The Surprising Details Regarding Strong Essay Topics That Most People Arent Aware Of

The Surprising Details Regarding Strong Essay Topics That Most People Aren't Aware Of What Is So Fascinating About Strong Essay Topics? Picking the most suitable topic may be true problem, but we are here in order to get you inspired. Odds are you she won't ever contact you again. They are, all you need to do is relax and find a topic you're passionate about and, of course, one that is debatable. Essays can be about various things all you have to know is the best way to compose a good one in an ideal way. The primary aim of topic choice for a proposal essay is to show the idea can be put into place in practice. Choosing excellent essay topics for middle school needs to be a careful procedure, where a balance must be struck between topics that might be too simplistic, more acceptable for the key school, and choosing argumentative essay topics that can be too intricate or controversial. So far as essay structure goes, a 4 or 5 paragraph essay based on the number of points you might want to argue is an excellent start. When you're picking your topic, bear in mind that it's much simpler to write about something which you presently have interest ineven in case you don't know a good deal about it. The very first issue to do is to get a deep and a profound understanding of the thing you're writing about. Weak hyperlink thinking isn't always an excellent thing. It can result in some people not reaching their full potential because they may feel required to come down to others level in order to fit in. Remember your final grade significantly is based on the topic. Without a suitable knowledge of what things to write about and what not to, nobody can think of a nutritious topic. For instance, you can pick a topic for elementary, middle, or higher school. Details of Strong Essay Topics There aren't any guidelines about how to learn to love. Trained writers aren't only trained in writing, but additionally in adhering to the site's guidelines as soon as it comes to supplying services to clients. Our example essay writers have adequate skills in research and have access to the most updated research materials and thus you can be certain to find the essay you are searching for in our database. The essay demands proficient handling and skilled strategy. The option of compare and contrast essay topics isn't a simple task because you should clearly show your analytical skills. Evidently, there are a lot more sample topics worth your attention. You should have accessibility to proper resources that will help you to compose the essay with suitable sense and structure. Also, utilize all the scratch paper you will need. You're going to be made to apologize. Whenever you make a point, check with the text. A conclusion is, without doubt, the most crucial portion of the argumentative essay as possible either support the excellent impression or destroy it entirely. Even if you're a specialist in a particular field, don't be afraid to use and cite external sources. You could discover that very little research can be found on your subject. The Chronicles of Strong Essay Topics Inspiration to make your own advertising or media argumentative essay topics isn't challenging to discover. You don't need to acquire super technical with legal argumentative essays, but don't forget to do your homework on what the present laws about your favorite topic actually say. A selection of topic for essay writing isn't an effortless thing. Have a look at our list of the ideal essay topic ideas. Each of these varieties of paper is owned by the category of informative essay. You may be asked to pick a suitable topic for your essay paper and you're running short of ideas. Once you finish your research notes you can begin writing with confidence that you have all of the pieces you should create an amazing essay. No matter the topic of your essay, there's a particular procedure that will allow you to organize and compose the paper. Informative essays are somewhat more descriptive. Just writing the essay outline is not going to do, you have to be well conscious of how to use the exact same to propagate your essay. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. Writing an essay may look like a huge assignment, but should you break down the steps, you will be in a position to manage it. To put it differently, an ethical argument tries to prove that a particular issue is either morally right or wrong. You will never know whether the writer is merely pretending to be good. You have to have a cool and a calm mind so that it is possible to produce an excellent concept to write upon while writing on philosophy of science. Basically however, the idea is to refrain from making assumptions that very few or no acceptable men and women would make.

White Collar Crime - 1407 Words

White Collar Crime White collar crime is prevalent and brought to our attention more and more by the media since the mid to late 1990s. With the downfall of companies such as Enron, Tyco Toys and WorldCom MCI white collar criminals are facing lengthy prison sentences. Greed and personal vendettas are what have led our country to understand and gain more knowledge about these corporations and the corrupt CEOs that have brought them to their demise. â€Å"White collar crime is defined as various crimes, as embezzlement, fraud, or stealing office equipment, committed by business or professional people while working. Generally the person accused of a white collar crime is someone of high prestige. White-collar crime is a broad term that†¦show more content†¦Rigas. (Cho) Most notably was the Tyco International scandal which happened in 2002, during which the SEC filed fraud charges against the CEO of Tyco, Dennis Kozslowski. Andrew Fastow, former chief financial officer and Jeffery Skilling former chief executive officer of Enron both received lengthy sentences. Andrew Fastow worked as chief financial officer from 1998 through 2001 and was indicted on 98 charges of conspiracy, fraud, money laundering and other counts. Fastow plead guilty in 2004 to two conspiracy counts and cooperated fully with prosecutors. Fastow is currently serving six years in prison and will serve two years of full-time community service once released. Jeffery Skilling, worked as chief executive officer in 2001, was convicted of 18 counts of fraud and conspiracy and one count of insider trading. Skilling is serving twenty-four years in federal prison. (Fraud) Bernie Ebbers, former chief executive officer of WorldCom/MCI, was convicted on nine counts of fraud, relating to the accounting functions of the company. Ebbers is currently serving twenty-five years in federal prison. John Rigas chief executive officer and founder of Adelphia Communications and his son Timothy J. Rigas, served as the chief financial officer. John Rigas was convicted in 2004 of looting hundreds of millions of dollarsShow MoreRelatedWhite Collar Crime1488 Words   |  6 PagesWelcome to the age of white collar crime. A time when the words thieves and businessmen go hand in hand. White collar criminals dont get their hands dirty in their work. They use their heads to get what they want instead of using a little muscle. These criminals are just as dangerous as the rapists and murderers. In these times, even the most seemingly respectable people are suspected of white collar crimes. President Clinton and the first lady Hillary Clinton have been tangled up in the WhitewaterRead MoreThe And White Collar Crime897 Words   |  4 Pages1. Literature Review Crimes have been occurring in our society for many years and recently the occurrence of non-violent crimes has increased dramatically. Traditional and white collar crimes have two traits in common, an objective and a modus operandi, but the major difference is that a white collar criminal has a plan and also the ability, knowledge and technology to execute it (Nevis, 2012). White-collar crimes can occur at any occupational level and affects all parts of society, from big businessesRead MoreWhite Collar Crimes And Street Crimes1431 Words   |  6 PagesCrimes are one of the many things that all humans have in common. Whether it be a serious crime or not, everyone can commit a crime and go to jail for it. There are two types of crime that can be considered complete opposites of each other. They are white collar crimes and street crimes. White collar crimes are considered nonviolent crimes committed by a person of respectability and high social status in the course of his/her occupation such as fraud, embezzlement, or bribery. On the other hand,Read MoreBlack Collar Crimes And White Collar Crime1956 Words   |  8 Pagesexplaining what white collar crime in its introduction. The paper will then explain the distinct types of white collar crimes, after that different case study’s will be presented from the book to give examples of the diverse types of white collar crimes. After that the paper will talk about the diverse ways to combat white collar crimes while also going over the challenges law enforcement face when fighting white collar crime. Finally, the author will give his conclusion on white collar crime. Read MoreWhite Collar Crimes And Street Crimes1083 Words   |  5 PagesWhite-collar crimes are just as prevalent today as ordinary street crimes. Studies show that criminal acts committed by white-collar criminals continue to increase due to unforeseen opportunities presented in the corporate world, but these crimes are often overlooked or minimally publicized in reference to criminal acts on the street. Many street crimes are viewed as unnecessary, horrendous crimes because they are committed by lower class citizens, whereas white collar crimes are illegal acts committedRead MoreWhite Collar Crime2498 Words   |  10 Pagesdefinition of white collar and white collar crime * Various types of white collar crime B. Thesis statement: There are 3 causes of white collar and 5 way to combat with white collar crime. II. The cause of white collar crime is opportunities to commit crime. A. The loophole of the law and security B. An individual well known the operation of a company, the chances to commit fraud is higher. III. Second causes of white collar crime are workersRead MoreWhite Collar Crime And Corporate Crime1158 Words   |  5 PagesWhite-Collar Crime consists of occupational crime and corporate crime. Occupational crime refers to offences committed against legitimate institutions businesses or government by those with respectable social status. It includes the embezzlement of corporate funds, tax evasion, computer crime and expense-account fraud. It is not every day that we hear about white-collar crimes but these non-violent crimes are on the rise to the top. Federal Bureau of Investigation states that USA, for example recordedRead MorePunishment For White Collar Crimes Essay1533 Words   |  7 Pagesdoors† (Smith and Howat 109). White-collar crimes are explained in â€Å"White-collar crime† as, price fixing, false advertisement, and wiring and tampering with accounts belonging to anyone other than, in this case, the criminal (Levenson). With the advancements in techno logy and increase in satellite towers breaching financial accounts or even obtaining financial information has become effortless. Criminals commit the crime to improve their social status. These crimes do not include physically harmedRead MoreBlack Collar Crime : White Collar1828 Words   |  8 PagesIntroduction: Sometimes known as the ‘victimless’ crime, White Collar Crime includes crimes such as fraud, embezzlement and, more often than not, results in the criminal profiting money-wise which is one of the biggest lures into White Collar Crime (WCC). WCC, has become more and more easier and accessible as businesses move closer towards technology and further away from paper documents which makes it easier to commit WCC as, if you knew what you were doing, you could cover your tracks easier thanRead MoreThe Age Of White Collar Crime1463 Words   |  6 PagesWelcome to the age of white collar crime. A time when the words thieves and businessmen go hand in hand. White collar criminals don’t get their hands dirty in their work. They use their heads to get what they want instead of using a little muscle. These criminals are just as dangerous as the rapists and murderers. In these times, even the most seemingly respectable people are suspected of white collar crimes. President Clinton and the first lady Hillary Clinton have been tangled up in the Whitewater

Manet Still Life Essay Example For Students

Manet Still Life Essay Clarity, Condour, urbanity and virtous ability to handle paint-such are the qualities which first strike us in Manets art. A quote by John Richardson still life grapes and figs 1864 Frank Jay Gould collection. Cannes- The dark rich tones of this painting carry in them the strong popular Spanish influence the light hitting the fruit from the left creates a startling and brilliant luminosity. Said also by John Richardson Before we attempt to anaylse the meaning of whats within Edouard Manets work entitled still life, Grapes and figs, one must first identify , and note, the somewhat colorful events which occurred within the artist life, and note the way in which they must have led his work. Born in France in 1832, Manet was raised by his parents Auguste and Eugenie-Desiree a society couple, whos social standing resulted from Augustes successful career in the Ministry of Justice , Paris. Indeed, so successful was Auguste in his chosen field that upon his retirement he was awarded the Legion of Honor. It is thought by many that the importance of Augustes role in both society and the ministry actually intimidated the young Manet, who constantly aspired throughout his adult life, to gain the same level of reverence as that which his father possessed. Manets personal background to the analysis of the artists treatment of gender within his work, is apparent to his paintings, they showed deeper side of the artist and what angle he saw women. However, it is the actions of the artists youth which many therapists believe is the key to understanding the ambiguous portrayal of woman within his paintings throw out his career. It was during the late 1850s when Manet was serving as a naval cadet in Rio de Janeiro, that he met a number of slave girls, Manet had openly admitted in letters to his friends the extend to which he found their tropical beauty alluring. Yet, is was not until Manet returned to France that he reveled the true extent of his relationships with these girls, and confessed to the fact that he had been using his time to relate to the girls in an adult way. The answer lies in the artists life long ill-health, it was in fact Manet himself who first diagnosed although now medically proven to be wrong that the physical pain from which he suffered on a daily basis was the result of a syphilis virus contracted during one of his aforementioned youthful encounters, a misconception which haunted the artist throughout his life . Taking this point into consideration, you must therefore consider the psychological effects that Manets own feelings of guilt and regret concerning the cause of his illness, And why he drew the grapes, and consider the effects that it had upon his life and his work, and thus in turn the way in which those feelings influenced his view of women as a whole, but particularly those of ill-repute. It is even considered by some that Manets still grapes helped him in his final piece composed almost in the form of his own life and as such, was a painting which assumed the right to be so controversial in content that it pushed at the very boundaries of conventionalism. While some critics acknowledge that Manet had always wished to paint a Biblical scene as an exercise of his talent, Like such paintings as The Waitress Serving Beer, Departure of the Forlkstone, and the A Bar at the Foiles-Bergere the application of such a stance that he made with the grapes and how they came to be one when they were two different kinds of grapes, and therefore illuminates the work as nothing less than a painting which exhibits complete defiance to all that was considered appropriate and indeed, acceptable in the eyes of the Academy. This however, it can be argued was Manets wish. By 1882, after years of constant rejection by the critical elite, Manets frustration toward the Academy was at its peak, the very sense of having, what he considered to be his best work dismissed so entirely, along with his self inflicted sense of failure when comparing the achievements his own life when compared to his Fathers success, drove Manet to paint a piece which acted not only as a final contemplation for the Academy but also as a self analytical challenge to the viewing public. Letter of Motivation - Culinary Arts EssayHowever, the clarity with which one can identify the deliberate questions concerning gender which Manet raises within the painting compels one to defend the artist and to thus consider that his genius has failed, to this day, to be recognized. One possible reason or such a dismissal by society may be attributed to the negative repercussions of the viewers psychological Set. A viewers set is determined by his preconceived opinions concerning an artist or an artist work, which, in turn prevents an honest and objective overview of the artist from ever actually being achieved. Not only does the preconception surrounding the favouirability of the artist govern the extend to which he will be accepted by the viewing public as a whole, but the social and ethical fashions of the time will also have a substantial effect upon the way in which the viewer perceives the piece. Thus, when one considers the moral climate of Nineteenth century Europe albeit, hypocritical to modern sensibilities, one can identify that the controversial subject matter that Manet has centered this piece around, and his questioning of the sexual degradation that women were subject to as a result of male dominated fiancÃÆ'Â ©, would have been controversial to the point were a contemporary audience would have automatically dismissed it, choosing to believe that the artists lacked talent, rather than recognizing his forethought. However, it would appear that Manet had a heightened awareness of his viewers psychology and was therefore able to ensure that he devised a composition which would touch at the sensibilities of all of its viewers. For, although Manet may have been ignorant of the viewers set ,in the terms that an artist today would refer to clinical studies, Manet has clearly exhibited a high level of awareness concerning the positive aspects of such a sensibility, that being the audiences power to empathize. Since the first Greek tragedies, artists have been aware of the ability of the viewing audience to associate him or her self with the plight of the characters displayed before them, Manet too relied upon the viewers natural reaction to cast him or her self in the role of the barmaid, for his painting to be understood, even the very title of the piece, albeit a simple description, instantly transports the viewer into the scene, and initiates the pre-conceived images that each viewer has concerning the setting for the piece. Every aspect of Manets painting is identifiably engineered in such a way as to provoke and confront the individual who stands before it. Not only is this painting an example of a highly structured collation of social observations but is a piece which was intended to identify the plight of those members of society who had fallen prey to the hypocritical social injustices of contemporary society, Manets painting, although embracing the social questions which were particularly relevant to Nineteenth century society, is , in fact so successful in its provocation of audience response, that one could fairly identify that the self analytical essence of the piece, has is in no way been diluted by the passage of time, and still remains relevant some hundred years later. The very compositional structure of the painting, that being that it is based upon the continual reflection of different colors, and the momentary images of life that they reflect, can be translated as being a metaphor, specifically designed by Manet, by which he demanded that the somewhat cynical viewing public should invert their critical snobbery and thus in turn start to question their own treatment of others.

