Congo Rainforest Ecosystem

congou Rainwoodland EcosystemKaili ZhangThere is a superfluity of research on rainforests ecosystem, but the congou forest has received exact apprehension. By comparing to otherwise tropic forests, this ecosystem remains astoundingly estimable. However, its size has significantly reduced receivable to the impending degradation. It extends over 13 countries that lie in spite of appearance the equator (CARPE, 2013). This piece is a home of developing countries where people rely flat on the forest resources for their survival. For this reason, the habitat receives immense bane with its hardwood and biodiversity slowly degraded. answer to say that the healthy state of the forests is due to the conservation measures that focus on managing the resources from the imminent danger of the growing population. It has sophisticated hydrological network with congou River delineation a coarse source of water across West Africa. This ecosystem presents big benefits to the balance of ecology and existence of diversity.LocationThe absolute location of Congo rainforest is 99 North and 79 west. It lies within the equatorial parting of commutation Africa. This ecosystem stretches on the Democratic republic of Congo, Guinea, Equatorial, and Rwanda. This is a stretch on the equator, thus cutting across most of the central African countries. humorThis rainforest does well with ostensibly postgraduate up precipitation, humidity, and temperature. For that reason, it press outs a relatively utmost pelting with two seasons of March-June and August-November. It has about 117 raining twenty-four hourss annually. In this case, an total of 1800mm of rainfall is received within this ecosystem. The dry season begins in November stretches with to March.Temperatures in this place hits high pitch to reserve the robust phytology. here temperatures show stability throughout the seasons with an average of 15C difference of day and night temperatures. In essence, the re gion has a range of 20-27C annually. However, regions along the rivers and stream often become cool up to 12C (Abernethy, Coad, Taylor, Lee, Maisels, 2013). On the other hand, the humidity maintains at high levels due to the evergreen vegetation. It is usually ranging at 80-90% degrees.The rivers and the rich vegetation support the hydrological system that maintains the conventional rainfall within the region. With high evapotranspiration, it is obvious that the like precipitation will be high. App atomic number 18ntly, the factual evidence of high temperature is because of its location, which is the equator. Therefore, the sunbathe is always shining in the region for about 12 hours daily. With the healthy vegetation, this energy is retained, thus keeping the ecosystem warm.Weather and its patternsIn essence, this region is on a lower floor the tropical climate classification portrayed by high temperatures and high precipitation. It experiences extreme weather pattern due to the underlying emissions, with significant changes in temperatures. In most cases, Congo Forest has extensive cold day and nights with also more hot days and nights. The emissions seem substantial for these changes.LandformsThe beas pull back a gorge surrounding a valley. Mount Foungouti running in the far south rises above 930 meters with its northern raise being 650 meters. The areas show a sedimentary rock with sand and gravel evident across the forest. However, the top soils are usually replenished due to frequent runoffs that remove thorough matter. In the lowlands, the soils are rich of humus from the decaying plants and brutes. In this area the soils presents aluminum oxides and iron.Evidently, the region is a low-lying can that shows little tectonic activities. nearly of the geologic activities pick up ceased for years showing that the area is stable. The heavy rainfall mainly orchestrates erosion and weathering. This is the major agent of erosion however, the closely co mpacted vegetation detains its effect. Therefore, the soils in this region are still young showing slight vegetation, but high organic processes.Drainage patternThe Congo basin demonstrates a Mosaic drainage pattern in that its tributaries arise within a circular form within the ecosystem. River Congo is a central component of hydrology for this ecosystem. It is the second largest river globally for its volume. It has a mosaic structure of rivers with its tributaries convergency at the far west to form the Congo River. It has a disgrace of 40,000 m3/s causing great erosion through abrasion, scouring, and lifting earth along its course. In this case, the river shall have enormous deposits in form of alluvial compounds downstream and into the Atlantic Ocean. During the raining season, flooding occurs in the region since the R. Congo bursts its margin at this time spreading to the neighboring villages.In the quest to forefend excessive drainage, the region has invested in structur al techniques. Along the rivers, there are dykes that help in reducing the velocity of water. Consequently, gibbons and erection of rock walls along the riverbanks come out as the popular structural ways of mitigating flooding.BiomeThe ecosystem is a tropical forest with relatively high temperatures, rainfall, and humidity. With high rainfall and huge pile of litter, decomposition is slow making the soils devoid of nutrients. The ecology inhabits commodious biodiversity with over 10000 species of plants with 30% endemic to this region. Consecutively, it houses endangered wildlife like elephants, bonobo, visual modality gorillas, and the chimpanzees (Turvey, 2012). In addition, the ecosystem has decomposers like earthworms, bacteria, mushroom, banana slug, and fungus. The dominant autotrophs come out as the Caesalpiniacae trees, papyrus, Cyperaceae, Okoume trees, and Echnochloa (Chamber Roberts, 2014).Ecosystem characteristics and servicesCongo rainforest is one of the tropical ec osystems that have high primary production. Therefore, it has a profound ability to support various(a) organisms from supplemental startrs to decomposers or scavengers. It has many canopies with tall trees supported by stretching taproots. This prevents cloak-and-dagger growth, thus less detritus activities. The different canopies support adverse communities of birds, animals, and butterflies.This ecosystem has diverse services like supporting of the entire ecology. They offer energy due to the vast tree and plant communities that in turn allows for nutrients cycling up the chain among consumers and detritus. It is therefore, a slender place for the storage of fodder and energy. Moreover, the region offers provision services in form of raw materials like wood, water, minerals, food, medicines, or ornaments. The communities have used certain trees like the bromeliads and Epiphytic orchids as medicines for decades. The other service is their cultural significance as they offer s anctuary for inbred and traditional religious practices. Finally, this ecosystem demonstrates a crucial place in correct services. Apparently, it has a huge carbon sink and enhances the purification of air and water. For this reason, the Congo forest is one of the areas of carbon sequestration, thus the regulation of climate.HabitatIt is a habitat of diverse populations of endangered and threatened species. The forest is one of the wildest tropical habitats for animals like mountain gorillas and the forest elephants. The canopies houses birds with over 100 species endemic to this habitat. well-nigh of the snake here are only present in this habitat.certain(p) plants and animal communities tend to be robust over the rest. The okapi, apes, mouse deer, chimpanzee, elephants, and monkeys are the main primary consumers with the leopards, crocodiles, and lions as the alternative consumers. On the other hand, African oak, mahogany, and red cedar, which are broad leaves trees dominate t his ecosystem at the higher canopy. food webThis ecosystem portrays an exemplary food web with crocodiles, leopards, and lions on the higher trophic level. The primary production ranges from vegetation to tree fruits. The okapi, apes, and mouse deer supports the secondary consumers. At the lower level of the trophic level are the insects, fungi, and bacteria.The food chain often takes a simple route from the producer objurgate to decomposition. For instanceTree fruitselephant banana slugsThe forest elephant is a relatively little than the other African elephant making it fit for the ecological niche. They forage on trees leaves and shrubs. Their skin is difficult for predation and large enough to scare outside(a) predators. In essence, they can circumvent under trees due to their small size. This animal is best situated for the tropical rainforest ecosystem, more so its do work in facilitating the germination of African eggplant that has to pass through their duct.In this ecosys tem, there is different symbiotic interaction. The bonobo-dialium interaction is one of the positive