Learning Styles Theory Essay Example for Free

Learning Styles Theory Essay Learning styles theory originated in the 1970’s and is based around the idea that people have preferences about how they like to learn. Theorists believe that each individual has a particular learning style that is best suited to them and allows them to collect and process information successfully in order to learn. The principle idea is that these learning style differ from one individual to the next and theorists argue that school teachers should incorporate these learning styles into their lessons so that student is catered for and everyone can learn effectively. Many educationalists believe that differences in learning styles are responsible for some student difficulties, for example, if a student is taught in a style they do not prefer they may not learn as successfully as those students being taught in their preferred style. David Kolb is one of the main researchers who studied learning strategies and processes and put forward his idea of experimental learning. Kolb stated that; â€Å"Learning is the process whereby knowledge is created through the transformation of experience.† (David A Kolb, 1984) Kolb’s experimental learning model draws on the ‘Lewin Cycle of Adult learning’ and proposes that there are four stages which follow on from each other to complete the learning cycle. Kolb’s model suggests that in order for learning to be effective that an individual must include the four stages; Concrete Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation, in their learning process. He believed that this would result in the individual finding that they had strengths and weaknesses in particular stages and their preferred learning style derived from this. Kolb stated that there are four instrumental learning styles which follow on from th e four previous stages, these are; the diverging learning style, the assimilating, the converging and the accommodating learning styles. Kolb’s theory was generally widely accepted however recent critics have found it unreliable. Two management development specialists named Peter Honey and Alan Mumford further developed Kolb’s theory and created a questionnaire designed to find out a person’s preferred learning style. The questionnaire asks a series of questions which help the individual to identify their preferred learning habits. The answers to these questions are scored and the person then falls into one of four categories which is the learning style best suited to them based on the answers they  have given. Honey and Mumford put forward four main learning styles; Reflectors, theorists, pragmatists and activists, each with their own characteristics. Reflectors prefer to learn through activities which allow them to observe, think and review situations. They like to collect data and mind map. Theorists prefer to think problems through step by step using lectures, systems, case studies etc. Quite often they are perfectionists. Pragmatists enjoy applying new ideas and techniques to actual practise to test their use. They prefer learning through lab work, field work and observations rather than lectures or lengthy discussions. They are practical and like concepts which can be applied to their own jobs. Activists enjoy new things and like challenges. They prefer to learn through activities role-playing, problem solving and small group discussions. They are unlikely to prepare for their learning or to review it afterwards. This was Honey and Mumford’s interpretation of learning styles theory however other theorists have different opinions. Neil Fleming’s VAK model of learning styles is one of the most popular interpretations. Fleming developed an inventory designed to help students learn more about their individual learning preferences. Fleming’s VAK model identified three learning styles; Visual, Auditory and Kinaesthetic. According to this theory most people have a preferred learning style however some people may prefer to learn using a mixture of all three styles. As with the previous theories each style within the VAK model has individual characteristics based on their learning preferences. Visual learners learn best through seeing. They think in pictures and have intense mental images. They like to learn using maps, charts, pictures or videos. They tend to have visual skills in activities such as reading, writing, puzzle building, interpreting charts and graphs, and painting a nd have a good sense of direction. Auditory learners like to learn through listening. They tend to think in words rather than pictures and learn best through lectures, discussions, talking things through and hearing other people’s opinions. Auditory learners tend to have highly developed auditory skills and are generally good at speaking and presenting. They demonstrate these skills through speaking, listening, storytelling, explaining, understanding the syntax and meaning of words, remembering information and analysing language usage. Kinaesthetic learners learn best through moving, touching and doing. They find it hard to sit still for long periods of time although  they have a good sense of balance and hand-eye co-ordination. They process and learn information through interacting with objects and materials. They demonstrate their kinaesthetic skills via physical co-ordination, athletic ability and hands on experimentation, body language, acting and building. A classroom is a good environment in which to put the learning styles theory into practise as there are a number of students in one place each with individual preferences on how they like to learn. There are various methods and activities for each learning styl e that can be used to help the student learn effectively in a way that is suited to their particular preference. For example, when tailoring a lesson to suit a visual learner graphics could be used to reinforce learning. Colour coding could be used to organise class note and highlight key points in the text. Encouraging the student to take notes would also help to embed the learning. Visual learners may also find it useful to illustrate ideas and use flow charts and diagrams when note taking. To cater for an auditory learner during a lesson it would be useful to put across