The Religious and Political Views of the Epic Poem

Introduction The poem Paradise Lost by Milton is a piece of art that has been coined wonderfully to pass both political and religious messages. The name Paradise Lost was carefully chosen as a summary of what Milton was talking about in the entire book. According to Sander (64), the way Milton has used diction in this poem, and the way themes come out shows a high level of expertise in this field. The book brings out the historic nature of the creation of mankind.Advertising We will write a custom essay sample on The Religious and Political Views of the Epic Poem specifically for you for only $16.05 $11/page Learn More When man was created, he was supposed to live in heaven with God. He was supposed to enjoy a life free from any toil, pain, death or any other form of suffering. This was what God intended for man. This poem brings this message in a careful and very interesting manner. The poem brings out the cunning nature of Satan. Determined to compete with the power of God, Satan comes out to put a challenge to God. He uses a special creature of God, the mankind. Paradise Lost skillfully knits religion and politics into one large garment. As Storr (84) observes, Milton has successfully brought together politics and religion into one plate. He has managed to demonstrate that the two are very closely connected. In this poem, it would be easy to see how religion and politics are closely related. From the perspective of Sander (86), some of the facts that are brought out in this poem can either be considered as political or religious. Depending on the approach one takes in the analysis, major themes may be categorized into the two topics. As this scholar puts it, when the poem is given to a political scientist, he shall see politics on the other hand. On the other hand, when this work is given to a student of religion, he shall see a lot of religious facts. This poem is focused on analyzing the poem Paradise Lost from both the religi ous and political standpoints. Religious Views of Paradise Lost and The poem ‘Paradise Lost’ strikes as a religious poem. John Milton brings out the kingdom of God before the fall of man, the process where man fell off with God, and how he was finally sent from Garden of Eden. As Milton says, man was a special creature of God. God considered man a special creature as compared to other creatures. As such, he was given freedom to rule over other creatures of God. He was given power to eat of all the fruits that were in the Garden of Eden extract the fruit of knowledge. God provided man with everything in the garden. He offered man immortality and every other thing that he would need while in the palace. According to Milton (117), besides any other reason that may exist, one of the reasons why God gave Adam and Eve the instruction not to eat from the fruit was to ensure that mankind obeyed him. He had created man and offered all that he might need in the Garden of Eden. Ho wever, after the rebellion of Satan and other angels who were loyal to him, God wanted to ensure that this special creature do not fall off his glory. He gave the instruction to man in order to ensure that he remained faithful to him. However, it unfortunately happened that Satan had plans against God, and against this special creature of God.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Satan was disguised as a snake, came to Eve and convinced her to eat of the fruit. Milton (78) says that Satan knew that it would be difficult to trick Adam directly. He therefore, chose to use someone who had the capacity to get through to the heart of Adam, and that was Eve. Sure enough, Eve easily fell to Satan’s trick and ate the forbidden fruit. Consequently, Adam was convinced to eat from the fruit of knowledge as demonstrated in the poem. Milton says: Of Mans First Disobedience, and the Frui t Of that Forbidden Tree, whose mortal tast Brought Death into the World, and all our woe with loss of Eden, till one greater Man (1.1.1-4) Milton says that the decision of man to eat from the fruit of life was disobedience. God had given man all the freedom he would have needed in this kingdom. He only left him with one instruction. The instruction was that he was not to eat from the fruit of knowledge. When man committed this sin, God considered it disobedience. Just like Satan who was his servant but rebelled, God considered man as a special creature who had rebelled against Him. Given his nature, God does not tolerate disobedience. He banished Satan and all other rebellious angels to hell. Man also had to receive a similar treatment. Milton says that this sin brought death and woe to the world. Besides this, man was sent out of the Garden of Eden. Man, unlike Satan, was never given a heavier punishment of being banished to hell (Fromm 28). When Satan tricked man through Eve, he knew that God would banish man from paradise to hell. In hell, Satan knew that he would have control over the special creature of God. However, this was not to be. Unlike Satan who was keen to continue fighting God for the control of the heaven and earth, man realized that he had sinned. He humbled himself before God and told him that he appreciated the fact that his actions warranted punishment. His reactions after sinning shows that man remained loyal to God. He was able to realize that Satan was evil minded and therefore, tricked them to eat from the forbidden fruit. His words and actions reaffirmed his trust and loyalty to God. Even after eating from the fruit of knowledge, man still realized that God was the creator, protector and provider. This was the reason why Satan was hiding from God. He had realized suddenly that they were naked.Advertising We will write a custom essay sample on The Religious and Political Views of the Epic Poem specifically for you for on ly $16.05 $11/page Learn More Milton says: Say first, for Heav’n hides nothing from thy view Nor the deep Tract of Hell, say first what cause Mov’d our Grand Parents in that happy State, Favour’d of Heav’n so highly, to fall off From thir Creator, and transgress his Will For one restraint, Lords of the World besides? (2.1.27-32) Upon realizing that they were naked, Adam and Eve tried to hide their nakedness from God. However, God told them that under the sun, man could not hide anything from him. He had knowledge of every single activity that was taking place in the garden and any other place in the world. God had to punish man although he had admitted his sin. However, the punishment given was not as great as that which was given to the Satan. He was not sent to hell. He was only sent from paradise where everything was given by God, to the earth where he was expected to toil in order to earn a living. He was sent from heaven where there we re no deaths, diseases, sufferings and all other evils witnessed on earth. The life that was offered in heaven would never be seen to man again in all his life on earth. He had rebelled against God. He had listened to the enemy of God, and ate from the forbidden fruit. Sander (37) says, â€Å"Adam and Eve lived a life in paradise where they lacked nothing. They were under the care of God who provided for all their needs till they sinned.† This scholar says that the glory of paradise was taken from man because of the sin. He was sent to earth where he would face evil power determined to destroy him. The animals that he named after their creation, and controlled when in paradise would turn against him, just like he turned against God. The serpent, which was a harmless creature in paradise, was given ability to bite and kill man given the opportunity. However, God realized that man could not survive if left alone on earth. He therefore maintained his presence through his trusted angels who watched over man. Milton (56) says that although God sent man out of the garden, he kept a close eye on him to ensure that he was protected from any harm, especially from Satan and his forces. Milton says that following this sin, God considered man a rebellious creature. Because of this rebellion, the paradise was lost forever.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More When God created the law to Adam, it was supposed to make him know how he would rule over other creatures that had been bestowed under his watch. Forsyth (29) says that God never gives laws that are oppressive. God loved His creatures Adam and Eve. For this reason, He could not hide from them anything which was good for them. They were God’s favorite creatures. God gave them the garden where they would find everything they needed without any struggle. God knew that eating from this fruit would harm them. This is proven when Adam and Eve struggled to hide their nakedness from God. All this time man and woman had been naked, but never realized. They never struggled to hide from God. However, this fruit brings shame, struggle and the need to run away from the presence of God. All these are sufferings that God wanted to save Adam from when he gave him the law. Political Views of Paradise Lost According to Sander (93), poems are always based on issues about the society. This schol ar says that although poems are always fiction as the actions would take place in the mind of the author who will then transfer it into a written art, the actions are always based on facts on the society. Poets would use their skills to bring out specific information about the society in a special way. In this poem, Milton brings out how politics manifests itself in the society. This is brought from the leadership perspective. In this poem, Milton brings in a case that demonstrates revolution from the leadership. When God created man and woman and placed them in the garden, they were supposed to obey the command given by God. Political perspective comes in when Satan challenges power of God. He convinces man to disobey God and challenge His authority. Milton says: Who first seduc’d them to that foul revolt? Th’ infernal Serpent; he it was, whose guile Stird up with Envy and Revenge, deceiv’d The Mother of Mankind, what time his Pride Had cast him out from Heavâ €™n, with all his Host Of Rebel Angels, by whose aid aspiring To set himself in Glory above his Peers, He trusted to have equal’d the most High (2.1.33-40) In this extract, two centers of power are shown to be fighting for control. As shown in this extract, Satan, through the serpent, was determined to win over Humankind because it was the most treasured creature of all. He seduced humankind to revolt against God. The extract shows that Satan had developed an empire by joining forces with other rebel angels. According to Milton (114), Satan formed a very strong kingdom where he was the ruler. In his kingdom, this scholar says that Satan made a great effort to ensure that he fought against the powers of God. He wanted to reign over the world. These two forces have been in constant battle. They are struggling to rule Humanity. From the extract, Satan was full of envy towards man, and the need to revenge. Man had been considered as the most precious creature that pleased God . By attacking him and making him part ways with God, Satan knew that he would be left to control mankind (Sander 86). This scholar says that the mission of Satan was to separate man from God so that he would find his way between the two. By manipulating man to disobey God, Satan knew that mankind would be sent away from Heaven where God would offer full protection. However, by managing to separate them, he would have time to attack man with a lot of ease. According to Sander (86), in a political environment, powers will always clash while trying to determine which power is stronger. Two empires staying side by side will never be at peace until one exerts its authority and proves that it is stronger. In this poem, we are introduced to two kingdoms. The first Kingdom is headed by God, and has all the angels that remained loyal to God. The second kingdom is headed by Satan, and has various followers who fell from the first kingdom. Satan himself was an angel under the leadership of Go d (Milton 73). These two kingdoms are fighting to gain control of the kingdom. Milton says: That Glory never shall his wrath or might Extort from me. To bow and sue for grace With suppliant knee, and deifie his power, Who from the terrour of this Arm so late Doubted his Empire, that were low indeed, That were an ignominy and shame beneath This downfall; since by Fate the strength of Gods And this Empyreal substance cannot fail, (3.1.110-117) From this extract, Milton appreciates the existence of the two kingdoms. He appreciates the fact that the two are very strong kingdoms, but with forces pulling in different directions. While God is determined to see a peaceful society, with humanity living within the freedom allowed, and obeying the rules given, Satan is determined to counter this. He challenges God and uses terror to counter the power of God. Milton finally appreciates the fact that God’s empire is actually beyond any failure. According to Forsyth (116), the war between God and Satan can be viewed from the political perspective. The argument of this scholar is in support of Milton’s Paradise Lost. This scholar says that when Satan was in the same kingdom in heaven under the leadership of God, he believed that the power of God could be challenged. He envied the power of God. This was despite the fact that he was one of the most trusted angels of God. However, he wanted to be like God. He wanted to experience how it would be as a leader of a given community. He wanted to create a territory where he would be the leader. For this reason, he rebelled from God. This rebellion did not come because God did something that Satan considered outrageous. It is only that Satan was yearning for power. He wanted to reign, just like God. Storr (56), in his review of the poem ‘Paradise Lost’, says that Milton presents a struggle for power in those early days. This scholar says that the paradise which was lost was actually the ability to enjoy the benefits of being in a superior kingdom. This scholar further says that during those early days, the rulers based their ruling strategy on rod and stick. Those who obeyed the stronger power would enjoy the benefits that come with it such as staying in paradise where man would not be subjected to any labor and pain. This story clearly demonstrates that disobedience comes with consequences. Mankind lost the paradise because of the failure to obey God. As such, he was made to suffer. According to Forsyth (47), the poem Paradise Lost is a narration of the events that took place in the Garden of Eden just before man was sent to earth. This scholar says that religion is about obedience. From religious perspective, people have the responsibility to ensure that they follow the laws and all the regulations put in place by God. When God made the first law and gave it to Adam, it was supposed to guide him within the Garden of Eden. These laws were not meant to oppress him. The law was not mea nt to make him foolish before other creatures in this Garden. Other than God and His angels, man was the most intelligent animal. He was given power to control other creatures on the earth. Man lacked nothing within this garden, and was always under tight security. Just like in an earthly kingdom, this kingdom had laws. These laws always help in defining relationship between one man and another, and between man and nature. This is what this law given to Adam was meant for. The law was to help define the relationship that exists between man and nature, and with God. God knew why the tree’s fruit was never to be eaten by man. Adam had all the reason to obey this law that was defining how he would relate to nature (Shaffer 57). This law was also a sign of how God wanted Adam to behave with Him. Disobeying this law was a disobedience to God who created the law. Just like in a kingdom, such a behavior could not go unpunished. Being banished from the Garden of Eden was the punishme nt given. Conclusion The epic poem ‘Paradise Lost’ by John Milton presents a story of how man came to fall off from paradise. The poem skillfully knits together religion and politics into one garment. Satan is seen determined to challenge the power of God. He fights God directly, but realizes that that is dangerous. He then chooses to fight God through His special creature, man. Again he realizes that man is very loyal to God, and would not disobey Him if he was to approach him. Canning as he was, Satan found his way into the Garden of Eden. He sneaks into this garden in the form of a snake. Using his oratory skills, Satan manages to convince Eve to eat from the forbidden fruit. Eve goes ahead to eat the fruit without realizing that this is an act of rebellion against God. She takes some to Adam who also eats this fruit of knowledge. They suddenly realize that they were naked, and hide their nakedness from God when they heard him enter the garden. As a result, man is se nt to earth from the Garden of Eden. He is relieved of all the privileges that he enjoyed while he was loyal to the kingdom of God. Now that he had listened to the Kingdom of Satan, he had to experience the suffering that comes with this kingdom. He was to toil in order to eat. He had to protect himself from wild animals in order to survive. He was assigned various tasks that were strenuous just because of this sin. Paradise was lost, and lost forever. He had to stay on earth with all its challenges. This is the message that this epic poem by John Milton brings out. Works Cited Forsyth, Holly. Gardens of Eden: Among the World’s Most Beautiful Gardens. Carlton, Miegunyah Press, 2009. Print. Fromm, Erich. On Being Human. New York: Continuum, 1994. Print. Milton, John. Paradise Lost. London: Vintage Classic, 1758. Print. Sander, Theresa. Approaching Eden: Adam and Eve in Popular Culture. Lanham: Rowman Littlefield Publishers Inc, 2009. Print. Shaffer, Jackie. Adam and Eve: The Tree and What They Ate. Pittsburgh: Rose Books, 2008. Print. Storr, Catherine. Adam and Eve. Milwaukee: Raintree Books, 1983. Print. This essay on The Religious and Political Views of the Epic Poem was written and submitted by user Amira Jennings to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Dorothea Dix essays