symbiosis within the forest. Dialium tree species are dominant in the region and produce sweet juicy fruits that the Bonobo feeds on. The Bonobo in turn digests the fruits firing the authors along their guts, thus degrading the hard cuticle and after release the seeds in their feces, they are able to germinate. The Bonobo through endozoochory helps Dialium in seed germination and dispersal, thus maintaining their population.On the other hand, a strangler soma is one of the parasites that grow in tree and by reaching up they cover the tree denying them light for photosynthesis later killing them. This is common in the high canopies of Congo forest.Evidently, the human-land interaction comes out as the major threat to the sustainability of this forest. People engage in illegal poaching and encroachment of forest for wood and timber. This has led to the extensive degradation of the forests causing a adult loss of different habitats. Activities such as mining of gold have led to destruction of large tracts of forests within the area.This ecosystem is stable, though it has had numerous anthropogenic threats. However, organizations like WWF and local conservation agencies have ensured that encroachment is minimized and play to protect endangered species like the bush elephants. The banning of elephant products is a critical step in the preservation of this ecosystem.Works CitedAbernethy, K. A., Coad, L., Taylor, G., Lee, M. E., Maisels, F. (2013). Extent and ecological consequences of capture in Central African rainforests in the twenty-first century . philosophic Transactions of the Royal Society B, Vol. 368, Iss. 1625, 1.CARPE. (2013). The Forests of the Congo Basin. A Preliminary Assessment, 1=39.Chamber, J. Q., Roberts, D. A. (2014). Ecology Drought in the Congo Basin . Nature, 509 , 36-37.Turvey, M. (2012, November 7 ). The Congo Basin. Retrieved Novem ber 22, 2014, from Prezi https//prezi.com/utopv9ph0a7k/the-congo-basin/

The impact of aspergers syndrome on everyday life

The impact of aspergers syndrome on everyday life storyAspergers syndrome is kn proclaim to be an intellectual and festeringal disorder that impacts an individuals life. Aspergers is a lot seen as high functioning autism which is swaind with impairments in communication and fond interactions, and Aspergers individuals practically shew patterns of repetitive behaviour (Floyd, 2009). Aspergers syndrome is cognise to be more prevalent inside anthropoids than females and it is believed to be a genetic disorder (Seung, 2005). This essay aims to highlight the issues undergo by boylike Asperger males and how Aspergers impacts their lives. It in any case intends to contrast and explore the differences that outlast mingled with juvenility male and female Asperger individuals and aims to highlight the stigmatisation and difference that is experience by these individuals. Furthermore it will illustrate community schooling activities that drop been created in order to address the wellness needs of Aspergers individuals, as intimately as provide future suggestions on how to throw out enhance these childrens lumber of life. whizz of the major impacts Aspergers has on unseasoned individuals is their in efficiency to socially interact. Asperger males drop the cognitive ability to understand emotion and see viewpoints and beliefs of former(a) individuals (Floyd, 2009) and as a force, argon a good deal viewed as obsessive and egocentric. Sorenson (2009) contends that this cognitive deficit is the primary cause of social and behavioral impairments exhibited by Aspergers individuals. Furthermore, Aspergers individuals cast difficulty intelligence the intentions of others and be unaw atomic number 18 of other manneristic ways other than their own (Sorenson, 2009). This causes interactive issues with their peers as Asperger males ar seen to defecate a primary focalization on themselves and do non take into consideration other individuals. disres pect this, male Aspergers scram a strong desire to form and economise friendships (Muller, Schuler Yates, 2004).Behavioural issues that atomic number 18 experienced by Asperger males include their inability to elicit emotion. ascribable to this, young Aspergers males lots find violent and overwhelmed (Koning Magill-Evans, 2001). This highlights the frustration that raft be expressed by an individual ascribable to their inability to sufficiently articulate what they wish. Young Asperger males argon as well known to often be reclusive, however some exhibit eccentric and inappropriate behaviour (Floyd, 2009). The or so obvious behavioural problem expressed by Aspergers males is repetitive and controlling behaviours (Macintosh Dissanayake, 2006). These individuals often get down obsessed with specific topics for an bided period of time. Similarly, Aspergers males be also known to be aggressive and arrogant out-of-pocket to their cognitive deficits (Koning Magill-Eva ns, 2001). callable to these social and behavioural problems, oral communication and speech difficulties argon also an issue that affects young Asperger males. These individuals argon unable to hold conversations with others and payable to this, young Asperger males place still find it hard to develop friendships with peers and harbor long term friends (Rao, Beidel, Murray, 2007).Although Aspergers males are often highly intelligent, umteen welcome eruditeness difficulties. Aspergers males are known to be unable to articulate their thoughts and understandings and often exhibit symptoms of dyslexia (Church, Alinsanski Amanullah, 2000). These individuals struggle to adequately understand what they are erudition and become forgetful of basic letters and numbers. Nevertheless, Aspergers individuals are highly logical and train the ability to retain factual and historical information (Floyd, 2009). Furthermore, due to their inability to insure other viewpoints and principles, Asperger individuals amaze a minimal attention continue towards others as well as the inability to focus on tasks (Humphrey Lewis, 2008). collect to this, many young Asperger males are known to struggle at drill and do not adequately meet the learning requirements or extend their capabilities. Nevertheless, Howard Cohen (2006) highlight that Asperger individuals who have strong friendships with peers are more successful at learning what is required and develop greater personal skills due to official encouragement and inclusion by their friends.Aspergers is a personalised physical body as each person exhibits unique symptoms. It is gear up that often young male Asperger individuals all exhibit variant degrees of symptoms and as a result, presently no universal measure exists to diagnose Aspergers. Due to this, diagnosing is often infixed and individuals are regularly misdiagnosed with learning problems or attention deficient disorders (Farrugia, 2006).Although males have a higher prevalence rate of Aspergers, the condition is also known to affect females (Lord, Scopler Revicki, 2002). Female Asperger individuals are viewed as highly capable and are known to interact and interact differently than males (Wilkinson, 2008). Asperger girls are found to have less behavioural variants than boys and have better social abilities (Lemon, Gargaro, Enticott Rinehart, 2010). It is known that females general have better coping capabilities than males and as a result, girls with Asperger can bury symptoms more easily than boys (Lemon, Gargaro, Enticott Rinehart, 2010). Females that are reclusive are often perceive as shy and timid rather than an individual who potentially has a developmental disorder. This social construction of femininity is often the case many girls are misdiagnosed (Wilkinson, 2008). Girls are often initially diagnosed with anxiety and mental disorders and as a result, obtain a formal Aspergers diagnosis later on in their life (Kopp G illberg, 2002). Due to this, females are often excluded because most incumbrance and studies have been conducted with a primary focus on male individuals. This is perverting for female Asperger individuals as their condition may get worse and they are unable to obtain the sufficient support required.Nevertheless, young Asperger females that are diagnosed betimes in life are seen to perform better overall when compared to males (Kopp Gillberg, 2002). umpteen Asperger females thrive academically and are more capable of learning social skills and develop personal capabilities than males. As a result, Asperger females are often viewed as seen as better equipped when compared to males, as they are able to comprehend a diverse range of situations and ideas. They are known to often mimicker other children and learn adaptability mechanisms to hide their differences (Lord Scopler Revicki, 2002).The most obvious symptom of Aspergers indoors females in proportion to males is their ina bility to desire friendships and their regular mood changes (Lemon, Gargaro, Enticott, Rinehart, 2010). Due to minimal exploration by professionals into female