ideas or points by reading them aloud to the class or by getting a student to read out passages etc. to the rest of the group. The teacher may also want to read out significant information which they want to be remembered. Verbal analogies and storytelling could also be used to further emphasize issues and points. The use of tunes and rhymes as mnemonic devices would also be helpful to auditory learners. For kinaesthetic learners to learn successfully they could be encouraged to make models or role-play in relation to the lesson in order to physically experience their learning. The student could translate the information they are being taught into diagrams, flow charts etc. in order to help them learn and remember the lesson more successfully or they could count out a list of items to be recalled on their fingers. Kinaesthetic learners should also be urged to skim through material for key points before reading it in detail. As kinaesthetic learners enjoy learning through movement they could be asked to memorize information whilst performing a physical task, for example, whilst running on the spot or hopping on one foot. All of these techniques could be used to help a student develop their visual, auditory or kinaesthetic learning strengths. The same principles could also be applied to the learning styles from the other models in the learning styles theory. To put this theory into practise I have chosen a subject and a topic from within  that subject to teach to a group of my fellow students. I have chosen to look at social psychology and from that I am going to teach the topic of Conformity. I will deliver the lesson using various methods and techniques to cater for the visual, auditory and kinaesthetic learners in the group. The topic of conformity can be broken down and taught accordingly to each of the three styles. To deliver the lesson to the visual learners in the group I plan to teach key terms such as group norms, group pressure and majority influence by writing them and their meanings on the whiteboard at the front of the classroom where they can be clearly seen. I will then ask the stude nt to take down what I have written. I want to teach the students about different research studies that have been conducted on conformity. I will use a projector screen to show a PowerPoint presentation with numerous pictures and graphics detailing the experiments carried out by Sherif (1935) and Asch (1951). To finish my lesson to the visual learners I will show them a documentary film on conformity called ‘The Power of the Situation’. These methods of delivery should help the visual learners of the group to learn to the best of their ability according to the VAK model. To teach conformity to the auditory learners I will again adopt methods which I believe are best suited to their learning preferences. This time instead of writing the key terms on the whiteboard I will state them verbally and then ask the students to have small group discussions on them where they can listen to each other’s opinions and views. After they have completed this I will ask each group to give me examples of majority influence, group pressure, conformity etc. aloud for all the class to hear. I then plan to move on to teach the research studies, I will give a talk on the studies conducted by Asch and Sherif and encourage the students to ask me questions throughout. To end the lesson I will talk about Kelman (1958) and his views on conformity. I am also going to give the class written notes on Kelman and ask the students to read out different sections of the text to the rest of the group. These techniques should ensure a successful learning experience to the auditory learners in the class. Again I will apply the principles of Fleming’s VAK model to teach the conformity lesson to the kinaesthet ic learners of the group. I will teach the key terms by talking about them and asking the students to take notes as I speak. I will then give the students a physical task to test their knowledge of the key terms by asking them to recall the  terms and their meanings whilst jumping up and down. I believe this will be effective as kinaesthetic learners prefer to learn using movements. I may also ask them to do various role-plays depicting examples of situations where conformity has occurred. To teach the research studies to this group I will ask them to repeat the studies as closely as possible and record the results they find. To end the lesson to the kinaesthetic group I will ask them to go through their notes and highlight important points and facts. I believe teaching the topic this way will cover all three styles of the VAK model. Already we can see how the principles of the learning styles theory can be applied in the classroom but the question remains; do learning styles really exist and is it possible and realistic for teachers to teach students in this way? After some research I have found relatively little empirical evidence supporting the theory. On the other hand I have found many arguments which discredit the theory. I am now going to review some of the cases for and against the learning styles theory and try to draw a conclusion. According to the learning styles theory it has the ability to help learners identify their strengths and weaknesses and therefore enable them to develop a more efficient learning process. An extensive literally review of learning styles, cognitive styles, Howard Gardiners multiple intelligences and an information processing model from school psychology was undertaken by Dr Erica Warren and she put forward the idea that there are twelve different learning styles – visual, auditory, kinaesthetic, tactile, sequential, simultaneous, reflective, interactive, direct experience, indirect experience and rhythmic melodic learning. Dr Warren claims that there is no right or wrong way to learn and that all learning styles can easily be accommodated in the classroom without having to teach in twelve different ways. She states that some teaching methods are multi-sensory and meet the preferences of all the different types of learners. Although Dr Warren’s argument seems plausible and is well researched again there is little statistical evidence to substantiate it. This is the same case for