Compare How Duffy and Armitage Write About Violence in Salome and Hitcher Essay Example for Free

Compare How Duffy and Armitage Write About Violence in Salome and Hitcher Essay ‘Salome’ and ‘Hitcher’ both use a first person persona and with that, give us insight into their feelings and the theme of violence throughout both poems. In ‘Salome’, Duffy’s character uses a nonchalant tone with no remorse when depicting her actions, which is also present in ‘Hitcher’ too. Salome had ‘done it before’ and will ‘doubtless do it again’ but is oblivious of the repercussions of what she has just stated. She is a promiscuous character and is unaware of what she has done until the last stanza, whereas the narrator in ‘Hitcher’ is fully conscious of his actions. He ‘lets him have it’ and is proud of his actions and his ability to not swerve while attacking the hitchhiker. His colloquial manner represents that he sees it as an entertaining story and how he is unaffected by his actions. Near to the conclusion of ‘Salome’ she decides to clean up her act, becomes repentant of how she has behaved. In comparison, Hitcher just drives away from the body and is ignorant as to his fate; he does not care if he’s alive; he just ‘lets him out’. His casual description of how the body bounces and disappears questions his mental stability and his possession of a conscience. Salome also defends herself, describing the man as a ‘beater or biter’, proposing that she reacted in self-defence although she could also be referring to herself. The plosive ‘b’ also portrays the violence involved with those words. At the end of ‘Hitcher’, the concluding couplet is sarcastic and ironic, seeing as the intended recipient is no longer with him. He recalls thinking ‘Stitch that’ as if the hitchhiker got what he deserved. To him, it’s a joke. Similarly, Salome states ‘ain’t life a bitch’, which is also ironic, as the person she is speaking to is dead. She doesn’t care; he could be any old Simon Andrew or John. Hitcher’s reference to the weather is normal, which shows how his behaviour hasn’t impacted him; the murder was the therapy for his anger as his outlook is now pleasant. The fact that he and the hitchhiker were of the same age wasn’t of particular consequence to him, they both had the same opportunities, yet vastly different paths. The mention of this shows how he can crack at and given moment, and his attention for the inconsequential. Salome’s therapy for her hangover was her maid’s ‘innocent clatter’, so unlike Hitcher’s methods. The fact that Salome calls her maid ‘innocent’ shows how naà ¯ve and unknowing she is about Salome. She’s Salomes opposite. The rhythmic repetition of the ‘er’ sound emulates the sound of her footsteps which soothes Salome after her night on the ‘batter’. This shows the violence which ensued last night and all the aggression, as well as inverting the fema le stereotype or passiveness.

Human Resource Development Information Technology Essay

Human Resource Development Information Technology Essay What is the role of technology in Human Resource Development. Identify some key forms of e-learning and critically evaluate their advantages and disadvantages, providing appropriate examples from organisations. This essay will identify and discuss the role of technology in Human Resource Development. It will define what Human Resource Development is and why it needs technology. Also it will discuss what electronic learning (e-learning) is, and will explain some key forms of e-learning and why we need to use e-learning. It will give a brief indication as to what technology actually is, and also the progression of technology. The essay will critically evaluate the advantages and disadvantages of using e-learning in Human Resource Development. There will be appropriate examples used to show how different organisations use e-learning within their company/organisation. Finally it will offer conclusions as to why I think technology should or should not be a part of Human Resource Development. Technology Technology is used in nearly all organisations these days including schools, companies and universities as examples. What people may not know is what it actually means. Technology is a branch of knowledge that can deal with the creation and the use of technical means and their interrelation with life, the environment and society. Technology draws upon subjects such as industrial arts, applied science, engineering and there are many more. Technology can be seen as a process or an invention of something. (Technology, N.D) Progressive Technology Technology is always progressing and this is very good for companies who need or even sell technology. If we look at how a few years back within companies the secretary would need to file documents manually and this could take a long time, also apart from the time issue there were more serious problems like documents going missing or being damaged. This is where technology began to progress because there was a new technology progressing and this was the database and this could hold all the documents you needed safely onto the computer and that way it would be a lot faster and more secure for the secretary to file the documents. This is just one example there are many more ways in which technology has helped to progress companies. The example given here is just to show that technology is progressing and it will keep progressing much further in the future years to come. Human Resource Development Human Resource Development is all about learning, training, developing and education the employees in the workplace. There is a difference between these four concepts but there all correlated. If for example we looked at learning; this can be learnt anywhere and you can be learning yourself the new skills, but on the other hand if you looked at education you are being taught something but in a formal way but the two are linked because from both of these you are learning new skills and then you can go on to training and developing them skills. HRD was not always known as this, there was a shift from welfare officers to HRD. HRD was initially set up for training and development and this was to help the employers in crafts such as electricians, or engineers as an example and from this they would be learning from their masters and will be developing their skills to be able to perform in the workplace. HRD created an integration of people management and development and this could become CIPD which stands for the chartered institute of personnel and development. HRD likes to be strategic and is more for the organisation than the employees; it is also a long term method to help to build the company. HRD does like to implement change into their methods and this is why e-learning will be very convenient to help within organisations because it is constantly changing and this change would help employees improve on their learning and training and will be able to implement new skills within the workplace. E-learning What is e-learning? Firstly before I go into detail about how e-learning helps HRD perform you will need to know what e-learning actually is. E-learning used to be known as