Dorothea Dix essays Dorothea Dix played an important role in changing the ways people thought about patients who were mentally-ill and handicapped, originally cast-off as being punished by God, as well as the way facilities handled and treated them. She believed that people of such standing would do better by being treated with love and care rather than be put aside. As a social reformer, philanthropist, teacher, writer, nurse, and humanitarian, Dorothea Dix devoted her life to the welfare of the mentally-ill and handicapped. During the mid-1800s she was a leader in the movements for prison reform and for providing mental-hospital care for the needy. She accomplished many milestones throughout her life, which changed the way patients are cared for, even today. She was a pioneer in her time, taking on challenges that no other women would dare dream of tackling. Dorothea Dix was born in April of 1802 in Maine. She was brought up in a filthy, poverty-ridden household. Her father came from a well-to-do Massachusetts family and was sent to Harvard. While there, he dropped out of school, and married a woman twenty years his senior. Living with two younger brothers, Dix dreamed of being sent off to live with her grandparents in Massachusetts. Her dream came true. After receiving a letter from her grandmother, requesting that she come and live with her, she was sent away at the age of twelve. She lived with her grandmother and grandfather for two years, until her grandmother realized that she wasnt physically and mentally able to handle a girl at such a young age. She then moved to Worcester, Massachusetts to live with her aunt and her cousin. The thought of her brothers still being in her former home environment in Maine hurt her. She tried to think of a way to get at least one of her brothers, the sickly one, to come and be with her. She knew that her extended family was financially able to take in another child, and if she showed respons...

Complete Guide to the Florida Bright Futures Scholarship

Complete Guide to the Florida Bright Futures Scholarship SAT / ACT Prep Online Guides and Tips The Bright Futures scholarship programs are great resources for Florida students who plan on staying in-state for college. Aswith any scholarship program, though, there's a lot of information to processabout the awards. Just sifting through all the eligibility requirements and award limitations can be overwhelming, never mindfiguring out how to actually submit an application. In this guide, I've compiled all the information you need about the Bright Futures scholarships. I'll talk about the different award programs, their eligibility requirements, the application process, and strategies to help you win your own. What Is the Bright Futures Scholarship Program? The Bright Futures program offers merit-based scholarships to Florida residents who stay in Florida for college or vocational school (unfortunately, you won't be eligible for an award if you attend college out of state). If you qualify for a scholarship, you’ll receive funds to attend any public or private college in Florida. Financial need is not considered in awarding Bright Futures scholarships. There are three different scholarship programs, all with different eligibility requirements and award amounts. All of these scholarshipsare renewable - as long as you continue to meet eligibility requirements, you can get these awards year after year until you’ve finished your program of study: Florida Academic Scholars (FAS) - This is the most competitive scholarship and most generous scholarship. It's geared towards â€Å"A students." FAS winners canreceive funding for the entire duration of their course of study. Florida Merit Scholars (FMS) - This scholarship is less competitive than the FAS, but it still has relatively high minimum test score and GPA requirements. It's geared towards "B students." FMS winners canreceive funding for the entire duration of their course of study. Gold Seal Vocational Scholars (GSV) - This scholarship helps students pursuepost-high school vocational and certificate degrees. It's the least competitive award and provides the least amount of funding. GSV winners can receive scholarship funding for up to 72 credit hours of a technical degree program or career certificate program OR up to 60 credit hours of an applied technology degree program. Award Amounts Like I mentioned above, scholarship funds are awarded per credit hour. Scholarship recipients receive a fixed amount based on scholarship type, school type, and credit type: SCHOLARSHIP TYPE PROGRAM TYPE CREDIT HOUR AWARD - SEMESTER CREDIT HOUR AWARD - QUARTER CLOCK HOUR AWARD FAS 4 year $103 $69 2 year $63 $42 $2.10 FL Public Colleges - BA programs $71 Technical programs $52 $35 $1.73 FMS 4 year $77 $51 2 year $63 $42 $2.10 FL Public Colleges - BA programs $53 Technical programs $39 $26 $1.30 GSV (20-2012 high school grads and later) Career certificate program $39 $26 $1.30 Applied technology degree program $39 $26 $1.30 Technical degree education program $48 $32 $1.60 Want to calculatehow much scholarship money you could potentially receive? Just multiply the award amount (per credit hour) for the scholarship you're gunning for by the number of credit hours you'd need to complete a particular program. For example, a standard bachelor's degree requires 120 credit hours to complete. If I won the FAS scholarship, I could potentially receive $12,360 over the course of 4 years (120 credit hours x $103). Award Limits As flexible as the awards are, there are some ways in which you can't use Bright Futures funding. In addition to eligibility limits (which we'll get to shortly), there are some restrictions on how and where you can use Bright Futures scholarship money. You can only use the fundsat Florida schools - for more information, you can check this full list of eligible or participating institutions. You also can't use Bright Futures money to fund remedial coursework or (except in special circumstances) summer term work. How Do You Know If You're Eligible? Now that you know all about the sort of funding you can get with a Bright Futures award, I imagine you're interested in figuring out if you're eligible. First, you should determine if you meet the general Bright Futures requirements (these apply to all three scholarships): You must be a Florida resident and US citizen or eligible noncitizen (this is determined by your college). You mustcomplete the Florida Financial Aid Application by 8/31 of the year of your high school graduation. You must earn a standard Florida high school diploma or its equivalent from a Florida public high school or a registered Florida Department of Education private school. You can’t have been convicted of (or pleaded no contest to) a felony charge. You must be accepted by and enroll in a degree or certificate program at an eligible Florida public or independent postsecondary institution (postsecondary institution = college, university, vocational school). There are additional academic criteria for the FAS, FMS, and GSV scholarships.The FAS and FMS scholarships have pretty demanding criteria for GPA, ACT/SAT scores, and service hours, whereas the GSV program isn’t quite as demanding: FAS Requirements 3.50 minimum GPA (weighted) 29 minimum ACT scoreor 1290 minimum SAT score 100 minimum community service hours FMS Requirements 3.00 minimum GPA (weighted) 26 minimum ACT scoreor 70 minimum SAT score 75 minimum community service hours GSV Requirements 3.00 minimum GPA (weighted) in non-elective high school courses ACT score minimums = 17 in English subsection, 19 in Reading subsection, and 19 in Math subsection SAT score minimums = 440 in Critical Reading, 440 in Math 30 minimum community service hours There’s quite a bit of fine print when it comes to eligibility requirements. If you want to learn more (and you should), check out our complete guideto Bright Futures requirements. What Information Do You Need to Apply? Thankfully, there isn't too much of this involved in submitting a Bright Futures application. You'll be able to streamline the whole application process if you have all the necessary paperwork and materials in orderbefore you begin. Here's everything you'll need to prepare if you want to apply for a Bright Futures scholarship: Florida Financial Aid Application You'll need to submit the Florida Financial Aid Application, or FFAA, no later than August 31 of the year of your high school graduation.If you don’t submit the FFAA, you won’t be able to get any Bright Futures funding.The applicationtypicallyopens December 1. Official Transcripts Fortunately, Florida public high schools automatically submit official transcripts to the Florida Department of Education for Bright Futures evaluation. Ifyour high school doesn’t automatically send transcripts, you can ask them to submit yours via email toOFSA.transcripts@fldoe.org. SAT or ACT Scores You can take the SAT or ACT for the purpose of submitting your scores to the Bright Futures scholarship program through June 30 of your graduation year - this is obviously much later than you would take the tests for college applications. This long window gives you some extra time to meet score requirements if needed. You can submit your ACT/SAT scores for Bright Futures consideration when you register for the exams. Request, at registration, that your scores be sent to one of Florida’s 12 state universities, public community colleges, or public high schools. The scores will automatically be forwarded to the Florida Department of Education repository. The application process should run as smoothly (and as automatically) as a well-oiled machine. How Do You Submit an Application? Much of this process is automated - you won’t have to do much extra work outside of submitting the FFAA and keeping an eye on your application to make sure everything is processed correctly. Here are all the steps you should take to make sure you submit a complete and successful Bright Futures application: Step 1: Submit the Florida Financial Aid Application Remember, this must be submitted by 8/31 the year of your high school graduation. YourFlorida Bright Futures account login information will be sent to you after you submit the FFAA. Step 2: Take the ACT or SAT and Submit Your Test Scores You’ll have to take either the ACT or SAT for college applications anyway, so this shouldn't require extra work on your part. Send your scores to a Florida public school (like I mentioned earlier in this post) to ensure that the Florida Department of Education receives them. Step 3: Check on the Submission of Your Official Transcripts If you attend a Florida public high school, your transcript willbeautomatically submitted for Bright Futures consideration. It’s a good idea to check with your guidance counselor to confirm submission, especially if you don't attend a public school. Step 4: Keep the Information in Your Bright Futures Application Account Updated Again, you'll get account login information for your Bright Futures application account once you submit your FFAA. Once you have access to this account, you can use it to manage and monitor different parts of your application. To make sure that your scholarship application is on track, you should: Monitor your number of reported service hours. Update your postsecondary institution. Once you’ve enrolledat a FL college or vocational school, you shouldmake a note of this in your account. Update any demographic information. View your eligibility determination - check your account once everything’s been submitted to see if you’re eligible for the scholarship. When Do You Find Out Whether You've Been Selected? There are two different evaluation timelines: Early Evaluation and Final Evaluation. For the Early Evaluation timeline, you can get an eligibility determination posted to your online account as early as March. Your transcriptsand test scores mustbe submitted by January 31. For the Final Evaluation timeline, you can get an eligibility determination posted to your online account as early as July. Your transcripts and test scores canbe submitted following your last high school term. You actually don't get much of a say in how this cashis used (which may be a good thing if money tends to burn a hole in your pocket). How Can You Use Florida Bright Futures Scholarship Money? Now that you're up to speed on the application process, you'll probably want to know what actually happens with the Bright Futures funding once you get it. You won’t receive the money directly. The financial aid office at your school will calculate your award and then disburse funds (i.e. apply the funds to your account) after the end of the add/drop period each term. Like I've mentioned before, you have to use the funds at an eligible Florida school. Interested in studying abroad? Your school decides ifany Bright Futures funding can be applied to study abroad programs. Strategies: How to Increase Your Chances of Winning a Florida Bright Futures Scholarship Winning a Bright Futures scholarship could mean that the bulk of your tuition expenses (and maybe even some room and board costs) would be covered for up to four years. If you're going to submit a Bright Futures application, you'll want to make it count. There are four main eligibility requirements that you have control over (aside from state residency): coursework, GPA, ACT/SAT scores, and service hours. Here are some strategies to make sure you meet all of those requirements. Coursework If you attend any school in Florida, you're likely on track to meet all the coursework requirements. If you're in any way concerned,schedule a meeting with a guidance counselor ASAP to see if your schedule needs to be adjusted. For more information on coursework requirements, see our Bright Futures eligibility guide. GPA If you're concerned that your GPA isn't high enough to win the FAS scholarship - the most competitive of the awards - set a more reasonable goalby aiming for the FMS or GSV GPA requirement. Also, keep in mind that all the GPA requirements listed are weighted. If your GPA is currently unweighted, your weighted GPA may be higher if you've taken any advanced or honors classes. See your guidance counselor for more help in calculating your weighted GPA. ACT or SAT Scores You'll be doing yourself a favor in a couple of ways if you work on bringing up your ACT or SAT scores. Higher scores will open up more scholarship opportunities in addition to better-ranking school options. To give yourself time to bring up your scores, start preparing for and taking the tests earlier rather than later. The end of your sophomore year through the beginning of your junior year is a good time to start working on prep. Optimize your scores by choosing one exam to work on, rather than splitting your energies between the ACTand SAT.If you're unsure which test to take, check out our guide to figure out which test is best for you. If you're an upperclassman and don't have much time to prepare for thetests, check out our fast prep guides for the ACTand SAT. Service Hours The best way to meet theservice hours minimum is through consistency. Try to set a schedule (e.g. go at the same time every week) so that it feels like more of a serious commitment. The more consistent you are and the earlier you start chipping away at your community service hours, the fewer hours you have to volunteer per week. If you start as a freshman, you'd need to volunteer for 1 hour every 2-3 weeks to meet your minimum. If you start as a senior; however, you'd need to volunteer 1.5-2 hours every week. It'll be easier to stick with your volunteer commitment over the long run if you work with an established, legitimate agency thatwill consistently track your hours (although it's a good idea to keepyour own records as backup). If you need community service ideas, read up on the nine best places to volunteer. What's Next? Now that you know exactly what to focus on in order to get a Bright Futures scholarship, you can start working on making sure you meet all the eligibility requirements. Concerned about meeting those minimum testscores? Check out our prep guides for the ACT and SAT. Want to bring up your GPA? Read about four ways to bring up your high school grades fast. Interested in more community service ideas? Check out our guide to 129 great community service projects. You may alsobe interested in other community service-based scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Nutrition Recommendation of a Caregiver to the Patient Assignment