the rest of the learning styles theories such as Kolb’s and Fleming’s. This may be because results on testing these theories have been largely based upon answers to questionnaires which rely on the participant’s ability to be precise and objective often leading to doubts regarding validity. Although the reliability of learning styles theory has been discredited to an extent  in recent years it is widely acknowledged that people do gather and process information in diverse ways and that a greater understanding of these styles and preferences will help teachers employ a wider range of teaching techniques providing an effective learning experience for most students. Granted this idea may have some logic it is quite unrealistic to teach in a way that caters to all learning styles fully due to time and financial restraints within schooling systems. According to cognitive psychologist Daniel Willingham there is no scientific evidence whatsoever in support of learning style theory. He claims they do not exist. He argues several valid points about the theory claiming that something closely related to the theory is correct but not the actual theory itself. The theory asserts that students learn via methods such as visual, auditory or kinaesthetic etc. but Willingham points out that this is incorrect. However memories are stored this way by the brain. Willingham also claims that it is not possible for an individual to learn exclusively by their preferred style. For example, a student may prefer to learn through auditory methods but if a teacher is trying to teach shapes it cannot be done via auditory methods as the shapes must be looked to gain a proper sense of them, therefore the student must be able to adopt a variety of different learning styles depending on what is being taught. This suggests that indeed it is not a good idea for teachers to teach relying solely on the learning styles theory. Willingham also talks about a useful experiment used to test out this theory carried out by many people. Two lists of words are given to one visual learner and one auditory learner. First the list is given to the learner via a visual slideshow presentation and then the list is played aloud through a speaker. If the learning styles theory were correct one would assume that the auditory learner would learn best from hearing the words and that the visual learner would learn best from the visual presentation however when put to the test this is not th e results that are found. This is because the learners only encode the visual and auditory characteristics to their visual or auditory memory stores without actually attaching meaning to it. Even though learning styles theory may seem logical and correct when studied in depth the fact is that there is very little empirical evidence to substantiate it. Overall it may be construed that although students may prefer to learn in a particular way they are fully capable of learning in other methods without their  performance being adversely affected. Bibliography http://www.simplypsychology.org/learning-kolb.html http://topdocumentaryfilms.com/the-power-of-the-situation/ http://journeytoexcellence.org.uk/resourcesa Kolb, D. (1984) Experimental Learning: experience as the score of learning and development Kolb, D. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma: McBer McLeod, S.A. (2010) Kolb – Learning Styles retrieved from http://www.simplypsychology.org/ Mumford, A. (1997) How to manage your learning environment, Peter Honey Publications The Learning Styles Questionnaire: by Peter Honey and Alan Mumford, Maidenhead, 2001

Warfare In the Middle East Essay Example for Free

Warfare In the Middle East Essay The babies cry. The teens scream. The adults are lead into battle. It is a controversy of what is the conflict in the Middle East. What is going on with the balance of these two cultures between the Israel government and the Arab government? The question is why can’t they get along? The evidence of their resolution to conflict is war. The deaths of many lives due to this conflict of ownership and identity between these two cultures are leaving families in devastation and creating a genocide effect. One of the conflicts is religion. The Middle Eastern conflict in war is religion. In history has shown that the conflict has remained against the Israel and Ishmael family. The ideas of conflict between Arab and Israeli culture have been the central point of what is governing the world policy and world politics. It is unfortunate that the ideologies are based on who’s in control of estate and how that estate is being govern. The fact of the matter is that government control is based on power and demand. The demand is the central location of control and regulation. The Middle East culture of Arabs and Israeli forces are based on the ideas of force and power. First, the conflict has been speculated that the war is based on ownership of land. This ownership is based on identities of the rightful heir of the property. Thus far, the equal conflict of the issue of ownership of property is the fundamental basis of these two culture’s conflict in the war and peace. In many cases, other cultures have conflict using the same ideology. The conflict of ownership of property has been the Western culture conflict as well. The history of conquering and subduing property by force has been a pivotal role in the Western culture. The ideology of Western civilization has been the control of property. In the same ideas of the Middle East conflict, the role they play is conflict with ownership. Due to the ethnic identity, both conflicts are similar in the pursuit to obtain property ownership using force or control. Second, the conflict is the ethnic identity of superiority, or who’s in charge? The remaining conflicts are due to the priorities of power and control through identity and strength. The two cultures that are in battle are using the tools of force and demand because the ideas of religion and regulation are ownership and control. For example, in the 19th century, the peace treaty as a resolution was due to the defeat in war not compromise in esteem. These conflicts are not resolved permanently due to the temporary resolutions chosen to settle the disputes of