Trifles Essay Example | Topics and Well Written Essays - 750 words

Trifles - Essay Example at times to keep the victim stay in the relationship because the latter may think that the abusive spouse has improved although it does not happen, and hatred and rebellion develops within the abused spouse. We can judge how that hatred developed within Minnie Wright’s heart, so much so that she was compelled to get rid of her cruel husband, once and for all. Your Highness! Have we ever pondered upon why mostly women are killers in homicides? The reason is the aforementioned fact that when husbands physically or mentally abuse their wives, the latter develop such mental problems and anxiety disorders that lead them to kill their husbands and get rid of the abuse once and for all. We can also assume, in Minnie Wright’s case, that she was so mentally disturbed due to the domestic abuse she was suffering at the hands of her husband, that she did not give the decision of killing him a second thought, and did what she thought was right for her at that moment. Minnie Wright had developed complete hatred for all men, as on one instance she said, â€Å"I’d hate to have men coming into my kitchen, snooping around and criticizing† (Glaspell). This statement shows that she has stereotyped men as beings who are always snooping around and criticizing, which might have been the traits of her husband too. This is the most critical aspect of domestic abuse, that is, the victim starts categorizing other people of the same gender or age as being the same as the abuser. So, Minnie Wright cannot be claimed as a guilty woman, as she was a victim of domestic abuse. Furthermore, there is much evidence that the women have found regarding the domestic abuse. The condition of the kitchen, the quilt, the broken door of the bird cage, and the dead canary, are enough to prove that the couple had had a sever fight before the incident occurred. The statement, â€Å"There was a man around last year selling canaries cheap, but I don’t know as she took one; maybe she did. She used to sing

Government Intervention in Education and the Environment

Government Intervention in Education and the Environment Why do governments intervene? Illustrate your answer with reference to two of the following: health care, education, housing, the environment. Introduction The following paper will analyse the rationale behind government intervention in the areas of education and environment. Government intervention as the term signifies refers to the involvement of the government where it comes to the designing and implementing policies. Generally speaking government intervention takes the form of regulation. It might appear strange that in this competitive and privatised capitalist set up ‘government intervention’ is still a term which exists. Despite a negative tone attached to government intervention, it is imperative to have certain sectors regulated. This paper will evaluate government intervention in the areas of environment and education. At times government intervention is required to achieve economic efficiency. Economic efficiency is achieved when nobody can be made better off without someone else being made worse off. Such efficiency enhances prosperity by ensuring that resources are allocated and used in the most productive manner possible. One potential cause of inefficiency is where circumstances mean that the private returns which an individual or firm receives from carrying out a particular action differ from the returns to society as a whole. Market failureis a description of a situation where, for one reason or other, the market mechanism alone cannot achieve economic efficiency. Traditionally the goods and services provided by the public sector have been to make basic amenities available to the public. These have included health and medical services, education, law and order, transport. A recent estimate provided by Kable[1] suggested that a fifth of the public sector services could be delivered through outsourcing. Government Intervention in Education Government intervention in the education sector has been justified on various grounds. It has been argued that in the real world, there are many instances in which private markets fail to produce the socially optimal quantities of goods and services. Various forms of market failures can be identified when considering education, namely, Capital market imperfections: The private purchase of schooling, especially of higher education, is beyond the means of many poor families. Most credit markets do not provide an effective solution because of strong imperfections that reduce participation, particularly among very poor people. In principle, the budget constraints can be overcome by borrowing, given the high private returns to education. However, there are high risks for both borrowers and lenders in educational financing, and banks would not accept the promise of future earnings as collateral. Incomplete information: Market failure also relate to the problems of uncertainty and incomplete information. Households may not know the existence of services in education, or they may not be aware of the private returns to education, which have a long gestation period. As a result, they tend to under-invest in education. Externalities: Some of the benefits from education accrue not only to its direct recipients but also to society at large. Literacy, for example, lowers the transaction costs amongst individuals; womens education brings external benefits for fertility control and child health and nutrition. In deciding how much to purchase, individuals compare only the personal benefits and personal costs. Private provision, or full cost-recovery, would result in under-investment in education. Principle-agent: It is generally the case that in a household, parents are the relevant decision-making unit and not the child. For example, in education, the important issue is the perceived balance between the costs and benefits to the parents of sending their child to school. Since only some portion of the returns to schooling will accrue to parents, there may be rational (if regrettable) reasons for households to under-invest in schooling, notwithstanding its apparently high economic returns. According to a paper published by the World Bank, in the absence of market failures, there may also be a case for government intervention on grounds of equity and merit goods: Equity: Not all groups in society can afford the direct and indirect costs associated with investing in education. The government therefore plays a role in promoting equality of opportunity. If education was provided under market conditions, only those who could afford to pay would be able to enroll. Not only would there be under-investment from the social point of view, but income inequalities would be preserved from one generation to the next, since education is itself a determinant of lifetime income. Merit goods: Education is often considered a type of good with special merit that is not readily quantifiable and that might be under-supplied if left to the market. Basic education, for example, is an important channel through which governments advance nation building in addition to imparting basic literacy, numeracy and problem-solving skills. From the late 1960s central government began to take more interest in the policies being carried out at the local level. In education as well, there was growing central government interest in standards2 and the curriculum, 3 as the debate moved from equality and selection to the performance of schools. The 1970s brought reforms which set the pattern of change for the future. The Labour government considered the introduction of a needs-based central grant in the 1977 green paper on local government finance. The advocates of interventionism or government interference with the market protest that they do not want socialism, but rather to retain private ownership of the material factors of production, free enterprise, and market exchange. But they assert that these institutions of the market economy could be easily misused, and are often misused, by the propertied classes for an unfair exploitation of the poorer strata of the population. To prevent such an outcome they want to restrain the discretion of the individuals by governmental orders and prohibitions. The government should interfere with all those actions of the businessmen which it considers as detrimental to the public interest; in other respects, however, it should leave the market alone. Government Intervention is essential for education and environment. Consider the scenario where education was fully privatized, it would result in an increase in illiteracy. Education would become competitive and the objective of organizations would be to make money rather than impart education. This would mean that economically poor people in the society would have fewer prospects to gain education. For instance the recent Skills for Life initiative have been devised to improve the literacy and numeracy levels of the people. This has only been possible to implement because the government has taken action. Had the education sector been completely privatized it would have become another money-making mechanism which would not have benefited the society. However, arguments against total government control are that the private sector can help the public sector to provide the services with the use of modern technology. Government Intervention and the Environment Usually regulation is needed where the good is classed as a public good. Government regulation is an alternative method of seeking to protect and preserve the quality of the environment. Regulation however does not always lead to ideal outcomes, and it can be enormously expensive. Regulation is not always based on market systems, so it is subject to all the problems associated with lack of information and lack of incentives that have plagued the socialist nations. For instance, in the case of global warming, emissions from carbon dioxide from efficient burning of all fuels case no harm where they are emitted. No one’s rights are being violated by the invasion of harmful pollutant, yet these emissions are building up in the atmosphere. Thus this may require that in the future regulations must take this into account. Consider the scenario where the environmental resources are left in the hands of the private sector. Needless to say the resources would be depleted much faster. If there wasn’t government control in terms of dumping waste and pollution the industrialized societies would have led to a faster depletion of the ozone layer in the pursuit of making profits. There are undoubtedly major benefits for governments to intervene in certain areas, however, public-private sector partnership is required to reach optimum level of success. Some argue that governments must just serve as watchdogs and ensure that environmental policy is adhered to and that companies are made responsible for their actions. Taking responsibility towards protecting the environment would achieve a lot more than the government intervening all the time. It is a general belief that profit-seekers and corporations are too greedy and self-interested, the thinking goes, to give much thought to preserving wildlife, forests and wilderness. It can be argued that no one likes pollution, but getting rid of pollution requires resources. The more resources society devotes to lessening pollution, the fewer resources are available for all other goods and services. If someone else ws prepared topay to get rid of the pollution then undoubtedly one would experience an increase in utility at no cost to oneself. On the whole, rich countries are less polluted than poor countries, not more. The reason is that wealth increases both the demand for a healthier environment and the means to bring it about. Environmental regulation has been necessary to achieve this, to be sure, because pollution is indeed an externality. But it is not true that the problem has been left unattended in the rich world that things are therefore getting worse, and that CSR initiatives have to rise to the challenge of dealing with this neglect. Strong environmental protection is already in place in Europe and the United States. In some cases, no doubt, it needs to be strengthened further. In some other cases, most likely, it is already too strong. Overall, the evidence fails to show systematic neglect, or any tendency, once government regulation is taken into account, for economic growth to make things worse. Government regulation is an alternative method of seeking to protect and preserve the quality of the environment. Regulation however does not always lead to ideal outcomes, and it can be enormously expensive. Regulation is not always based o market systems, so it is subject to all the problems associated with lack of information and lack of incentives that have plagued the socialist nations. For instance, in the case of global warming, emissions from carbon dioxide from efficient burning of all fuels case no harm where they are emitted. No one’s rights are being violated by the invasion of harmful pollutant, yet these emissions are building up in the atmosphere. Thus this may require that in the future regulations must take this into account. As a general rule, however, correcting market failures is best left to government. Businesses cannot be trusted to get it right, partly because they lack the wherewithal to frame intelligent policy in these areas. The right policy on global warming is not clear-cut even at the global level, to say nothing of the national level or the level of the individual firm or consumer. Devising such a policy, and sharing the costs equitably, is a political challenge of the first order. Settling such questions exceeds both the competence and the proper remit of private enterprise. Conclusion From the preceding paragraphs it can be concluded that the government plays an important role when it comes to decisions relating to public goods like health, safety education and environment. It can be seen that if the public goods are left completely in the hands of private sector it would not yield beneficial results. Profit being the main motive private sector would not care enough for the rate at which natural resources were getting depleted or the quality of education. Moreover, not all sections of the society will be privy to the same quality of education. Thus government intervention is vital in ensuring that economic development occurs uniformly and consistently in the country. Thus government intervention is essential when considering key goods like education and environment Even though arguments presented have suggested that governments tend to be bigger polluters than private sector companies, however, government has a duty towards the society to provide good quality educ ation and a cleaner environment. Thus government intervention is important; however the level can vary depending on the development levels. Thus in summary government could play a role of watchdog more to achieve economic efficiency. BIBLIOGRAPHY Goodstein, E.S., Economics and Environment, (2004), John Wiley and Sons Ltd. Gwartney, James D., Stroup, Richard L., and Sobel, Russell S., Economics Private and Public Choice, (2000), Ninth Edition, The Dryden Press. Hammer, Jeffrey S. 1996. The Public Economics of Education. Public Economics Division, Policy Research Department, World Bank (mimeo). Hoxby, Caroline M. 1994b. Does Competition between Public Schools Benefit Students and Taxpayers? National Bureau of Economic Research Working Paper 4979. James, Estelle. 1984. Benefits and Costs of Privatized Public Services: Lessons from the Dutch Education System. Comparative Education Review 28(4): 605-624. 1 Footnotes [1] Kable (organisation) provides technological research and analysis on the UK government and public sector.

Conformity and Convenience in Friedrich Durrenmatt’s The Visit Essays

Friedrich Durrenmatt’s epic tragicomedy The Visit is a haunting commentary on the nature of mankind and morality. Bringing to the surface many questions about the difference between justice and revenge, the play is constructed in a way that leaves the reader at once perplexed and conflicted. The difference between right and wrong is often overlooked and even contorted in order to conform with convenience as the citizens of the town become more desperate. The Visit is both a philosophical masterpiece and a harrowing tale of conditional morality. From the very first mention of the millionairess Claire Zachanassian, the reader is barraged with philosophical questions about the difference between right and wrong. Ill shares stories about Claire’s past which immediately foreshadow her perverted sense of morality and justice. For instance, he tells the mayor that: †Clara loved justice. Most decidedly. Once when they took a beggar away she flung stones at the police. . .She stole potatoes once for an old widow (Durrenmatt 15).† The town exalts her for her generosity and self-less behavior. Already, you begin to see the citizens of Guellen overlooking her immorality because it is convenient for them to do so, as she has the ability to help them recover from their state of financial distress. Upon hearing the proposition made by Claire Zachanassian, a million dollars in exchange for the murder of Alfred Ill, the town immediately reacts with disgust. The Mayor argues: †You forget, we are not savages. In the name of all citizens of Guellen, I reject your offer; and I reject it in the name of humanity. We would rather have poverty than blood on our hands (Durrenmatt 39).† The Mayor refuses to accept the offer made by Madame ... ...ty, good living, and luxury: we are moved by this matter of justice, and the problem of how to apply it.† Finally, we see the town conclusively turning their back on Ill, reversing their initial decision for one more suited to settle their problem; though, in order to grapple with what they’ve done, the town convinces themselves that they have done it for reasons of altruism so that their contorted sense of morality is justified. While the town had every intention of remaining humane originally, the escalation of poverty in the town, coupled with people’s willingness to overlook this, resulted in the inevitable murder of Alfred Ill. As the play ends, the viewer is left with a haunting picture of the members of Guellen standing together in a chorus, making one last justification for what they have done, conforming their morals to the mold of their convenience.