computer-based learning, this is basically what it still is, it is a way of learning but on a computer or even these days there is even m-learning which is through the mobile. We need e-learning in everyday life to be able to adapt the required skills in education, employment, even at home. It can be defined as any learning activity supported by information and communication technologies which is known as ICTs. There are arguments out there concerning the labels, an example of this is whether ICT-based learning is the same as e-learning, we can gather information from the world wide web channel and this would be our online materials, but we can also get materials from this intranet would could be confused as being from the world wide web but instead this material is delivered through an internal network of personal computers. E-learn ing is in fact taken to mean any form of electronic technology which can support learning this can be opposed to the chalk and blackboard technology which used to be the main form of learning. E-learning comprises all forms of electronically supported learning and teaching. To implement the learning process the information and communication systems will serve as a specific media. It is essentially the computer and network-enabled transfer of skills and knowledge. The applications and processes will include web-based learning, computer-based learning, virtual classroom opportunities and also digital collaboration. The contents can be delivered via the Internet or even from an audio or video tape. E-learning can be self-taught or even instructor-led, this can be done in groups or even individually, it can include media in the form of text, image animation, video streaming and audio. (e-learning, 2010) What is the purpose of e-learning? The purpose of e-learning is to advance and develop peoples skills. This is why it is so important to HRD because the aim of HRD is to learn, train, develop and educate people; this is exactly what e-learning does for people. Without e-learning I think people would be under developed with skills and this may not help them progress into a work place. E-learning can help to increase teacher effectiveness and will also improve the learning of the subject matter. With HRD I think trying to teach people new subjects can be quite tedious and this could be off putting for them involved and this can decrease their knowledge levels and even cause them to lose a job because they havent got the right skills needed for the job, this is where e-learning comes in with HRD because it makes the learning more relevant for them involved and helps them to become more interactive. E-learning now changes the way that people were taught new subjects because before people were being taught on a I will writ e out the subject and you will go away and learn it basis, but now computers are involved and people can teach themselves and this is the whole purpose of e-learning and it helps HRD to perform better. (Churchill, 2010) Have you used e-learning? What was your experience? I have used e-learning before, I am actually using a tool of e-learning now and that is Microsoft Word. I am constantly using this to complete assignments for my university work and I can develop my skills using this because there are so many different options within word for me to be able to expand my learning; an example of this would be to add a page number instead of doing this manually I can select an option to do it automatically. Another tool of e-learning that I use regularly is Facebook, I use this to keep in touch with friends and family and there are also applications on their which can help me towards education or my occupation. I am always very happy using e-learning and a lot of the time I actually prefer to use e-learning because I find it more interactive and detailed and when I learn this way I find that I actually want to learn because I dont get bored and uninterested in the subject. Different forms of e-learning There are a number of different ways which e-learning can be presented. The main two forms of e-learning are; traditional e-learning which is based on highly produced web courses and there is rapid e-learning which is based on the name rapid because this is quickly produced web courses. In addition to this there are also two types of Rapid e-learning which are asynchronous and synchronous. Asynchronous is mainly student directed and at a self-paced learning which can come under the learning concept for human resource development. Synchronous is at a set time which could happen in an internet classroom session as an example and this could again come under the education concept for human resource development because education can be taught within a classroom for example. With these two forms of e-learning there are not specific types of companies that should choose between traditional e-learning and rapid e-learning. It just simply means that some projects are best suited for either on e of them. Traditional e-learning the content of this is more fixed and it rarely changes, it is also generic and has a long shelf life. However it does need a large budget in order for it to be put into action. Rapid e-learning the content is rapidly changing and is updated quite frequently, also it may not be generic or have a short shelf life. The budget for this way of learning is limited or non-existent. The information is very hot topic and is just in time. (Readygo, unknown) In order to use traditional or rapid e-learning correctly you will need to use different tools which are available. Traditional e-learning developers will use Power User tools. These are specifically designed for graphics artist, web designers, programmers, and instructional design experts, and this will be useful for any persons working in these sectors and will help to develop human resource development. Rapid e-learning which is typically used in small or medium enterprises will need tools that can produce interesting multi level courses but do not require a graphic or design background. This easiest tool which can be used is Power Point. (Readygo, unknown2) Different types of e-learning: As well as different forms of e-learning there are also a number of different types. I think depending on the workplace and the HRD set up within the workplace it does not matter what types of e-learning you use, it will be the type of e-learning which is best suited for the organisation. Below I will just list a couple of examples of e-learning: You tube Facebook Google search Wikipedia Power Point Microsoft Office Firefox Pb wikis This is just a small example just to show that there are a number of different kinds of e-learning, and also to show that they vary also. There are number of different applications from Microsoft office to Firefox. Each of these applications however does play an important role for human resource development, and will help to implement skills for people. (Hart, 2010) Bangor University An example of an institute using e-learning to develop HRD is Bangor University. Bangor University implement a lot of e-learning to help their students develop their skills. The main type