power and ownership. The Arab culture is governed by two principles of religion and politics through faith and practice. On the other hand, the Israeli culture is governed by two principles of worship and truth. These two ideas and practices come into conflict because one culture is by force and the other culture is by power. The differences of these two cultures in conflict are the ideas of warfare through the Arabian government forcing their practices and religion on the Israeli culture for government and power. On the other hand, the Israeli culture conflict is the ideas of warfare are through the Israeli God of peace and sustainability of peace through control and demands. The ideas of peace using power are created by the Israeli force of control and demand. The evidence of these two conflicts is seen through the motivations of ethnic identity and military force. On one hand, the effort toward resolution was temporary due to the regulation of faith and worship. In the same practice, the effort of destruction of military power was temporary due to weapons and control. It has been observed the similarities of conflict with Western culture have also been the same as control and demand. The wealth of the land and the wealth of the identity of the culture are used as motivations of power. These similarities with the Middle Eastern conflict are a demonstration that the problem of their conflict is not foreign or unusual, but the conflict is a spreading disease and world affairs, â€Å"normal. † The government and its leaders perform their duties using force through the motivations of war and conflict. It is an old approach to sustain peace but in observation this is proven to be a false remedy for any peace treaty and resolution for conflict. In the past, the history shows that in the lineage of Arab force, the ideas of war and peace have been limited due to the exceeding power, skills and wealth of the Arab culture. The ideas that regulate this culture are based upon the belief system of sacrifice and fortune. In any case, the opposite is for the Israeli culture. The Israeli culture has committed to the ideas of peace and truth, the theory of practice and worship of peace within each culture. During the time of war and conflict, the Israeli culture had to depend on peace to create change and order. During the time of peace, the Israeli would use force and demand using laws and regulation against ethnic identity and religion preference. In the Middle East conflict the warfare is stemmed through laws and regulation against ethnic identity. It has been observed that the similarities of these practices are continual in the world affairs with the Western culture as well. The peace control is used through stripping ethnic identity and freedom of religion. It is a normal practice of creating peace and control. In any case, the continual conflict between these two universal families that have become a foundational spectrum of the world affairs of ethnic and behavior, the war will continue on between these rivals due to the fact of ethnic identity and control of estate. The bottom line to these two ideologies and cultures, the resolution to their conflict is a cross cultural liaison that may delegate a balance and compromise between culture and practice. The overall sense of these two cultures creating peace in their mind is to eliminate one or have the other as dominate over each other. In this current age, the central point to management of cultures and balance begins in creating a compromise of equal opportunity for both ideologies and identities in their own space within one space. It is a new practice of negotiation of conflict using management and shared stewardship. It is obvious that this is a practice that is not widely used as of yet, but the ideology of shared stewardship of ownership, property, wealth, identity control through politics and religion is created through balance of control and power. It is unfortunate that the Middle East conflict cannot be resolved due to the resolution of war rather negotiation. It is evidence that too much power given to one culture of any cultures can lead to a conflict of control and power. The sacrifice and worship of any culture that is used against a culture can be devastating to ownership of property and identity of ethnic behavior. The war of the Middle East will not be resolved until the power has shifted to regulate and equally delegate control over each other. In order to see some type of balance the ideologies will have to change, shift or become equal in power and control to find balance and resolution. Until then, the conflict will be a competition of ownership and identity. It is in this critical time that the Middle East should set as a priority to sit around a table and discuss control, property and identity of ideology and regulation. Otherwise, the next conflict will be a global conflict control of these two governments, cultures. It is evidence that the Western culture has similarities of the Middle East conflict within their own control of power within the world affairs as well. The Middle East conflict is not alone in learning how to manage control without using force. For an example, the recent mass destruction of weapons, lead to war without negotiation due to the threat of ownership, power and identity. The Middle East conflict is not an unusual behavior. The world affairs is heading toward a direction of choice in the affairs of management in peace, negotiation and treaties of promise of commitment and faithfulness. Whether ethics are going to become a central matter or faith will continue to be the root of the matter of worship and practice within the actions of power and wealth. This is the conclusion that the Middle East culture of conflict is not stemmed based on religion alone, but based on ownership. The people involved in ownership is threatened by the loss of ownership what can a culture do if they are taught to fight to keep up with power and control? It is a factor of ethnic control using force. Can anyone get to the bottom of conflict and war? The babies cry. The teens scream. The adults are lead into battle. A sad story without a happy ending, conflict is like fire leaving nothing but devastation and loss.