It Auditing Outline

ACC 624 Information Technology Auditing Spring, 2013 Ram Engira Office: BENT Hall 364 Hours: By appointment ONLY Telephone: Cell (917)597-9523 e-Mail: Currently [email  protected] edu or [email  protected] com The Course: This course provides an overview of controls relating to IT governance, databases and their structures, networks, client servers systems, IT service delivery, business continuity, disaster recovery, IS security, cryptography, firewalls, IDS, IPS, backups, recovery, and distributed systems. Text: Required: ISACA, CISA Review Manual- 2013, ISACA publication, Code# CRM11- RequiredNote: You can buy any edition of the aforementioned text. 2008,2009, 2010, and 2011 editions are all good, and are much cheaper from various sources â€Å"CISA Q/A CD-ROM in English†- 2011- Recommended not Required, Code # CDB11 CISA Review Questions, Answers, and Explanations- 2011 Recommended not Required, Code # CDB11W CISA Review Questions (Supplement) – 2011 Recommended not Required, Code # QAE11ES (Note: If you buy CDB11, you don’t have to buy CDB11W and QAE11ES) Grading: Mid-Term †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 35% Term Paper †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 20% Final Exam †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. 35% Class Participation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦10% Please note †¢ With the exception of documented medical emergencies, there will be no make-ups for any test. â⠂¬ ¢ More than three (3) non-excused absences are considered as an automatic withdrawal from the course. (Please let me know, IN ADVANCE, if you cannot attend a class because of a legitimate emergency). Note: Power Point Slides and Class Handouts will be available on professor’s disk (STJ’s S: Drive). There is no off campus access to this drive, therefore, you should copy these files into a diskette for your own use at home.Professor may also decide to use other electronic means to send the handouts to the students. Ranges for Grades: A = 93. 1 to 100 A- = 90. 1 to 93. 0 B+ = 87. 1 to 90. 0 B = 84. 1 to 87. 0 B- = 80. 1 to 84. 0 C+ = 77. 1 to 80. 0 C = 74. 1 to 77. 0 C- = 70. 1 to 74. 0 D+ = 67. 1 to 70. 0 (Undergrads only) D = 64. 1 to 67. 0 (Undergrads only) D- = 60. 1 to 64. 0 (Undergrads only) F = below 60. 0 WEEKLY CLASS SCHEDULES: Note: There is a strong possibility that sequence of coverage of chapters might change. Week |CHAPTER |DESCRIPTION | |1,2 |Instructor Handouts (PP |Financial Auditing, Operational Auditing, IT Auditing, Forensics auditing, role of IIA, ISACA, | | |decks) |certifications of CIA and CISA | | | |IT technical refresher | | | |Introduction to IT Auditing | | | |Theory and Practice of â€Å"Controls† | |3 |CRM Domain 1 |IS Audit Process | |4 |CRM Domain 1 |IS Audit Process | |5 |CRM Domain 2 |IT Governance | |6 |CRM Domain 2 |IT Governance | |7 |CRM Domain 3 |System and Infrastructure Lifecycle Management (mid-term) | |8 |CRM Domain 3 |System and Infrastructure Lifecycle Management | |9 |CRM Domain 4 |IT Service Delivery and Support | |10 |CRM Domain 4 |IT Service Delivery and Support | |11 |CRM Domain 5 |IS Asset protection- security | |12 |CRM Domain 3 |IS Asset protection- security | |13 |Rain/Snow Day Contingency |Business Continuity and Disaster recovery | |14 |Finals |Finals (Cumulative from ALL domains) (35 points) | Course Outline for ACC 624 Domain 1- The IS Audit Process: IS Auditing Standards a nd Guidelines, Performing an IS Audit, Control Self Assessment, Emerging changes in IS Audit Process.Domain 2- IT Governance: Policies and Procedures, Risk Management, Information Systems Management Practices (Personnel Management, Sourcing Practices, Organizational Change Management), Organizational Structure and Responsibilities (IS Roles and Responsibilities, Segregation of Duties, Auditing IT Governance Structure and Implementation. Domain 3-Systems and Infrastructure Life Cycle Management: Project management structure and Practices, Business Application Development (Traditional SDLC phases, alternate Application Development Approaches), Infrastructure Development / Acquisition in Practices, Information Systems Maintenance Practices, System Development Tools and Productivity Aids, Application Controls, Auditing Application Controls, Auditing System Development, Acquisition and Maintenance, Business Application Systems: E-Commerce, EDI, POS, Electronic Systems, EFT, ATM, Image Pr ocessing etc.Domain 4- IT Service Delivery and Support: IS Operations, IS Hardware, IS Architecture and Software, IS Network Infrastructure (OSI model, LAN-WAN, wireless, N/W Administration and Controls), Auditing Infrastructure and Operations. Domain 5- Protection of Information Assets: Information Security Management, Logical Access Exposures and Controls, N/W Infrastructure Security, Auditing Information Security Framework, Environmental Exposures and Controls, Physical Access Exposures and Controls. Domain 6- Business Continuity and Disaster Recovery: BC and DR Planning (BCP process, BCP incidence management, recovery strategies, developing a BCP, organization and assignment of responsibilities, components of BCP, Plan Testing, Backup and Restoration,   Auditing DR and BC Plan. [pic]

“Don’t worry, it’s a 20 minute drive!” – Creative Writing

It's 8. 40 and we've just got off the plane. It was the longest flight of our lives. With a three hour delay while we were stuck on the plane and then the luggage getting lost. My suitcase managed to get on a flight to Miami and my mums' to Barcelona! Sometimes I wonder, do the suitcases just sprout legs and go someplace they've never been before? We were tired and hungry. We had been awake for almost 20 hours at a stretch and were desperate to flop on to a soft bed and sleep! As we hurriedly looked around for a taxi to get us to our hotel, a tall, tanned lady walked up to my dad and asked him if he wanted to rent a car. Typically, my dad thought it was a good idea. You may not know this, but my family and I, have all experienced my dad's driving in a foreign city, and believe me it is no where close to good. So, amidst out cries of protest, my adamant dad marched up to the rent-a-car counter and asked for a people carrier. After standing around for another half hour, the lady showed us to a lift and told us our car would be waiting downstairs. We found that we had a bright green people carrier to drive around New York for the week that we were there. After moaning and groaning we all got in the car, and my dad ad started driving to the exit of the parking lot when he suddenly braked and started reversing back to the lift where the lady was still standing and waving. He had forgotten to ask for directions. He sat back in his seat mumbling about â€Å"turn right at the light, then take a U turn and head back east on the thru way. At exit 443 take a right and follow signs to the†¦ or was it turn right then left and then take a U turn? † My mum was already furious with my dad for agreeing to the idea of the car. Tight lipped, in her â€Å"this is so annoying† voice she asked my dad if he was sure of where he was going. Obviously no man likes to dmit he's not sure so in his very false voice he assured my mum that he was positive about where we were going and that the lady had told him its only a â€Å"20 minute drive† and â€Å"not to worry†. The lady couldn't have been more wrong. She obviously misjudged my dad and may have over-estimated him when she saw his international driving license. â€Å"Wroom, Wrooom†, the vehicle, startedas though we were about to begin a race. It was warmed up and all set to embark on the race against time. Our course was unknown and we had one of the slowest drivers of all time. Taking it at 5Km an hour, we took 20 minutes alone to get ut of the three-storey parking lot. How long was it going to take us to get to the hotel? When we eventually got on the road, my younger brother said he needed the toilet. As usual my mum taking charge asked my brother to wait 20 minutes while we got to the hotel, while giving my dad a very wary look. I think, having a mothers instinct she knew that stopping anywhere would just prolong this dreaded journey and we would all end up traipsing to bathroom and making an even bigger mess of ourselves. Luckily, my dad made a good guess and we turned on to the right road. It was usually my brother managed to get s to our planned destination, because my dad's sense of direction is as good as any bird that flies into a window. Tired of directing my dad during previous escapades like this, my brother had flat out refused to do any sort of map reading. After much driving on a straight, dimly lit road there was finally a lonesome turning to the right, which my dad decided to take. Obviously, our good luck had to run out at some point, and this was the time. We were on a nameless bridge which we later found out was the Brooklyn Bridge. It was now when my mother began panicking. We had been driving for 25 minutes already and there was still no ign of getting to Manhattan Island. While my mum was muttering to herself about how we wouldn't make it to the hotel in time and that they would cancel our booking, my dad just said that being on the bridge gave us a view of the beautiful city of New York at night. All we had left now was to â€Å"follow the signs and arrows. † The average person might ask, how difficult could it be to follow signs? Obviously, this hadn't had the experience of a lifetime: A car journey with my dad. So, driving along the Brooklyn Bridge, my brothers and I were taking my dads advice and were enjoying the view, when we made a very unexpected stop. We had just come to a tollbooth. Now, having arrived a mere hour ago we hadn't had the chance to acquire any spare change, so my dad had to reach into his secret money belt which was tucked under his shirt, and he pulled out 50 dollars. The man taking our money gave my dad a very shocked look as he gave back 48 dollars and 50 cents. Luckily, my dad had thought that it was a good idea to ask the man how to get to Manhattan Island. He told us to take the second exit on the left and then follow the signs. We did just that. Or we thought we did. I think it was because we weren't accustomed to the American accent; either that or the guy was trying to lead us into Harlem on purpose. Harlem is supposedly the most dangerous neighborhood in New York. At hearing the news, my mum became really hysterical; she kept yelling useless opinions like: â€Å"I told you not to get the car! Now were all going to get shot! Why do you have to put all our lives at stake? † My dad just raised his eyebrows and carried on driving. My brother was complaining that he was really desperate for the bathroom, and that just got my mum started again with things like: â€Å"Look at what you've done! We can't even stop any where because we're in HARLEM nd his bladders going to burst, and†¦. and†¦. † At this point I just blocked my mum out. Before we knew it, thanks to the well-lit signboard pointing us out of Harlem we were back on the Brooklyn Bridge. My mum calmed down, but only very slightly. Anything was appreciated at this time, because it was nearly 11. 30 and my brothers and I were dying with tiredness. My dad just kept driving. He was wide-awake. How? I don't know, but I had a fealing it may have had something to do with the 3 cups of coffee he had on the plane. Shockingly, we ended up at another tollbooth and asked directions. Again. After about 10 minutes of nodding, ointing and looking at the map, we were finally on our way. It was like Christmas come early when we reached a turn off. We were finally getting of the bridge! Suddenly, all our sleepiness left us. We were back to a wide-awake state and were all excited to finally be going somewhere. What seemed like 10 minutes later, we were getting out of the dreaded people carrier and were walking in to the hotel. The first thing my brother did was make a beeline for the bathroom. It seems amazing, that how ever many bad experiences we have with driving cars in foreign, and sometimes in not so foreign countries my dad never gives up.

Definition and Examples of Substantives in Grammar

Definition and Examples of Substantives in Grammar In traditional grammar, a substantive is a word or a group of words that functions as a noun or noun phrase. In contemporary language studies, the more common term for a substantive is nominal. In some forms of construction grammar, substantive is used in a broad sense thats unrelated to the traditional meaning of substantive  (or noun). As Peter Koch observes in Between Word Formation and Meaning Change, It simply has the sense of constituted by one or more particular lexical or grammatical items (Morphology and Meaning, 2014). (See Hoffmans remarks in Examples and Observations below.) EtymologyFrom the Latin, substance Examples and Observations Doctors have asserted many times over the centuries that  walking is good for you, but  medical advice has never been one of the chief attractions of literature.(Rebecca Solnit, Wanderlust: A History of Walking. Penguin, 2001)The motion was eager, shy, exquisite, diffident, trusting: he saw all its meanings and knew that she would never stop gesturing within him, never; though a decree come between them, even death, her gestures would endure, cut into glass.(John Updike, Gesturing.  The Early Stories: 1953-1975. Random House, 2007)A [substantive is a] grammatical term that in the Middle Ages included both noun and adjective, but later meant noun exclusively. It is not usually found in later 20c English grammars. . . . However, the term has been used to refer to nouns and any other parts of speech serving as nouns (the substantive in English). The adjective local is used substantively in the sentence He had a drink at the local before going home (that is, the local public house) .(Sylvia Chalker and Tom McArthur, Substantive. The Oxford Companion to the English Language, Oxford University Press, 1992) A substantive noun or a substantive is . . . a name which can stand by itself, in distinction from an adjective noun or an adjective. It is the name of an object of thought, whether perceived by the senses or the understanding. . . . Substantive and noun are, in common use, convertible terms.(William Chauncey Fowler, English Grammar. Harper Brothers, 1855)Substantive Nouns and Adjectival Nouns- In Aristotelian, and scholastic, terminology, substance is more or less synonymous with entity. It is this by now almost obsolete sense of substance which gave  rise to the  term substantive for what, in modern  terminology, are normally called nouns.(John Lyons,  Natural Language and Universal Grammar: Essays in Linguistic Theory. Cambridge University Press, 1991)- The objects of our thoughts are either things, like the earth, the sun, water, wood, what is ordinarily called substance, or else are the manner or modification of things, like being round, being red, being hard, being lea rned, what is called accident. . . .It is this which has engendered the principal difference among the words which signify the objects of thought. For those words which signify substances have been called substantive nouns, and those which signify accidents, . . . have been called adjectival nouns.(Antoine Arnauld and Claude Lancelot, 1660, quoted by Roy Harris and Talbot J. Taylor, Landmarks In Linguistic Thought. Routledge, 1997) Substantives in Construction Grammar[C]hildren acquire language based on a specific lexical input. For example, they first acquire  fully substantive constructions  (i.e. structures in which all positions are filled such as I wanna ball). Only gradually do they then  schematize these constructions  by replacing a substantive lexical item by a variable slot (I wanna ball thus becomes I wanna X and X can then be filled by doll, apple, etc.).(Thomas Hoffman, English Relative Clauses and Construction Grammar.  Constructional Approaches to English Grammar, ed. by  Graeme Trousdale and Nikolas Gisborne. Mouton de Gruyter, 2008)Pronunciation: SUB-sten-tiv

The Committee on Public Information essays

The Committee on Public Information essays On April 6, 1917, the American gesture to enter WWI left the government with domestic concerns. With no regulations on what was fed to the public through the often sensationalized news, it created an absence of public unity. With the public split on their feelings of the war, Woodrow Wilson made a drastic decision to bring the country to support the war efforts. On April 13, 1917, Wilson created the Committee on Public Information to promote the war domestically while publicizing American war aims abroad. The creation of this committee would change the face of war coverage and would affect the media for decades, and even centuries, to come. George Creel, an outspoken critic of public censorship and a well known muckraking journalist, was put in control of the CPI. Although he did have strong animosity towards censorship at the hands of public servants, he disregarded his feelings and immediately took steps to limit damaging information leaking out to the public. The Committee quickly began to recruit a great deal from business, media, academia, and the even the art world. They soon organized and bused advertising techniques, combined with a knowledge of the human psyche, and waged the first large scale example of modern government war propaganda being fed to the public in order to gain support. As the war waged on, threats of German war propaganda began to rise. In response to the threat, the CPI implemented voluntary guidelines for both news and media, eventually prompting the Espionage Act of 1917 and the Sedition Act of 1918 to be passed. The committee did not have many powers granted to them, but they relied on their censorship powers and knowledge to entice reports to stay in their good graces. Many reports did so, although not necessarily having to in most cases, for fear of being outcasted from the CPIs inner circle of knowledge. These actions of the CPI not only had a great affect on med ...