Nutrition Recommendation of a Caregiver to the Patient - Assignment Example The assignment "Nutrition Recommendation of a Caregiver to the Patient" presents the overview of the responsibilities of a caregiver and how he can provide total attention to the patient. There should be a friendly rapport between the two parties, the patient and the caregiver for the best results towards nutrition process from the patient. The caregiver should dictate the feeding program. Legume foods, fish or poultry, are also good for the patient, and, therefore, the caregiver has to include in the nutrition schedule. Fruits should come either before or after every meal under ordinary circumstances. Above it all, the caregiver should provide enough water for every meal because water is obviously a solvent to every ingested food. The patient to have a recommendation of five or more cups of water from the caregiver to maximize digestion. In boosting appetite for food, the caregiver should introduce the patient to the multivitamin injections or drugs canceling. These drugs give the patient a self-drive towards meals. It is necessary for the caregiver to involve the patient in a daily less strenuous exercise to enhance digestion and also vitamin D synthesis. Let the patient’s weight records be taken progressively through the nutritional period to gauge the health standards of the patient. The caregiver should also encourage the patient to get involved in reading journals to avoid stress. Let the patient consider her health status. The entire family has to be informed about the necessity of frequent medical consultation.

The two Industrial Revolutions on the World Essay

The two Industrial Revolutions on the World - Essay Example It was merely because of fewer taxes required to begin business. It is therefore, increased development was observed during the industrial revolution. As far as the second industrial revolution is concerned, it was marked that socially people were able to come own properties. It is a fact that has not been discussed by the previous economists. More stress was laid on the fact that there were fewer people who were able to take up business opportunities where owners had a grasp of larger volume of the market. Politically people became aware of their rights since technological advancement brought various mediums for communications. The flow of communication became strong to an extent where people became quite aware of their opportunities and responsibilities. The aspect or the concept of the community became considerably significant because of the industrial revolution. It was the same era when most of the societies if the world was undergoing financial downturn. Majority of the European societies including Great Britain were able to resist the economic burden because of the economic

Guillermos Furniture Store Scenario Essay Example for Free

Guillermos Furniture Store Scenario Essay Financial principles, financial markets, and business ethics construct a major infrastructure for financial decisions that all managers or supervisors must make on a constant basis. The purpose of this paper is to explain the financial concepts found in this week’s readings and how these concepts relate to the Guillermo’s Furniture Store Scenario. According to the text reading, â€Å"the principles of finance, described in this section and the two that follow, are based on logical deduction and on empirical observation† (Chapter 2, p. 20). Until the late 1990s, Guillermo’s Furniture Store retained its competitive advantage in the furniture market. The arrival of a new overseas competitor entering the furniture market, decreased furniture prices, and increased labor costs posed as a new challenge for the organization (University of Phoenix, 2009). For several years, Guillermo’s Furniture Store dominated the furniture manufacturing market with the ideal supply of timber to create a variation of types of furniture. As a result, the owner did not know how to forecast the new challenges that faced the company. As the new competition starts to enter the furniture market, these competitors have developed an advanced technology that produces a more customized product to meet consumer demand. With labor costs rising, Guillermo did not realize these changes and how this would affect his current business. Guillermo’s Furniture Store will need to consider the principle of self-interested behavior to help minimize the risks associated with the changes in the furniture business to meet customer expectations. The concept of the principle of self-interested behavior basically implies that with a level playing field in the furniture business meaning all aspects of the business equals one another, then Guillermo will need to act or perform in the best financial interest of his own company. One option for Guillermo’s Furniture Store would be to purchase a high-tech laser lather operating equipment for manufacturing the product. This would be an example of the principle of self-interested behavior as it is an important corollary of this principle (Emery, Finnerty, Stowe, 2007). This action will create a more desirable competing action for the benefit of his organization. Guillermo could also consider becoming a furniture manufacturer for a Norway company by facilitating all distributing pathways and this behavior is an example of the principle of valuable ideas. Emery, Finnerty Stowe state, â€Å"new products or services can create value, so if you have a new idea, you might then transform it into extraordinary positive value for yourself† (Chapter 2, p. 24). This type of behavior is clear if the owner decides to patent the current process for coating the furniture as it creates new ideas. Guillermo will need to consider ways to create value by developing exceptional customer service with the creation of better products and services at the lowest possible price without sacrificing the quality of the product or service. The competition is fierce overseas as a direct result of inexpensive parts and labor. The furniture store will have to create the lowest and best quality product to meet consumer demands. Guillermo will need to meet the competition with its market presence by focusing on remaining competitive with the patent process. In order to make a strategic decision on which process will be best for the furniture store, Guillermo will need to take a closer look at the financial statements to make the financial decision. Strategic analysis of financial transaction is one of the most vital facets of an organization with regard to important business decisions. This type of analysis assists any business owner or manager in deciding which type of alternative or plan would be most beneficial to the company. These decisions should also consider the impact on the market and the competition as well as the organization. Guillermo will need to discover the financial impact of either choice mentioned above to make the best decision. Reference Emery, D. R., Finnerty, J. D., Stowe, J. D. (2007). Corporate Financial Management (3rd ed). Chapter 2: The Financial Environment: Concepts and Principles. Prentice Hall, Inc: A Pearson Education Company. University of Phoenix. Guillermo’s Furniture Store Data. Retrieved from University of Phoenix, Corporate Finance-FIN571 website. University of Phoenix (2012). Guillermo’s Furniture Store Scenario. Retrieved from University of Phoenix, Corporate Finance-FIN571 website

The Battle of New Orleans: Jimmie Driftwood Essay -- heroes, trials, g

Throughout history courageous, unselfish, sacrificial acts have described ‘heroes’ as unique individuals that served their communities above and beyond the norm. Song lyrics from the 1930s to 1970s have praised and denounced heroic actions found in songs by Jimmie Driftwood, The Battle of New Orleans (1936), and Mitch Murray and Peter Callander’s, Billy Don’t Be A Hero (1974) along with songs like John Henry (1870), John Brown’s Body (1861), and many others. Humanity craves heroes regardless of the culture or worldview people need to have something or someone to worship, admire, emulate, or detest; Joseph Campbell attempts and succeeds in describing in detail the arduous journey one must survive and endure to be reborn through the world navel and become the hero. Whether the hero is a favorite sports figure or singer/song writer or movie/television star or just a simple mom/dad trying to do the best they can for their children each has undergone mom ents of despair while in the dark valleys or exaltation of the mountain top to become the hero in the eye of the public or within the soul of themselves. â€Å"And so every one of us shares the supreme ordeal---carries the cross of the redeemer—not in the bright moments of his tribe’s great victories, but in the silences of his personal despair† (Campbell, 337). As can be seen in the story of Jonah as related in the second chapter of Jonah in the King James Version: â€Å"Then Jonah prayed unto the LORD his God out of the fish's belly, 2 And said, I cried by reason of mine affliction unto the LORD, and he heard me; out of the belly of hell cried I, and thou heardest my voice. 3 For thou hadst cast me into the deep, in the midst of the seas; and the floods compassed me about: all thy billows a... ...ous and barbaric by our genteel Methodists, yet by those noble ‘savages’ their gods were beautiful beyond measure. â€Å"Hence the figures worshiped in the temples of the world are by no means always beautiful, always benign, or even necessarily virtuous. Like the deity of the Book of Job, they fare transcend the scales of human value† (Campbell, 35). Earnest Their of Rockwood, Tennessee stated: â€Å"One man’s junk is another man’s treasure.† Same could be applied to the faces of the gods or heroes. Trials and tribulations, what doesn’t kill us makes us stronger, in for a penny in for a pound, and dynamite comes in small packages are a few idioms from the lexicons of the people of earth describing the ordeals one must faithfully endure to overcome in the end and join the ranks of the heroes with a thousand faces. Works Cited Campbell, Joseph The Hero with a Thousand Faces

Rhetorical Analysis on Lux Toilet Soap Ad Essay

Lux Toilet Soap Susan Sanders Devry University Lux Toilet Soap A 1954 ad for Lux Toilet Soap states, â€Å"Luscious is the word for Greer Garson’s complexion and she keeps it that way with Lux Toilet Soap. †This statement is an example of how emotional appeal is used in the ad to grab the reader’s attention. The advertiser uses character appeal by including information about Garson’s success in the ad to make the reader want to use the product. Logical appeal is used when a refund is offered to leave the reader with no objections to trying the product. The Greer Garson Lux Toilet Soap ad was effective in raising product awareness and profits due to its usage of these appeals. Garson is pictured against a white background with a vine of grapes in hand in the ad. Purple is the color theme here, as Garson’s eye makeup, necklace and grapes are of this color. This gives the ad a sense of sophistication, warmth, luxury and even a little mystery. This grabs the reader’s attention and makes her want to read the ad. The reader’s attention is then drawn to a sentence below Garson in which the first word, â€Å"Luscious,† is of a larger font size than the rest of the text. The color pink draws the reader to look in the bottom right corner of the ad, where a Lux Toilet Soap wrapper reveals the bar of soap. This completes the attraction, femininity, and smooth texture of the ad. The image and larger-sized text are present in the advertisement to appeal to the reader’s emotion of craving for Garson’s flawless skin. Women of this time were open to ideas on how to look as beautiful as possible. This could have been to succeed in their careers or simply to please a man. Looks play a large role in any aspiring actresses success because she is trying to talk people into casting her for roles. In addition, having and taking care of a family was a very important part of women’s lives. They had to look their best in the hopes of getting a husband. This advertisement had their solution and informed the readers to use Lux Toilet Soap to get that desired look. If the picture of Garson wasn’t enough to get the reader to find character appeal in the advertisement, there is also smaller blue text at the bottom of the ad informing them of her credentials. The ad states, â€Å"Besides being beautiful, Greer Garson is intelligent (she’s lectured Shakespeare), talented (probably won more awards than any other film actress)†¦ † There is also a statement at the top of the ad promoting a movie Garson most recently starred in, â€Å"Her Twelve Men. † The ad then goes on to state her insistence on the use of Lux Toilet Soap in her home and dressing room, as well as the statistic â€Å"Greer’s used Lux for years now-she believes in it, like 9 out of 10 Hollywood stars do.This information about Garson’s career leads readers to trust in her belief of the soap’s effectiveness. It suggests that the reader should want to use the Lux soap because successful and beautiful people like Garson do. If it plays some part in Garson’s success, then the reader might have that same luck with life as well, after using Lux soap. As the reader continues through the text, the final appeal is utilized, logic. The ad states that â€Å"Miss Garson’s luscious complexion is as good a recommendation as we know of for using Lux Toilet Soap. If you find Lux isn’t everything a good soap can be, we’ll return what you paid for it. Fair enough? † After being presented this offer, the reader runs out of objections to trying the product. Reasoning tells them to buy it, try it, if it isn’t satisfactory, get a refund, and no loss would be incurred. The offer leaves the reader with a feeling of obligation to buying the product. It is important that the ad achieves this because it ultimately leads to higher sales profit. Lux Toilet Soap was not the only solution to uneven or imperfect complexion.