Safety of Miners in the Opal Fields

Safety of Miners in the Opal Fields Summary This essay focuses on safety of miners in the opal fields. It looks at the major potential hazards in the opal fields and ways to ensure safety from these hazards. These hazards include explosives, unstable ground, shafts, machinery and dust. The claim is only as safe as the miners who are working on it. If miners can not follow laws and preventions outlined then the claim will not be as safe as it could be. Introduction Opal mining is an exciting but potentially hazardous occupation. A responsible miner should be able to identify and minimise risks. Many people can come onto a claim such as noodlers, miners and tourists. The claim can either be current with people working or it could be old and abandoned. The condition that the claim is left in has a major impact on the safety of any person who walks onto the claim. Specific laws and regulations have been set down by the government, which must be abided by to ensure a minimum safety standard is set. The top five potential hazards are explosives, unstable ground, shafts, machinery and dust. Content Claim Preparation Many risks arise from previously worked areas. Old workings such as drill holes and backfilled or covered shafts, which could be covered by vegetation, are potential risks. Shaft positions should be approximated if mining nearby. As these old shafts can collapse, it is advisable to leave a safe distance between shafts. If work is to be commenced in old shafts a number of checks should be completed. Drives, pillars and levels poor ground should all be checked and noted. Notes may include workings on two levels with the lower level directly beneath the upper. Large un-pillared areas, thin crowned pillars and fretting or cracking of pillars. Lastly cracks in the wall and roof and pillar size should also be checked. Claim boundaries are also a key point to avoid breaking into other neighbouring shafts. Explosives Experience in using and handling explosives can often lead to complacency. Inexperienced people not only can be potentially dangerous to them but can also pose risks with miss fires, unstable walls and fly rock. Licences to purchase, transport, store, handle and use explosives must be acquired and kept up to date. This ensures a minimum standard of safety is achieved. Not only are licenses important to ensure safety but storage, transport and use of explosives can be more important. Ensuring that all explosive equipment is stored appropriately is a must. Explosives should be stored correctly in a cool, dry place with detonators stored separately from explosive material. Other storage measures which should be met is that the explosive boxes are wood lined and locked. The boxes must be wood lined to ensure no static build up occurs and creates a spark. The storage areas of diesel and Nitropril should be well separated to ensure if there is a spill that they do not mix. Many laws are already put in place for the way explosives are transported, prepared and blasted. These laws are put in place for a specific reason which is safety, any deviation from the processes set out could result in a potential injury. Explosive Fumes Various gases are generated due to blasting. Gases such as carbon monoxide, nitrogen oxides along and other noxious gases pose a potential health hazard after a blast. The reason these gases are dangerous is because they displace the oxygen available for breathing. For this reason adequate ventilation is required to release these gases before entering the blasted area. When a blast occurs a blast radius should be put in place to ensure the safety of other miners. In underground mines there is no law but it is recommended that miners do not stay underground. Gases generated from the blast can disperse throughout other shafts and may also cumulate their if there is inadequate airflow, the blast may also cause sections of the roof to collapse. Gases which are dispersed throughout the mine can cumulate in low or high cavities depending on the gas. Carbon Dioxide is heavier than air and can cumulate in low spots and floor cavities. Carbon Monoxide is lighter than air and can cumulate in high spots and roof cavities. Areas of known for having inadequate airflow should be checked after blasting to ensure the gas levels are at a safe level. Fans, blowers and other ventilation systems should be used to extract the noxious gases from the mine. These should be used in preference to natural ventilation as they are much quicker. Unstable Structures The geological structures of opal fields vary. There are some structures which can support a wide underground area, yet others are blocky material with faults which makes mining difficult and not recommended. Opal mining in South Australia is quite difficult as the general bearing rock is weathered, brittle and fractured. Each place in SA is different due to the stress distributions and rock types. With all of these factors it is up to the miner to decide weather it is safe to start underground mining in that area. In certain geological structures cave-ins can occur. A survey of the underground mining area should be done, noting old workings. Whenever underground a miner has to be constantly aware of the conditions especially the roof stability. An unstable roof which could be due to hidden faults could result in a rockfall which could be fatal. Weather conditions can also affect the wall structure and integrity. Air entering the mine can dry out ground and open up cracks, slides or faults. This drying of material can cause slabs of ground to fall. If a large amount of water gets into the mine the supporting strength of walls and pillars may be reduced. Care should be taken to identify if and fretting has occurred at the base of structures. Any operating shaft should have the entrance to it kept in good condition. Loose rocks, material and tools should all be cleared from the entrance as these can easily be knocked into the shaft. The likes of wind, weathering or even a blast close by could cause material to fall. For all of these reasons outlined with falling objects it is essential to wear a hard hat at all times. All of these factors can potentially be fatal, but these factors are generally overlooked as miners often become complacent and do not check the stability and strength of walls and roofs very often. These checks should become