  [10]  (Touch Football Australia 2007). A touchdown is worth 1 point. The team who at the end of play has scored the most touchdowns is declared the winner. In the event of neither team scoring, or in the event of both teams scoring the same number of touchdowns, a draw is declared. 1.4.1.1.6 The half The half [or acting half] is subject to a number of restrictions that do not apply to other players. If the half is touched with the ball, the attacking team loses possession. The half cannot score a touchdown since trying to do so results in a change of possession. If the half takes too long to retrieve the ball, the referee can call play on and defenders are allowed to move forward before the half has touched the ball. 1.4.1.1.7 Commencement/recommencement of play Play is started by a tap at the beginning of each half, following a touchdown and when a penalty is awarded. The tap is performed by an attacking player placing the ball on the ground at or behind the mark  [11]  , releasing both hands from the ball, touching the ball with either foot a distance of not more than one metre and retrieving the ball cleanly (Touch Football Australia 2007). The defensive team must stay at a minimum distance of ten metres from the mark during the tap, unless they are positioned on their own score line. The defensive players can move after the ball carrier has touched the ball with their foot. The player who has performed the tap may be touched without losing possession. The attacking side must be positioned behind the ball when it is tapped. The attacking side may move the ball up to ten metres directly behind the given mark when taking a penalty tap. In this case, the defending side must still remain ten metres from the original mark, not the new mark . 1.4.1.1.8 Player attire All participating players are to be correctly attired in team uniforms. Uniforms typically consist of upper apparel [t-shirts or polo shirts], shorts [or briefs for female players] and socks with footwear (Touch Football Australia 2007). Shoes with screw-in studs are not to be worn by any player. Light leather or synthetic boots with soft-moulded soles are permitted, as long as individual studs are no longer than thirteen millimetres (Touch Football Australia 2007). All players are to wear an identifying number clearly displayed on the front or rear of the upper garment (Touch Football Australia 2007). Players are not to participate in any match while wearing any item of jewellery. Long or sharp fingernails are to be trimmed or taped. 1.4.1.2 Administration of touch football 1.4.1.2.1 The referee, line judges and touchdown zone officials, and the importance of the whistle Touch football must have at least one referee to officiate the game but most major games encompass one central referee and two sideline referees, who interchange roles constantly throughout the game (Touch Football Australia 2007). The central referee is the sole judge on matters of fact and is required to arbitrate on the rules of the game during play (Touch Football Australia 2007). The central referee may impose any sanction necessary to control the match and in particular, award penalties for infringements against the rules (Touch Football Australia 2007). Line judges and touchdown zone officials assist the central referee with tasks associated with sidelines, score lines and touchdown zone lines, and other matters at the discretion of the central referee. Their normal duties include indicating the ten metres distance for taps from a penalty, controlling substitutions, matters of backplay and other advice when sought by the central referee (Touch Football Australia 2007). The central referee must have a whistle to control the game. The start of play and a touchdown are signalled by long whistle blasts. A sixth touch, short whistle blast and the end of play, a long, fluctuating whistle blast (Touch Football Australia 2007). The standard whistle in Australia is the Acme Thunderer fifty-eight point five. 1.4.1.3 Rules of the game 1.4.1.3.1 Team composition and substitution A team consists of fourteen players, no more than six of who are allowed on the field at any time (Touch Football Australia 2007). In mixed competitions, the maximum number of males allowed on the field of play is three (Touch Football Australia 2007). The minimum male requirement on the field of play is one (Touch Football Australia 2007). Players may substitute at any time during the game in keeping with the interchange procedure (Touch Football Australia 2007, p. 10). There is no limit to the number of times a player may interchange, but substitutions can only be made from players who are registered at the commencement of the game (Touch Football Australia 2007). 1.4.1.3.2 Duration The match is forty-five minutes duration, entailing two twenty minute halves. There is a five minute half time break. When time expires play is to continue until the ball next becomes dead  [12]  (Touch Football Australia 2007). Should a penalty be awarded during this period, the penalty is to be taken. 