Star Wars in Spanish

Star Wars in Spanish If you want to talk with your Spanish-speaking friends about Star Wars, the Fundacà ³n del Espaà ±ol Urgente has some advice for you. Known in English as the Foundation for Urgent Spanish, the Royal Spanish Academy-affiliated organization also called Fundà ©u BBVA has issued guidelines to aid Spanish speakers and publications in discussing the space saga. Among them are that the film series should not be referred to by its English name - as is common - but by the Spanish name for the first film in the series: La guerra de las galaxias (literally The War of the Galaxies). As is the case with other compositition titles, only the first word should be capitalized. As with that piece of advice, Fundà ©us other recommendations show some similarities and differences with English: Precuela is an acceptable word to refer to a prequel, just as secuela is acceptable for a sequel.Although in English we can talk about Episode 5, in Spanish its episodio V.Theres no need to capitalize the names of groups of creatures, just as names of ethnic groups arent capitalized. Thus the Ewoks are known as los ewoks. (In words of recent foreign origin, it is common to pluralize by appending -s rather than -es as is usually done with words ending in a consonant.)Jedis are known as jedis, but the Jedi Order can be written with capitalization as la Orden Jedi.Names of spaceships are capitalized much as they are in English. Thus the Millennial Falcon is el Halcà ³n Milenario.A laser is un lser.A hard-core fan can be called un or una friki, whose spelling is preferred to friqui.A series of nine films can be called either una nonalogà ­a or una enealogà ­a. Im not sure what the English equivalent is, but this is similar to the way a series of three films is called a trilogà ­a in Spanish (trilogy in English). The entire saga can be referred to as, well, una saga even though the traditional meaning of saga refers to legends less grand.The use of franquicia (franchise) should be avoided in referring to the movies series itself - its better to use serie. Franquicia should be used to refer to merchandise and spinoffs (such as comic books) based on the movie series.Luke Skywalker? Hes  Lucas Caminante de los Cielos, a calque. And Han Solo is simply Han Solo.  Native speakers have often written the name as Han Sà ³lo, but Fundà ©u says the accent isnt needed.

Infrastructure Security of Agricultural and Food Research Paper

Infrastructure Security of Agricultural and Food - Research Paper Example Department of Agriculture and the Department of Health and Human Services' Food and Drug Administration at the federal level. In order to serve the nation well, the sector needs to be effectively associated and dependent on other sectors that include water, transportation, energy, banking and finance, chemical, and dams (Food and Agriculture Sector: Critical Infrastructure, 2012). The present study focuses on the infrastructural security of food and agriculture which are essential for successful service to the people in a nation. Infrastructure Protection and the U.S. Food and Agriculture Sector: In the recent years, much of attention has been considered with respect to the fear of terrorism in a country like the US. Agriculture in this regard has been observed to have received lesser attention and concern. â€Å"Indeed, in terms of accurate threat assessments, response structures and preparedness initiatives, the sector continues to exist as a glaring exception to the wide-ranging emphasis that has been given to critical infrastructure protection in this country† (Chalk, 2001, p.2). Agro terrorism is a matter of serious concern with respect to the security of food and agriculture infrastructure. ... There is an increasing rate of the susceptibility of farm animals to diseases. A large number of agents are found to exist that are fatal and highly infectious to animals. The farming practices in the country can be realized to be of highly intensive and concentrated as can be reflected from the easiness and rapidity with which animals are vulnerable to diseases. This thus requires effective security measures of infrastructure protection. Lack of internal quality control, increased production of genetically modified products are other factors making the food and agriculture sector in the country susceptible to agro-terrorism and higher levels of insecurity (Chalk, 2001, pp.3-5). Infrastructural Security of Agriculture and Food: National Infrastructure Protection Plan: Under the National Protection Plan of the infrastructure of agriculture and food, the USDA or U.S. Department of Agriculture has significant roles to play. One of its most important roles is to assure that the foods and clothing of the people of the nation are met without fail. It is in charge of supervising the nation’s 192 million acres of national forests and rangelands. It is also the largest conservation agency of the country and encourages deliberate efforts to look after soil, water, and wildlife on 70 percent of America’s lands that are under the control of private ownerships. The safety of around 80 percent of the food consumed in the country is under the responsibility of the FDA. It shares its responsibility with Federal, State, and local agencies; regulated industry; academia; health providers; and consumers. â€Å"The Agriculture and Food Sector is dependent upon: the Drinking Water and Wastewater Treatment Systems Sector for clean irrigation and processed

Literature review saudi arabian culture Example | Topics and Well Written Essays - 2750 words

Saudi arabian culture - Literature review Example that the Western understanding of Muslim women appears unduly influenced and limited by evidence from only a few regions of Saudi Arabia2. The social science scholarship most familiar to the West about Muslim women seems to focus disproportionately on the Middle East and North Africa region (MENA). Often seen as the land of Muslim excellence, ‘MENA’ is in fact home to fewer than 20 percent of the world’s Muslims. Nevertheless, it is an unfortunate reality that women in Saudi Arabian society, and in its local communities, face gender-based inequalities associated with Saudi’s so-called ‘patriarchal gender system.3’ Aspects of this originally pre-capitalist system persist in rural areas across a wide swath of lands, both Muslim and non-Muslim, from East Asia to North Africa. The Saudi Arabian social system, regardless of its religion, features and encourages kin-based extended families, male domination, early marriage (and consequent high fertili ty), restrictive codes of female conduct, the linkage of family honour with female virtue, and occasionally, polygamous family structure. In all Muslim areas, veiling and sex-segregation generally form part of the gender system.4 The seclusion of women from the rest of the world alongside the concurrent ban on sexualisation of women in the public eye has led to increased levels of sexual violence and abuse directed towards both women and children5. It is only recently that researchers have uncovered more accurate statistics on the occurrence of this abhorrent violence following the establishment of human rights based projects and refuges to rescue and protect women and children as well as to promote the welfare of the wider-public in general. 1) General Theoretical Background: Women and Gender An important foundation for the study of women and gender is to be found in the feminist literature of the 1970s. Around this time scientists had begun to untangle the complex interplay betwee n biological gender differences, and the abstract concept of gender, which is now a socially determined construct imposed on all human beings from the moment they are born. (Maccoby and Jacklin, 1974) Terminology such as ‘the sexual revolution’ (Millet, 1970) were used to describe the birth of consciousness about women’s subordination to men in patriarchal societies and many aspects of women’s lives were re-examined in this light. This analysis is similar to some Marxist ideas because it identifies the concentration of wealth and power in one area as the source of oppression: â€Å"the position of women in patriarchy is a continuous function of their economic dependence.† (Millet: 1970) Another American feminist studied the ways in which women in patriarchal societies are conditioned to adopt domestic and subservient roles, stressing the social constraints, which are described as â€Å"a comfortable concentration camp.† (Friedan: 1963, p. 438 ) Later, scholars moved away from

The effect of Junk Food Advertising on Obesity in Children Essay

The effect of Junk Food Advertising on Obesity in Children - Essay Example Mother - 103 Children (10-15 years) - 52 Information areas The key information areas covered in the research were From the mother Various activities for the child in a day Television watching habits Preference of foods Parental control in the intake of food Factors that influence choice of food and reasons for obesity Role of various bodies in controlling obesity in children Reaction to the proposal for ban on advertisements of unhealthy food Opinion of the advertisements for unhealthy foods Demographic details - gender, age of child, economic status of the family, weight of the selected child From the selected child Preference for specific foods Food which are considered healthy Reasons for consumption of 'junk food' Intention to reduce consumption of 'junk foods' and reasons ascribed to it. Analysis The data was analysed to look at the mothers of all children and specifically understand differences between habits and practices of the children in the younger age group and the older age group - these differences have been mentioned in the findings and the tables in the appendix. the girls and the boys - there were no differences which emerged among the boys and the girls at an overall level The questions asked to the children in the age group of 10 to 15 years were analysed separately. Key findings - among mothers 1. Activities undertaken and time spent There were a fair number of activities undertaken by children. Watching television, was the only activity that obtained 100% mentions other than sleeping, eating and going to school. About of the mothers claimed that their children also did some physical activity and participated in sports, cycling etc. This percentage was significantly higher among the younger children in the age...The details of the survey have been summarised below Given that the link between television watching and obesity have been much talked about, there is a need to understand whether this link exists or not. There is also a need to understand from the children, the drivers and motivators for eating fast foods and foods that have high fat content. There were a fair number of activities undertaken by children. Watching television, was the only activity that obtained 100% mentions other than sleeping, eating and going to school. About of the mothers claimed that their children also did some physical activity and participated in sports, cycling etc. This percentage was significantly higher among the younger children in the age group of 4 to 9 years. The average time spent on television was more than 3 hours among the younger group and about 4.3 hours among the older group which was significantly higher than the younger children. In contrast to this the average time spent on any kind of a physical activity was as low as 1.4 and 1.7 hours respectively.

Greek and Roman Architecture and Chartres Cathedral Essay

Greek and Roman Architecture and Chartres Cathedral - Essay Example The inspiration was mainly derived from â€Å"Mycenaean megaron.† Their religious temples were different from those of Egyptians and Hindus, however; their temples had â€Å"Cella† which is their porch or the centre room with the statue of god in the centre as the main chief of the temple. This Cella or the centre room was usually surrounded by single or double rows of columns. Their Columns hold a central position in the design of the temple. The idea and design of post and lintel design of the columns was an inspiration derived from Egyptians which Greeks changed with their own decoration and format. They typically used Ionic, Doric and Corinthian design for column building. On the other hand, Romans followed Greek architectural design in buildings. Romans were the first ones to use concrete as an important building material. Their architectural design developed a relationship between the form and the function. They were the first ones to introduce roman arch in their temple designs. Their three famous structures include The Aqueducts, The Coliseum and The Pantheon. Chartres Cathedral in France is the best example of Gothic architecture. Chartres Cathedral best expresses the gothic art in the modern world today through its intact sculptures and stained glass windows. The Cathedral was completed in three different stages and each stage adds a different gothic touch to the building. The Cathedral is a magnificent piece of artwork, sculptures and towers. The towers are inspired by the Roman designs and style (Titus Burckhardt). The Cathedral has almost 150 stained glass windows which represent different stories and events from the bibles. Greeks and Romans have left their heavy influence on the history of architecture. They added meaning, expression and intelligence to the design of the buildings and temples which were followed by other nations,

US National Security Policy Towards Pakistan During the Last Three Research Paper

US National Security Policy Towards Pakistan During the Last Three Administrations - Research Paper Example The various issues which the United States has to take into account while dealing with Pakistan include the role of Pakistan in the Afghanistan war, the nuclear weapons proliferation, the Kashmir issue, and India-Pakistan relations, economic development of Pakistan and ensuring human rights protection and stability of the democratic process in Pakistan. Since the very beginning of the relationships between the United States and Pakistan, immediately after Pakistan’s independence from British colonial rule, the United States has managed to exercise a great influence over Pakistan because the United States realizes very well the geostrategic importance of Pakistan. Whether it was the issue of the Soviet expansion in the world during the Cold War era, or the Soviet War in Afghanistan or the recent War against terrorism, Pakistan’s importance in the global scenario has always been at the crests. Moreover, due to the Soviet influence on India and the increasing power of Chin a, the United States want to have a good influence in the region and that is best served by influencing the Pakistani administration. The whole story of the relationship between the United States and Pakistan has been very complicated one. Though Pakistan’s first Prime Minister Liaquat Ali Khan’s eagerness to visit the United States despite an invitation from the Soviet Union is widely seen as Pakistan’s inclination towards the United States from its very inception, however this is not true because of the fact that Pakistan’s foreign policy during the very beginning was of non-alignment. And this was not actually planned by the Pakistani administration of that time, rather they were forced to have a policy of non-alignment because of the inclination of both the British and the US governments towards the Indian administration under the Indian National Congress which was seen as a party which shared similar policies with the Labor Party in Britain and the Democrats in the United States.