of e-learning which is used by the university is Blackboard. This is has been brought into the mainstream of teaching and learning activities within the university. It is one of the most central systems which are not only used by the students but also the lecturers also. Within blackboard the lecturers are able to integrate presentations which contain both audio and video content onto the online courses. This will then go on to develop online questions and test provisions which will simultaneously drive learning activity and reduce marking workloads. Also included with Blackboard is the use of online discussion forums in supporting the development of learners and understanding and this can become useful for HRD because students can be educated by other students or even lecturers by submitting questi ons onto the forum as an example. Another example of e-learning which the university use is webmail. This is the emailing tool of e-learning in which students, lecturers, support staff or whoever is involved with the institute can communicate with one another or even with people outside of the university. (Bangor University, unknown) Tesco Tesco is an example of a company which also use forms of e-learning within the workplace. Tesco was looking into developing an Online Academy which was going to be a new learning portal which hopefully in the end would eventually serve the learning needs of over 400,000 staff across the global businesses. Their aim was to develop a cost-effective solution, Tesco would be partnered with Kineo to design and also deploy learning based on Moodle. During 2009 Tesco piloted its Academy Online portal as a proof of concept for a learning management solution and portal for their staff across this business. Tesco wanted explore alternatives with open source technologies, with doing so they saw a potential to make highly customised solutions with a strong focus on the user experience. Tesco chose Kineo to design and develop the portal solution based on the experience they had at combing user experience and web design. This was to make it easier for their staff to understand how to use the porta l easily and in a way in which they were able to extend their skills when working for Tesco, also it was to help them to manage and update the software easily. (Kineo, 2009) Critical evaluation Advantages There are many advantages towards e-learning. The advantages are as follows: The work can be scheduled around personal and professional work. It can be cost effective because it can reduce the need to travel. It gives the users the option of selecting the learning materials which will meet their level of knowledge and interest. If an organisation wanted to organise a study session it can be studied wherever they have access to a computer and Internet. E-learning is self-paced which will allow learners to work at their own pace There are a number of different learning styles which are addressed and facilitation of learning occurs through varied activities. An important advantage is that e-learning can build self-knowledge and self-confidence and can also encourage the learner to take responsibility for their learning. E-learning is very good for communication because with online portals such as Black Board the users can contact their tutors or even students very easily. Interaction can also be an advantage for e-learning because some people may feel less confident talking face-to-face, but with e-learning there are some aspects where you can interact with someone without being face-to-face. E-learning can be time flexible; learners are able to access everything they need in one place at any time so long as they have the Internet. More people are able to afford to use e-learning, this can then go on to gain them a place at universities as an example because they can save money from expenses such as travelling, accommodation and even high fees for tutors. There are many advantages that come with e-learning, and all these advantages will play a role in human resource development. Also it will help to play a part in a users everyday life and will help them to progress their learning, training, development and education. (writing, 2006, unknown, 2008) Disadvantages As well as advantages there are a number of disadvantages which come with e-learning. Below I will list a number of disadvantages: There can be some learners who are unmotivated can because of this their poor study habits may fall behind. E-learning is very different from any other kind of learning and this may affect the learners knowledge due to lack of familiar structure, also the will then make the routine longer to get used to. E-learning can be a lonely way of learning which could leave the learner to feel isolated or even miss social interaction. If you required further instructions the instructor for the course may not always be available on demand. A lot of e-learning can be carried out online, however this may be useful for some but for others the can be frustrating due to slow or unreliable Internet connections. Face-to-face communication can be vital to how someone learns and because of the lack of this there can be a lack of understanding between the learner and the instructor. There is a limited amount of time for e-learning if you were using video conferencing as an example, and this could lead to the teaching being rushed and the learner not being able to learn enough. As you can see from the above there are some disadvantages, however there are fewer disadvantages than there are advantages. The disadvantages can however help human resource development because they can learn from this and try and avoid the disadvantages and use this to their advantages. (Writing, 2006, unknown, 2008) Conclusion In my opinion I believe that the role of technology in Human Resource Development is very much needed. I believe that along with technology the main form of this is e-learning and with my own personal use I think that this is very much need in order for us to be able to develop HRD. With e-learning you can learn so many new skills which can help you too improve in the workplace. However there are a couple of disadvantages like the lack of face-to-face communication which can affect how e-learning is used.

Analysing The Process Of Gold Mining English Language Essay