1.4.1.3.3 Competition points Points are awarded in competition matches throughout the season. Teams are awarded three points for a win or a bye, two points for a draw and one point for a loss or a forfeit (Touch Football Australia 2007). 1.4.1.3.4 Penalty A penalty is to be awarded for an infringement by any player in line with the rules of the game (Touch Football Australia 2007). For example, a penalty is awarded to the non-offending team if the ball is passed forward, a touch and pass is committed, a player does not perform the roll ball at the mark, an obstruction is committed, a defending player does not retreat in a straight line to an onside position, a player is offside [on-field player or substitute], and a player acts in contradiction of the rules or spirit of the game (Touch Football Australia 2007). 1.4.1.3.5 Positions Teams are split into three positions, two middles [the central players], two wings [the players on either edge of the field] and two links [the players between the wings and middles]. 1.4.1.3.6 Grades Touch football is normally played in four different ability categories ranging from A grade [the most competitive] through B, C and D grade [the most inexperienced and usually the least competitive]. 1.4.2 The history of touch football in Australia  [13]   Touch football has evolved over time and is now considered to be a relatively fast-paced game. Changes in the structure of the sport have enabled the development of touch football to proceed. 1.4.2.1 From humble beginnings The game of touch football has humble beginnings. Historically applied as a training model for rugby league and rugby union teams over the summer months of the 1950s and 1960s, it was originally not seen as a sport in its own right (Touch Football South Australia n.d.). Progressively more people, explicitly males over twenty-five years of age  [14]  , were recruited to touch football teams and formal competitions were established (Touch Football Western Australia 2007; Townsville Castle Hill Touch Association n.d.). The popularity of touch football was credited to the game being considered relatively safe compared to rugby league and rugby union (Touch Football Victoria 2009). Touch football was also considered to be a social activity affording the prospect for participants and supporters to gather in a relaxed sport setting. The first formal game of touch football in Australia was reportedly held in South Sydney, a strong traditional rugby league area (Touch Football Western Australia 2007). The South Sydney Touch Association was formed in 1968 and convened a competition at Pioneer Park, Malabar in that year (Touch Football South Australia n.d.; Touch Football Victoria 2009). Not long after, the sport gained popularity in a number of inner-city areas of Sydney. Consequently, the New South Wales Touch Association was formed in 1972, incorporating the six regions of Southern Suns, Sydney Scorpions, Sydney Rebels, Sydney Mets, Hunter Western Hornets and Northern Eagles, and about 1,500 registered players (Shilbury and Kellett 2006; Touch Football South Australia n.d.). The first country association was in Wagga Wagga, which was formed in 1973, and womens touch football was first played at a representative level in 1979 (Touch Football South Australia n.d.; Touch Football Victoria 2009). Touch football appealed to ex-rugby players retired from the game through age or injury, and to players not willing or capable of playing rugby, but interested in playing a form of rugby (Touch Football South Australia n.d.; Touch Football Victoria 2009). An increased awareness in fitness in the adult population and the availability of former rugby players to take part, all served to develop the game (Touch Football South Australia n.d.; Touch Football Victoria 2009). 1.4.2.2 The development of a touch football identity Subsequently, touch football later appeared in numerous other New South Wales country regions before it became an official sport in Brisbane (Touch Football South Australia n.d.; Touch Football Victoria 2009). From there the game developed in every other State and Territory in Australia, and the Australian Touch Association, now trading as Touch Football Australia, was founded in November 1978 (Touch Football South Australia n.d.; Touch Football Victoria 2009). With the establishment of these associations, game rules came to be standardised. However, a formal rule book was not developed until late in 1980 (Touch Football Victoria 2009). In September 1981, the sport agreed to change its name from touch football to touch  [15]  , though to many the sport has also been known as touch rugby (Touch Football Australian Capital Territory 2007). A number of other changes resulted, such as the introduction of an official touch ball, which is notably smaller than both league and union balls, and the playing field size lessened, seventy metres by fifty metres (Touch Football South Australia n.d.; Touch Football Victoria 2009). Major rule changes occurred during this period, moving from seven players per side, which was implemented in 1980, to six-a-side (Touch Football Australian Capital Territory 2007; Touch Football Victoria 2009). Shortly after, the marker  [16]  was removed from the roll ball and the half was prevented from being able to s core a touchdown (Touch Football Australian Capital Territory 2007). Recently, the Australian Touch Association has rebranded the sport as touch football in an attempt to clarify that it is a sport with a ball (Touch Football South Australia n.d.). While tackles and scrums are not elements of touch football, Touch Football Victoria (2009) suggested employing the term touch rugby lends itself to an impression that the sport may be of a rough, physical nature, which is anything but reality. Touch football was originally played under rugby league laws without activities that comprised hard physical contact (Coffey 2010). The simplicity, skills-based motion and avoidance of full-contact, together with team [social and communication] benefits and minimum equipment requirements, have become distinctive elements of the modern game. 1.4.2.3 Elite competition emerges While the majority of touch football games are played at a local competition level, State level competitions have featured prominently in touch football. The earliest interstate clashes in touch football occurred when the Brisbane Touch Association representative team played the South Sydney team in 1973, 1974 and 1975 (Touch Football South Australia n.d.; Touch Football Victoria 2009). In the development of a standard set of rules for the sport, there has been a history of negotiated arrangements. For example, South Sydney wanted to have interstate matches played ten-a-side but Brisbane would not allow this, and the matches were played eight-a-side on a standard-sized rugby league field, measuring one hundred and twelve to one hundred and twenty-two metres by sixty-eight metres (Touch Football South Australia n.d.; Touch Football Victoria 2009). One of the games in the series was played as a curtain raiser to an interstate rugby league clash (Touch Football South Australia n.d.; Tou ch Football Victoria 2009). Touch football was played as a curtain raiser to the Sydney rugby league grand final in 1976 (Touch Football South Australia n.d.; Touch Football Victoria 2009). In December 1980, the inaugural National Championships were organised on the Gold Coast. This was essentially a contest between New South Wales and Queensland (Touch Football South Australia n.d.). Only three divisions were contested in that year, the open mens and womens, and over thirty-five mens, and included about 700-1,000 officials and players (Touch Football South Australia n.d.; Touch Football Western Australia 2007). By 1995, the National Championships provided for eleven divisions, together with 1,500 officials and players (Touch Football Victoria 2009). Development of the game meant that by 2005 the National Touch League [formerly the National Championships] catered for open, under twenties and senior divisions (Touch Football Western Australia 2007). 1.4.2.4 The rise of Internationalism  [17]   The success of the interstate clashes sparked interest in International competitions. In 1985, the Federation of International Touch was formed in Melbourne with Papua New Guinea, Canada, the USA, Fiji, New Zealand and Australia constituting the first members (Touch Football Victoria 2009). The first recognised International game was a test series played between Australia and New Zealand at the South Melbourne Cricket Ground on 23 March 1985 (Touch Football Victoria 2009). The game has continued to expand overseas with the last World Cup in Edinburgh, Scotland attracting teams from twenty-six countries, including Spain, South Africa, Japan, USA, Scotland, Singapore and the Cook Islands among others (Federation of International Touch 2011a; 2011b). Touch football was a National phenomenon based on participant skill and teamwork, with a degree of fitness thrown in at the elite level (Coffey 2010). The non-contact format that allows participation by all ages and both genders, even in mixed form has helped the sport to gain popularity. 1.5 Referee demand in touch football As mentioned earlier, the development of touch football and an associated playing code for the game has clearly established the role of officials as arbiters of the game. While there is clarity over the need for officials in the touch football competition and a playing code is well established, there is a level of ambiguity in the sporting practice which allows for negotiated changes to the playing environment and to particular interpretations of the rules of play. As is common in most sports, the performance of referees is a discussion point that can cause some levels of concern. Officiating in sports can be a difficult task, particularly in a fast-moving sport in which there is a level of interpretation and limited technological assistance at the local level to aid referees. At a sports administration level, the demand for referees at local sporting fixtures has frequently been mentioned over the past ten years (Touch Football Australian Capital Territory 2009; Touch Football Austr alia 2010b; Touch Football Victoria 2011). The unmet demand has led to the establishment of numerous broad recruitment and retention strategies. The success of these strategies varies within different levels of the sport. This thesis contends that touch football represents more than simply a new game and is in fact, an opportunity to better understand the gendered nature of sporting activities. The thesis sets about this issue through a case study of a locally-based senior mixed touch football competition. The aim is to gain a better understanding of the gendered nature of refereeing roles through personal interviews with participants, together with female referees in the competition. This gendered understanding will arguably facilitate better recruitment and retention strategies for female referees in touch football. 