Urban Change and Conflict Essay Example | Topics and Well Written Essays - 1500 words

Urban Change and Conflict - Essay Example In a perfect world, the movie would exist uniquely as a representation of darker days long since past. However, ‘Selma’ displays the evolution of urban change and conflict while gleaming a spotlight on the slow growth of that which has not changed. The movie’s story offers a blueprint not only on the past events, but of the way forward in terms of urban change and conflict. The movie ‘Selma’ of course did not happen in a vacuum. The mass movement against Jim Crow apartheid, for the right to vote and equal rights in public accommodations, had been growing for almost a decade, ever since the Montgomery Bus Boycott of 1955. However, the early 1960s witnessed the Freedom Rides and lunch counter sit-in movement against segregation on interstate bus transportation1. This movement for equity and democratic rights was made possible by the struggle of the working class of the 1940s and 1930s that preceded it. The Urban crisis is jarringly evident in the shattered storefronts and fire-blemished African apartments in the movie. Rates of poverty among these black residents are very high. With a few expectations, most of them have witnessed loss of manufacturing job and the arrival of a low-wage service sector. Most of the streets that are revealed in the movie have ghettos that are characterized by extreme spatial isolation and segregation. This means that central-city residence, joblessness, race, and poverty were intertwined in the urban areas. It can be noted that patterns of racial and class segregation in the cities in America had continued and hardened. As evident from the movie, racial conflict and tension as a tenacious refrain in the people living in the urban areas. Discrimination by race and color was a key fact of life in the urban areas of America in the 1950s and 60s.

US National Security Policy Towards Pakistan During the Last Three Research Paper

US National Security Policy Towards Pakistan During the Last Three Administrations - Research Paper Example The various issues which the United States has to take into account while dealing with Pakistan include the role of Pakistan in the Afghanistan war, the nuclear weapons proliferation, the Kashmir issue, and India-Pakistan relations, economic development of Pakistan and ensuring human rights protection and stability of the democratic process in Pakistan. Since the very beginning of the relationships between the United States and Pakistan, immediately after Pakistan’s independence from British colonial rule, the United States has managed to exercise a great influence over Pakistan because the United States realizes very well the geostrategic importance of Pakistan. Whether it was the issue of the Soviet expansion in the world during the Cold War era, or the Soviet War in Afghanistan or the recent War against terrorism, Pakistan’s importance in the global scenario has always been at the crests. Moreover, due to the Soviet influence on India and the increasing power of Chin a, the United States want to have a good influence in the region and that is best served by influencing the Pakistani administration. The whole story of the relationship between the United States and Pakistan has been very complicated one. Though Pakistan’s first Prime Minister Liaquat Ali Khan’s eagerness to visit the United States despite an invitation from the Soviet Union is widely seen as Pakistan’s inclination towards the United States from its very inception, however this is not true because of the fact that Pakistan’s foreign policy during the very beginning was of non-alignment. And this was not actually planned by the Pakistani administration of that time, rather they were forced to have a policy of non-alignment because of the inclination of both the British and the US governments towards the Indian administration under the Indian National Congress which was seen as a party which shared similar policies with the Labor Party in Britain and the Democrats in the United States.

Creative Brief Essay Example for Free

Creative Brief Essay Is to increase the consumption of milk among the teenage group so that they would drink less sugary and carbonated drinks that would harm their health . The Product Milk is by far the healthiest beverage after water . Milk helps to strengthen the bones and the teeth . Milk drinking drops off sharply in the teenage years because it is considered to be uncool and most of teenagers are worried about the calories and fat . Part of it has to do with the lack of flavours and the packaging being dull . This is what we found out about the product we decided to help , which is HL Milk by Marigold . Target Audience Our target audience would be males and females aged from 16 to 25 years old .Milk is a beverage that every parent would tell their kids to drink as children , though most of them still drink milk for breakfast but they still choose to drink other drinks like coke , pepsi or ribena .Milk has become less relevant to their lifestyles . They think milk doesn’t go well with foods like Mcd , Pizza and KFC . Why they choose soft drinks is because the soft drinks are exciting , versatile and its an acceptable alternative to milk . Promise and support Promise Todays milk can help the teenagers become strong and dynamic . Looking at the hectic schedule teenagers have these days ,it is recommended to drink milk to help them feel fresh and energized the whole day . Support. Milk has the nutrition the body needs to look and feel dynamic. Today most teenage athletes and famous teen celebrities drink milk . Ice –cold milk taste great especially with HL Milk`s 3 new taste which are peach , coffee and mango . It has a more refreshing taste to it . Not to heavy nor to creamy . Its light and smooth . Brand personality. The personality now of HL Milk is dull and there isn’t any attractive colours that would attract a consumer to get it . Some consumers especially teenagers look at the packaging before purchasing products . If its attractive and youthful they would purchase it .The old packaging is very practical and conservative as it only has 2 colours with no pictures on the box . The needed personality for teenagers to buy the HL Milk would be exhuberant , contemparory and youthful . The packaging would suit the lifestyle of the teenagers . The would be shy to drink milk in public .

Describing Different Types Of Environment Environmental Sciences Essay

Describing Different Types Of Environment Environmental Sciences Essay In our surround there is living and nonliving things which are together form life. Hydrosphere, atmosphere, and geosphere are the component of the environment that surrounds us. Hydrosphere, the wet environment that consists of water, covers most of earth surface. Sea, rivers, lakes and under surface water are all aquatic environment. Land or what is called geosphere composed of deserts, mountains, hills and level lands. Atmosphere is around the earth and consists of gases such as hydrogen, oxygen, nitrogen †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦etc. The interaction of all these make up a liveable surround with unique properties that correlates organisms. Not all environments suitable to us. Deserts even cold or hot ones do not correlate individuals. However some organisms live in these environments because they have special adaptation to their environment. To us, we the humans, prefer to live in cities where comfortable civilization life. However others dont prefer that because of the crowed, noise, and pollution that emerge from humans activities. They used to live in villages where more green lands, natural landscapes, and more quiet than cities. To divide environments sorts we can mention 3 kinds of environments Natural, industrial, and social environment. Natural environment: Include water, light, land, air and all organisms that live in nature. Industrial environment: Include cities, villages, factories and all humans synthesis. Social environment: Include authorities, universities, schools, companies and other establishments along with their output legal and their communication ways. The future of the environment is in danger! Human made environment standard for the acquisition of the bulk of the land and it is natural resources and resources of crude, instead of improving the earth and know how to utilization it they attrition the land resources and depreciation capacity o rehabilitate themselves and make up for lost natural environment cannot in any way to adapt to the devastation caused by human, and cannot mechanisms of years of natural cope with waste and depletion of resources and polluting it is vital. The effects of the present inequity in appearance and shone on the horizon the alarm uncle everywhere in the world, and suffered all either from a decline in production and the abundance of food, as a result of the growing stunning in population, water shortages and pollution of water sources, or from air pollution and climate change due to development industrial and energy use, without concern, which has increased the proportion of harmful and toxic gases in the atmosphere such as oxides of sulfur and nitrogen, high temperature of the earth, which are threatened with drowning if the melted ice of the Arctic. And the body of this in the spread of poverty, famine, unemployment, disease, degradation of natural resources of the planet. Here exploded question filled the world, north and south, about the capacity of the land and the environment on probability, and the continuing rights in the ignore for its self-destruction for himself and his children and grandchildren and to the earth. What the differences between the new environment and old environment ? (environment in the past and nowadays ) There is a lot of (are many differences) differences between the new environment and the old one. First of all, the old environment could be very difficult and simple (in the past the life was simple, but it had a difficult way to live) . For example, how people was lived in that environment! They lived in the tents and they have not any electronic machines, like a computers, televisions, telephones, dish washers and washing machines. They lived in a simple life without any problems about food or clean clothes. (For example they can cook by fire). Also they can clean their clothes by their hands. In the past, there is no cars they move by animals, like camels or horses. Its hard to get anything by yourself, people should help each other. On the other hand, the new environment thats where we live now, its more easily and comfortable. Now a days after they discover the oil, people have a lot of electronic machines and can benefit them in many ways. For instance, the computer can help everybody to finish their works or research for a lot of things, like news or weather. Generally, people was very happy in this life. Which is making their life more easier and faster. Finally, I cant say that people who live currently in this time are better than the others. In this life every time is different from another. Maybe people in the future will be better than us. Øلؠ¹Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã¢â‚¬Å¾ ÙˆØلؠªÃƒâ„¢Ã‚ Ãƒâ„¢Ã†â€™Ãƒâ„¢Ã…  ÃƒËœÃ‚ ± ÙˆØلقØ ¯ÃƒËœÃ‚ ±ÃƒËœÃ‚ © Ø ¹Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬ ° ØلؠªÃƒËœÃ‚ ¹ÃƒËœÃ‚ ¨Ãƒâ„¢Ã…  ÃƒËœÃ‚ ± Reasons of Environmental pollution Day by day, we are looking at pollution, but we cannot solve this problem. Many people do not keep the environment healthy, because they do not have any responsibility about our environment; so many pollutions residues leave unhealthy life and spread out diseases. In this essay, I will show you some examples of pollution. First of all, there are many people throw plastics in parks, streets, water, etc. While, plastic is the most dangerous material from other pollution. For instance, the disadvantage for plastic cannot be Disintegrates until millions years. Then it will be lagging material under the land, so the water cannot pass inside the land (abdominal water). Unfortunately most of markets or shops use plastics for baskets or use like bags for customers and do not care for Recyclable, so they throw it in every ware. For example, Ajman supermarket and some other markets contribute the plastics bags like a gift, so they help to damage the environment without knowing. In addition, all of us have to protect our environment honestly and think how to solve plastics problems to live in beautiful earth. Furthermore, the water pollution are also keep contaminant environment such as when people throw the rubbish inside waters then all sea animals will die, for they will eat some dangerous chemical material. Next, some countries prefer to build chalet or Industrial Islands near the sea, it is wonderful and nice landscape, while it is affect for waters into bad environment. In fact, all sea animals need to quietly place and clean water, so when we use some chemical material or put sands to build island, its help all animals to immigrate to another quiet and clean place, or kill them before immigration. Moreover, sometimes the petrol will leakage from steamship into the oceans, and it will make lagging layer above the water then the oxygen will never receive under the water, so all sea animals will asphyxiates and will die. Finally, if we are ignore the water to clean it and keep it healthy, all sea animals will be endangered, so we have to keep our water environment healthy to feel comf ortable. Meanwhile, the land pollution is one of dangerous pollutions in our life. Firstly, the most pollution resource in the world is human, because they can control the earth in every ways either is healthy earth or dirt environment. Secondly, when we buried all rubbish under the earth, it will invent new dangerous diseases for people in every run. However, if we burned the rubbish or use the explosives in war, it will affect for the air and it is possible to pierces the ozone layer, so it will make the air pollutions. To summarize, all detonations and rubbish make bad healthy, so you have to cede these dangerous material. In conclusion, we have to find the solutions for these pollutions to be wonderful environment. The relation among organisms: The study of the environment related on studying the relation between its elements and how do they affect each other, so the environment creates a surrounding where the life exists and mutual bonds appear in a very unique form. The relation between organisms is the most important relation that occurs in any type of environment. Furthermore, this relation consists of combined processes that start with specific element and end up with another element. For example, the food chain among organisms starts with self feeding organisms such as plants then herbivores, organisms that eat plants, and finally it end up with carnivores, organisms that eat the herbivores. This complex relation happen by nature, so it is innate that why I always call this relation the battle of existence. Another type of relation that takes place in the environment is the relation between the organisms and the environmental components. For instance, the environment that suffers from food shortage, dehydration and oxygen depletion has no life. As a result, the surrounding that encompasses all the biological factors, such as water, air and food, is very important for survival. Human did create a special relation with the environment since the Stone Age. For example, people utilize the environmental resources to create their own lifestyle. The use of the animals skins to make a fashionable clothes and the use of plants wood, mountains stones to build their own houses with a beautiful designs. All these represent the vital bond between human and the environment. Environment is a commonly used word that is related to the living beings components and other components and how they interact together, in order to exist. It regulates the relationship between these lifes components. Human being is one important component of the environment it is related to the other parts of the environment in how he or she adapts to live within the different environmental conditions for example climate, water, food in addition to the society. As a result, to talk about environment, it can be summarized in the middle that the living beings live in and how they interact in this middle and together. As the previous mentioned, and with regard to human being effect on environment as one component of the environment, he or she plays a very important role in develop, create, rebuild and remake the natural environmental resources such as agriculture, manufacturing and so on, The natural environment or the basic one is a complete system in other word for example the color of the sea water is a reflection of the sky color another example is the volume of oxygen in a place is related to the volume of plants and woods in this place. These instances describe the beauty of our mother the environment. The differentiation in earths environment creates different types of divisions. For example, water environment has its own world. From the living beings those live in passing by its climate areas which affect in the type of the living beings that exist there reaching to the effect of this environment on other types of environments. The same example can be put in land environment and air spheres one. Solutions for pollution: 1* we can use the solar energy instead of energy generated because a solar energy is free from pollution and it can save the environment from it. 2*we must to reduce from forest fires it can help us to keep our environment from pollution. 3*we should to build the factories out of city and away from people. 4*It`s not allowed to throw the waste in the sea specially the waste oil it`s very bad and harmful for view of the sea. 5*good way to reduce from pollution is to grow a lot of trees in the city .They can get fresh air and moves us away from pollution. 6*put filters in our cars to reduce from pollution. 7*we should also to reduce from use the plastic it`s very bad and it can make pollution in environment.