Analysing The Process Of Gold Mining English Language Essay Extensive environmental baseline data are collected prior to mining in order to evaluate potential impacts from mining. Mining, reclamation, and mitigation plans are reviewed and approved by the appropriate federal, state, and country regulatory agencies prior to initial mining activities. 2. Vegetation Removal Based upon the approved plan, vegetation is removed from the area to be mined. Usually, a combination of logging, cutting, and stacking trees for firewood and transplanting smaller trees to reclaimed areas are used to conserve woody resources. 3. Topsoil Handling Dozers, loaders, and trucks are used to collect salvageable topsoil for storage until it can be used for reclamation. 4. Mining The mining process includes controlled blasting, hauling, crushing, leaching, processing, and beneficiation for the recovery of gold. 5. Backfilling, Contouring, and Re-grading Overburden rock is places either in engineered storage areas or used to backfill mined areas according to the approved reclamation plan and shaped to establish a stable post-mining slope. 6. Topsoil Replacement After re-grading, salvaged topsoil is replaced, and fertilizers and other amendments are incorporated in order to prepare a suitable seedbed. 7. Revegetation Newly resloped and topsoiled areas are seeded annually in the fall with a mix of grasses, forbs, and shrubs known to establish successfully in the region. Following establishment of a permanent vegetative cover, seedings from the trees in the permitted area are transplanted by hand, on at a time. 8. Monitoring for Sustainability To ensure that a stable and productive post-mining land use has been re-established, monitors and evaluates reclaimed areas is needed for several years following the reclamation process. The Mining Process Where to Dig Nowadays, the process of gold mining is very complex. It starts with a well structured plan but not directly excavate the mine with tools and equipment. First, a mining company will make sure the funds is sufficiently enough for the purpose of setting up the necessary equipment and to execute the recovery of the gold should it be found. The next step will be hiring geologists and specialist to analyze the rock contents in a specific geographic area. The main interest that the specialists look for at the mining area will be things like igneous rocks, quartz and ore which indicates gold may be in that area. Starting the Extraction Once the determination has been done to confirm that there are high possibility to find a huge amount of gold in that particular area, the gold mining company will begin their operation. Generally, in the mining area, large machines is required to pulvarize rock, ply away soil and basically strip down the earth until they reach the pockets where gold is located. In mining, pocket will be defined as a pit which filled with ore or different kind of precious metal. In some cases, the mining process requires drilling through solid bedrock, followed up by creating a mine shaft with specialized digging equipment. The mine shaft is built to intersect the gold pockets, and workers are then dispatched to extract the gold. Recovery Sometimes, gold can only be found in a tiny portion throughout the ore in the soil. In order to remove the gold from the dirt, extraction methods can be used. After all, once the gold ore is completely removed from the ground, the rocks will be sorted and crushed into fine powder, then this is mixed with a solution and turned into sludge. The sludge will be then stored in tanks and then sent through a clarifier and finally through a filter where the gold is separated from the liquid and recovered. The following are the mining process in details: 1. Location Drilling The active mining process begins with the drilling of blast holes, approximately 40 feet deep and 16 to 22 feet apart. The drill holes are located by Global Positioning System (GPS) mapping technology. The drill cuttings are sampled to confirm gold content. 2. Blasting Controlled blasts of the drill holes break the rock and minimize movement. Controlled blasts help limit ground vibrations that are carefully monitored ensure the vibrations are within strict permit limits. 3. Mining The broken rock, called muck, is surveyed and marked with flags to indicate gold-bearing ore and non-gold bearing rock referred to as overburden. 4. Hauling Large dump trucks are then used to move the ore to the primary crusher for processing. The overburden is backfilled to previously mined areas or is moved to engineered storage areas. 5. Crushing One is processed at the two-stage crushing and screening facility and hauled to Valley Leach Facility (VLF). 6. Leaching The VLF is a double-lined, and in some areas triple-lined, zero-discharge area where the gold is recovered. A dilute solution of sodium cyanide is applied using agricultural-type drip irrigation tubes, which are buried under the crushed rock surface to dissolve the gold. The gold-bearing solution is captured at the bottom of the lined area. The solution containing the gold is called pregnant solution. 7. Processing The gold is recovered from the pregnant solution with a carbon adsorption process. The gold laden carbon is processed to create a gold-rich mud. After the gold is recovered, the solution with no gold, called barren solution, is reconstituted and then re-circulated to the VLF to repeat the gold recovery process. 8. Pouring: The gold-rich mud is sent to the refinery furnace and heated to separate the gold and silver from any non-metal substances. The resulting 98% gold-silver mixture is called dore (daw-rey). The dore is shipped to specialized refinery to be processed into 99.999% pure gold or 24 karat. 2.1 Definition According to Wikipedia, gold mining consists of the processes and techniques employed in the removal of gold from the ground. Golf mining can be expounded in another way where several terms is added to elaborate the definition of gold mining, the specific terms includes exploration of gold mining, drilling, geological assessment, financing, development, extraction, initial refinement, and delivery of gold bars to a bullion refiner. Besides, gold mining can also refer to as a mine where gold ore is found. Sometimes, human being relates the things that they desired and the source of wealth with gold mine, because gold is a kind of metal that symbolize wealth and a store of value. 2.2.2 Country of gold mining Based on the list of top gold producing coutries as provided by British Geological Survey on 2006, the top three countries that have the highest production of gold are Russia, China, and Australia. The total production of gold by countries from all over the world that produced on the year of 2006 was 2,310,000 kilograms. Below table shown the ranking of countries with top production of gold in 2006: Russia Russia has overtook China, Australia, and United States to become the worlds top country that produce the highest amount of gold during the year of 2006 according to the Bristish Geological Survey that accessed in July 2008. Being the top producer of gold, Western gold mining companies has an very great impact on it while these company are very active in Russia and managed to developed a successful track record as well as shown both rising production and profitability. Besides, a thorough understanding of the licensing process, legal environment, coupled with the developments of relationships with local partners, has also played an important role in the success of these companies. However, there is also a risk which will probably influence the mining performance in Russia while the foreign companies have had mining licences terminated or suspended. The map shows the mining project site in Eastern Russia. China In 2006, China overtook Australia, United States and Peru to become the worlds second largest gold producer. Today, China almost leads the world in gold mining output which also bring to a great raise of gold