diagnosis, it is believed that females are just as likely as males to be affected, however these individuals are either misdiagnosed or their symptoms are ignored (Lord, Scopler Revicki, 2009). As a result, Aspergers is believed to be more commons than thought, nevertheless sufficient research into constructing a specific Asperger diagnosis criteria for twain genders is required as well as an in depth digest on female Aspergers individuals is also needed.Due to their social and behavioural problems, Aspergers individuals are regularly punctuated. Stigmatisation is the primary form of marginalisation and highlights power differentials that exist between populations (Cook McCormick, 2006). Marginalisation is known to be a socially constructed concept, in which individuals are excluded from mainstream society and these pe ople are often viewed as nerveless (Cook McCormick, 2006). Individuals suffering with a developmental disorder are seen as treacherous and incompetent due to their inability to comprehend different ideals (Koning Magill-Evans, 2001). This often make headway marginalises Asperger individuals as they are seen as inferior to others within the community. Many individuals stigmatise Aspergers people to be the same, and are often unaware that Aspergers symptoms are subjective. This generalised and stereotypical outlook further acts as barriers for Aspergers individuals which increase their chances of world unjustly marginalised and discriminated a touchst (Hughes Paterson, 1997).Messiou (2006) highlights that there are various types of marginalisation that are experienced by Aspergers individuals. The most common marginalisation experienced by Asperger males is social proscription and exclusion by their peers. Other children are known to ostracise and negate Asperger individuals du e to their inability to associate to their behaviours (Howard Cohen, 2006). Due to this, young Aspergers males often aspect the need to adapt and analyze to be standardised to their peers (Koning Magill-Evans, 2001). It was found that Aspergers individuals try not to express who they truly are as an individual and onslaught to act how they assume society wants them to be like (Koning Magill-Evans, 2001). Muller, Schuler, Yates (2004) expressed that young Asperger males believe that they are limited within rigid societal structures in which they are regularly anxious about.Asperger boys are seen as defective and freaky due to their inability to socialise and relate to other individuals (Church, Alinsanski Amanullah, 2000). Due to this, Asperger males are further ostracised due to societal members viewing their behaviours and attitudes deviant from the mainstream culture. Aspergers individuals prefer that their diagnosis remained unknown because they believe that people tr eat them differently when they knew of their condition (Muller, Schuler Yates, 2004). It was found that young Asperger males would rather others view them as extroverted and egocentric rather than an individual who is affected by a developmental disorder due to the possibility of attaching invalidating assumptions towards them (Muller, Schuler Yates, 2004).Furthermore, Aspergers individuals also have perceived marginalisation in which they believe others are regularly mocking or embarrassing them due to their differences (Messiou, 2006). Many young Asperger individuals express that they are aware of their differences and attach ego-blame for their inabilities to be socially included and accepted by their peers (Humphrey Lewis, 2009). This notion of internalisation highlights that psychological manifestation exist within Asperger individuals and that Asperger males have individual identity issues due to feeling inadequate and not being accepted by others (Punshon, Skirrow Murph y, 2009). This often leads to further isolation and exclusion exhibited by Aspergers males as they further have no desire to associate with others because they are ashamed and lack self worth (Punshon, Skirrow Murphy, 2009). Asperger individual tends to become a product of their disorder, which minimises individuality and further stigmatises individuals due to additional ostracism and exclusion (Broderick, Caswell, Gregory, Marzolini, Wilson, 2002). Due to this, alongside negative experiences and societal isolation, it is known that mental health issues such as embossment and low self esteem are highly prevalent amongst young Aspergers males (Hedley Young, 2006).Aspergers is known to be an intellectual disability and as a result, inequities towards Aspergers individuals currently exist. Disability is the development of the socially constructed view of what is viewed as normal and furthermore, what constitutes abnormal (Swain, French Cameron, 2003). Currently there is a lack of specific health go that have a strong focus on Aspergers health and wellbeing, and as a result Aspergers individuals are unable to adequately support holistic wellbeing (Rao, Beidel, Murray, 2007).Furthermore, many Aspergers individuals attend mainstream schools and as a result teachers often feel unable to teach these students (Macintosh Dissanayake, 2006). Mainstream schooling encourages many Aspergers to conform rather than express their individuality which often leads to educational attainment difficulties (Koning Magill-Evans, 2001). Although many mainstream schools facilitate Aspergers individuals by providing integration aids and speech pathologists, this is often a negative experience for Aspergers individuals because it highlights to the other students their needs (Martinez Semrud-Clikeman, 2004). As a result, this often stimulates teasing and ridicule by other students which often negatively impacts the Asperger individual.One of the major reasons these inequities e xist for Aspergers individuals, is due to the lack of ken about the condition (Floyd, 2009). Although over the years, more recognition and analysis about the disorder has been conducted, Aspergers individuals are still being categorised amongst Autism and other mentally handicapped individuals. Due to this, specific needs and requirements of Aspergers individuals are not being addressed and are needed to be tackled in order to successfully allow Aspergers individuals to excel.Although superfluous needs schools exist, often Aspergers individuals are in the same categorise as individuals with severely mental impairment disorders. This is often detrimental for the growth and development of the young Asperger individual as they do not have the ability to adequately grow and develop as an individual (Church, Alinsanski Amanullah, 2000). In comparison to mainstream schooling Martinez Semrud-Clikeman (2004) found that individuals attending special needs education hold yearly intellec tual growth. Nevertheless, they further highlight that these individuals lacked social and developmental capabilities and were often severely reclusive and did not communicate to others. It is meaning(a) that specific learning facilities for Aspergers individuals are developed in order for these young people to associate with like minded individuals. If this was created, these individuals would be able to further extend their learning capabilities as well as gain positive friendships with their peers due to similar characteristics (Muller, Schuler Yates, 2004).Community development activities that have been successful for Aspergers individuals is the creation of family support groups (Church, Alinsanski Amanullah, 2000). These groups are run and facilitated by family and friends of Aspergers individuals. This enables community members to gain empowerment and associate with other individuals who are experiencing similar issues. Although these groups provide support and resources t o families, they do not ineluctably have a specific impact on the Asperger individual. These individuals often do not attend the support meetings and as a result, these groups do not necessarily address their health needs (Church, Alinsanski Amanullah, 2000).Similarly, an effective health forwarding activity that has been implemented for Aspergers individuals is the creation of a social and behavioural class (Bock, 2007). This specific activity enables Aspergers individuals to learn socially appropriate behaviours and mannerisms (Bock, 2007). Nevertheless, this program has been criticised because it is further requiring these individuals to conform to society, and because the attendees of the classes do not obtain the ability to interact and socialise with other non-Aspergers individuals in order to successfully utilise the skills that they may have learned (Rao, Beidel Murray, 2007).Although there is currently an Autism Awareness Day, more recognition and awareness about Asperg ers is required. This can be achieved by local fun runs and the development of regular symposiums about Aspergers syndrome that are primarily run and developed by community members (Rao, Beidel Murray, 2007). This enables parents and community members to advocate on behalf of young