Childhood in To Kill A Mocking Bird by Harper Lee and Jane Eyre by Charlotte Brontë :: Jane Eyre Essays

The Theme of Childhood in To Kill A Mocking Bird by Harper Lee and Jane Eyre by Charlotte Brontà « 'To Kill A Mocking Bird' by Harper Lee and 'Jane Eyre' by Charlotte Brontà « are two very different books written in different periods of history. There are, however, similarities in the themes and background. For example, both books were written during times of great social upheaval and strife. In 'To Kill A Mocking Bird', the world was still very racist and it was not until some twenty years after the book was written that men like Martin Luther King and Malcolm X started to bring about real reforms. 'Jane Eyre' was slightly different as this was set during a time when the masses of overworked and underpaid Victorians were being given greater freedoms and more time in which to have these freedoms. Both books are written from a first person point of view, with a narrative voice. In 'To Kill A Mocking Bird', the narrative voice is the voice of 'Scout', a small girl and in 'Jane Eyre', Jane herself takes the role of narrator. Both books are also Fictional Autobiographies. This means that they chronicle, if not directly, the lives of the authors. The two books (in the first chapters) revolve strongly around the themes of childhood. The way that these themes are introduced affects the whole book and the way that characters react to one another. 'To Kill A Mocking Bird' starts with two paragraphs that summarize the entire book. It tells the reader of the beginning, middle and end of the book. It also introduces the way in which the story will be told and five of the most important characters. For eight paragraphs, there is nothing but description of the Finch family. It is here that childhood really starts to be introduced. The language used is almost entirely superfluous, very descriptive uses many effective, if childish, techniques such as "There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with" (repetition) and very descriptive phrases such as "A day was twenty-four hours long but seemed longer". Description of characters is done in two highly differing ways in 'To Kill A Mocking Bird', the first being the adult and formal manner: "Jem and I found our Father satisfactory: he played with us, read to us, and treated us with courteous detachment.

Benedicks Changing views on Love in Much Ado about Nothing :: essays research papers

Throughout Act one and two, Benedick repeatedly says that he will never love a woman or get married. At some stage in the duration of the play his mindset changes. In the end he is head over heels in love for Beatrice whom he once quarreled with habitually. The turnabout in his behavior was brought about by the deceiving Claudio and Pedro who indirectly told Benedick that Beatrice loved him. At the beginning, Benedick’s attitude is negative towards women in general. He swears he will never marry, as he is very critical of women and does not trust any of them not to cheat on him. He seems to oppose with Beatrice in a competition to outwit, outsmart, and out-insult each other. Obviously he has been in some sort of past relationship with Beatrice because when he meets her at the masked ball, she describes him as a selfish pig. We can infer that Benedick has some kind of deep feelings for her because after she insults him he is hurt and says, â€Å"Will your grace command me any service to the world’s end? I will go on the slightest errand now to the Antipodes that you can devise to send me on. I will fetch you a toothpick from the furthest inch of Asia . . . do you any embassage to the pigmies, rather than hold three words’ conference with this harpy† (II.i.229–235). This blatantly means that he does not wish to talk to her. When Benedick hears that Claudio has fallen in love for Hero, he is enraged. He thought that Claudio would live a bachelor’s life like him. Benedick tells him that men who are in love are not masculine. Near the end of Act IV, Benedick’s complete change is evident when Benedick chooses love over friendship. Benedick challenges Claudio, previously his closest friend in the world, to duel to the death over Claudio’s accusation as to Hero’s unethical behavior. After Beatrice complains to him about Claudio’s mistake, Benedick gives in, â€Å"Enough, I am engaged. I will challenge him.† At this point, there is no doubt that Benedick has switched his allegiances entirely over to Beatrice. But then again, Benedick was relieved that Hero was proved guilty so he would not have to fight his close friend Claudio. On the â€Å"second† wedding day of Hero and Claudio, Benedick showed maturity by not fighting Pedro and Claudio when they teased him about loving Beatrice.

Farewell Speech Essay

We have waited for this moment all our lives, the moment when we leave our childhood behind and step into the world to forge our own paths in life. We have counted down the years, the months, the hours, minutes and seconds, and finally, and I’m very near that moment, very close to graduating High School. I find myself not a little sad, for I will be leaving behind people that shaped my life to what I am today. I will miss walking into this class room, every single day, working with my fellow classmates, making last minute speeches, playing fun imprave games with my fellow schoolmates. Most of all, I will miss the very heart of my experience as a student; my friends and my teachers. Even though my teachers aren’t all here I’d still like to thank every single Clements faculty member for all that you have taught us. Not only lessons for schoolwork but beyond the four walls of a classroom. Thank you, all my classmates, for this semester – for all the fun, the laughter and the valuable lessons we learned. Although we may be separated by time and distance, nothing will diminish the important role that each and everyone of you has done for me†¦ From the Taxi taxi dance to the interesting facts about rastafaranism to†¦ I wish you happy adventures, fantastic new friendships, amazing experiences and the journey of a lifetime and for those underclass men who are still going to Clements next year, I want you guys to know that High School only comes once in your lifetime, so why not make the most of it? Especially when we all have such a great opportunity to attend a school like this. No matter how much we may complain about attending Clements High, very few others get this opportunity.

Health Care Utilization

According to â€Å"Keeping America Healthy† (2013), â€Å"Medicaid provides coverage for individuals according to poverty guidelines who are unable to afford health care insurance because of limited income† (Eligibility). John Q. Qualifies for Medicaid but lives in a rural community with no public transportation to travel to access his benefits due to provider office hours and the distance he must travel to the location. John does own have a car. John is predisposed to heart disease through heredity and has been diagnosed with high blood pressure. According to â€Å"What Is High Blood Pressure? 2011),† blood pressure is when blood is forced against the artery walls to disperse oxygen and turbines carried in the blood to the body. Blood pressure is measured by two numbers; Systolic the top number or the higher of the two is measured when the heart beats pushing the blood against the walls of the arteries. Diastolic is the measure when the heart is at rest between beats. The normal measure for normal is 120/80. Persons with a measuring of 140/90 or higher is a person with High Blood Pressure or HIP† (What happens in the body when blood pressure is high? ).HIP can lead to Hypertensive heart disease (â€Å"Hypertensive Heart Disease†, 2013). Regular doctor visits and prescribed medications to control blood pressure can offset the nest of Hypertensive Heart disease in patients with high blood pressure. Regular physician visits are required to keep check on John's condition (â€Å"What Is High Blood pressure? † 2011). The problems with health care utilization for John is that he lives in a rural community with limited providers, the distance of travel to reach locations, time needed to schedule appointments, and office hours of the available physician locations will not provide him with reasonable access.Many Medicaid participants are faced with this same set of problems and have to adjust their lives to gain access o healthca re. Medicaid programs have benefits available to help participants conquer many obstacles. Patients need to inquire and learn what benefits are available to help. Utilizing social programs available in the community, and accessing information on Medicaid websites help to inform members of what is available for help. Medicaid programs have established grants for rural health clinics; John needs to find out if a clinic exits in his area.These clinics provide information about benefits and do health screenings. The clinic can be a place where John can go to get blood erasure checks to make sure he is in target range regularly without having to travel too physician's location for blood pressure checks. Rural health clinics provide education to patients and can issue devices such as blood pressure monitoring equipment and train patients to utilize self-check methods between physician visits. Government medical programs do provide for education and training to use medical devices like blo od pressure monitors used at home for patient self-monitoring.Missing time from work can be a problem. Most employers have paid time off that employees can access and schedule for personal situations. John can have his physician provide documentation of his appointments to submit to his employer and arrangements can be made for an adjustment in hours or to come into work on additional days if possible. Other options to John may be to use vacation time or sick time to cover missed time at work when he has to visit the doctor. According to â€Å"Medicaid. Ova; Keeping America Healthy† (2013), â€Å"Medicaid benefits cover inpatient hospital care, outpatient hospital services, and rural clinic services. These services give John comprehensive coverage to help with chronic illnesses like high loot pressure. He also has available prescription coverage for medications to help manage his blood pressure. Preventive services and diagnostic screenings are available for early detection and prevention† (Benefits). Medicaid and Medicare also pays for transportation to and from medical appointments for patients covered through the government programs.John can research and locate Passport certified transportation providers in his area to reach his medical provider of choice. The Affordable Health Care Act of 2010 gave states the option to expand Medicaid in their states with federal funding. It also provides more insurance options for lower income residents to other insurance plans that may be more accessible for member access to services and providers. Starting in 2014 the act also makes John eligible for insurance through other carriers even though he has a preexisting illness (â€Å"Gpo. Ova†, 2010). John may need to make lifestyle changes to accommodate his illness. Eating a healthy diet and reducing sodium intake would be the first changes to make. John's diet should consist of heart healthy foods, like Broccoli and other dark green vegetables. By ex ercising and keeping weight under control at an ideal weight or his height and age he will decrease the chances of heart problems and promote self-healing by keeping blood pressure numbers from getting higher increasing risk of other related illnesses.John and many Americans face the dilemma of access to quality healthcare. John has a chronic illness that may lead to other related illnesses and continuous access to healthcare is crucial to his remaining healthy and productive enough to continue working. The government provides financial coverage because of his eligibility status as beneath poverty level income. Although he has uncial assistance, he still has problems with appointment times and transportation. These obstacles are mutable, but his illness is a predisposed health condition that is immutable.Educating himself in what is covered by government assisted health plans and obtaining the needed medical care access would help John's situation. He must also be responsible for hi s own well-being. Adapting his life, eating healthy, and exercising will not only deter worse health but also improve his high blood pressure.