production over the year. In year 2006, China has produced 247,200 kilograms of gold based on the Bristish Geological Survey. According to sources of information provided by Gold InfoMine, the production of gold has usually been focussed in the eastern provinces of Shandong, Henan, Fujian and Liaoning. Recently, western provinces such as Guizhou and Yunnan have seen a sharp increase in their gold output. China is utilizing the advancement in metallogenic theory and exploration methods for Carlin-type (Nevada) gold deposits by American geologists. There are over hundred Carlin-type gold deposit occurrences have been recognized in southwest and central China. From the map above, the orange shaded area shows the sedimentary rock-hosted gold district in China which located at Jidong Area, Qin Ling Fold Belt, and Dian-Qian-Gui Area relatively. Australia Australia is now the world third largest gold producer. The gold production in Australia do not only concentrate in a particular state or area. However, gold can be found and produced all over in Australia. Among other states in Australia, Western Australia known to be the largest gold producing state and manage to produce two third of the nations gold total output. Besides Western Australia, New South Wales and Queensland are also a considerably large producers in Australia. The yellow shaded area in the map shows the mining sites of Australia. United States Gold mining in United States is unlike Australia that the gold is produced all over in that country. It merely focus on the states of Nevada, Alaska, Utah, and Colorado. There are also gold operations and exploration projects in Arizona, California, Idaho, Montana, New Mexico, South Dakota, Utah, and Washington. Nevada is the state that leads United States in gold production with highest amount output of gold compare to other state. Mines in Nevada amounted to almost 82% of domestic production in year 2006. Nevada applies the technique of open pit mining and the gold is recovered by means of cyanide heap leaching. The largest gold operation in Unites States is the Carlin mine in northeast Nevada, which is producing gold from a large low-grade deposit. The map shows the mining area in United States. Peru Peru ranked as the top five largest gold producer throughout the world. In Peru, Inca and the Mariategui Regions produced most of the placer mines. Placer mines can be also found through rivers and streams all over in the jungle. The Inambari River in Peru and its tributaries signify a well known placer zone situated in southeastern Andes. One of the largest and gainful mine in Peru is The Yanacocha mine in Andes the northern Peru. The Yanacocha mine also known as one of the world biggest mine. Gold deposits in Yanacocha are high sulfidation epithermal gold deposits, with varying amounts of silver. The Yanacocha gold district within a belt of Tertiary volcanics is a 10 km x 4 km zone of altered rocks that extends the whole length of Peru. The map shows the location of Yanacocha Gold Mine in Peru. South Africa According to the British Geologicall Survey as accessed in July 2008, South Africa known as the top 6 gold producer in the world. Almost the entire gold mine in South Africa are underground operations. The output of the gold in South Africa highly rely on the production cost, power interruptions, personnel problems, depth of mining and lastly the most significant criterion is the ore grades. South Africa has numerous gold ore reserves. Archaean Witwatersrand Basin is the main gold producing mines in South Africa. This basin has been mined for not merely 100 years and has produced more than 41,000 t of gold. Dissimilar with most of the worlds major gold deposits, the Witwatersrand is an ancient placer deposit, with gold being hosted by conglomerates and grits. The Witwatersrand sedimentary basin stretches through an arc of approximately 400 km across the Free State, North West and Gauteng Provinces. The area shaded in blue shows the goldfield in South Africa. 2.2.3 How to measure golds value? Gold appears in many forms and this comprising of gold bars and gold coins which we using it everyday to trade something that we wanted. Most gold in the market is not in pure form in virtue of the attributes of gold. Gold is rather soft that we can easily damage it. Solution taken to overcome the frailness of gold is that we alloyed gold with another metal to make it solider and durable. Is is a complicated task in finding the value of the gold in a piece of jewelry. First, to measure golds value, we may have to convert the weight of gold into Troy ounces rather than grams or regular ounces. Since Troy ounces is the measure used as the price of gold is quoted on world markets. The guides on the measurement of golds value: Step 1: Gauge the item of gold using a presicion scale. We must convert the unit into Troy ounces if the scale is calibrated in grams or regular ounces. To convert the unit of measurement into Troy ounces, divide the weight in grams by 31.10 to find the weight in Troy answers. Formula from grams convert to Troy ounces: Formula from regular ounces convert to Troy ounces: For example: If the project weighs 88.85grams. divide 88.85grams by 31.10 for a weight of 2.86 Troy ounces. Step 2: Determine the proportion of actual gold. To verify the karat weight of the gold item, we may refer to the jewelers mark located on the Gold jewelry. In general, the purity of gold is rated in karats. Pure gold rated as 24K(karats). However, most gold jewelry only ranges from 14K to 22K. This indicates that the gold jewelry contains that portion size out of 24K of real gold. For instance, 15K gold jewelry contains 15/24 (62.5 percent) gold. Gold bars have the ratio of gold stamped on them. For coins, we may look up the type of coin in a catalogue as provided by Professional Coin Grading Service. Formula in calculating the percentage of gold contains in a 15K gold jewelry: 62.5% here indicates the portion of real gold contains in that 15K gold jewelry. Step 3: Find the amount of gold in Troy ounces. Multiply the weight in Troy ounces as we obtained from Step 1 by the percentage of gold in the item from Step 2. For example: Find the amount of Troy ounces which contains 2.86 Troy ounces and 62.5% (15K) actual gold. This means that the item consists of 1.7875Troy ounces of gold. Step 4: Calculate the gold value of the item. Gold known as a commodity and the value of gold differs from day to day as it is traded on world markets. The current price or value of gold per Troy ounce is quoted daily on many websites and newpapers. Multiply the current price of gold by the number Troy ounces to find the gold value. For example: Suppose the current price is RM900 per Troy ounce. Using the previous example, we multiply 1.7875 by RM900. The gold value works out to RM1,608.75. The answer shows that the gold value works out to RM1,608.75. 2.2.7 Impact of gold mine on the environment 2.2.4 Benefits of gold mining It gives us access to necessary minerals and material that we use constantly. Mining gives jobs and makes money, as well as giving us all the materials we need, so it is very good in that sense.