Macbeth’s change in charcter

This essay will outline the main influences on Macbeth's character. I will highlight the differences in this personality and how dramatically his character changes and why he chose to act as he did. In order to do this, I have to look at the play from other critical aspects. I have a great advantage also as I attended â€Å"Macbeth† at Crumlin Road Gaol on November 2nd 2007. This advanced my knowledge and understanding of the play. I will analyse the transition in Macbeth's character from an apparent heroic position to that of a merciless tyrant, corrupted by forces both within, and beyond, his control. Macbeth is first seen as a heroic worthy character in the play. This is shown through the language Shakespeare uses also when King Duncan first refers to him saying: â€Å"O valiant cousin, worthy gentle man.† (Act 1 scene 2 L24) King Duncan says this as he hears the good news of the battle. He has found out that Macbeth has fought valiantly against his enemies and rewards him with this new title. In Act One Scene Two Line 1, we receive the first indication that violence is going to be integrated into the plot and we see this later through the violent actions of Macbeth. Even Duncan himself alludes to the violent implications of the play when he says: â€Å"What bloody man is that?† (Act1 Scene2 L1) From this statement there is perhaps a hint that Duncan will be killed later in the play. The murder of a King in Jacobean England was considered a crime against nature and the Gods. Shakespeare believed in ‘The Divine Right' of Kings and therefore Macbeth's deeds later in Act Two of the play, would be considered shameful and treasonous. Also, Shakespeare was writing a play about a Scottish King in order to impress his own monarch; James I. Macbeth is seen to be well-respected and admired by King Duncan at the beginning of the play, as his King refers to him as: â€Å"Noble Macbeth† (Act1 Scene3 L68) Macbeth's character begins to change when the witches chant. â€Å"All hail Macbeth, hail to thee, thane of Cowdow.† (Act1 Scene3 L48) This makes Macbeth fear for the future and also makes him curious and later obsessed with gaining more knowledge from these witches. The question of how much the witches influence his mind is clearly debatable, but there is no doubt that they plant ‘the seeds' of regicide within Macbeth's mind. This is first shown through Banquo, as he says: â€Å"Good sir, why do you start and seem to fear things that sound so fair?† (Act1 Scene3 L49-50) This is also evident, when Macbeth says: â€Å"Stay you imperfect speakers, tell me more,† (Act1 Scene3 L68) This is when his obsession and thirst for power and glory, actually begins. This curiosity overwhelms him and so from this, we gather that the witches influence him and get it into his head that he should become king. How much was Macbeth responsible? I personally feel that he certainly has to take some responsibility for his actions, although he was certainly influenced by forces beyond his understanding. Lady Macbeth plays a leading role in influencing Macbeth, her husband, to turn the way he did. She does this by stinging his manhood, especially when she says: â€Å"When you durst do it, then you were a man. And to be more that what you were, you would be so much more of a man.† (Act 1 Scene7 L49-51) We see here that Macbeth allows himself to be manipulated by his wife who insidiously attacks his manhood and we see here the power that she exercises over her husband which proves that she is a major influence on his character. We see this further (following the murder of Duncan) when she chastises him for taking the daggers from the place remarking: â€Å"Why did you bring these daggers from the place? They must lie there, go carry them and smear the sleepy grooms with blood.† (Act2 Scene 2 L51-5.) Here Lady Macbeth is ordering her husband to do what she says and so we believe that she is a motivating factor in her husband's fate- driving Macbeth to kill his king. Macbeth's character is clearly changing at this point in the play and he is seen to have changed significantly from the image of the ‘noble Macbeth.' Even the witches refer to him as â€Å"wicked:† â€Å"By the pricking of my thumbs something wicked this way comes.† (Act4 Scene1 L44-5) This proves that Macbeth has changed; this is a very significant part in the play. Even Macbeth's language changes throughout as he once spoke courteously to people, for example when he is made the ‘Thane of Cawdor' he politely greets Ross and Angus by saying â€Å"I thank you, gentlemen† (Act1Scene3L47) Later, in Act Four, he dramatically changes; as yet again he refers to the witches as:† Midnight hags!† (Act4 Scene1 L47) He also insults them by calling them: â€Å"Filthy.† (Act4 Scene1 L114) Macbeth begins to hallucinate, due to guilt and remorse. This begins during the dagger speech and surfaces again during the banquet scene when he sees the spirit of Banquo, whom he killed out of pure selfishness and paranoia. He thinks he sees Banquo even though he is dead, thus leading us to believe that Macbeth has gone completely mad: â€Å"Thou art too like the sprit of Banquo† (Act 4 Scene1 L11) â€Å"For the blood-bolter'd Banquo smiles upon me,† (Act4 Scene1 L 122.) By him saying: â€Å"blood-bolter'd,† (meaning covered in clotted blood) we are led to believe that he is seeing him as he did when he killed him. Macbeth is therefore unbalanced and, following the murder of Banquo, he continues to show signs of madness and desire for power, believing that he cannot be killed and that anyone who attacks or threatens him must also be killed, as he says: â€Å"I must fight the course. What's he that was not born of woman? Such a one am I to fear, of none,† (Act5 Scene7 L1) In the end, Macbeth has changed very much and is no longer the man that Duncan referred to as â€Å"Noble Macbeth.† He is now just like the murderous traitor known as the â€Å"Thane of Cowdor.† The main influences on his character are that he was driven to greed and power because of his own selfishness and also by listening to the lies of the Witches and Lady Macbeth. The play is particularly effective because it is a lesson to all of us about what power does to an individual, if he seeks to ignore his own moral values and principles. This was brought clearly to my attention when I experienced the play in performance and personally acted out various scenes from the play, which is clearly what Shakespeare intended for his audience. Clodagh Mc Henry Creative End of para 1. For weeks now the Free-Staters have been waging a ferocious war against the ‘irregulars', which brings back terrible memories of the previous war with the ‘Auxies' and the ‘Black and Tans'. De Valera was right when he said that the ‘Volunteers would have to wade through Irish blood'- this is exactly what is happening in Ireland at present. Para 4 -What is this tragic news which I must impart to you? It all happened on Friday last. I was ordered to mount a rooftop and patrol an area near to ‘The Four Courts.' A fierce gun-fight ensued ,resulting in the loss of several men from my unit. Then I took a hit from a sniper, hidden deep within the darkness of a roof-top opposite. I didn't even look to see if I recognized the insurgent. I shot back at him immediately and the perpetrator fell to the ground, stiff. Lifeless. Dead. The blood was oozing from my right forearm. . . Then the guilt set it and, * and the thought that I had killed someone so close to me. There is no telling what a man might do in a desperate situation; in times of war we do the most awful things to one another. Seamus and I were so close and in that one brief second, everything we meant to one another was shattered! How could this happen? My world is at an end!