Safety Health and Environmental Report

INDUSTRIAL ATTACHMENT REPORT By MAXWELL MASUNDA MIDLANDS STATE UNIVERSITY BSC HONOURS GEOGRAPHY AND ENVIRONMENTAL STUDIES Registration Number R102163M Period Jan-Dec 2012 Department Health Safety and Environment Endorsed By Work Related Learning Supervisor __________________________ Signature Student’s Name Masunda Maxwell Registration Number R102163mStudent’s Signature ___________________________ Signature Company Stamp Period Jan – Dec 2012 Academic Supervisor Mr Mutekwa Table of contents Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Acknowledgements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Abbreviations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 CHAPTER 1—INTRODUCTION 1. 1Information about the organisation. Vision, Mission statement, Values and objectives of the organisation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 2Company’s organisational structure and the place of the particular department in which the student’s work was undertaken†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. Communication and information systems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 4Principal Services and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 5Main markets served and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 6Sources of competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 7Types of technology involved and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 8Impact of Government measures and policies, the Economy and changing environment and social attitude†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER 2—MANAGEMENT ISSUES 2. 1 Management style, values, priorities, responsiveness to external change and management success†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . 2 Logistics, Production, Marketing and Managem ent approaches to technological development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER3 3. 1 Roles and responsibilities of the student during the work related learning period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. 2 Performance criteria and targets†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. 3 Opportunities and problems encountered†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 4 Theory studied and operational practises†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 5 Means of monitoring performance during work placement period†¦Ã¢â‚¬ ¦.. CHAPTER 4—EVALUATION 4. 1 Overall evaluation of the WRL period CHAPTER 5—RECOMMENDATIONS 5. Recommendations to Midlands State University; Department of Geography and Environmental Studies and The Wattle Company 5. 2 Other issues learned CONLUSION REFERENCES ABSTRACT The author commenced Work Related Learning on the 23rd of January 2012 at The Wattle Company (Nyanga Pine Division) in Manicaland Province and is expected to complete in December 2012. This report saves to give an outline of the tasks and activities carried out by the student during the above mentioned period of WRL programme in pursuit of achieving the requirements of the Bachelor of Science Degree in Geography and Environmental Studies at Midlands State University.DEDICATION I give special dedication to my mother and brothers who made my education a success. Your stewardship and heroism are sufficient to me. ACKNOWLEDGEMENT My gratitude goes to the Midlands State University academic staff that has imparted their vast knowledge and has so much assisted me with words of wisdom, hope and courage during my industrial attachment. My appreciation goes to the management and the rest of staff at The Wattle Company for accepting me to be part of the Wattle family (Nyanga Pine Division).I also give gratitude to the unwavering support and guidance that l constantly got from my supervisor Mr. S Ziyambe (S. H. E Officer Nyanga Pine Division), throughout my industrial attachment period. My thanks also goes to the Human Resources Department specifically, Mrs S. Nyangairi(human resources administrator) and Miss Tsitsi ( H. R Departmental secretary) . Great thanks to Mr Mazungunye (Forest Resources manager-Nyanga Pine Division), Mr Kwenda (Plant Engineer) Mr Velani (forester Nyanga North), Mr Sigauke (Forester –Nyanga Pine Nursery), Mr.P. Chipango (Forestry Department Clerk), and all SHE Reps in all departments not forgetting all other employees and the external society for their professional guidance and supervision w ithin their areas of specialisation together with all the support and ideas that were shared to me during the course of my industrial attachment. I give credit to the compilation of this report to all the above mentioned professionals for believing in me and their constant support during difficult times and period of my industrial attachment.I extend my gratitude to the department of Geography and environmental studies Mr Jerie and his colleagues for the knowledge acquired which made practical learning easier not forgetting my supervisor Mr Mutekwa who visited us during the course of the industrial attachment and boosted moral. My heartfelt appreciation to my family especially my mother Mrs B. Paradzai, my brothers ; Noah, Michael and Macdonald and my friend, Tinashe Munodawafa for their unmerited support (Economic, social, moral and otherwise) throughout my Industrial attachment.I give all the glory to the Lord Almighty for a year full of life and fun not forgetting how educating i t was in every dimension. May the Lord God edify and bring continual success to you all. Abbreviations/Acronyms BBSBehaviour Based Safety BLRABaseline Risk Assessment EDEnvironmental Database EIAEnvironmental Impact Assessment ESREstate Stores Requisition HIRAHazard Identification Risk Assessment OHSOccupational Health Safety SHESafety Health Environment SHPSafety Health Procedure WRL Work Related LearningFRM Forest Resources Manager OHSE Occupational Health, Safety and Environment IBRA Issue Based Risk Assessment SWP Safe Work Procedure MP Management Procedure CAR Corrective Action Request LTI Lost Time Injury WMP Waste Management Plan EMP Environmental/Emergency Management Plan HOSHead of Section HOD Head of department CHAPTER ONE(1) 1. 0 Background of the Organisation The Wattle Company Limited was founded in 1945 in a bid to develop a wattle extract Industry in Zimbabwe. Land was purchased in the eastern districts of the Country and a central office was established in Mutare.The rationale for the development of wattle extract in Zimbabwe was twofold: †¢There was a general prediction of growth in demand for leather products hence, by implication of growth in demand for tanning extract. †¢There existed the perception of a permanent decline in supply of Quebracho extracts which, at the time, was the principal vegetable tanning extract in the world leather business. Wattle extract offered a profitable Substitute with a shorter-term investment horizon.These predictions were not fulfilled for the following reasons which also motivated the subsequent diversification into pine and eucalyptus; †¢The rate of leather consumption was negatively affected by the subsequent development of synthetic non-leather shoe materials; †¢The development of synthetic tanning materials (such as chrome salts) further reduced the demand for vegetable extracts; and †¢Quebracho remained a strong competitor to wattle extract. At the peak of wattle development in approximately 1959, The Wattle Company Limited had a capacity from its plantations of approximately double its sales demand.Consequently, The Wattle Company Limited commenced a Programme of diversification into other plantation crops accompanied by a parallel disposal of surplus land holdings. The Memorandum and Articles of Association of The Wattle Company Limited permits it, generally, to own and operate forestry and agricultural estates, to produce, process and deal in forest and agricultural products. The Company now specifically manufactures wattle extract, pine sawn timber, treated gum poles, eucalyptus sawn board and a residual product, charcoal. The Registered office of The Wattle Company Limited is situated at No. Durban Road, Mutare. 1. 1 Vision Achieve World class excellence in forestry resources management. 1. 2 Mission We will sustainably manage forest plantations, manufacture and be the supplier of choice quality sawn timber, wattle extract, charcoal, poles and service s to our customers in all our markets. We will build long term mutually beneficial relationships with all our customers, suppliers, employees, communities and shareholders. 1. 3 Values ?Integrity ?Quality ?Innovation ?Professionalism ?Transparency ?Teamwork ?Respect ?Empathy ?Passion 1. Company’s Organisation and the place of the particular department/ section in which the student’s work programme was undertaken The Wattle Company Limited is the main company the student was attached as a Senior Trainee SHE Officer. He was also attached in the SHEQ department at The Wattle Company, Nyanga Pine Division which is located 60 km out of Mutare. The department services(In SHEQ issues) other sister Estates such as Dunsinane Estate in Penhalonga, Nyakupinga, Mtarazi and Reneen Estates together with a Bush milling plant called Pine Products (Located in Mtarazi Estates) for Pine sawn timber production. 1. Communication and Information Systems The company uses a top to bottom appr oach. Group managers are responsible for the overall performance of the company as a whole, hence they oversee issues within all the three divisions of wattle but there are location managers and officers who are involved in the day to day running of the activities within their areas of jurisdiction. The company uses memorandums and Internet services which facilitates Emailing system as a means of information relay not forgetting to mention direct or peer to peer communication. The IT (Information Technology) at the head office is responsible for all machine ault repairs and controls the emailing system together with denying access/sharing of controlled documents with external sources. There is also a LAN (local area network) From Netone, Company Contract lines from Econet together with provision of monthly airtime for communication purposes to management reps . More so there is the use of GPS receivers, that is, Radios for all Foresters’ communication in the estates. All loca tion managers and Officers report to a location/divisional General Manager which is the highest office at divisional level as illustarated in the organogram below.ORGANOGRAM Fig. 2. 1 1. 6 Principal Products / Services and characteristics Wattle Company’s business success is centres on sustainable management of its forestry resources and is dedicated towards sustainable environmental management. The Wattle Company has received a number of accolades for its outstanding performance in environmental and forestry management. The Company operates under three strategic Business Units, Namely, †¢Nyanga Pine Division †¢Wattle Mimosa Division †¢Vumba Timbers Division It has four core businesses for production and marketing of †¢Pine Sawn Timber and manure Wattle Extract †¢Eucalyptus Poles †¢Charcoal Fig 3. Wattle Company Divisions Fig. 4. Wattle Company Hectare all divisions inclusive. The student was based at the Nyanga Pine division. NYANGA PINE DIVISIO N Nyanga Pine Plantations are located at Nyanga and Dunsinane Estates, approximately 65 kilometers and 35 kilometers north of Mutare, respectively. Available Resource Nyanga has a sustainable resource of 150,000m3 saw logs per annum for the pine plantations. An additional resource base from Art Corporation plantation which has been secured by the company is 76,000m3.Acquisition of the rest of the Art Corporation plantations is also expected to yield an additional 31,600m3 per annum. Figure. 3. Part of the resources available in the Nyanga Pine Division. Land holding in this Division is 18 973 hectares. Logs from these plantations are managed on a 20 to 25 year rotation and 450 hectares are harvested annually producing 150 000m? of saw slogs. The timber is harvested and transported to the sawmill using specialized equipment. As illustrated in fig 4 below. Fig. 5. A forwarder transporting logs PINE SAWN TIMBERThe Sawmill has a capacity of producing 72000cm3 of sawn timber per year and has 2 production lines. The frame saw line for big diameter logs and the multi-saw line which replaced the chipper canter line for small diameter and larger diameter logs. Fig 6 illustrates the frame saw line. Fig 6. 1 A log entering the frame saw line Fig 6. 2 A log out of the frame saw line The Wattle Company produces high quality sawn timber that has high demand both locally and internationally . Pine sawn timber is a soft wood. The pine sawn timber is kiln dried to standard moisture content of between 12 – 15%.This is achieved by adhering to stringent quality control measures starting from the source of our timber and in addition, our processes conform to the local Standards Association of Zimbabwe Board (SAZ) and South Africa Bureau of Standards ( SABS) yet also currently seeking ISO 9001 certification. The structural timber comes in solid form, finger jointed, planed all round and kiln dried. The lengths range from 0. 9 m to 6. 6 m. Fig. 7. Pine sawn timber stacked in the warehouse Structural timber is mainly used for construction, whilst Industrial grade timber is used for furniture and industrial purposes.These products are marketed and sold throughout the SADC region to different customers in their specific requirements. Bi- products – Crating, Pulpwood, and Pillar logs, Pine bark, Wood shavings and Saw dust are produced. The company also produces the industrial grade timber for the furniture manufacturers. Moreover the company also produces Manure from decomposing mixtures of sawdust and bark which is demanded locally, mainly by maize and cotton producers. Also the company offers other used products such as used tyres, used oil, scrap metal and old vehicles.Wood is another product produced for sale to outsiders with some provided to the general workers and the local communities who stay in electricity free houses. Principal services Wattle Company provides expertise to other fellow timber producing organisations, students in local high schools through conducting fire and tree planting campaigns together with students on industrial attachment in various departments found in the organisation. More so it offers health services such medical health care, HIV and AIDS counselling and testing and maternal care to employed/ non employees yet local people.It also offers employment to the local community and the country at large. The company is involved in the preservation of Natural resources such Fauna and flora, Historical cultural sites, such as Nyangani terraces and recreational areas such as Mtarazi Falls with help from its security. The Wattle Company, through its Nyanga Pine Division is certified by the Forest Stewardship Council (FSC), which is an international organization that provides accreditation of forest management practices. FSC establishes standards as well as monitor the chain of custody and labelling of wood products. . 7 Main markets served and their environmental characteristics The Wattle Company is currently supplying the following markets, ? Botswana 33%, ?South Africa 35% ?Zimbabwe 20% ?Namibia 6% ?Zambia 3% ?Mozambique 3% Fig. 8. Timber market sizes in % Timber products produced at Wattle Company have created demand through spiral, repeat and referral marketing. The Product is produced from a well managed resource that adheres to specifications of international standards. The timber is mature and is suitable for major construction jobs which most construction companies prefer.The Wattle Company has created a competitive edge against its industry peers by upgrading its product through mouldering, as a differentiation strategy to its competitors who prefer to sell their timber as general grade. Wattle Company uses benchmarking as an analytical process through which the organization’s performance in the market is compared to the best in the country and the region. Positioned in a niche market it supplies 80% of its timber as structural which automatically means only tho se that are in the construction industry prefer the product. The company’s minimum order quantity is 48 cubes.The prices are factory that is they exclude freight cost since customer own transport is used. The Company’s Pine Sawn Timber is grouped and sold in two broad categories – Structural sawn timber for builders’ merchants and roof truss manufacturers. There is also the Industrial sawn timber for furniture and door manufacturers and pallet makers. Approximately 70% of the Pine Sawn Timber is exported while 30% is sold locally. All dispatches are made directly from Nyanga Pine Sawmill spearheaded by Wattle Company headquarters in Mutare where all payments are made.The Company is the third largest producer of Pine Sawn Timber in Zimbabwe and sells its product under the brand â€Å"NYANGA PINE†. Zimbabwean timber is proven by international test standard to be competitive in strength, workability and appearance with South African and European pine. 1. 8 Sources of Competition Competition in the region is not just coming from regional suppliers but also timber coming from as far as Chile, Brazil and Australia amidst softening demand in the market backyards.A case in point is the Namibian customer called the Mega build who is importing timber from as far as Australia; as a result, it creates pressure and price distortions and reduces the regional suppliers’ market share. The Zimbabwean primary wood processing industry is an oligopoly dominated by five players namely: Wattle Company, Border Timbers International, Allied Timbers, Mutare Board and Paper Mills, and Hunyani. Each of these companies has its own timber processing facilities and grows timber for own use.Three are major timber suppliers namely, The Wattle Company, Boarder Timbers and Allied Timbers, with the other two suppliers operating more than two sawmills each. The difference between The Wattle Company and its competitors has been the ability to stick to wor ld class standards and pro efficiency. Border Timbers is now the second biggest player in the industry but of late experiencing problems of diminishing resources. Wattle Company, Forest Company of Zimbabwe, and Border Timbers produce about 89% of timber in Zimbabwe and 1% is from Bush Millers. Threat posed by forest fires locally affects output in terms of quality.Recent fires in South Africa had weakened output prices. Only Wattle Company and Boarder Timbers are Forest Standard Commission (FCZ) certified giving Forest Company of Zimbabwe a disadvantage on the international market. Wattle Company is currently the smallest player in the industry but the most efficient. The competition in Zimbabwe Timber Industry hinges more on volume capacity than other factors such as quality, lead time and turn around. The wattle Company has edged its competitors by sticking to high quality structural timber creating a name in the regional construction industry.Environmental Management The Wattle C ompany Limited is a recipient of Timber Producers Federation of Zimbabwe’s Environmental Awards and has a documented Environmental Management System in place. Special Management is applied to the conservation of water catchment areas, high altitude grasslands, main forest communities and archaeological heritage such as the remains of Nyanga Terrace Culture, pollution prevention of estate soils by machinery oils and proper disposal of waste (paper, wood, glue, metal and clinic wastes). 1. 