Walkabout :: essays research papers

Walkabout Walkabout is about a young girl, her younger brother, and a bush boy who fight for survival in the Australian desert. James Vance Marshall, the author, shows many problems of survival that the children are faced with, throughout their journey in the Australian desert. Some of the barriers that they are faced with are: language barrier, unfamiliar surroundings and the lack of essential items. Survival in the wilderness can be challenging, however one must be able to overcome these barriers in order to survive. The children in this novel are always faced with a communication problem; do to the Aboriginal not knowing their language and visa versa. The children try to overcome this barrier by using hand gestures, and pointing to things that sound like the word. Communication is the most important asset that they need in order for survival. The children have a difficult time-sharing their thoughts with one another, thus making it very frustrating for all of them to get their thoughts out in the open: 'We don't know what you're saying. But we're lost. We want to go to Adelaide' (Marshall, 45). This quote that Peter says is proving that the two children did not understand what he was saying. Peter asked him a question in return but Peter had to try and use hand expressions in order for the Aboriginal to understand. A language barrier can cause many problems for anyone, however, the children are also faced with another obstacle and that is unfamiliar surroundings. Since the children are unfamiliar with the area and where everything is located in the wild, they do not know how to go about in their journey. With no compass and no map, the children are very puzzled and are lost before they even begin their journey to Adelaide. A compass or a map would have allowed them to know which direction they are heading in; instead they must try and use the sun as a guide. By being in an unfamiliar area the children feel lost and alone: 'Lying beneath the great slab of rock, he looked small and helpless, dwarfed by the immensity of his surroundings'; (Marshall, 18). Since the children are unfamiliar with their environment, knowing where they can locate food becomes a dilemma. Essential items needed for survival are always hard to come by in the desert. Food is the most essential item of them all. Walkabout :: essays research papers Walkabout Walkabout is about a young girl, her younger brother, and a bush boy who fight for survival in the Australian desert. James Vance Marshall, the author, shows many problems of survival that the children are faced with, throughout their journey in the Australian desert. Some of the barriers that they are faced with are: language barrier, unfamiliar surroundings and the lack of essential items. Survival in the wilderness can be challenging, however one must be able to overcome these barriers in order to survive. The children in this novel are always faced with a communication problem; do to the Aboriginal not knowing their language and visa versa. The children try to overcome this barrier by using hand gestures, and pointing to things that sound like the word. Communication is the most important asset that they need in order for survival. The children have a difficult time-sharing their thoughts with one another, thus making it very frustrating for all of them to get their thoughts out in the open: 'We don't know what you're saying. But we're lost. We want to go to Adelaide' (Marshall, 45). This quote that Peter says is proving that the two children did not understand what he was saying. Peter asked him a question in return but Peter had to try and use hand expressions in order for the Aboriginal to understand. A language barrier can cause many problems for anyone, however, the children are also faced with another obstacle and that is unfamiliar surroundings. Since the children are unfamiliar with the area and where everything is located in the wild, they do not know how to go about in their journey. With no compass and no map, the children are very puzzled and are lost before they even begin their journey to Adelaide. A compass or a map would have allowed them to know which direction they are heading in; instead they must try and use the sun as a guide. By being in an unfamiliar area the children feel lost and alone: 'Lying beneath the great slab of rock, he looked small and helpless, dwarfed by the immensity of his surroundings'; (Marshall, 18). Since the children are unfamiliar with their environment, knowing where they can locate food becomes a dilemma. Essential items needed for survival are always hard to come by in the desert. Food is the most essential item of them all.

Comparing the Behavior of Characters in Richard III :: William Shakespeare

RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of Richard’s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered Anne’s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes. Comparing the Behavior of Characters in Richard III :: William Shakespeare RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of Richard’s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered Anne’s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes.

Balzac and the Little Chinese Seamstress Essay

Title: Balzac and the Little Chinese seamstress author: Dai SijieOriginally published in France by Gallimard, 2000English translation publisher: Alfred A. KnopfCopyright: September 11, 2001Hardcover: 208 pagesA novelBalzac and the Little Chinese Seamstress is a cogent novel that depicts the impact of the Chinese Cultural Revolution, proves the magic of storytelling, compares ancient and modern, and tells a romantic love story between a mountain girl and two city youths. Two boys are sent to a mountain at the age of 17 and 18 during the Cultural Revolution in China in the 1970s for re-education. The narrator, a violin player, and his best friend Luo both have parents that are doctors and therefore classed as enemies of the people, which is the worst thing that can happen to an intellectual. The chance of going home from this remote village 500 kilometers away from their hometown, the big city Chengdu, is less than three in a thousand. At the mountain Phoenix of the Sky, which is just a poetic way of suggesting its terrifying altitude, they are put into a house on stilts with a sow underneath in the poorest village perched on a summit. Their re-education consists of working in a coal mine and carrying buckets of excrement up and down a mountain. With them in another village is an old friend called Fore-Eyes, because of his glasses. Soon the two discover his hidden suitcase that contains a large number of Western literature translated into Chinese. And when they meet the Little Seamstress, the beautiful mountain girl in need of culture, they decide to steal the suitcase. This partly historical novel tells the amusing adventures of a teenager during his re-education in a humorous, and sometimes sarcastic way, with a lot of black humor in between. A funny example is the day of their arrival. When the narrator played a sonata by Mozart on his violin to convince the villagers that it was a musical instrument, not a toy, he had to call his piece Mozart is Thinking of Chairman Mao to wipe out the headmans suspicion. Another example is Fore-Eyes collecting authentic folk songs from the peasants to publish them in a journal, in order to get out of the village: he adapted and modified them to communistic songs because the text was a little indelicate. The irony behind this is that songs from peasants, who  