Safety Health and Environmental Report Essay Example

Safety Health and Environmental Report Essay Example Safety Health and Environmental Report Essay Safety Health and Environmental Report Essay INDUSTRIAL ATTACHMENT REPORT By MAXWELL MASUNDA MIDLANDS STATE UNIVERSITY BSC HONOURS GEOGRAPHY AND ENVIRONMENTAL STUDIES Registration Number R102163M Period Jan-Dec 2012 Department Health Safety and Environment Endorsed By Work Related Learning Supervisor __________________________ Signature Student’s Name Masunda Maxwell Registration Number R102163m Student’s Signature ___________________________ Signature Company Stamp Period Jan – Dec 2012 Academic Supervisor Mr Mutekwa Table of contents Page Abstract Acknowledgements. 2 Abbreviations. 3 CHAPTER 1INTRODUCTION 1. 1Information about the organisation. Vision, Mission statement, Values and objectives of the organisation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 2Company’s organisational structure and the place of the particular department in which the student’s work was undertaken. 1. Communication and information systems 1. 4Principal Services and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 5Main markets served and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 6Sources of competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 7Types of technology involved and their characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 8Impact of Government measures and policies, the Economy and changing environment and social attitude†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER 2MANAGEMENT ISSUES 2. 1 Management style, values, priorities, responsiveness to external change and management success†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . 2 Logistics, Production, Marketing and Management approaches to technological development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER3 3. 1 Roles and responsibilities of the student during the work related learning period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. 2 Performance criteria and targets†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. 3 Opportunities and problems encountered†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 4 Theory studied and operational practises†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 5 Means of monitoring performance during work placement period†¦Ã¢â‚¬ ¦.. CHAPTER 4EVALUATION 4. 1 Overall evaluation of the WRL period CHAPTER 5RECOMMENDATIONS 5. Recommendations to Midlands State University; Department of Geography and Environmental Studies and The Wattle Company 5. 2 Other issues learned CONLUSION REFERENCES ABSTRACT The author commenced Work Related Learning on the 23rd of January 2012 at The Wattle Company (Nyanga Pine Division) in Manicaland Province and is expected to complete in December 2012. This report saves to give an outline of the tasks and activities carried out by the student during the above mentioned period of WRL programme in pursuit of achieving the requirements of the Bachelor of Science Degree in Geography and Environmental Studies at Midlands State University. DEDICATION I give special dedication to my mother and brothers who made my education a success. Your stewardship and heroism are sufficient to me. ACKNOWLEDGEMENT My gratitude goes to the Midlands State University academic staff that has imparted their vast knowledge and has so much assisted me with words of wisdom, hope and courage during my industrial attachment. My appreciation goes to the management and the rest of staff at The Wattle Company for accepting me to be part of the Wattle family (Nyanga Pine Division). I also give gratitude to the unwavering support and guidance that l constantly got from my supervisor Mr. S Ziyambe (S. H. E Officer Nyanga Pine Division), throughout my industrial attachment period. My thanks also goes to the Human Resources Department specifically, Mrs S. Nyangairi(human resources administrator) and Miss Tsitsi ( H. R Departmental secretary) . Great thanks to Mr Mazungunye (Forest Resources manager-Nyanga Pine Division), Mr Kwenda (Plant Engineer) Mr Velani (forester Nyanga North), Mr Sigauke (Forester –Nyanga Pine Nursery), Mr. P. Chipango (Forestry Department Clerk), and all SHE Reps in all departments not forgetting all other employees and the external society for their professional guidance and supervision within their areas of specialisation together with all the support and ideas that were shared to me during the course of my industrial attachment. I give credit to the compilation of this report to all the above mentioned professionals for believing in me and their constant support during difficult times and period of my industrial attachment. I extend my gratitude to the department of Geography and environmental studies Mr Jerie and his colleagues for the knowledge acquired which made practical learning easier not forgetting my supervisor Mr Mutekwa who visited us during the course of the industrial attachment and boosted moral. My heartfelt appreciation to my family especially my mother Mrs B. Paradzai, my brothers ; Noah, Michael and Macdonald and my friend, Tinashe Munodawafa for their unmerited support (Economic, social, moral and otherwise) throughout my Industrial attachment. I give all the glory to the Lord Almighty for a year full of life and fun not forgetting how educating it was in every dimension. May the Lord God edify and bring continual success to you all. Abbreviations/Acronyms BBSBehaviour Based Safety BLRABaseline Risk Assessment EDEnvironmental Database EIAEnvironmental Impact Assessment ESREstate Stores Requisition HIRAHazard Identification Risk Assessment OHSOccupational Health Safety SHESafety Health Environment SHPSafety Health Procedure WRL Work Related Learning FRM Forest Resources Manager OHSE Occupational Health, Safety and Environment IBRA Issue Based Risk Assessment SWP Safe Work Procedure MP Management Procedure CAR Corrective Action Request LTI Lost Time Injury WMP Waste Management Plan EMP Environmental/Emergency Management Plan HOS Head of Section HOD Head of department CHAPTER ONE(1) 1. 0 Background of the Organisation The Wattle Company Limited was founded in 1945 in a bid to develop a wattle extract Industry in Zimbabwe. Land was purchased in the eastern districts of the Country and a central office was established in Mutare. The rationale for the development of wattle extract in Zimbabwe was twofold: There was a general prediction of growth in demand for leather products hence, by implication of growth in demand for tanning extract. There existed the perception of a permanent decline in supply of Quebracho extracts which, at the time, was the principal vegetable tanning extract in the world leather business. Wattle extract offered a profitable Substitute with a shorter-term investment horizon. These predictions were not fulfilled for the following reasons which also motivated the subsequent diversification into pine and eucalyptus; The rate of leather consumption was negatively affected by the subsequent development of synthetic non-leather shoe materials; The development of synthetic tanning materials (such as chrome salts) further reduced the demand for vegetable extracts; and Quebracho remained a strong competitor to wattle extract. At the peak of wattle development in approximately 1959, The Wattle Company Limited had a capacity from its plantations of approximately double its sales demand. Consequently, The Wattle Company Limited commenced a Programme of diversification into other plantation crops accompanied by a parallel disposal of surplus land holdings. The Memorandum and Articles of Association of The Wattle Company Limited permits it, generally, to own and operate forestry and agricultural estates, to produce, process and deal in forest and agricultural products. The Company now specifically manufactures wattle extract, pine sawn timber, treated gum poles, eucalyptus sawn board and a residual product, charcoal. The Registered office of The Wattle Company Limited is situated at No. Durban Road, Mutare. 1. 1 Vision Achieve World class excellence in forestry resources management. 1. 2 Mission We will sustainably manage forest plantations, manufacture and be the supplier of choice quality sawn timber, wattle extract, charcoal, poles and services to our customers in all our markets. We will build long term mutually beneficial relationships with all our customers, supp liers, employees, communities and shareholders. 1. 3 Values ?Integrity ?Quality ?Innovation ?Professionalism ?Transparency ?Teamwork ?Respect ?Empathy ?Passion 1. Company’s Organisation and the place of the particular department/ section in which the student’s work programme was undertaken The Wattle Company Limited is the main company the student was attached as a Senior Trainee SHE Officer. He was also attached in the SHEQ department at The Wattle Company, Nyanga Pine Division which is located 60 km out of Mutare. The department services(In SHEQ issues) other sister Estates such as Dunsinane Estate in Penhalonga, Nyakupinga, Mtarazi and Reneen Estates together with a Bush milling plant called Pine Products (Located in Mtarazi Estates) for Pine sawn timber production. 1. Communication and Information Systems The company uses a top to bottom approach. Group managers are responsible for the overall performance of the company as a whole, hence they oversee issues within all the three divisions of wattle but there are location managers and officers who are involved in the day to day running of the activities within their areas of jurisdiction. The company uses memorandums and Internet services which facilitates Emailing system as a means of information relay not forgetting to mention direct or peer to peer communication. The IT (Information Technology) at the head office is responsible for all machine ault repairs and controls the emailing system together with denying access/sharing of controlled documents with external sources. There is also a LAN (local area network) From Netone, Company Contract lines from Econet together with provision of monthly airtime for communication purposes to management reps . More so there is the use of GPS receivers, that is, Radios for all Foresters’ communication in the estates. All location managers and Officers report to a location/divisional General Manager which is the highest office at divisional level as illustarated in the organogram below. ORGANOGRAM Fig. 2. 1 1. 6 Principal Products / Services and characteristics Wattle Company’s business success is centres on sustainable management of its forestry resources and is dedicated towards sustainable environmental management. The Wattle Company has received a number of accolades for its outstanding performance in environmental and forestry management. The Company operates under three strategic Business Units, Namely, Nyanga Pine Division Wattle Mimosa Division Vumba Timbers Division It has four core businesses for production and marketing of Pine Sawn Timber and manure Wattle Extract Eucalyptus Poles Charcoal Fig 3. Wattle Company Divisions Fig. 4. Wattle Company Hectare all divisions inclusive. The student was based at the Nyanga Pine division. NYANGA PINE DIVISION Nyanga Pine Plantations are located at Nyanga and Dunsinane Estates, approximately 65 kilometers and 35 kilometers north of Mutare, respectively. Available Resource Nyanga has a sustainable resource of 15 0,000m3 saw logs per annum for the pine plantations. An additional resource base from Art Corporation plantation which has been secured by the company is 76,000m3. Acquisition of the rest of the Art Corporation plantations is also expected to yield an additional 31,600m3 per annum. Figure. 3. Part of the resources available in the Nyanga Pine Division. Land holding in this Division is 18 973 hectares. Logs from these plantations are managed on a 20 to 25 year rotation and 450 hectares are harvested annually producing 150 000m? of saw slogs. The timber is harvested and transported to the sawmill using specialized equipment. As illustrated in fig 4 below. Fig. 5. A forwarder transporting logs PINE SAWN TIMBER The Sawmill has a capacity of producing 72000cm3 of sawn timber per year and has 2 production lines. The frame saw line for big diameter logs and the multi-saw line which replaced the chipper canter line for small diameter and larger diameter logs. Fig 6 illustrates the frame saw line. Fig 6. 1 A log entering the frame saw line Fig 6. 2 A log out of the frame saw line The Wattle Company produces high quality sawn timber that has high demand both locally and internationally . Pine sawn timber is a soft wood. The pine sawn timber is kiln dried to standard moisture content of between 12 15%. This is achieved by adhering to stringent quality control measures starting from the source of our timber and in addition, our processes conform to the local Standards Association of Zimbabwe Board (SAZ) and South Africa Bureau of Standards ( SABS) yet also currently seeking ISO 9001 certification. The structural timber comes in solid form, finger jointed, planed all round and kiln dried. The lengths range from 0. 9 m to 6. 6 m. Fig. 7. Pine sawn timber stacked in the warehouse Structural timber is mainly used for construction, whilst Industrial grade timber is used for furniture and industrial purposes. These products are marketed and sold throughout the SADC region to different customers in their specific requirements. Bi- products – Crating, Pulpwood, and Pillar logs, Pine bark, Wood shavings and Saw dust are produced. The company also produces the industrial grade timber for the furniture manufacturers. Moreover the company also produces Manure from decomposing mixtures of sawdust and bark which is demanded locally, mainly by maize and cotton producers. Also the company offers other used products such as used tyres, used oil, scrap metal and old vehicles. Wood is another product produced for sale to outsiders with some provided to the general workers and the local communities who stay in electricity free houses. Principal services Wattle Company provides expertise to other fellow timber producing organisations, students in local high schools through conducting fire and tree planting campaigns together with students on industrial attachment in various departments found in the organisation. More so it offers health services such medical health care, HIV and AIDS counselling and testing and maternal care to employed/ non employees yet local people. It also offers employment to the local community and the country at large. The company is involved in the preservation of Natural resources such Fauna and flora, Historical cultural sites, such as Nyangani terraces and recreational areas such as Mtarazi Falls with help from its security. The Wattle Company, through its Nyanga Pine Division is certified by the Forest Stewardship Council (FSC), which is an international organization that provides accreditation of forest management practices. FSC establishes standards as well as monitor the chain of custody and labelling of wood products. . 7 Main markets served and their environmental characteristics The Wattle Company is currently supplying the following markets, ? Botswana 33%, ?South Africa 35% ?Zimbabwe 20% ?Namibia 6% ?Zambia 3% ?Mozambique 3% Fig. 8. Timber market sizes in % Timber products produced at Wattle Company have created demand through spiral, repeat and referral marketing. The Product is produced from a well managed res ource that adheres to specifications of international standards. The timber is mature and is suitable for major construction jobs which most construction companies prefer. The Wattle Company has created a competitive edge against its industry peers by upgrading its product through mouldering, as a differentiation strategy to its competitors who prefer to sell their timber as general grade. Wattle Company uses benchmarking as an analytical process through which the organization’s performance in the market is compared to the best in the country and the region. Positioned in a niche market it supplies 80% of its timber as structural which automatically means only those that are in the construction industry prefer the product. The company’s minimum order quantity is 48 cubes. The prices are factory that is they exclude freight cost since customer own transport is used. The Company’s Pine Sawn Timber is grouped and sold in two broad categories – Structural sawn timber for builders’ merchants and roof truss manufacturers. There is also the Industrial sawn timber for furniture and door manufacturers and pallet makers. Approximately 70% of the Pine Sawn Timber is exported while 30% is sold locally. All dispatches are made directly from Nyanga Pine Sawmill spearheaded by Wattle Company headquarters in Mutare where all payments are made. The Company is the third largest producer of Pine Sawn Timber in Zimbabwe and sells its product under the brand â€Å"NYANGA PINE†. Zimbabwean timber is proven by international test standard to be competitive in strength, workability and appearance with South African and European pine. 1. 8 Sources of Competition Competition in the region is not just coming from regional suppliers but also timber coming from as far as Chile, Brazil and Australia amidst softening demand in the market backyards. A case in point is the Namibian customer called the Mega build who is importing timber from as far as Australia; as a result, it creates pressure and price distortions and reduces the regional suppliers’ market share. The Zimbabwean primary wood processing industry is an oligopoly dominated by five players namely: Wattle Company, Border Timbers International, Allied Timbers, Mutare Board and Paper Mills, and Hunyani. Each of these companies has its own timber processing facilities and grows timber for own use. Three are major timber suppliers namely, The Wattle Company, Boarder Timbers and Allied Timbers, with the other two suppliers operating more than two sawmills each. The difference between The Wattle Company and its competitors has been the ability to stick to world class standards and pro efficiency. Border Timbers is now the second biggest player in the industry but of late experiencing problems of diminishing resources. Wattle Company, Forest Company of Zimbabwe, and Border Timbers produce about 89% of timber in Zimbabwe and 1% is from Bush Millers. Threat posed by forest fires locally affects output in terms of quality. Recent fires in South Africa had weakened output prices. Only Wattle Company and Boarder Timbers are Forest Standard Commission (FCZ) certified giving Forest Company of Zimbabwe a disadvantage on the international market. Wattle Company is currently the smallest player in the industry but the most efficient. The competition in Zimbabwe Timber Industry hinges more on volume capacity than other factors such as quality, lead time and turn around. The wattle Company has edged its competitors by sticking to high quality structural timber creating a name in the regional construction industry. Environmental Management The Wattle Company Limited is a recipient of Timber Producers Federation of Zimbabwe’s Environmental Awards and has a documented Environmental Management System in place. Special Management is applied to the conservation of water catchment areas, high altitude grasslands, main forest communities and archaeological heritage such as the remains of Nyanga Terrace Culture, pollution prevention of estate soils by machinery oils and proper disposal of waste (paper, wood, glue, metal and clinic wastes). 1. 