9 Types of technology involved and their characteristicsThere is a lot of modern machinery used for Pine sawn timber production from planting to marketing of the finished product. The information above is the general information of the whole Wattle Co divisions. However the growing of pine trees at Nyanga Pine division is for sawn timber. Nyanga Pine plantings are largely restricted to Pinus patula, but include P. taeda; P. elliottii, P. kesiya; P. tecunumannii and P. maximinoii and some of t hese species are being carefully considered now (Wattle Co Management Plan of the Pine Estates 2012).There is the use of Diesel powered chain saws an earth moving machinery for cutting or bringing down the trees respectively, followed by choking –which involves bringing the logs close to the road (for sorting according to diameters and loading using the telelogger) using tractors; cattle; the skidder and cable yarders (from inaccessible areas like in valley bottoms). More so haulage trucks are then used to transport logs from the harvesting sites to the Sawmill for processing. At the Sawmill, teleloggers are used to offload trucks and sorting is done as well.Cane hooks are then used to roll logs onto electric powered hauling chains (the process is highly mechanised)which feed the de-barker—for bark removal before proceeding to the frame Saw and Multi-saw lines for cutting to size. Conveyer belts carry the timber to the green chain section where manual loading of the Bo ogies is done followed by Kiln drying using The Ballman and Tekma Kilns which are Electric and Fire powered respectively. Traverses then carry the dried timber to the Dry mill section for cutting to size and packaging.Side loaders then load the timber as per orders before loading to trucks for departure to their respective destinations. Fig. 9. Process flow diagram of timber from harvesting to warehouse 1. 10 Impact of government Measures and policies, the economy and changing environment and social attitudes Government legislative bodies such as NSSA, EMA and SAZ have positively impacted on the organisation to be a workable environment through its NSSA compensation scheme in case of injuries. Subscribing to EMA and SAZ has coerced the organisation to improve its environmental management climate, market improvement and improved OHSE standards respectively.On the other hand through the Recruitment and Selection Policy, which requires locals to be considered first when employing peopl e, inexperienced people have been assimilated which greatly affect the quality of workforce available. The economic climate currently has improved performance of the organisation where a monthly profit of US$23000—US$30000 is obtained hence it has resulted in improvement in the salary scales. The favourable climate has also increased the market size by attracting more foreign customers aided by SAZ certification.Cash flow problems/Global liquidity shortages have negatively impacted the organisation forcing it to sell on credit thereby resulting in late payments of salaries and wages. Increasing mechanisation levels have also resulted in high job losses Changing educational environment has resulted in most locals shunning the lowly paid jobs in the forestry industry. More so qualified personnel is also leaving the organisation for greener pastures with even students are now shunning being attached there because of absence of any allowance.CHAPTER TWO(2) 2. 1. 0 Management styl e –Values and priorities, responsiveness to external change and management 2. 1. 1 Management style It is a top to bottom approach. The divisional activities are run from the headquarters by group managers. On site there is the GM, FRM, TLM, Accountant, HR assistant and SHE Officer. These HODs are the policy makers assisted by HOS who do the day to day running of the various departments reporting to the GM. The organisation has 6 departments namely: Clinic, HR, Forestry, Harvesting, Administration and SHE.HODs report also to group managers who directly report to the COO, who is the overall head of the company who delegates tasks to top management. A weekly progress meeting is conducted by top management and chaired by the COO. 2. 1. 2 Values and priorities Values and priorities of the organisation are set by the management team since there is a top to bottom approach to management of issues at the organisation. The organisational Policy is followed but it is mainly if not onl y effective upon the general hand wage earner and few lower grade staff workers. 2. 1. 3Management successionWorkers rotate departments depending on performance and not specialisation, for instance from HR to Production. Succession is handled by HR but that of management is handled at group level by group managers. There is also rotation of employees around the three divisions especially management/staff workers. 2. 1. 4 Responsiveness to external change Marketing surveys are done every month to determine market prices. Prices are then either lowered or increased depending on periodic reviews. Weekly performance meetings are conducted on site chaired by the COO, where supplies are usually stopped wherever late payments are observed.Also the increased competition on the market has forced the organisation to seek ISO9001 certification and implementation of BBS in a bid to lure the market by showing their concern to Quality and OHS issues respectively. Production of products as per cus tomer requirements and specifications in terms of width and thickness has also come as a response to external market changes in the timber industry. Also selling more and preferably to cash buyers has been effected to reduce the impact of cash flow shortages in the economy.The organisation also subscribes to the government gazette for updates on any changes in terms of legislations and other legal requirements. 2. 2. 0Logistics, production, marketing and management approaches to staffing and technological development. There is a silviculture department and a Forestry Resources Manager who is in charge of all the estates/ in charge of all the forest resources. This is the department which ensures sustainability and to ensure sustainability this department is responsible for all the plantings which include the harvested land or compartments as well as the burnt land.For example last year during the fire season about 900 ha were lost to forest fires but there is reestablishment of thes e compartments as well as the harvested compartments. Since the rainy season began about 800 ha were planted so far and if rain falls the company intends to finish planting all the palatable land. Planting back is a serious issue which is monitored at top management level as well as the Timber Producers Federation (TPF) which the company is part of. So the issue of sustainability is unquestionable at Nyanga pine division as illustrated above.As for harvesting there is a harvesting department headed by the Harvesting and Transport logistics Manager. When the compartment is ready for harvesting which is usually after 25 years the silviculture department hands over the compartment to the harvesting department with the forest planning department being involved as well. Usually every year the silviculture department hands over all compartments ready for harvesting then the harvesting department do APOs (Annual Plan of Operations) using the information provided. This is the first step don e by the harvesting forester and authorised by the Harvesting and Planning managers.Harvesting then commences following a harvesting procedure. When the compartment is finished it is handed over to planning for fibre waste assessment then back to silviculture for plantings. This is the cycle in short. The planning cycle is there for the sustainable management of the forest resources. Management is striving to cut costs through the acquisition of highly mechanised equipment like the Multi saw line which only requires 12 workers along the whole line as opposed to more than 30 workers on previous lines (chipper canter line).More so some departments are operating with one person with the aid of students on industrial attachment whom are not a cost since they are not paid, for instance, one SHE officer for Reneen, Nyakupinga, Nyanga Pine, Mtarazi and Dunsinane Estates and the Sawmill. Seasonal employees are temporarily employed especially during the planting and fire seasons for preparat ion of fireguards and ring weeding respectively. Marketing is done throughout the marketing manager who is based at the head office in Mutare. Sales are also facilitated through that same location.No marketing rep on site since it is only a production site since collections are done using receipts and with the aid of phone calls. A larger percentage of the product is sold internationally. 2. 1. 3 Management Issues and their relationship to environmental issues and performance of the organisation. Management is more concerned with production hence environmental issues are not of much concern or they are not given much attention since they are not funded for instance all industrial hygiene surveys were last done in 2009 and 2010 respectively.More over foresters also claim to be masters in SHE issues hence it brings friction between the different departments. The SHE department is only involved in voluntary compliance to standards such as ISO14001and ISO9001 among others since it is on ly SAZ certified. There is generally lack of management commitment to SHE issues hence little is being done in terms of environmental management though there is vast knowledge inhibited within the site SHE Officer which remains an untapped resource though beneficial to tudents on work related learning to whom it is relayed. CHAPTER THREE(3) 3. 0 Activities carried out and Initiatives made by the student After a month in the industry the most tasks were delegated to the student for learning process, development of a world class/competent SHE practitioner and for monitoring progress during the course of the industrial attachment period. Only decision making opportunities in sensitive issues were not tasked to the student. 3. 1. Safety health and environment (S. H.E) induction of newly recruited employees This process involves safety induction of new employees and visitors so that they practise safety every time and everywhere. It also shows the level of commitment of the organisation to SHE issues. After a month the student was given the role of conducting all inductions in the absence/presence of the supervisor. This further boosted confidence to speak amongst a group of people since it was going to be a routine task to train groups of workers. 3. 2. Land farming projectThis is a project for treatment of oil contaminated soils to normal or near normal state which emanates from unsurfaced parking bays like the telelogger bay in the Sawmill, garage and management parking bays. The project was to remain an ever running project since soil is continuously being polluted. The student developed the land farming project together with preparing the project budget, documentation and description, assigning responsibilities, training of the people involved, monitoring, and preparation of continuous improvement documents together with monitoring of progress. 3. 3.Environmental Inspections, audits and on job observations This facilitated compliance to SHE standards, complian ce levels to management procedures and task procedures, noting of at risk behaviour and conditions, Fire extinguishers, first Aid boxes and areas in dire need for improvement or meriting immediate attention. These aspects allowed us to police compliance to SHE standards and punishing of those who breach the laws using the code of conduct. The student was also part of the panel conducting all internal audits in other divisions of Wattle Company like the second quarter audit at Silver Streams in Chimanimani.More so the student conducted routine morning on job observations and inspections in the Sawmill and conducted monthly inspections by way of a checklist before surrendering the audit results to the supervisor for analysis and drawing of CARs. 3. 4. Conducting safety health and environment educational and legislative training programmes for 1200 employees (high and middle level management and shop floor workers) The student with the help from fellow student developed and prepared th e inspections and audit checklists for use internally and for use by all Wattle divisions.Since most trainings at the organisation are handled by the SHE department hence the student through the knowledge disseminated to him by the work supervisor, spearheaded trainings on BBS, MPs, chemical handling and other safety environmental and health related issues brought to his attention by external professionals, for instance, trainings on circumcision, diseases control, general hygiene and Training SHE Reps on how they were to conduct Observations. More so the student conducted Fire and environmental awareness to students in local schools.Also the student trained management and the shop floor workers on how to conduct safety talks together with highlighting their relevance. The student also had passion to disseminate knowledge acquired at college through training the fellow workmates on Safety, Health and Environmental Legislative requirements the organisation had to subscribe to. In add ition the student conducted refresher trainings on the SHE Policy, harvesting procedures and accident reporting. These were assisted by mock drills to monitor for instance mock drills.The student was part of the panel which spearheaded these together with assessing the level of preparedness the Company assumed in case an emergency occurred. The student also assisted in developing innovative procedures in the improvement of available sanitation practices to meet targets set by the SHE department in its SHE manual. 3. 5. Compile monthly SHE reports and Weekly progress reports These reports showed progress and company performance on SHE issues together with activities and challenges being faced in handling SHE issues.It was the duty of the student to prepare monthly reports using available statistics and information gathered. This is also a way of communication with top management on Departmental performance. More so weekly and monthly reports were prepared by the student to show the l evel of progress and material covered during the course of the work related learning process. 3. 6. Compliance promotion and enforcement of occupational health and safety (OHS) and environmental laws.Besides conducting trainings on legislations, the student also made follow ups on progress in issues discussed or trained on as part of policing compliance to CARs, set targets and expectations. Those found not complying with these were warned and the CARs were not closed until progress was noticed, with others being warned or called for hearings since at Wattle Company, it is a dismissible offence to disobey any safety regulation or set standard. 3. 7. Accident/Incident investigations, identifying route causes and providing recommendations to prevent recurrence of incidents.Accident investigations are a requirement by law and are also of importance so as to know the causes of accidents together with identification of problem areas. The student conducted incident investigations so as to determine the latent failures and conditions contributing to the occurrence of the accident so as to learn and avoid the occurrence of the same kind of incident through the provision of suitable recommendations and action plans. This further enhanced the level of scrutiny by the student in any issue. . 8 Preparation of the BLR Assessment Database/Register and the Environmental Database The student together with another fellow student prepared the BLRA for evaluating risks and exposure of workers to these risks per department. These were to be used as a basis for training during trainings on accident prevention, refresher training courses, and drawing of action plans together with noting down any new types of incidents developing together with taking note of their inherent causes or accelerators.The student also was part of the team that prepared the environmental database which was to be useful in Natural Resources management since it allowed the student to quantify the amount of w ater, fuel, electricity and Wood fuel consumed per month together with calculating the amount atmospheric pollutants the company was contributing through its use of oils, burning of waste in the incinerators and the use of diesel fuelled vehicles and machines. More so knowledge about the amount of water, electricity and wood allowed future planning for sustainable resource use to be done. 3. Training of SHE Representatives SHE Reps are the eye of any SHE department hence much of the trainings done were to equip them with the necessary skills to foster safe working in their fellow workmates. The student hence trained SHE reps on accident reporting procedure, conducting and completion of BBS observation checklists, conducting of safety talks just to mention a few. This was done since they were the ones constantly on the ground and also it was discovered to be easier to spread knowledge on SHE using people at the same level since they understand each other better. 3. 0 Conducting the H IRA process and taking down all potential hazardous tasks and related risks The student also conducted the HIRAs for all departments which was also useful in the preparation of the BLRA database. HIRA involves identification of hazards and estimating the risks thereby allowing the development of action plans to manage those risks before they occur 3. 11 Conducting of internal EIAs for small internal projects. The student conducted an internal EIA for Pine Products which is a sister company of Wattle (Nyanga Pine Division) specialising in the production of pine sawn timber as well.Here the student used acquired knowledge at college together with additional guidelines from an internal EIA checklist to assess the environmental, social, health and pollution (from waste generation and disposal) related impacts of the already running bush mill/Plant. This was also a form of compliance to national legislative requirements from EMA Act chapter 20:27. 3. 12 Conduct occupational and health ca mpaigns The student conducted campaigns on male circumcision together with liaising with the clinic on the behalf of PSI so as to provide a venue and set actual dates for the surgeries.More so the student conducted further training on Cancer, HIV and AIDS respectively since they were also part of the reasons why circumcision was being promoted to be done. 3. 13 Accident Register Updating The student also prepared the Accident Register for the years 2011 and 2012. Also weekly updating of the register was done by the student together with Trend analysis of accidents between current and previous years. This register assisted in noting any major changes in accident rates together with the reasons why that was happening.It allowed review of Policies and performance wherever there was need. 3. 14 Taking tours with new employees during inductions and or visitors around the plant or estates to view operations. The student also after inducting new employees took them for a tour around the pl ant and estates to familiarise them with SHE issues involved within those areas. Besides SHE issues the student was also knowledgeable about the product process flow since it was part of the reasons for the tour hence he had to share it with the visitor or new employee. 3. 5 Reviewing EMPs, WMPs, EMPs etc Besides preparing new documents the student was also involved in reviewing and updating of all obsolete documents. This was done according to the set review periods and was also auditable both externally and internally. 3. 16 Conducting Pre-shift talks. Also the student conducted Pre-shift talks to management and the shop floor workers as a way of enhancing safe working together with notifying on previous week’s incidents to all workers and training workers on prevention of the same incidents from repeating themselves.The student therefore developed and prepared the SHE Talk Calendar for the year 2012 as a guideline on weekly discussions in every department and section. More so the student policed whether these pre-shift talks were being conducted since some people had a tendency of ignoring or not attending hence the provision of Pre-shift talk registers. 3. 17 Completion and submission of NSSA WCIF 14 forms The student also completed the above mentioned forms for any LTI or accidents meriting a claim from NSSA, since every worker was insured to NSSA in case an accident would occur.The student and travelled weekly to Mutare for submission and collection of claims cards for use in treatment or receiving a claim from the bank. 3. 