are the actual communists, had to be altered in order to be published in a communistic journal. The characters are all extremely realistic, whether it is the vigilant, coarse, and harsh village headman who is an ex-opium grower turned Communist saying that spreading out reactionary stories of western Counts (Count of Monte Cristo) is a crime, regardless of the Counts nationality because our revolution will triumph the world over, or the poor Old Miller eating pebbles dipped in salt water with his liquor, which he calls jade dumplings with miller sauce. My favorite character is the superficial and sycophantic Fore-Eyes with his smiling mask: he is the son of a poetess and a writer and therefore also classed three-in-a-thousand. He lives in constant terror of the peasants opinion, hoping that they might give him a chance to go back home: Ive got to work, thats what Im here for. At least thats what the headman says, he says. The Cultural Revolution has not only changed Fore-Eyes. Towards the end of 1968, Chairman Mao launched a campaign that would leave the country profoundly altered: the Chinese Cultural Revolution. Schools and universities were closed and hundred of thousands of young intellectuals were forced to go to the countryside for re-education, meaning working with poor peasants to change their bourgeois minds, to have western decadent ideas re-educated out of them. This book is one of the few that personally describe the suffering of teenagers at the age of growing up working in villages without any culture or civilization, completely blocked from the outside world. The little coal mine already became a threatening word in the two boys vocabulary. Luo once said: I dont know why, but from the moment we got here Ive had this idea stuck in my head: that Im going to die in this mine. As the narrator said, he’s heard â€Å"nothing but revolutionary blather about patriotism, Communism, ideology and propaganda all his life†. Therefore, a suitcase with Western literature that was discovered by chance totally transformed him and his friend in a way that being in the city could never have done because any art or literature that is Western were banned for years at that time. So even though they were supposed to be re-educated, they did read something else than Maos Little Red Book, the only book that was allowed to be read. Besides manifesting the impact of the Cultural Revolution, the story reveals the importance of storytelling. Early in the book, the narrator says: The only thing Luo was really good at was telling stories. A pleasing talent to be sure, but a marginal one, with little future in it. Modern man has moved beyond the age of the Thousand-and-One-Nights, and modern societies everywhere, whether socialist or capitalist, have done away with the old storytellers—more’s the pity. The fact is this story is based on telling stories – from revolutionary movies to Western forbidden books and at that certain time and place, storytelling brought culture and civilization. The narrator was completely changed when he opened the thin book of Balzac, realizing that subjects like awakening desire, passion, impulsive action had all been hidden from him. Like he said: Brushing them with the tips of my fingers made me feel as if my pale hands were in touch with human lives. Somehow, the way he identifies characters and situations that he has never experienced so strongly can be compared to the way this book presents itself: through excellent descriptions the reader is led in a world so new, so different, and so impressive. This wonderful story combines ancient and modern, superstition and civilization in a village, demonstrating an entire contrast between the two cultures. An interesting scene in the book is that sorceresses who came to heal Luo from his bout of malaria were fascinated by the story the narrator told. He said: I embarked on the strangest performance of my life. In that remote village tucked into a cleft in the mountain where my friend had fallen into a sort of stupor, I sat in the flickering light of an oil lamp and related the North Korean film for the benefit of a pretty girl and four ancient sorceresses. Although this book essentially suggests that Western culture is welcomed, the plot hints a drawback. If everyone in China or elsewhere would be educated in a Western way, meaning to leave superstition, religion, tradition and maybe even culture and history behind, what would then the world look like?The book is not only a story about cultural differences; it is also a love story. The Little Seamstress is by far the prettiest girl in the whole region. The moment the narrator and Luo saw her, the beauty of this simple, kind, and genuine daughter of the tailor fascinated them. The narrator asked Luo whether he was in love with her or  not, and he replied: Shes not civilized, at least not enough for me! The story deals with teaching a mountain girl (who is now Luos girlfriend) by telling her Western stories about love and passion. At the same time, it deals a lot with friendship, because the narrator is also in love with the Little Seamstress, who isnt aware of that. He calls himself her secret agent when he goes to protect the Little Seamstress from other admirers following Luos wish when he was gone for a month. He teaches the Little Seamstress and helps her at her daily work, but wasnt supposed to show any kind of affection or jealousy. That is true friendship, in other words. In the end, the story takes a surprising turn with the Little Seamstress leaving them with Balzacs words: A womans beauty is a treasure beyond price.After all, it is a very powerful and convincing book that allows readers to think about this dark and ugly period of Chinese history and at the same time see how hope and optimism never vanishes in times of despair, fear and loneliness, or any kind of terrible situations one might get in.

Classical Approach Essay

These clinics provide a range of primary health care services with eye care often being a neglected component. The personnel at this level of the health care system are expected to be multi-skilled with eye care skills being one of their range of skills. The eye care personnel are usually primary health care nurses who have completed a course in eye care. Vision screening and treatment of basic acute eye conditions such as  conjunctivitis, is the main role of eye care personnel at this level. In addition they should be able to engage in health promotion activities by developing eye health education tools and communicating these messages to the community the clinic serves. District health clinic Primarily responsible for primary health care services and serves or receives referral from a number of primary health care clinics. These clinics are generally staffed by primary health care nurses with medical doctors on a permanent or part time basis depending on the number of people in the catchment area or remoteness of the clinics. Furthermore ophthalmic nurses (ON), ophthalmic clinical officers (OCO) and/or ophthalmic medical assistants (OMA) are deployed in some countries to these clinics. THE DISTRICT HEALTH SYSTEM (CONT.) District Hospital Secondary level of care is provided in these hospitals. These hospitals serve a number of health districts, which refer patients to them. Ocular disease diagnosis and management, refraction and low vision are usually provided at this level. The district hospitals can be staffed by ophthalmologists, optometrists, ON, OCO, OMA. REGIONAL HOSPITAL Secondary and tertiary level of eye care is provided at these