1.6 Structure of the thesis This thesis will explore perceptions and constructions of gender within the roles of touch football referees and suggest ideas for recruitment and retention. Chapter Two examines relevant theoretical concerns proceeding from the work of Norbert Elias and the post-structuralist works of Bruno Latour. It then reviews the literature regarding gender in sport. Chapter Three discusses the research approach that was utilised. It then describes the methods that have been chosen to explore the gendered nature of refereeing roles in touch football and the data analysis methods. It concludes by discussing ethical considerations in the research process and the limitations of the research. Chapter Four describes the findings from the research. The desktop research results are presented first. These results are presented in a quantitative format that empirically describes the gender breakdown of the sport. Second, the qualitative data that was obtained from the in-depth interviews with the eleven members of the touch organisation is presented. This data was compiled after the initial quantitative research was completed in the research process. Participant observation results are presented third. Chapter Five discusses the findings that resulted from the research. The significance of the findings is then discussed. Chapter Six, the conclusion, suggests directions for future research. CHAPTER TWO: Literature Review 2.1 Introduction In Chapter One the preliminary argument is proposed that touch football is a unique sporting practice entailing a continuum of social practices and values that are in many ways gendered. This chapter will broaden this discussion through an exploration of the sociological literature

Sherlock Holmes stories became extremely successful and were enormously :: Free Essay Writer

Sherlock Holmes stories became extremely successful and were enormously popular amongst people. SHERLOCK HOLMES Sherlock Holmes detective stories have been known and loved by people all around the world. Something magical was about the character of Sherlock Holmes that makes him so famous all around the world. Sir Arthur Conan Doyle wrote Sherlock Holmes stories. The author was a young age doctor in 1886 when he set up a medical practice in South sea, Hampshire. With fewer patients, making their way to his surgery there was a lot of free time when he scribbled down some ideas for a story involving a brilliant detective. Conan Doyle had already previously published some short stories and articles and had been working on two other novels when he became fascinated in writing an original detective novel. A Study in Scarlet was the first novel of Sherlock Holmes and was published in 1887. Despite establishing those characteristics of Sherlock Holmes, which was to make it so fascinating to read, the story attracted little attention. About 44 stories and novels have been published of Sherlock Holmes. These stories have been translated to nearly every language. Sherlock Holmes stories became extremely successful and were enormously popular amongst people. There were many reasons for the story to become so popular. The first and the main reason was that Sherlock Holmes was the man who solved all the crimes and always caught criminals. He was like the hero of the people in the Victorian time when crimes were so widespread. London was dark and there was no electricity at that time. People were scared to go out of their houses at night when crime levels were so high. A perfect example of it is jack the ripper. He was a violent murder and targeted pimps and prostitutes. To people’s horror he also use to post body parts to the police. The police could not catch him and people were getting furious with them. There was no safety to the people. In such a situation and environment, the hero for them was Sherlock Holmes. Not only that he always solved the case he also caught the criminals and was against evil. In his fiction stories, he was solving crimes that which people expected from the police in real life. People started getting interested in reading more and more about the character of Sherlock Holmes and the way he solved the case. It was an entertainment for people when they were travelling and there was nothing else to do. Sir Arthur Canon Doyle’s was now starting to run out of stories for Sherlock Holmes and even noted a point in his autobiography: â€Å"The