Aspergers individuals to help gain equality and access to specific services, as well as expressing to others the salmagundi that exists within society. Greater awareness will enable a broader understanding of the problem in order to help decrease the marginalisation and discrimination that currently exists towards Aspergers individuals (Hedley Young, 2006). It will also enable societal members to realise that Aspergers also affects female individuals and will provide them the opportunity to create support and services for this population (Howard Cohen, 2006 Hedley Young, 2006).Furthermore, successful integration within mainstream schools is needed to be achieved. consolidation Aspergers individuals i nto mainstream education is required in order to minimise the current segregation issues that exist (Broderick, Caswell, Gregory, Marzolini Wilson, 2002). This can help eradicate discrimination towards these individuals and enable them honest access to education. If integration attempts are unsuccessful, the development of peer Asperger workshops can also be a successful way of extending personal and intellectual skills of an Asperger individuals. It is important that these meetings are run by other Asperger people in which these individuals can act as mentors for the young Asperger males (Bock, 2007). This will help empower these young individuals as it is important to work with an Aspergers strengths and assets rather than highlighting what is needed to be achieved.Ultimately, the most important health promotion recommendation for Aspergers syndrome is early diagnosis and intervention. If greater awareness was provided, many parents may be attentive of triggers and behavioural problems whilst their child is young. Early intervention will enable the prevention of Aspergers individuals symptoms to become worse and will encourage the minimisation of Aspergers effects by being addressed early within their life (Rao, Beidel Murray, 2007). Furthermore, it will enable the slaying of a holistic approach to address the problem, by addressing the social and steamy wellbeing of an Aspergers individual.

The significance of preventing accidents In a construction industry

The signifi posteriorce of pr compositors caseing hazards In a construction industryToday, nigh of the top managers, contractors and organizeers, who work in construction industry, argon aw argon most the signifi stinkpotce of pr endant roleing mishap.( In incident they know that ignoring safeguard and health git impose a high penalty on a comp either -large or small. Also individual incident or daub can think compensation, duration off and lost production and what hold in seemed to be a minor risk becomes a major(ip) liability)( sentry go at work/compiled by Badrie Abdullah/p.iii). Therefore they know the valuable of occupational natural rubber and health circumspection (OSH), although most of the managers havent enough knowledge about OSH. It factor that they dont know what the OSH is and how they must use it. In this report I try to investigate different part of OSH forethought in compassionateitarian the need for it.IntroductionIn current familys, constr uction misadventure decree have decreased as a result of substantial effort by nearly parties. Increased pressures from OSHA and owners, and increased cost of diagonals raised the contractors awareness. In turn, contractors increased gum elastic training and enforcement. These efforts have decline the injury and unwellness rate from 12.2 in 1993 to 7.9 in 2001.The recent attack to hazard forecloseion is base on OSHAs violations approach and steeringes on prescribing and enforcing defenses that is, physical and procedural barriers that dilute the workers exposure to hazards. The violations of the defenses are called unsafe conditions and unsafe carriages. (Systems computer simulation of Construction fortuity Causation /Panagiotis Mitropoulos1 Tariq S. Abdelhamid2 and Gregory A. Howell3.p.12)Only knowing about the benefits of OSH care isnt enough, we must be act and rehearse it. So at archetypal its important to project the necessity of OSH perplexity then defin ition of OSH circumspection and finally how we can follow its rules to make our workplace safe.Who are included in the caoutchouc value kitchen stove?Maybe, it s better to ask this hobbyion who should be interested in misadventure reason and safety trunk?In fact the safety value chain includes students, researchers, technicians, system designers, operators, managers, shareholders, disaster investigators and safety inspectors. (Fig.1), all these groups affect to system safety in different fourth dimension-scale. Educators and researchers add important role in this safety value chain, because educators by article of faith safety culture can help students to have awareness in the first place they enter to workplace and they impact on chance prevention in long term. recourse levelsShort- term Medium-term Long-term regulativeAccident investigators, safety inspectors, and regulators(Penalties)Economic(Incentives)InsurersshareholdersOrganizational/ Managers and comp either ex ecutivesManagerialOperational/ Technicians and system designers tutelageTechnical/ Engineers and system designersDesignResearch researchers and academicsEducation studentsFig 1.safety levers and shareholders in the safety value chainAccident theories based on yearNO moldingsyear1 domino TheoryHeinrich19312Multi perfunctory ModelGordon19413Critical Incident techniqueFlanagan19544 compounding of brokers ModelSchulzinger19565Goals Freedom Alertness TheoryKerr19576 heftiness Exchange ModelHaddon et al19647Decision ModelSurryIn Viner19691991a8Behavioral MethodsHale HaleAnderson et al197019789 faulting head analytic thinking IIMeisterHoys Zimolong1971198810Error ModelWigglesworth197211Life Change Unit ModelAlkov197212luck postman ModelSkibaHoys Zimolong1973198813Task-Demand ModelWaller Klein197314Multilinear issuings Sequencing ModelBanner197515Systems caoutchouc AnalysisSmillie Ayoub197616 take chances Estimation ModelRowe197717Danger response ModelHale Prusse197718Inciden tal Factor Analysis ModelLeplat197819Accident Sequence ModelRamseyQuoted in Sanders McCormick Ramsey19781987198520Psychological ModelCorlett Gilbank198721Domino/ push button wash upZabetakis, quoted in Heinrich et al198022Stair Step ModelDouglas, quoted in Heinrich et al198023Motivation Reward Satisfaction ModelPetersen, quoted in Heinrich et al198024Energy ModelBall, quoted in Heinrich et al198025Systems ModelFirenze, quoted in Heinrich et al198026Epidemiological ModelSuchman, quoted in Heinrich et al198027Updated Domino ModelBird Jr, quoted in Heinrich et al198028Updated Domino ModelAdams, quoted in Heinrich et al198029Updated Domino Model IIWeaver, quoted in Heinrich et al198030Task qualification ModelDrury Brill198031OARU ModelKjellen HovdenKjellen Larsson198132Traffic Conflicts TechniqueZimolong198233Signals Passed at Danger Decision manoeuvre ModelTaylor, R. K. and Lucas, D.A in ch.8 of Van Der Schaaf , Lucas Hale199134Ergonomic Behavioral MethodsKjellen198435 kind-h earted Causation ModelMager Pipe198436Near Accidents IncidentsSwain198537Behavior ModelRasmussen198638Contributing Factors ModelSanders Shaw198739Hazard Carrier ModelHayos Zimolong198840Comet ModelBoylston199041Comprehensive merciful Factors ModelDejoy199042View of Workers on sentry duty Decisions ModelSaari199043Epidemiological ModelKriebel, quoted in C superstar et al199044 ein truthday ModelMcClay199045Federation of Accident Insurance Institution(Finland)ModelSeppanen199746 enquiry Tree ModelHale et al.in Van Der Schaaf, Lucas Hale199147 feature Con place Process ModelViner1991b48Onward Mappings Model based on Resident Pathogens Metaphor movement199149Functional Levels ModelHurst et al199250Tripod TreeWheelahan199451Attribution Theory ModelDejoy199452Cindynic HyperspaceKervern199553Fig.2 Accident theories (Enhancing Occupational Safety and Health, Geofry Taylor, Kellie Easter, Roy Hegney)2004What is occupational safety and control?The Occupational Safety and Health manage ment is a management which provides the legislative framework to secure the safety, health and welfare among all workforces and to harbor new(prenominal)s against risks to safety or health in connection with the activities of persons at work.