18 Development and Implementation of BBS Social Soccer League The student developed the BBS League as part of entertainment to the workers. In addition the student went to purchase the balls and acted as management team’s coach cum player in preparation of the league games. The student also included safety statistics as part of points awarding system together with updating of the log standings every week. . 19 Filing of SHE documents After preparation of any document the student had a filing day every week for filing of each internally or externally prepared that was useful in future. The student prepared a SHE filing system in soft copy and saved the documents on the machine. Further still the student prepared hard copies of the same documents and filed them separately using a filing index and number. These documents were useful during Audits since they were a requirement especially during external audits by NSSA, EMA and SAZ.Filing thus made it easier for document access whenever requested for. 3. 20 Acting as Secretary during SHE meetings The student also acted as a departmental secretary during SHE Monthly meetings and during management BBS training meetings. More so the student recorded the minutes and typed them together with circulating them back to all departmental HODs. PERFOMANCE CRITERIA AND TARGETS SET FOR WORK PLACEMENT PROGRAMME Performance Criteria There are basically two types of ap proaches being used by Wattle namely; a. Logical framework approachUnder this framework objectives are set on different programmes and strategies for implementation plans in place where objectives stated, compilation of data, SHE Policy commitment is key and is stated as well. The framework is implied in all significant issues, for instance, significant Safety or Health hazards and impacts are given set objectives and targets in a bid to reduce or eliminate their impact. The specialists in the field done the ground work and the affected groups only adopt prescribed approaches either pertaining to their safety or health. . Participatory approach This is used in managing key Environmental issues and System implementation and is mainly executed through a suggestion scheme, for instance, Zvandaona Nhasi Scheme in BBS implementation. It is open to everyone, that is, local heads and the community at large and is not selective in terms of gender of social class. The method involves listing down all suggestions of all participants. Management Objectively verifiable Suggestion indicators are enlisted using this approach.Community appreciation of projects like tree planting and wetlands management are used as a performance criteria tool. Usually the community or affected group are allowed to develop practical home grown solutions for verification and adoption by the organisation in spearheading issues to do with environmental pollution and its related impacts to their livelihood, animals and health. Targets Departmental SHE targets and management programmes are derived from significant hazards in that department. All significant hazards are then given key SHE commitment areas.Each department has its own hazard register rated differently as per frequency and exposure rates. Significant hazards are given objectives and targets, management programmes together with target completion dates. These hazards registers are reviewed every year. The SHE department inspects each dep artment to verify the effectiveness and coverage these departmental hazards registers. EXPERIETIAL LEARNING GAINED FROM WRL PLACEMENT-OPPORTUNITIES AND PROBLEMS FACED AND MEANS ADOPTED TO EXPLORE AND OVERCOME THEM Experiential Leaning gainsExposure to real work environment and assuming the role of a full time employee allowed the student to swallow pride from the respect he got from fellow workers some of whom were elderly people, at the same time allowing him to know about work ethics and expected workplace manners. An Assessment of the working environment was done at arrival at Wattle to see how people conducted each other. Adopting to the way of life at the same place came second since it was a rural setup in which the student was not acquainted to.Adaptation to the internal environment followed where the environment in which the student was working proved so complex and ever dynamic such that being flexible was one quality that had to be borrowed so as to be able to adapt to occ upational dynamics. Familiarising with the system allowed full and competent performance to be achieved. Required Adjustments to personal character were made to suit the colleagues around and the working environments together with challenges faced from time to time. Setting of chievable and realistic goals and the development of action plans in managing of problems and non conformities was a priority. Extreme pressure was experienced whenever there were recurrent incidents and during month ends when monthly reports had to be prepared. During such a period the student had to stay at work till late or attend a double shift of day and night. Collectively, experiential learning Boosted confidence of execution of duty as a competent SHE practitioner, a good communicator, a good listener and fast writer as required in capturing minutes in management meetings.Good communication skills were highlighted through the ability to handle conflicts among and between fellow workers and friends. The student also learned to be Punctual where there was an anomaly in which work started at 6:30 yet the student had to walk on foot for about 7km to work. The student never disappointed though at times he had to attend double shifts and leave work as late as 20:00 hrs in the evening. The student improved his personal skill and also acquired management skills especially in handling different tasks and attended to hearing panels.It also allowed the student to exercise power, delegated authority and to employ knowledge and skills gained at college. To this end, practical learning allowed the student to have practical exploration of work experience. It was also learnt that to succeed in any field, not only personal motivation but also the zeal to learn keeps you moving towards your aims and goals in life. Opportunities ?Prospects of employment since most of the SHE managers are nearing retiring ages, hence having been there gives me a comparative advantage. Business opportunities since th ere is vast arable land lying idle and the shops lack variety in terms of goods provided together with waste timber which can fetch a good market in the nearby town of Mutare. ?Linkages to various external stakeholders like EMA, NSSA and SAZ on a more personal note ? Freedom to pursue educational opportunities since the job of being a SHE officer gives you ample time to do other things since your duty is only to train and enforce. Problems faced and how the student adapted ?Work organisational politics was one major challenge which made other epartments hate SHE not knowing that there was no budget for the department and all its financial issues were handled by HR. The student never became part of the Trade unions in order to avoid being a victim. ?Other departments were unwilling to share information; hence the student went through his superiors in order to achieve his targets for the week. ?Working for nothing or without any motivation was also a challenge in which the student res ponded by developing the BBS Social Soccer League to forget about it.More so the student supplied some fruits from Honde and Mutare in order to make ends meet. ?There was no departmental transport for going on SHE inspections and trainings especially in far areas like the estates. Borrowing vehicles from other departments came as a solution. ?Fuel shortages for ambulance with reserves for production hence emergencies were attended to late. As the HODs of the clinic the students made a plan of keeping the tank full to its brim whenever the fuel was available. ?No SHE budget was available; hence the department was forced to rely on decisions by HR.The department relied on non cash strategies so as to perform his duties effectively. ?Distance from home to work was too long, that is about 7 km. The student resorted to walking as early as was possible to be at work in time since he was required to be there at 06:30hrs. ?Departmental integrity was also a challenge in cases where the fores ters claimed to be masters in SHE issues but denying responsibility whenever an incident occurred. They also lacked knowledge as what a SHE department was for including their roles and responsibility.The student resorted to being calm and forced them to make arrangements so that SHE trainings and inspections were done even when they did not value them. IDENTIFICATION AND ANALYSIS OF THE DIFFERENCE BETWEEN THEORY STUDIED AND OPERATIONAL PRACTISES Theory learned at college tends to follow clearly outlined syllabuses, procedures and steps and are simple to understand whereas operational practises bridge the gap between theory and reality being complex and achievable after continual repetition together with having no defined steps followed except in task procedures only.Shortcuts are very common in the operational practise where sometimes they are observed to be safer than the prescribed steps. Theory only gives a theoretical description of tasks with operational practises giving the ex act execution of the task. Too shallow information is disseminated in specific areas/ there tends to be more generalisations in theories studied whereas operational practises bring about so much specific information and documentation. Theory deals with prediction of cases whilst in operational practises results are condition oriented though they differ with organisations.Not much or all of the material learned was usable during WRL since there is some specialisation in operational practises where one only works in one department doing the same specific tasks repeatedly. The operational practises proved to be more complex hence require rapid dynamism so as to adapt to the working environment which is politically, economically and socially demanding in nature. There were some slight similarities where issues learned like computing techniques in GES were usable in documents preparation, such as, Databases and PPE Matrices and trainings using Microsoft word, excel and slide show present ations.Communication skills (CS101) at college made proper communication affordable in the practical environment where training and interaction of diverse social groups was done from management to the shop floor worker. Basic theory however was vital since it made understanding and practical execution easier and faster. PERFORMAN MONITORING CRITERIA AND ASSSESSMENT OF DIRECTION AND SUPERVISION PROVIDED PLACE SUPERVISOR/MANAGEMENT TOGETHER WITH THE VISITING LECTURER’S ASSISSTANCE.The student was viewed as a full time employee by the WRL Organisation and was governed by the code of conduct which therefore forced him to perform to the required standards and expectations. Weekly and Monthly progress reports on issues covered were a mandatory from the student since they, together with tasks delegated were used to monitor progress of the student during attachment period. Weekly targets were also used which was based on a weekly plan. The student was also tasked to provide a persona l file for assessment by Group HSE manger every month.The student was expected to complete all tasks planned for during that week with those unmet tasks forwarded to the following week. The supervisor’s mentorship approach was to make the student to accomplish certain tasks without his assistance and this was used as a means to monitor progress of the student in terms of speed of grasping and understanding of concepts together with skills development. More so the student also prepared a Log book as part of the progress monitoring aid. This was assessed and signed by the workplace supervisor assisted by the visiting lecturer who assessed the book during the period of visit .The visiting lecturer assisted in explaining what exactly the student was to learn about during the WRL period together with assessing the relevance of what had been covered. He also gave light on the position of the college in other related issues such as accommodation and salary issues . Also an assessmen t of issues learnt and their relationship to the modules covered was done. Also the student was expected to produce a WRL Report at the end of the WRL period as part of progress monitoring as well. CHAPTER FOUR (4) 4. 1 Evaluation of the Work Related LearningThe full year of industrial attachment was a highly productive learning process that exposed the student to the real working environment where real safety, health and environmental situations that are often presented as theory at college were made real through this process. The working environment is never a student oriented environment so as to provide a growing environment for young, new and inexperienced personnel but it remains real with clear operational procedures and structures which gave the student the necessary practical experience required in developing future managers since the student was viewed as a full time employee.This was more than a just an academic fulfilment as the student was natured in his moral, social, observation and analytical skill together with improving his interpersonal communication skills. A greater percentage of the aims of the WRL were achieved as the student mastered most of the duties and roles to operate as a full time SHE Practitioner, though the student never had a chance to do some of the roles/activities due to cash flow problems which hindered activities such as industrial hygiene surveys (for air quality testing, Noise and Lung functioning tests) to be conducted in his presence.Some tasks took longer to be fully understood and readily practised than others. This was a result of other tasks being daily routines/generic issues for instance daily inspections and accident investigation with others being a once-off thing, for example, documents preparation like Databases preparation and preparation of other major documents like Waste Management Plan. Progress was mostly seen where the student initiated interest thus constantly researching and questioning the WRL ment or through his eagerness o learn, whereas in areas where the student showed little to interest no information was relayed since he always had work to do. The student’s expectations were to act as a student but realised that there are no students in the working environment where everyone is given equal opportunity and viewed at the same level, that is, all as adults and full time employees governed by a single company code of conduct. Most of the knowledge acquired at college was not usable in the working environment but rather new things which only took aboard a few of the theory learned at college were in operation.As a student I thought that my views were not considered in the decision making process but realised that some of my ideas and acquired knowledge saved a purpose especially where the student was consulted by top management on SHE issues in the absence of the supervisor. The Code of conduct makes the working environment Peaceful, workable and eliminates hostility a nd unsocial behaviour due to fear of dismissal. Colleagues in the SHE Department were so assisting and helpful in case of any problem be it social, economic or otherwise and made the student welcome by illustrating his importance to the organisation.On the other hand the student was not involved in decision making process of the whole organisation as some of the aspects remained a myth since the student was viewed partly as an outsider, hence confidential information remained inaccessible. 4. 2 Advantages and disadvantages to the Organisation brought by the student’s WRL experience Advantages ?The department could now function as a full department through increased manpower hence this made work easier through delegation of duties. ?Through the knowledge acquired and in the absence of the full time SHE Practitioner, the department could still run under the student’s influence.This also allowed the SHE Practitioner to go on leave since previously he could not be allowed for fear of lack of departmental functionality in his absence. ?It was also cost effective for the company to use the student since he was not paid anything though he was fully exploitable and competent. ?Also it was an advantage to the organisation having such a competent student on board since it would be easier to refer to/appoint him as SHE Practitioner in the near future since the field is a migratory field hence they faced a risk of losing current ones. ?The introduction of the BBS Social Soccer League by he student brought life and entertainment to the local community and workers at large. ?Most documents in us e were prepared by the student hence it was an advantage to the company. The student’s experience made enforcement of SHE standards and MPs easier hence assisting in lowering and elimination occupational injuries, diseases and negative environmental impacts. Disadvantages ?Though the student’s competency proved to be an advantage is also became a disadvan tage to the organisation since there was a reduction in manpower when the student was returning back to college.Most work that used to be handled smoothly was now loaded to one competent person. ?Development of Land farming and balls, kits and trophy for BBS Social Soccer League was an expense to the organisation since they were supposed to fund these for them to be a success. ?Nevertheless having experience is another thing but it remains the student’s choice to work for a company of his own choice hence the company can also be said to produce what does not benefit out of thereby making it a disadvantage as well. The time lost in training the student was a disadvantage to the organisation considering that they were not going to keep the student with them. Lunch out especially after management meetings was a cost to the organisation as well. CHAPTER FIVE (5) CONLUSIONS AND RECOMMENDATIONS 5. 1 Conclusions The student’s period of attachment at The Wattle Company Limited was a valuable experience which has natured him into gaining skills technically, professional and socially. The student has been exposed to different aspects of the SAFETY HEALTH AND ENVIRONMENT DEPARTMENT and has learnt a lot.The student’s Work Related Learning (WRL) period at The Wattle Company really transformed him into a responsible student who is capable of working competently in the industry. It really gave him hands on the real job experience and was able to familiarize himself with new ideas and aspects in the industry. He is now capable of carrying out his duties without constant supervision together with taking his responsibilities with caution and to his ability; hence has become self initiative in nature. 5. Recommendations to Midlands State University ?The university should develop cordial relations with companies so that there is general mutual understanding between the college and companies. This will assist both the students from the same institution having a comparative advantage on WRL Placement acquisition. ?The university must also reconsider on other external challenges away from work and increase the number of assessment visits to monitor conditions being lived under and challenges students are facing. The university must continue with the attachment program, as it is vital for skills development and gives advantage to the student when seeking full time employment as it acts as experience and leverage. 5. 3 Recommendations to GES Department ?It is very critical for the university to complement theory with more practice. It will be advantageous to the student if the university introduces courses, which are on demand in the industry for example BBS. Field visits to Organisations should be increased before going for work related learning so that students will get to know and prepare for what they are going to be facing when they are out there. ?The university should seek attachment places for students to make it easier because stude nts are ending up going for an attachment lat