9 Types of technology involved and their characteristics There is a lot of modern machinery used for Pine sawn timber production from planting to marketing of the finished product. The information above is the general information of the whole Wattle Co divisions. However the growing of pine trees at Nyanga Pine division is for sawn timber. Nyanga Pine plantings are largely restricted to Pinus patula, but include P. taeda; P. elliottii, P. kesiya; P. tecunumannii and P. maximinoii and some of these species are being carefully considered now (Wattle Co Management Plan of the Pine Estates 2012). There is the use of Diesel powered chain saws an earth moving machinery for cutting or bringing down the trees respectively, followed by choking –which involves bringing the logs close to the road (for sorting according to diameters and loading using the telelogger) using tractors; cattle; the skidder and cable yarders (from inaccessible areas like in valley bottoms). More so haulage trucks are then used to transport logs from the harvesting sites to the Sawmill for processing. At the Sawmill, teleloggers are used to offload trucks and sorting is done as well. Cane hooks are then used to roll logs onto electric powered hauling chains (the process is highly mechanised)which feed the de-barkerfor bark removal before proceeding to the frame Saw and Multi-saw lines for cutting to size. Conveyer belts carry the timber to the green chain section where manual loading of the Boogies is done followed by Kiln drying using The Ballman and Tekma Kilns which are Electric and Fire powered respectively. Traverses then carry the dried timber to the Dry mill section for cutting to size and packaging. Side loaders then load the timber as per orders before loading to trucks for departure to their respective destinations. Fig. 9. Process flow diagram of timber from harvesting to warehouse 1. 10 Impact of government Measures and policies, the economy and changing environment and social attitudes Government legislative bodies such as NSSA, EMA and SAZ have positively impacted on the organisation to be a workable environment through its NSSA compensation scheme in case of injuries. Subscribing to EMA and SAZ has coerced the organisation to improve its environmental management climate, market improvement and improved OHSE standards respectively. On the other hand through the Recruitment and Selection Policy, which requires locals to be considered first when employing people, inexperienced people have been assimilated which greatly affect the quality of workforce available. The economic climate currently has improved performance of the organisation where a monthly profit of US$23000- US$30000 is obtained hence it has resulted in improvement in the salary scales. The favourable climate has also increased the market size by attracting more foreign customers aided by SAZ certification. Cash flow problems/Global liquidity shortages have negatively impacted the organisation forcing it to sell on credit thereby resulting in late payments of salaries and wages. Increasing mechanisation levels have also resulted in high job losses Changing educational environment has resulted in most locals shunning the lowly paid jobs in the forestry industry. More so qualified personnel is also leaving the organisation for greener pastures with even students are now shunning being attached there because of absence of any allowance. CHAPTER TWO(2) 2. 1. 0 Management style –Values and priorities, responsiveness to external change and management 2. 1. 1 Management style It is a top to bottom approach. The divisional activities are run from the headquarters by group managers. On site there is the GM, FRM, TLM, Accountant, HR assistant and SHE Officer. These HODs are the policy makers assisted by HOS who do the day to day running of the various departments reporting to the GM. The organisation has 6 departments namely: Clinic, HR, Forestry, Harvesting, Administration and SHE. HODs report also to group managers who directly report to the COO, who is the overall head of the company who delegates tasks to top management. A weekly progress meeting is conducted by top management and chaired by the COO. 2. 1. 2 Values and priorities Values and priorities of the organisation are set by the management team since there is a top to bottom approach to management of issues at the organisation. The organisational Policy is followed but it is mainly if not only effective upon the general hand wage earner and few lower grade staff workers. 2. 1. 3Management succession Workers rotate departments depending on performance and not specialisation, for instance from HR to Production. Succession is handled by HR but that of management is handled at group level by group managers. There is also rotation of employees around the three divisions especially management/staff workers. 2. 1. 4 Responsiveness to external change Marketing surveys are done every month to determine market prices. Prices are then either lowered or increased depending on periodic reviews. Weekly performance meetings are conducted on site chaired by the COO, where supplies are usually stopped wherever late payments are observed. Also the increased competition on the market has forced the organisation to seek ISO9001 certification and implementation of BBS in a bid to lure the market by showing their concern to Quality and OHS issues respectively. Production of products as per customer requirements and specifications in terms of width and thickness has also come as a response to external market changes in the timber industry. Also selling more and preferably to cash buyers has been effected to reduce the impact of cash flow shortages in the economy. The organisation also subscribes to the government gazette for updates on any changes in terms of legislations and other legal requirements. 2. 2. 0Logistics, production, marketing and management approaches to staffing and technological development. There is a silviculture department and a Forestry Resources Manager who is in charge of all the estates/ in charge of all the forest resources. This is the department which ensures sustainability and to ensure sustainability this department is responsible for all the plantings which include the harvested land or compartments as well as the burnt land. For example last year during the fire season about 900 ha were lost to forest fires but there is reestablishment of these compartments as well as the harvested compartments. Since the rainy season began about 800 ha were planted so far and if rain falls the company intends to finish planting all the palatable land. Planting back is a serious issue which is monitored at top management level as well as the Timber Producers Federation (TPF) which the company is part of. So the issue of sustainability is unquestionable at Nyanga pine division as illustrated above. As for harvesting there is a harvesting department headed by the Harvesting and Transport logistics Manager. When the compartment is ready for harvesting which is usually after 25 years the silviculture department hands over the compartment to the harvesting department with the forest planning department being involved as well. Usually every year the silviculture department hands over all compartments ready for harvesting then the harvesting department do APOs (Annual Plan of Operations) using the information provided. This is the first step done by the harvesting forester and authorised by the Harvesting and Planning managers. Harvesting then commences following a harvesting procedure. When the compartment is finished it is handed over to planning for fibre waste assessment then back to silviculture for plantings. This is the cycle in short. The planning cycle is there for the sustainable management of the forest resources. Management is striving to cut costs through the acquisition of highly mechanised equipment like the Multi saw line which only requires 12 workers along the whole line as opposed to more than 30 workers on previous lines (chipper canter line). More so some departments are operating with one person with the aid of students on industrial attachment whom are not a cost since they are not paid, for instance, one SHE officer for Reneen, Nyakupinga, Nyanga Pine, Mtarazi and Dunsinane Estates and the Sawmill. Seasonal employees are temporarily employed especially during the planting and fire seasons for preparation of fireguards and ring weeding respectively. Marketing is done throughout the marketing manager who is based at the head office in Mutare. Sales are also facilitated through that same location. No marketing rep on site since it is only a production site since collections are done using receipts and with the aid of phone calls. A larger percentage of the product is sold internationally. 2. 1. 3 Management Issues and their relationship to environmental issues and performance of the organisation. Management is more concerned with production hence environmental issues are not of much concern or they are not given much attention since they are not funded for instance all industrial hygiene surveys were last done in 2009 and 2010 respectively. More over foresters also claim to be masters in SHE issues hence it brings friction between the different departments. The SHE department is only involved in voluntary compliance to standards such as ISO14001and ISO9001 among others since it is only SAZ certified. There is generally lack of management commitment to SHE issues hence little is being done in terms of environmental management though there is vast knowledge inhibited within the site SHE Officer which remains an untapped resource though beneficial to tudents on work related learning to whom it is relayed. CHAPTER THREE(3) 3. 0 Activities carried out and Initiatives made by the student After a month in the industry the most tasks were delegated to the student for learning process, development of a world class/competent SHE practitioner and for monitoring progress during the course of the industrial attachment period. Only decision making opportunities in sensitive issues were not tasked to the student. 3. 1. Safety health a nd environment (S. H. E) induction of newly recruited employees This process involves safety induction of new employees and visitors so that they practise safety every time and everywhere. It also shows the level of commitment of the organisation to SHE issues. After a month the student was given the role of conducting all inductions in the absence/presence of the supervisor. This further boosted confidence to speak amongst a group of people since it was going to be a routine task to train groups of workers. 3. 2. Land farming project This is a project for treatment of oil contaminated soils to normal or near normal state which emanates from unsurfaced parking bays like the telelogger bay in the Sawmill, garage and management parking bays. The project was to remain an ever running project since soil is continuously being polluted. The student developed the land farming project together with preparing the project budget, documentation and description, assigning responsibilities, training of the people involved, monitoring, and preparation of continuous improvement documents together with monitoring of progress. 3. 3. Environmental Inspections, audits and on job observations This facilitated compliance to SHE standards, compliance levels to management procedures and task procedures, noting of at risk behaviour and conditions, Fire extinguishers, first Aid boxes and areas in dire need for improvement or meriting immediate attention. These aspects allowed us to police compliance to SHE standards and punishing of those who breach the laws using the code of conduct. The student was also part of the panel conducting all internal audits in other divisions of Wattle Company like the second quarter audit at Silver Streams in Chimanimani. More so the student conducted routine morning on job observations and inspections in the Sawmill and conducted monthly inspections by way of a checklist before surrendering the audit results to the supervisor for analysis and drawing of CARs. 3. 4. Conducting safety health and environment educational and legislative training programmes for 1200 employees (high and middle level management and shop floor workers) The student with the help from fellow student developed and prepared the inspections and audit checklists for use internally and for use by all Wattle divisions. Since most trainings at the organisation are handled by the SHE department hence the student through the knowledge disseminated to him by the work supervisor, spearheaded trainings on BBS, MPs, chemical handling and other safety environmental and health related issues brought to his attention by external professionals, for instance, trainings on circumcision, diseases control, general hygiene and Training SHE Reps on how they were to conduct Observations. More so the student conducted Fire and environmental awareness to students in local schools. Also the student trained management and the shop floor workers on how to conduct safety talks together with highlighting their relevance. The student also had passion to disseminate knowledge acquired at college through training the fellow workmates on Safety, Health and Environmental Legislative requirements the organisation had to subscribe to. In addition the student conducted refresher trainings on the SHE Policy, harvesting procedures and accident reporting. These were assisted by mock drills to monitor for instance mock drills. The student was part of the panel which spearheaded these together with assessing the level of preparedness the Company assumed in case an emergency occurred. The student also assisted in developing innovative procedures in the improvement of available sanitation practices to meet targets set by the SHE department in its SHE manual. 3. 5. Compile monthly SHE reports and Weekly progress reports These reports showed progress and company performance on SHE issues together with activities and challenges being faced in handling SHE issues. It was the duty of the student to prepare monthly reports using available statistics and information gathered. This is also a way of communication with top management on Departmental performance. More so weekly and monthly reports were prepared by the student to show the level of progress and material covered during the course of the work related learning process. 3. 6. Compliance promotion and enforcement of occupational health and safety (OHS) and environmental laws. Besides conducting trainings on legislations, the student also made follow ups on progress in issues discussed or trained on as part of policing compliance to CARs, set targets and expectations. Those found not complying with these were warned and the CARs were not closed until progress was noticed, with others being warned or called for hearings since at Wattle Company, it is a dismissible offence to disobey any safety regulation or set standard. 3. 7. Accident/Incident investigations, identifying route causes and providing recommendations to prevent recurrence of incidents. Accident investigations are a requirement by law and are also of importance so as to know the causes of accidents together with identification of problem areas. The student conducted incident investigations so as to determine the latent failures and conditions contributing to the occurrence of the accident so as to learn and avoid the occurrence of the same kind of incident through the provision of suitable recommendations and action plans. This further enhanced the level of scrutiny by the student in any issue. . 8 Preparation of the BLR Assessment Database/Register and the Environmental Database The student together with another fellow student prepared the BLRA for evaluating risks and exposure of workers to these risks per department. These were to be used as a basis for training during trainings on accident prevention, refresher training courses, and drawing of action plans together with noting down any new types of incidents developing together with taking note of their inherent causes or accelerators. The student also was part of the team that prepared the environmental database which was to be useful in Natural Resources management since it allowed the student to quantify the amount of water, fuel, electricity and Wood fuel consumed per month together with calculating the amount atmospheric pollutants the company was contributing through its use of oils, burning of waste in the incinerators and the use of diesel fuelled vehicles and machines. More so knowledge about the amount of water, electricity and wood allowed future planning for sustainable resource use to be done. 3. Training of SHE Representatives SHE Reps are the eye of any SHE department hence much of the trainings done were to equip them with the necessary skills to foster safe working in their fellow workmates. The student hence trained SHE reps on accident reporting procedure, conducting and completion of BBS observation checklists, conducting of safety talks just to mention a few. This was done since they were the o nes constantly on the ground and also it was discovered to be easier to spread knowledge on SHE using people at the same level since they understand each other better. 3. 0 Conducting the HIRA process and taking down all potential hazardous tasks and related risks The student also conducted the HIRAs for all departments which was also useful in the preparation of the BLRA database. HIRA involves identification of hazards and estimating the risks thereby allowing the development of action plans to manage those risks before they occur 3. 11 Conducting of internal EIAs for small internal projects. The student conducted an internal EIA for Pine Products which is a sister company of Wattle (Nyanga Pine Division) specialising in the production of pine sawn timber as well. Here the student used acquired knowledge at college together with additional guidelines from an internal EIA checklist to assess the environmental, social, health and pollution (from waste generation and disposal) related impacts of the already running bush mill/Plant. This was also a form of compliance to national legislative requirements from EMA Act chapter 20:27. 3. 12 Conduct occupational and health campaigns The student conducted campaigns on male circumcision together with liaising with the clinic on the behalf of PSI so as to provide a venue and set actual dates for the surgeries. More so the student conducted further training on Cancer, HIV and AIDS respectively since they were also part of the reasons why circumcision was being promoted to be done. 3. 13 Accident Register Updating The student also prepared the Accident Register for the years 2011 and 2012. Also weekly updating of the register was done by the student together with Trend analysis of accidents between current and previous years. This register assisted in noting any major changes in accident rates together with the reasons why that was happening. It allowed review of Policies and performance wherever there was need. 3. 14 Taking tours with new employees during inductions and or visitors around the plant or estates to view operations. The student also after inducting new employees took them for a tour around the plant and estates to familiarise them with SHE issues involved within those areas. Besides SHE issues the student was also knowledgeable about the product process flow since it was part of the reasons for the tour hence he had to share it with the visitor or new employee. 3. 5 Reviewing EMPs, WMPs, EMPs etc Besides preparing new documents the student was also involved in reviewing and updating of all obsolete documents. This was done according to the set review periods and was also auditable both externally and internally. 3. 16 Conducting Pre-shift talks. Also the student conducted Pre-shift talks to management and the shop floor workers as a way of enhancing safe working together with notifying on previous weekâ€⠄¢s incidents to all workers and training workers on prevention of the same incidents from repeating themselves. The student therefore developed and prepared the SHE Talk Calendar for the year 2012 as a guideline on weekly discussions in every department and section. More so the student policed whether these pre-shift talks were being conducted since some people had a tendency of ignoring or not attending hence the provision of Pre-shift talk registers. 3. 17 Completion and submission of NSSA WCIF 14 forms The student also completed the above mentioned forms for any LTI or accidents meriting a claim from NSSA, since every worker was insured to NSSA in case an accident would occur. The student and travelled weekly to Mutare for submission and collection of claims cards for use in treatment or receiving a claim from the bank. 3. 