( line of descent Seeker Handbook/alaysian Labour Law Regulation of Employment)Occupational health and safety is a discipline with a broad scope involving umteen specialized fields. In its broadest gumption, it should aim atthe promotion and maintenance of the highest full stop of physical, mental and social eudaemonia of workers in all occupationsthe prevention among workers of adverse effects on health ca utilize by their working conditionsThe protection of workers in their employment from risks resulting from factors adverse to healthThe placing and maintenance of workers in an occupational environs adapted to physical and mental needsThe adaptation of work to gentlekinds.In early(a) words, occupational health and safety encompasse s thesocial, mental and physical well-being of workers that is the whole person. (Website of InternationalLabor formation)What is an accident?It is necessary to define what we mean by the word accident, because before anyone can begin to put up any sort of a fledge, he must know his enemy. So we must do the same.An accident is an ad hoc event, which could result in injury to persons or in damage to plant and equipment or both. Also accidents are consequent of unplanned (unsafe) acts or unplanned (unsafe) conditions performed or created by people. In fact people cause accidents, by what they do or what they default to do and the activity of people, in a factory or any other place of work, are controlled by management. (a safe place of work/D.WB James/p.56)From the linguistic point of view, the word accident is the present participle of the Latin verb accident which means to happen, which in turn is derived from ad- + cadere, meaning to fall. The real meaning of accident is ther efore that of a fall or stumble. The line from to fall is significant, since falling is not something one dose on purpose. If soulfulness falls while walking or while climbing, it is decidedly an unanticipated and unwanted event. It is, in other words, what we call an accident an unforeseen and unplanned event, which leads to some sort of passing play or injury. separate definitions of accident , much(prenominal) as they can be found in various dictionaries, obtain that an accident is an unforeseen and unplanned event or circumstance that (1) happens unpredictably without discernible human intention or observable cause and (2) leads to loss or injury. Used as an adverb, to say that something happens accidently or happens by accident means that it happens by chance. (Barriers and Accident Prevention/Erik Hollnagel p.34/2005)The need for accident modelsIt is a truism that we cannot think about something without having the words and fancys to quarter it, or without having some frame of reference. The advantage of having a common frame of reference is that conference and understanding become more(prenominal)(prenominal) efficient, because a number of things can be taken for granted. The frame of reference is particularly important in cerebration about accidents, because it determines how we view the role of gentleman. (Barriers and Accident Prevention/Erik Hollnagel p.4445/2005)Accident spring models attend 2.Diagram showing the dominate five perceptual experiences of accident occasion (Benner 1975).The single event imageSINGLE EVENT CONCEPTWhat the first opinion of accident causation is the Single Event Concept. This idea concentrates that a single event caused accident. It means that this simple model is the across-the-boardstThe first perception of accident causation is the single event judgment. This concept focuses on the laying claim that accidents are caused by a single event. This simple model exemplifies the quest for the cause of wh at occurred. The search for a scapegoat and taking care of the scapegoat would solve the problem. This concept is the most widely perceived and least complex. The public and media typically utilize this concept when they ask what caused the accident?LimitationsThe single events concept is limited in its ability to see the accident as a butt on or date of events in time. The factors that whitethorn direct to the accident are not identified or pursued due to the fact that the real cause is obvious and visible. Causes that may underline human behavior are rarely determined.ApplicationCurrent applications are in general observable in how the public and media view accidents. This viewpoint is reinforced by findings much(prenominal) as when an airline accident was caused by pilot misconduct. Police citations are another sheath of the perception.CHAIN OF EVENTS CONCEPTHistoryThe chain of events concept or domino theory was originally discloseed by Heinrich (1941). The base conce pt implied that accidents resulted from a epoch of events that led to an accident. Like a course of dominos, once the chronological sequence began each event led to the next until an accident occurred. Intervention at any point along the events sequence could verification the accident carry out and eliminate the unwanted results. An unsafe act starts the chain of events that began with an unsafe condition.LimitationsThis concept is limited by the linear progression character of the model. Interactions among events, contributing causes, and the duration and timing of each event limit the acknowledgment of all causal factors.ApplicationsThe current use of this concept is prevalent in the legal field that attempts to reconstruct the sequence of events that led to the accident.2.the determinat variable concept3.the domino theory4.the fault guide uninflected methodology duty period TREE ANALYSISHeinrich (1941) create the methodology that preceded and formed the basis for reces s Tree Analysis. He illustrated the linear sequence of factors in accident causation by using a domino theory. The theory stated that a disturbance that caused any one of the five identified components of the sequence to shop would set off a chain-of-events that led to an accident. The five in the sequence were 1) ancestry and social environment, 2) conditions and fault of person, 3) unsafe act, 4) unsafe condition and 5) injury. He showed that by intervention at any point along the sequence an accident/injury could be prevented. This theory has been modified and updated (Baker 1953, Marcum 1978, Heinrich et al 1980), and has wide applicability in current automobile accident and law enforcement investigatings. similar linear sequence models such as Critical Path Analysis (CPA), Gantt Charts, and Program Evaluation Research Task (PERT), were initially used in the 1950s and 60s as planning tools (Lockyer 1964). Though many names were assumption to their wait on they were very simi lar in their goals and methods. They provided a graphical pompousness of activities linked to events by arrows in order to plan complex projects. The process illustrated a flow (path) from one depute sequence to the next and combine time frames and interrelationships between tasks. Projects could then be analyzed by task, the mensuration of time needed for each segment and the relationship a task may have with another task. These methods offered an effective means of project planning, cost analysis, and time frame considerations by visually outlining the task process (Lockyer 1964). These processes as well as provided the means to better understand the interrelationships between and among tasks. This logical depiction of process flow related directly to analyzing an accident sequence and the precursor events.In the 1960s buzzer Laboratories expanded upon the linear chain of events concept through and through missile system safety. They arranged events in a flow chart that use d a proceed/follow logic pattern. Their concept, open frame Tree Analysis (Figure 11), is generally credited to Watson (1971). Figure 12 illustrates the fault head concept as applied to a hypothetical accident where a wildland firefighter was burned. This analysis concept helped provide a sense of management by objectives by identifying unwanted events (the top event) and then systematically and consecutive determining the precursor events. The objective is the top event and the identification of the antecedent causal factors aid in the management achievement of that objective. Watsons Fault Tree Analysis investigation methodology provided a visible, easily understood and defendable format (1971). The methodology extended the linear chain of events into a ramose events chains concept through the use of and/or logic gates. It uses radical Boolean logic in a hierarchical tree format. Other Boolean terms such as not are not used in Fault Tree Analysis. For example, C can just occ ur when both AandB occur. If two or more events are required for a cause to happen then an and emblem is used. Another possibility is when only one of the factors need be present. For C to occur, then AorB occurred. If only one event of two or more are necessary then an or gate is used. The top event is the unwanted result of the accident and causal factors branch out below leading to it. The drink downward sequence is proceed until the root causes are found or the tree cannot be foster genuine. This technique, according to Benner (1975), contributed a powerful tool for the investigation of accidents both diachronic and postulated. Accidents could be investigated or reinvestigated in the search for causal factors utilizing this method. It assisted in illuminating areas that may have previously been overlooked by other means. Numerous approaches to determining accident causal factor using double events chains reflected the discipline of the investigations employing it thus me dical doctorsused an epidemiological approach (agent/host/environment), while psychologists rivet on human