essential to a miners daily routine. Shafts Shafts are the key entry point to the underground sections of the mine. Keeping the shaft in good condition is essential to safety. Support structures at the top of the shaft, such as timbers and pipes, should be kept in good condition. When entering any new shaft weather it is blind or dead it is essential to ventilate the shaft to clear away gases. Underground areas must have at least two means of exit. This is in case one exit gets blocked for some reason which could be due to a rock fall. Having two exits requires regular maintenance to ensure that both mechanisms, which are subjected to corrosion and weathering, are safe to use. There is a significant risk of people falling down an open shaft. Not only are tourists at risk but also the miners. Small shafts can catch a persons leg or ankle and cause injuries whereas larger shafts pose risks of vehicles and people falling in. It is recommended to leave a ring of dirt around the shaft entrance to signify that a shaft is there. When a miner leaves the claim, it is their responsibility to leave the shaft and its surroundings in a safe condition. Manner Machinery When operating any machinery either above or below ground a pre-start check should be completed. This is to ensure the machine you are about to operate is in a safe working condition. Items which should be checked are fluid levels, tyre inflation and condition, track tension, gauges, lights, hydraulic rams, lines and buckets, brakes and steering. Any diesel machinery in operation gives off carbon monoxide, nitrogen oxides and other noxious gases. These gases are similar to blasting gases and can be fatal if inhaled in large concentrations. When in large concentrations these gases can not be seen or smelt. Care should be taken when operating any machinery underground ensuring adequate ventilation. Dust A major hazard when working at a mine is dust. Dust can cause or trigger numerous health problems such as skin irritation, allergies and respiratory damage. Generally particles of dust are caught within the nose, throat and bronchial tubes. A small amount of these particles however get into the breathing system, due to their size and shape. It is these particles which cause the most respiratory problems. Dust particles which are of a particular concern are silica. Silica is found predominantly in sandstone host rocks. High exposure to small silica particles can potentially cause a fatal lung disease called silicosis. Although all dust can not be tested for silica it is essential to restrict dust exposure to a minimum. Ways to control dust include extractors, collection systems and maximum airflow. Wearing a respirator or a dusk mask at the absolute minimum will help prevent the amount of dust that a miner will inhale. Although it is essential that the correct respirator or dust mask is used, as each one is different, depending on what cartridge is installed in the device. Electrical Operating machines or tools underground will generally use electricity. It is important to remember that electricity seeks the path of least resistance to earth. Most cases the path of least resistance is the human body as it is 80% water. It is vital that the design and installation of any electrical supply is safe. The miner can not come into contact with any live electrical component. Personal protective equipment Personal protective equipment (PPE) will help in protecting a miner from potential hazards. PPE is not a replacement for getting rid of a specific problem. It would be preferable to fit an extraction system for dust rather than wearing a dust mask. A number of items should be worn when working in a mining area such as hard hats, footwear, breathing, hearing and eye protection. Hard hats can be uncomfortable, fall off and restrict clearance in small spaces, but these inconveniences save lives. Footwear suitable for miners are steel capped boots. They provide much more support for ankles and grip when walking on loose and rugged surfaces. The steel cap provides protection for your toes if something drops or falls onto your feet. Breathing protection general comes from dust masks either rubber of paper. Both are designed to sit on a clean shaven face. If the miner has a bear or stubble the effectiveness of these masks is reduced. Hearing protection generally comes in two forms which are ear plugs and ear muffs. Ear protection only cuts out part of the noise, usually around 20db(A). Since only part of the noise is cut out it is important to ensure that the miner realises that higher levels of ear protection is required when working next to excessively noisy machines such as jack hammers. In general eye protection should be worn at all times. There is a constant risk of particles of some nature being airborne and possibly entering the eye. Damage to the eye may be something small like a scratch to actually losing an eye. Discussion These rules and advised safety precautions to be taken are put in place for a reason. It is solely to help protect the individual from getting injured or killed. But miners in the opal fields generally have the shell be right attitude. A large amount of preventions can be put in place to help ensure safety but if the miner does not follow them these are next to useless. They may think only a short amount of exposure to dust is fine, but if they continue to have exposure to dust containing silica they could cause the onset of silicosis. Not only can you do internal damage through various noxious gases and dusts, but a lot of damage can be done to the body itself. Cuts, sprains and broken bones are a number of things which can occur depending on how safe, cautious and or ignorant the miner is. Conclusions The top five potential hazards in opal field mining are explosives, unstable ground, shafts, machinery and dust. All of these potential hazards have laws, regulations and precautions put in place to ensure a minimum standard of safety. This minimum standard of safety is only reached if the person who enters the claim follows the guidelines. The bottom line being that safety in the opal fields comes down to each individual that enters the claim. If the miner is ignorant, complacent or plain lazy the safety of not only themselves but for others working with them could be at risk. It is the miners responsibility to ensure that not only are they safe but also fellow co-workers.