hospitals, which are often the referral site for a group of district hospitals Eyecare staff may include ON, OCO, OMA, optometrists and ophthalmologists PROVINCIAL HOSPITAL Tertiary and quaternary care is provided at this level. Serves a few regional hospitals which refer cases that cannot be managed at a regional level Eyecare staff may include ophthalmologists, optometrists and ON DEFINING THE ROLE OF DIFFERENT CADRES It is critical that there be a clear definition of roles within the health district. Duplication should be avoided and a clearly defined referral system should be developed as in a climate of limited resources and overworked staff, duplication is illogical and wasteful. There are various participants of the eye care teams. The following are the possible roles that the different personnel play within health districts. These roles can vary across districts and are often not consistent, in the sense that their job descriptions could change periodically depending on resources and challenges at the district level: COMMUNITY HEALTH WORKERS The key roles for community health workers are usually screening, case finding, health promotion and health education. Key tasks for eye care include case finding and/or screening for ocular disease and refractive errors. While the primary health care nurse is well trained and ideal for ocular health and vision, case finding and/or screening, outreach from clinics is usually very difficult due to the plethora of tasks and patient numbers at this level. The community health workers therefore constitute an ideal cadre for community based eye care activity. They can be particularly useful in health promotion activity. This is necessary in rural areas in particular due to the high usage of alternative approaches to managing eye diseases e.g. urine being used as a treatment for conjunctivitis resulting in patients presenting at clinics with gonococcal conjunctivitis (Naidoo K  2006, pers. comm). PRIMARY HEALTH CARE NURSE (PHCN) The Primary Health Care Nurse is based at the primary health care clinic. The primary health care nurse is primarily responsible for case finding and for the basic therapeutic management of a broad range of diseases. Eye care is but one of the many tasks that they engage in. In terms of eye care they usually screen for eye diseases and visual loss and refer to the nearest clinic. However, they could also be responsible for the prescribing of presbyopic glasses after having ruled out the presence of any potentially blinding disease.Given the lack of knowledge about eye care their tasks can also include liaising with local community structures to promote eye care activities and uptake of the clinical services. The PHCN should address community groups and schools regarding the promotive and preventive approaches to eye care. An example is the alarming number of diabetic and hypertensive patients who are never informed about the impact of these systemic diseases on their eyes, usually du e to the hectic schedule of clinicians who diagnose these patients. This leads to diabetic and hypertensive patients only seeking eye care services when visual loss has occurred. Such patients can benefit tremendously from preventive and promotive efforts. DEFINING THE ROLE OF DIFFERENT CADRES(CONT.) OPHTHALMIC NURSE (ON) / OPHTHALMIC MEDICAL ASSISTANT (OMA) / OPHTHALMIC CLINICAL OFFICER (OCO) ONs / OMAs / OCOs are mainly allocated to the district hospital but can also be deployed at the district clinic. In many health districts the ophthalmic nurses are the foundation of the eye care system as optometrists and ophthalmologists are unavailable. The ophthalmic nurses manage all ocular disease as well as conduct refractions in instances where they have been  provided with the additional training. OPTOMETRISTS Optometrists at the district hospital level are a very valuable resource in providing ocular disease management and refractive services. However the current limited number of posts as well as the unavailability of optometrists for the public sector often prevents these appointments from occurring. Given the current remuneration scales for optometry and the lack of posts in many countries insufficient number of optometrists are mobilised to take on positions at district hospitals. The role of the optometrist at a district hospital level in such circumstances should therefore be one of a visiting clinician to provide support for the ophthalmic nurse in the form of training and mentoring and managing complex cases. The optometrist’s primary location in such circumstances will be at the regional hospital level handling referrals from different district hospitals. At this level the optometrist should provide refraction services, low vision services and ocular disease diagnosis and co-management/management. OPHTHALMOLOGIST Ophthalmologists provide treatment and management of ocular disease, and surgical care. The lack of ophthalmologists as well as the attractiveness of the private sector makes it difficult to deploy ophthalmologists to district hospitals. They are therefore usually located at regional hospitals or large district hospitals. In order to significantly impact on the cataract surgical rates in the developing world it is necessary to increase the role of the ophthalmic nurses and optometrists in disease management and co-management of post surgical patients. DISTRICT HEALTH MANAGER The district manager is an integral component of the human resource team of the district. A supportive manager can enable enormous developments in terms of eye care, as the allocation of resources in the public sector is usually centrally controlled. The decentralisation of tasks to the district managers from the provincial government level creates an opportunity for greater  success with district level planning. THE TEAM APPROACH The public health system is often under-utilized due to the lack of a team effort in the delivery of health care services. The different personnel work independently and are often engaging in a duplication of tasks. Territorial approaches by professionals are quite common with a â€Å"my role† mentality predominating rather than an â€Å"us† mentality (Croasdale A 2006, pers. comm).In order to effectively generate cooperation team training in the form of clinical and planning workshops are important. Further there is also a lack of integration between the eye care personnel and other departments. This hinders the effective management of patients e.g. diabetic patients should be co-managed between the physician and the eye care personnel. DEFINING THE ROLE OF DIFFERENT CADRES (CONT.) CIVIL SOCIETY INTERVENTIONS The LV Prasad Eye Institute (LVPEI) in India has developed an innovative model for the delivery of eye care in the developing world (Fig. 2-1), which has been implemented very successfully (Rao, 2005). In this pyramid model, basic eye care screening is done by â€Å"Vision Guardians† at the village level, at a ratio of 1:5,000.â€Å"Vision Technicians† in Vision Centres at the community level provide primary eye care (1:50,000), while advanced tertiary care takes place at the Centre of Excellence level (1:50 million).Tasks are thus divided amongst the available workforce, so that the relatively few individuals capable of high-end tasks are freed to deliver those. Local communities should always be involved in the establishment of eye care services, and educated about eye care – since available facilities are not always accessed spontaneously.The WHO recommends that the minimum target for mid-level eye care personnel be 1:50,000 populations.