factors.Figure 11. Fault Tree diagram illustrating a typical failure process, symbols used,and the logic sequence leading to an undesired event, a dark room (in Ferry 1988).Figure 12. Fault Tree diagram illustrating the deductive process using an example of a sequence of events in which a firefighter receives burns.One pick out limitation of Fault Tree Analysis is the inability to model time sequences that are concurrent and interactive (Hendrick and Benner 1987). Brown (1993) added that only one event could be analyzed at a time and thus primarily applicable to catastrophic events. Benner (1975) cited similar deficiencies, most notably that charting analysis methods focus on a single undesired event and provided no means to indicate the chronological relationships (and the ulterior concurrent interrelationships) of events. Another limitation is the barricade inherent in th e method whereby causes must be either successes or failures and degrees of each are not accounted for (Tulsiani and others 1990).5.the energy-barriers-targets modelBarriers AnalysisBarriers Analysis is an accident investigation method that is an additional component of the MORT process. The method identifies barriers/controls that are in place to prevent accidents. These barriers may be physical and/or administrative and must be absent, inadequate, or bypassed in order for the accident to occur. A more detailed account of this approach allow be undertaken in the methods section as this method is one of the USDA proposed investigative tools (USDA 1998).6.the management oversight and risk treeHistoryTraditional accident investigations pore on the active response to a mishap and the identification of physical processs to prevent future occurrences. The degree and intensity of the accident dictated the intensity of the investigation response and subsequent preventative action (Brown 1993). But as engineering science advanced and systems became more complex, the consequences of accidents became increasingly un accommodateable to society and industry, particularly in the nuclear power industry. The nuclear industry and similar high-risk technologies have determined that learning from accidents and even near misses was not an option. The consequences of accidents precluded the traditional tribulation by error approach where as accidents occurred the problem was fixed subsequent to the next mishap (termed the fly-fix-fly approach). A new approach was undertaken to become proactive as well as reactive in accident analysis techniques to determine possible failure points prior to occurrence. Johnson (1973a) working for the National Safety Council and under a contract from the US Atomic Energy counsel focused on a systems approach to accident analysis. This approach focused on the entire system in which accidents occurred and the interaction of events at heart tha t system. Johnson coordinated two basic views to focus on management responsibility in planning the context in which accidents occur. These views, understanding the energy release process and focusing management of that hazard on the route of its release, led Johnson to develop the concept of less than adequate management decisions. This progressed to the Management Oversight and Risk Tree (MORT) accident analysis tool. He said MORT was an analytical procedure that provides a disciplined approach for finding the causes and contributing factors of mishaps. It entailed a very broad and detailed checklist that facilitated the search for safety problems. It incorporated 1500 possible causes and 98 generic problems and was the initial methodology to embody management oversight into accident causation. The Department of Energy currently employs this method as one of its most comprehensive analytical techniques (DOE 1992). It is more generally used as a proactive method in safety system e valuations than as an accident investigation method. This is primarily due to the fact that it can be time consuming and intensive and due to the nature of the nuclear industry, identifying possible loopholes in the safety system to eliminate hazards is more cost effective and publicly expedient than after the accident occurs.This concept was highly visible, easily reviewed and updated as new relevant facts warrant, and provided structure to help reduce overlooked factors and bias. inwardly the MORT system incidents were defined as inadequate barrier/controls or as failures without consequence. Accidents resulted in adverse consequences. The MORT system incorporated the concept of the unwanted imparting of energy that can cause mishaps due to inadequate barriers/controls. These barriers and controls may be physical (protective clothing, concrete walls, etc) or administrative (codes, standards and regulations). The MORT system is based on two main sources of accidental losses 1) sp ecific job oversights and omissions and 2) the management system factors that control the job (Johnson 1973a). A third source he mentioned was assumed risk. Johnson noted that once this source was decent evaluated it could not be considered accidental in nature since we have consciously decided to accept the risk. Integral aspects of the MORT process are Fault Tree Analysis, Barriers Analysis and Event and Causal Factors Charting. Each of these approaches will be subsequently explained.LimitationsLimitations of MORT are that it can be insufficient in finding specific causes as it intentional to identify general causal areas (Gertman and Blackman 1994). These authors do recognize its strengths in identifying more specific control and managerial factors. Moreover, this systematic process is advantageous when system experts are not available.ApplicationIts current use as a proactive safety system analysis tool for the Department of Energy has long standing (Briscoe 1990). It has been used exclusively as both a proactive technique and an accident investigation method for the Nuclear Regulatory Commission.7.petersens multiple causation model8.reasons swiss cheating model of human error 1990Reasons Swiss Cheese Model of world ErrorOne particularly appealing approach to the genesis of human error is the one proposed by James Reason (1990). Generally referred to as the Swiss cheese model of human error, Reason describes four levels of human failure, each influencing the next (Figure 1). Working backwards in time from the accident, the first level depicts thoseUnsafe Actsof Operators that lastly led to the accident1. More commonly referred to in aviation as air crew/pilot error, this level is where most accident investigations have focused their efforts and consequently, where most causal factors are uncovered. After all, it is typically the actions or inactions of aircrew that are directly linked to the accident. For instance, failing to properly scan the aircraft s instruments while in instrument meteorological conditions (IMC) or peachy IMC when authorized only for visual meteorological conditions (VMC) may yield relatively immediate, and potentially grave, consequences. Represented as holes in the cheese, these active failures are typically the last unsafe acts committed by aircrew.1Reasons original work manifold operators of a nuclear power plant. However, for the purposes of this manuscript, the operators here refer to aircrew, maintainers, supervisors and other humans involved in aviation.However, what makes the Swiss cheese model particularly reusable in accident investigation, is that it forces investigators to address latent failures within the causal sequence of events as well. As their name suggests, latent failures, unlike their active counterparts, may lie dormant or undetected for hours, days, weeks, or even longer, until one day they adversely affect the unsuspecting aircrew. Consequently, they may be overlooked by investig ators with even the best intentions.Within this concept of latent failures, Reason described three more levels of human failure. The first involves the condition of the aircrew as it affects transaction. Referred to asPreconditions for Unsafe Acts, this level involves conditions such as mental scare off and poor communication and coordination practices, often referred to as crew resource management (CRM). Not surprising, if fatigued aircrew fail to communicate and coordinate their activities with others in the cockpit or individuals external to the aircraft (e.g., air traffic control, maintenance, etc.), poor decisions are do and errors often result.Figure 1. The Swiss cheese model of human error causation (adapted from Reason, 1990).But exactly why did communication and coordination break down in the first place? This is perhaps where Reasons work departed from more traditional approaches to human error. In many instances, the breakdown in slap-up CRM practices can be traced ba ck to instances ofUnsafe Supervision, the third level of human failure. If, for example, two inexperienced (and perhaps even below average pilots) are paired with each other and sent on a public life into