Huynh Quang Nhoungs The Land I Lost :: Essays Papers

Huynh Quang Nhoung's The Land I Lost Vietnamese author Huynh Quang Nhoung wrote the book The Land I Lost. The setting, conflicts, and theme were very interesting in this book. This book too place on an old Vietnamese community farm. Family, friends, and animals lived with the villages. There was a dense jungle bordering part of the small hamlet. There were quite a bit of conflicts throughout this book. Animals would occasionally wander into the village, kill a few cattle, and care everyone. One time, a neighbor stole young Nhoung's trained birds. He stole the small pet back in the middle of night. The best thee to relate to this story is 'Be Thankful For What Has Been Given To You'. These ancient people were very lucky they even had this little piece of land to live and farm on. They were able to harvest enough food to survive and even had some left over to sell at the market. Certain forces or circumstances make the main character or characters act as they do. I find the most interesting part of this book was the characters. There were Many characters, all with there own personalities. Many of these characters happen to be animals. Huynh Quang Nhoung was by far the most important person. The autobiography of Nhoung included his cousin, whose name was never given. His cousin trained a water buffalo to attack and defend itself against crazy animals from the jungle. He taught three little birds to sing separate songs on command after addicting them to opium. Another character is a loose horse snake from the nearby jungle. This snake attempted to steal fish from a neighbor's private pond and squeezed a cow to death, only to be slaughtered by a group of furious farmers. A monkey, belonging to an old woman once ran away from her while she was at market. He stole coals from the smothering fire and accidentally set the house on fire. The characters of The Land I Lost are definitely the most important and Huynh Quang Nhoung's The Land I Lost :: Essays Papers Huynh Quang Nhoung's The Land I Lost Vietnamese author Huynh Quang Nhoung wrote the book The Land I Lost. The setting, conflicts, and theme were very interesting in this book. This book too place on an old Vietnamese community farm. Family, friends, and animals lived with the villages. There was a dense jungle bordering part of the small hamlet. There were quite a bit of conflicts throughout this book. Animals would occasionally wander into the village, kill a few cattle, and care everyone. One time, a neighbor stole young Nhoung's trained birds. He stole the small pet back in the middle of night. The best thee to relate to this story is 'Be Thankful For What Has Been Given To You'. These ancient people were very lucky they even had this little piece of land to live and farm on. They were able to harvest enough food to survive and even had some left over to sell at the market. Certain forces or circumstances make the main character or characters act as they do. I find the most interesting part of this book was the characters. There were Many characters, all with there own personalities. Many of these characters happen to be animals. Huynh Quang Nhoung was by far the most important person. The autobiography of Nhoung included his cousin, whose name was never given. His cousin trained a water buffalo to attack and defend itself against crazy animals from the jungle. He taught three little birds to sing separate songs on command after addicting them to opium. Another character is a loose horse snake from the nearby jungle. This snake attempted to steal fish from a neighbor's private pond and squeezed a cow to death, only to be slaughtered by a group of furious farmers. A monkey, belonging to an old woman once ran away from her while she was at market. He stole coals from the smothering fire and accidentally set the house on fire. The characters of The Land I Lost are definitely the most important and

Twelfth Night by William Shakespeare :: Papers

Twelfth Night by William Shakespeare When Shakespeare wrote the 12th night the social mores were very strict. For example servants were not allowed to woo their masters but in the 12th night these rules of society were corrupted for example. Olivia loving cesario but Olivia doesn't realise that cesario is really a man and that links with cesario because she was a very wealthy woman but in an instant she becomes a servant also she is in mourning for her brother but now she is very joyful and in love. ====================================================================== Also in this play there is a hierarchical pyramid in place which is been transformed where there is a master and a servant but it seems almost reversed so the servant becomes the master and the master becomes the servant. Even there is servants loving masters there is masters falling in love with servants referring to Olivia loving a servant called cesario. The thing that seemed to attract Olivia to Cesario was her manner of speaking and intelligence. Also the 12th night has a certain comedy to it for example Sir Toby trick on Malvolio. Which is a pivotal point in the play. The letter says that Olivia has feelings for Malvolio. Malvolio showing his pomposity lets his guard down and obeys the instructions on the letter he also remembers the woman from Strace who married her wardrobe master. The instructions that were on the letter are as follows (1) Be opposite with a kinsman, surly with servants; (2) Remember who commended thy yellow stockings, and wished to see thee ever cross- gartered: (3) Therefore in my presence still smile, dear my sweet, I prithee. This is a classic case of Dramatic Irony and inappropriateness when Olivia is in Mourning. This act of arrogance in Olivia's case is inappropriate and should be severely punished therefore Malvolio was sent to the Dungeon. Which is also symbolic to his actual position in the house at this point the audience feels empathy for Malvolio. but there is the point of if malvolio is the only person that is not