18 Development and Implementation of BBS Social Soccer League The student developed the BBS League as part of entertainment to the workers. In addition the student went to purchase the balls and acted as management team’s coach cum player in preparation of the league games. The student also included safety statistics as part of points awarding system together with updating of the log standings every week. . 19 Filing of SHE documents After preparation of any document the student had a filing day every week for filing of each internally or externally prepared that was useful in future. The student prepared a SHE filing system in soft copy and saved the documents on the machine. Further still the student prepared hard copies of the same documents and filed them separately using a filing index and number. These documents were useful during Audits since they were a requirement especially during external audits by NSSA, EMA and SAZ. Filing thus made it easier for document access whenever requested for. 3. 20 Acting as Secretary during SHE meetings The student also acted as a departmental secretary during SHE Monthly meetings and during management BBS training meetings. More so the student recorded the minutes and typed them together with circulating them back to all departmental HODs. PERFOMANCE CRITERIA AND TARGETS SET FOR WORK PLACEMENT PROGRAMME Performance Criteria There are basically two types of approaches being used by Wattle namely; a. Logical framework approach Under this framework objectives are set on different programmes and strategies for implementation plans in place where objectives stated, compilation of data, SHE Policy commitment is key and is stated as well. The framework is implied in all significant issues, for instance, significant Safety or Health hazards and impacts are given set objectives and targets in a bid to reduce or eliminate their impact. The specialists in the field done the ground work and the affected groups only adopt prescribed approaches either pertaining to their safety or health. . Participatory approach This is used in managing key Environmental issues and System implementation and is mainly executed through a suggestion scheme, for instance, Zvandaona Nhasi Scheme in BBS implementation. It is open to everyone, that is, local heads and the community at large and is not selective in terms of gender of social class. The method involves listing down all suggestions of all participants. Management Objectively ve rifiable Suggestion indicators are enlisted using this approach. Community appreciation of projects like tree planting and wetlands management are used as a performance criteria tool. Usually the community or affected group are allowed to develop practical home grown solutions for verification and adoption by the organisation in spearheading issues to do with environmental pollution and its related impacts to their livelihood, animals and health. Targets Departmental SHE targets and management programmes are derived from significant hazards in that department. All significant hazards are then given key SHE commitment areas. Each department has its own hazard register rated differently as per frequency and exposure rates. Significant hazards are given objectives and targets, management programmes together with target completion dates. These hazards registers are reviewed every year. The SHE department inspects each department to verify the effectiveness and coverage these departmental hazards registers. EXPERIETIAL LEARNING GAINED FROM WRL PLACEMENT-OPPORTUNITIES AND PROBLEMS FACED AND MEANS ADOPTED TO EXPLORE AND OVERCOME THEM Experiential Leaning gains Exposure to real work environment and assuming the role of a full time employee allowed the student to swallow pride from the respect he got from fellow workers some of whom were elderly people, at the same time allowing him to know about work ethics and expected workplace manners. An Assessment of the working environment was done at arrival at Wattle to see how people conducted each other. Adopting to the way of life at the same place came second since it was a rural setup in which the student was not acquainted to. Adaptation to the internal environment followed where the environment in which the student was working proved so complex and ever dynamic such that being flexible was one quality that had to be borrowed so as to be able to adapt to occupational dynamics. Familiarising with the system allowed full and competent performance to be achieved. Required Adjustments to personal character were made to suit the colleagues around and the working environments together with challenges faced from time to time. Setting of chievable and realistic goals and the development of action plans in managing of problems and non conformities was a priority. Extreme pressure was experienced whenever there were recurrent incidents and during month ends when monthly reports had to be prepared. During such a period the student had to stay at work till late or attend a double shift of day and night. Collectively, experiential learning Boosted confidence of execution of duty as a competent SHE practitioner, a good communicator, a good listener and fast writer as required in capturing minutes in management meetings. Good communication skills were highlighted through the ability to handle conflicts among and between fellow workers and friends. The student also learned to be Punctual where there was an anomaly in which work started at 6:30 yet the student had to walk on foot for about 7km to work. The student never disappointed though at times he had to attend double shifts and leave work as late as 20:00 hrs in the evening. The student improved his personal skill and also acquired management skills especially in handling different tasks and attended to hearing panels. It also allowed the student to exercise power, delegated authority and to employ knowledge and skills gained at college. To this end, practical learning allowed the student to have practical exploration of work experience. It was also learnt that to succeed in any field, not only personal motivation but also the zeal to learn keeps you moving towards your aims and goals in life. Opportunities ?Prospects of employment since most of the SHE managers are nearing retiring ages, hence having been there gives me a comparative advantage. Business opportunities since there is vast arable land lying idle and the shops lack variety in terms of goods provided together with waste timber which can fetch a good market in the nearby town of Mutare. ?Linkages to various external stakeholders like EMA, NSSA and SAZ on a more personal note ? Freedom to pursue educational opportunities since the job of being a SHE officer gives you ample time to do other things since your duty is only to train and enfo rce. Problems faced and how the student adapted ?Work organisational politics was one major challenge which made other epartments hate SHE not knowing that there was no budget for the department and all its financial issues were handled by HR. The student never became part of the Trade unions in order to avoid being a victim. ?Other departments were unwilling to share information; hence the student went through his superiors in order to achieve his targets for the week. ?Working for nothing or without any motivation was also a challenge in which the student responded by developing the BBS Social Soccer League to forget about it. More so the student supplied some fruits from Honde and Mutare in order to make ends meet. ?There was no departmental transport for going on SHE inspections and trainings especially in far areas like the estates. Borrowing vehicles from other departments came as a solution. ?Fuel shortages for ambulance with reserves for production hence emergencies were attended to late. As the HODs of the clinic the students made a plan of keeping the tank full to its brim whenever the fuel was available. ?No SHE budget was available; hence the department was forced to rely on decisions by HR. The department relied on non cash strategies so as to perform his duties effectively. ?Distance from home to work was too long, that is about 7 km. The student resorted to walking as early as was possible to be at work in time since he was required to be there at 06:30hrs. ?Departmental integrity was also a challenge in cases where the foresters claimed to be masters in SHE issues but denying responsibility whenever an incident occurred. They also lacked knowledge as what a SHE department was for including their roles and responsibility. The student resorted to being calm and forced them to make arrangements so that SHE trainings and inspections were done even when they did not value them. IDENTIFICATION AND ANALYSIS OF THE DIFFERENCE BETWEEN THEORY STUDIED AND OPERATIONAL PRACTISES Theory learned at college tends to follow clearly outlined syllabuses, procedures and steps and are simple to understand whereas operational practises bridge the gap between theory and reality being complex and achievable after continual repetition together with having no defined steps followed except in task procedures only. Shortcuts are very common in the operational practise where sometimes they are observed to be safer than the prescribed steps. Theory only gives a theoretical description of tasks with operational practises giving the exact execution of the task. Too shallow information is disseminated in specific areas/ there tends to be more generalisations in theories studied whereas operational practises bring about so much specific information and documentation. Theory deals with prediction of cases whilst in operational practises results are condition oriented though they differ with organisations. Not much or all of the material learned was usable during WRL since there is some specialisation in operational practises where one only works in one department doing the same specific tasks repeatedly. The operational practises proved to be more complex hence require rapid dynamism so as to adapt to the working environment which is politically, economically and socially demanding in nature. There were some slight similarities where issues learned like computing techniques in GES were usable in documents preparation, such as, Databases and PPE Matrices and trainings using Microsoft word, excel and slide show presentations. Communication skills (CS101) at college made proper communication affordable in the practical environment where training and interaction of diverse social groups was done from management to the shop floor worker. Basic theory however was vital since it made understanding and practical execution easier and faster. PERFORMAN MONITORING CRITERIA AND ASSSESSMENT OF DIRECTION AND SUPERVISION PROVIDED PLACE SUPERVISOR/MANAGEMENT TOGETHER WITH THE VISITING LECTURER’S ASSISSTANCE. The student was viewed as a full time employee by the WRL Organisation and was governed by the code of conduct which therefore forced him to perform to the required standards and expectations. Weekly and Monthly progress reports on issues covered were a mandatory from the student since they, together with tasks delegated were used to monitor progress of the student during attachment period. Weekly targets were also used which was based on a weekly plan. The student was also tasked to provide a personal file for assessment by Group HSE manger every month. The student was expected to complete all tasks planned for during that week with those unmet tasks forwarded to the following week. The supervisor’s mentorship approach was to make the student to accomplish certain tasks without his assistance and this was used as a means to monitor progress of the student in terms of speed of grasping and understanding of concepts together with skills development. More so the student also prepared a Log book as part of the progress monitoring aid. This was assessed and signed by the workplace supervisor assisted by the visiting lecturer who assessed the book during the period of visit . The visiting lecturer assisted in explaining what exactly the student was to learn about during the WRL period together with assessing the relevance of what had been covered. He also gave light on the position of the college in other related issues such as accommodation and salary issues . Also an assessment of issues learnt and their relationship to the modules covered was done. Also the student was expected to produce a WRL Report at the end of the WRL period as part of progress monitoring as well. CHAPTER FOUR (4) 4. 1 Evaluation of the Work Related Learning The full year of industrial attachment was a highly productive learning process that exposed the student to the real working environment where real safety, health and environmental situations that are often presented as theory at college were made real through this process. The working environment is never a student oriented environment so as to provide a growing environment for young, new and inexperienced personnel but it remains real with clear operational procedures and structures which gave the student the necessary practical experience required in developing future managers since the student was viewed as a full time employee. This was more than a just an academic fulfilment as the student was natured in his moral, social, observation and analytical skill together with improving his interpersonal communication skills. A greater percentage of the aims of the WRL were achieved as the student mastered most of the duties and roles to operate as a full time SHE Practitioner, though the student never had a chance to do some of the roles/activities due to cash flow problems which hindered activities such as industrial hygiene surveys (for air quality testing, Noise and Lung functioning tests) to be conducted in his presence. Some tasks took longer to be fully understood and readily practised than others. This was a result of other tasks being daily routines/generic issues for instance daily inspections and accident investigation with others being a once-off thing, for example, documents preparation like Databases preparation and preparation of other major documents like Waste Management Plan. Progress was mostly seen where the student initiated interest thus constantly researching and questioning the WRL mentor through his eagerness o learn, whereas in areas where the student showed little to interest no information was relayed since he always had work to do. The student’s expectations were to act as a student but realised that there are no students in the working environment where everyone is given equal opportunity and viewed at the same level, that is, all as adults and full time employees governed by a single company code of conduct. Most of the knowledge acquired at college was not usable in the working environment but rather new things which only took aboard a few of the theory learned at college were in operation. As a student I thought that my views were not considered in the decision making process but realised that some of my ideas and acquired knowledge saved a purpose especially where the student was consulted by top management on SHE issues in the absence of the supervisor. The Code of conduct makes the working environment Peaceful, workable and eliminates hostility and unsocial behaviour due to fear of dismissal. Colleagues in the SHE Department were so assisting and helpful in case of any problem be it social, economic or otherwise and made the student welcome by illustrating his importance to the organisation. On the other hand the student was not involved in decision making process of the whole organisation as some of the aspects remained a myth since the student was viewed partly as an outsider, hence confidential information remained inaccessible. 4. 2 Advantages and disadvantages to the Organisation brought by the student’s WRL experience Advantages ?The department could now function as a full department through increased manpower hence this made work easier through delegation of duties. ?Through the knowledge acquired and in the absence of the full time SHE Practitioner, the department could still run under the student’s influence. This also allowed the SHE Practitioner to go on leave since previously he could not be allowed for fear of lack of departmental functionality in his absence. ?It was also cost effective for the company to use the student since he was not paid anything though he was fully exploitable and competent. ?Also it was an advantage to the organisation having such a competent student on board since it would be easier to refer to/appoint him as SHE Practitioner in the near future since the field is a migratory field hence they faced a risk of losing current ones. ?The introduction of the BBS Social Soccer League by he student brought life and entertainment to the local community and workers at large. ?Most documents in us e were prepared by the student hence it was an advantage to the company. The student’s experience made enforcement of SHE standards and MPs easier hence assisting in lowering and elimination occupational injuries, diseases and negative environmental impacts. Disadvantag es ?Though the student’s competency proved to be an advantage is also became a disadvantage to the organisation since there was a reduction in manpower when the student was returning back to college. Most work that used to be handled smoothly was now loaded to one competent person. ?Development of Land farming and balls, kits and trophy for BBS Social Soccer League was an expense to the organisation since they were supposed to fund these for them to be a success. ?Nevertheless having experience is another thing but it remains the student’s choice to work for a company of his own choice hence the company can also be said to produce what does not benefit out of thereby making it a disadvantage as well. The time lost in training the student was a disadvantage to the organisation considering that they were not going to keep the student with them. Lunch out especially after management meetings was a cost to the organisation as well. CHAPTER FIVE (5) CONLUSIONS AND RECOMMENDATIONS 5. 1 Conclusions The student’s period of attachment at The Wattle Company Limited was a valuable experience which has natured him into gaining skills technically, professional and socially. The student has been exposed to different aspects of the SAFETY HEALTH AND ENVIRONMENT DEPARTMENT and has learnt a lot. The student’s Work Related Learning (WRL) period at The Wattle Company really transformed him into a responsible student who is capable of working competently in the industry. It really gave him hands on the real job experience and was able to familiarize himself with new ideas and aspects in the industry. He is now capable of carrying out his duties without constant supervision together with taking his responsibilities with caution and to his ability; hence has become self initiative in nature. 5. Recommendations to Midlands State University ?The university should develop cordial relations with companies so that there is general mutual understanding between the college and companies. This will assist both the students from the same institution having a comparative advantage on WRL Placement acquisition. ?The university must also reconsider on other external challenges away from work and increase the number of assessment visits to monitor conditions being lived under and chall enges students are facing. The university must continue with the attachment program, as it is vital for skills development and gives advantage to the student when seeking full time employment as it acts as experience and leverage. 5. 3 Recommendations to GES Department ?It is very critical for the university to complement theory with more practice. It will be advantageous to the student if the university introduces courses, which are on demand in the industry for example BBS. Field visits to Organisations should be increased before going for work related learning so that students will get to know and prepare for what they are going to be facing when they are out there. ?The university should seek attachment places for students to make it easier because students are ending up going for an attachment lat