Gay, Lesbian and Bisexual Issues - Same-sex Marriage Laws Violate Gay R

Laws Violate Gay Rights When I was in third grade, I learned that there are certain "inalienable rights"-- the right to life, liberty and the pursuit of happiness -- all of which the United States government is committed to protecting for every human. Last week, I learned this government feels that these human rights are limited to some people, based on how they choose to practice sex. In two separate legislations last week, the United States Senate sanctioned discrimination against homosexual Americans. The issue recently surfaced in Hawaii when the state denied marriage privileges to a lesbian couple. In May 1993, the State Supreme Court ruled in a 3-1 decision that the state's exclusion of same-sex marriage was sexual discrimination and thus unconstitutional unless there was "compelling evidence" for it. In 1995, a governor's commission recommended the state grant marital rights to homosexuals. The "full faith and credit" clause of the U.S. Constitution says that states must accord reciprocity to laws (and contracts) of other states. Thus a couple could get married in Hawaii, move to another state and demand that the state recognize their marriage contract unless laws in the new state conflict directly with laws in the former state. This led the House to pass the Defense of Marriage Act (DoMA) this July with the Senate concurring on Sept. 10. Social Security, Veter-an's and other federal benefits such as married tax status will simply be denied to Americans who do not conform to a sexual pattern preferred by others in society. I don't know where in the Constitution Congress is permitted to legislate the morality that a man must marry a woman. Furthermore, DoMA permits states to... ... other may make some people uncomfortable. But their union does not infringe on anyone else's life, liberty or pursuit of happiness, and they have a claim to pursue their human rights and marry each other. What has Congress to gain by passing this restrictive law? It is only election-year politics to woo the radical right. The United States government is unfairly discriminating against a portion of the United States population and we should not stand for this public "gay bashing." Discrimination is still legal because the measure failed 50-49. Senator Pryor (D-Ark.) was attending his son's cancer surgery; otherwise, he would have supported the bill. Vice President Al Gore had promised to break the tie in support of the bill, but the motion failed. Now it is legally OK to not hire someone based on his or her sexual preference.

Fatty Acid and Triple Bonds

1. The â€Å"building blocks† of polysaccharides are _______, and the blocks are covalently linked together by _______. A. | glycerol and fatty acids; glycosidic linkages| B. | amino acids; triple bonds| C. | monosaccharides; glycosidic linkages| D. | disaccharides; triple bonds| E. | oligosaccharides; glycosidic linkages| Answer choice C Which of the following statements about starch is false? A. | Starch may be partially branched. | B. | Starch is a polymer of glucose. | C. | Starch is formed by the condensation of monomers. | D. The properties of starch are very similar to those of cellulose. | E. | Starch may be digested by people. | Answer choice E Which of the following characteristics distinguishes carbohydrates from other macromolecule types? A. | Carbohydrates are constructed of monomers that always have a ring structure. | B. | Carbohydrates never contain nitrogen. | C. | Carbohydrates consist of a carbon bonded to hydrogen and a hydroxyl group. | D. | Carbohydrates contain glycerol. | E. | None of the above| Answer choice A 1. A five-carbon sugar is known as a A. glutamine. | B. | glucose. | C. | hexose. | D. | pentose. | E. | None of the above| Answer choice D Oils and fats A. | form membranes. | B. | are triglycerides. | C. | all contain the same fatty acids. | D. | are good for you in large amounts. | E. | have glycosidic linkages. | Answer choice B Oils melt at a lower temperature than fats because A. | oils and fats are not the same type of macromolecule. | B. | fats contain more saturated fatty acids than oils. | C. | fats contain are unsaturated fatty acids than oils. | D. | oils are made by plants. | E. fats are common in animals. | Answer Choice C Fatty acids are A. | carboxylic acids with long hydrocarbon tails. | B. | linked to glycerol in fats by hydrogen bonds. | C. | always saturated. | D. | large polymers of monosaccharides. | E. | water soluble. | Answer choice A A phospholipid differs from a triglyceride in that phospholipids A. | are amphipathic. | B. | are not derivatives of glycerol. | C. | do not have both hydrophilic and hydrophobic parts. | D. | are used to store energy for the cell. | E. | do not contain fatty acids. | Answer choice B