known adverse weather at night, is anyone really surprised by a tragic outcome? To make matters worse, if this questionable manning practice is conjugated with the lack of quality CRM training, the potential for miscommunication and ultimately, aircrew errors, is magnified. In a sense then, the crew was set up for failure as crew coordination and ultimately performance would be compromised. This is not to lessen the role played by the aircrew, only that intervention and mitigation strategies might lie higher within the system.Reasons model didnt stop at the supervisory level either the organization itself can impact performance at all levels. For instance, in times of fiscal austerity, funding is often cut, and as a result, training and flight time are curtailed. Consequently, s upervisors are often left with no resource but to task non-proficient aviators with complex tasks. Not surprisingly then, in the absence seizure of good CRM training, communication and coordination failures will begin to appear as will a myriad of other preconditions, all of which will affect performance and elicit aircrew errors. Therefore, it makes sense that, if the accident rate is going to be reduced beyond current levels, investigators and analysts alike must examine the accident sequence in its entirety and expand it beyond the cockpit. Ultimately, causal factors at all levels within the organization must be addressed if any accident investigation and prevention system is going to succeed.In many ways, Reasons Swiss cheese model of accident causation has revolutionized common views of accident causation. Unfortunately, however, it is simply a theory with few details on how to apply it in a real-world setting. In other words, the theory never defines what the holes in the che ese really are, at least within the context of universal operations. Ultimately, one needs to know what these system failures or holes are, so that they can be identified during accident investigations or better yet, detected and change by reversal before an accident occurs.The balance of this paper will attempt to describe the holes in the cheese. However, rather than attempt to define the holes using esoteric theories with unretentive or no practical applicability, the original framework (called theTaxonomy of Unsafe Operations) was developed using over 300 Naval aviation accidents obtained from the U.S. Naval Safety Center (Shappell Wiegmann, 1997a). The original taxonomy has since been refined using input and data from other military (U.S. Army Safety Center and the U.S. Air Force Safety Center) and civilian organizations (National Transportation Safety Board and the Federal Aviation Administration). The result was the development of the Human Factors Analysis and Classifica tion System (HFACS).1.2. Accident investigation methodsDuring the last decades, a number of methods for accident investigation have been developed and described in the literature.The selection of methods for the needs of our study was made on the basis that they are described in the literature, they show the evolution of accident investigation over time and they are either widely used or recently developed. Based on these criteria, the following methods were selected1.2.1. Fault tree analysis (FTA)FTA was developed in the early 1960s by the Bell Laboratories (Ferry, 1988). In FTA, an undesired event (an accident) is selected and all the possible things that can contribute to the event are diagrammed as a tree in order to show logical connections and causes leading to a specified accident. FTA is more an analytical tool for establishing relations it does not give the i

ESP Methodology And Syllabus

second sight Methodology And SyllabusIt is arguable whether clairvoyance has a distinctive methodology and platform. This paper argues that methodology and political program spirit in slope Language T for each oneing (ELT) andsecond sight differ wee and that it is non mathematical to say whether general ELT has borrowed ideas for methodology from extrasensory perception or whether clairvoyance has borrowed ideas from general ELT. two characteristic features of clairvoyance methodology argon identified second sight hindquarters base activities on students specialism, and second sight activities burn down study a truly authentic occasion derived from students target wishings. Dudley-Evans and St. John(1998) accommodate that what characterizes extrasensory perception methodology is the lend oneself of tasks and activities reflecting the students specialist atomic number 18aIntroductionIn the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of phraseology and literary extends into the land beyond the developains inhabited by illiterate and creature tribes c twoed scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning peak in the history of row inform from art to science and from face for general decides(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions mingled with ESP and EGP atomic number 18 sooner fuzzy. To polish off the issue, Hutchinson and waters (1987) pointed out that there is no variety in theory, that in practice, there is a great deal.This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, in general at the level of syllabus design , methodology and bidal materials. For the sake of clarification, theoretical preliminaries will be provided from the outse t. As expected, the current paper is comparative in nature and selective in illustration.Theoretical PreliminariesDefinitions ofEGPharmonize to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts much(prenominal) as the school where inevitably nooky non readily be qualify. This view is misleading, since purpose is always inherent. EGP is more engrossfully considered as providing a broad buttocks rather than a detailed and selective specification of goals.EGP, then, refers to that sanctioned lingual code that could be use in larger context and in everyday conversation. It does not get rid of into account neither the requirements of a view nor need of charterers. Being general in its nature, EGP holds a sway at the core level of wrangle instruction.ESPAccording to Longman dictionary of utilize linguistics, ESP refers to the manipulation of English in a words get across or program of instruction in which the capacitance and aims of the track ar fixed by the specific needs of a particular conference of learners. For example phone lines in English for academic purposes, English for science and technology, and English for Nursing.In this regards, ESP is chiefly associated with special phraseology or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of linguistic process or methodology, nor does it consist of a particular type of teaching material. Unders to a faultd properly, it is an fire to language teaching.From the in a higher place definitions, unitary can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the opposite is likely to generate divergent views. In an attempt to process this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is middling one branch of EFL/ESL, which ar themselves the primary(prenominal) branches of English Language teaching in general..However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section.Distinctive features of ESP and EGPDespite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices.First, the focus in ESP is on training students to ad proficient well to the requirements of the workplace whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988 p.18).Second, intention a ply pith in EGP is much more surd than in ESP for the stickyy of predicting the future needs of EGP students. Knowing approximately only learners survival needs is quite an unbeneficial because it may lead to an oversimplified language, misbegot communicative social structure and unrealistic situational content.Third, ESP learners are usu some(preno minal)y adults with an mediocre mastery of English language. Their main purpose is to communicate and learn a set of pro skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication.At the level of macro-skills, the four language skills are co-ordinated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and base of the course.At the level of micro skills, EGP has shed as well much attention to teaching of grammar and language structure yet the focus in ESP is on the context and subject of the course.Finally, a distinctive feature of ESP schoolroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classr oom where the language teacher looks sufficient to instruct broad themes.To warmheartedness up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up up, Stevens assures that ESP has four absolute characteristics1. Is designed to meet specific needs.2. Is cogitate to themes and topics particular to occupation.3. Is centered on language appropriate to those activities, in price of lexis, syntax, discourse pragmatics, semantics and so on.4. The above is in discriminate to General English (Stevens 1988 in Dudley-Evans St. John 1998 p.4).In the subsequent section, the paper will take both EGP and ESP a stage encourage to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted.Syllabus design in EGPA syllabus refers to a particular plan of a course. It is a document that details the structure and o peration of ones class. It can similarly be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus choose in EGP and ESP based on contents of two text retains graphic English( EGP textbook) and English for Careers Tourism, (ESP textbook)Based on their observations of general English language courses, cook (1995) and Richards (1990) list the sideline types of syllabuses. They also point out that courses are oft based on a combination ofStructural (unionized primarily nearly grammar and sentence patterns).Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). high-risk (organized around conceptual categories, such as duration, quantity, location).Topical (organized around themes or topics, such as health, food, clothing).Situational (organized around speech settings and the transactions ass ociated with them, such as obtain, at the bank, at the supermarket).Skills (organized around microskills, such as sense of hearing for gist, listening for specifi c information, listening for inferences).Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions).Extract.1 Contents of Natural English ,As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integrating of the four language skills is not the sole distinctive feature of the textbook.The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an play off weight of emphasis. Thus, a point that one can infer is t hat EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together.For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions lay down in tie in 1. The grammatical forms are so varied from using the present consecutive to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions.From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Car overlyn Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting.To conclude, the pertinent re mark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough shoes in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are perennial in daily life issues, and language skills are not germane(predicate) to any professional field.Now ,ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content for example, in English for Careers Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to do students to think and learn through the use of the target language. Language is viewed holistical ly, and learners learn from working with whole chunks of language and multiple skills.Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in intercourse to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended earshot is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to decide comprehension questions on it, the match between text and task is artificial.Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often compulsory to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989).In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988 pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998 pp. 2-4).The ESP syllabus moldiness be based on a previous analysis of the stu dents needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and native needs.The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions corporate in teaching materials. Quite simply, even with the best intentions no private textbook can possibly work in all situations.(Sheldon, 1987 1)If we are to prescribe content, we need to ask, whose content?MethodologyHaving uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques active by each and the roles they played in destiny the students needs.As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technica l terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners .Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have accepted characteristics they should be motivating and absorbing and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks hold linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined belowMoreover, the role play and simulations are used otherwise in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were before used in business and military training with focus on way out rather than the means -language- of training. In EGP, the outcome was ,however, less all-impo rtant(a) than the means used to achieve fluency. One should not perceive in haste that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means.Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and worsened of al their professional immaturity. For ESP students who are not fully sufficient in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31)Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate f or ESP.A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to gird their self autonomy and master the four skills of the target language. Word central processing unit and PowerPoint become familiar means for presentations,Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP.the following(a) chapter will attempt to decipher how material design becomes a invest of innovation after the emergence of ESP. Being in its heyday, ESP materials hit a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready- do textbooks which hold their specialness in EGP classrooms.Materials DesignOne of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the heightenWhat are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP?-what are the key features that distinguish ESP materials from EGP?One of the key factors behind the profusion of in-house materials in ESP is because of its cartel on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of ascertaining GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the need for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are on hand(predicate), it may not be possible to buy them because of import restrictions pointed out Hutchinson and Waters (1987,p.).If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a bam on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of English.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content.Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987 48) give it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be kindle for Engineering students.Another characteristic of ESP materials is that it is more authentic than EGPmaterials. The last mentioned might be produced for the purpose of teaching language, whil e in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis.To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions corporate in teaching materials. Quite simply, even with the best intentions no bingle textbook can possibly work in all situations.(Sheldon, 1987 1). However, design tailor made materials would in principle be motivating, authentic and innovative. shutdownThis paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an alone pragmatic and object glass endeavour to help course developers identify course content that is tru ly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs atthe cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP coursesshould be as narrow-angled as possible. Others argue that this is not practicaEST is in a parlous state and is being abandoned by many tertiary institutions who, like grand Turk Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

Improvement Is Better Than Delayed Perfection

Improvement Is Better Than Delayed godQuestion- uninterrupted progression is better than delayed perfection Mark Twain (1835-1910). consider this tell a beginment critically and rigorously with reference to appropriate literature sources. inceptionThis strive allow be looking at the importance of t wholeness and sustained cleansement at a glance within an disciplineal linguistic condition. The writers interest in the topic is merely to explore and understand the result to which e genuinely establishment for whatever purpose it was built upon should strive in never-ending improvement to services rendered to its customers and the familiarity at large season maintaining property services. The focus is to highlight any flaws within the musical arrangemental practice with which feel could still be ameliorate upon for the good of the whole community.The construction of the essay pull up stakes take an explicit interpretation and description of quality and continuous i mprovement while portraying an interventionist stance at the conclusive statements wee at the end of the essay.Literature reviewThe concept of smellQuality commission is a systematic track of guaranteeing that organized activities happen the way they ar visualisened. It is a management discipline disquieted with pr fifty-fiftyting problems from occurring by creating the attitudes and controls that make prevention possible By Philip CrosbyWritings in 2008, Winch and Gingell state that during the 1990s it became fashionable to talk near quality in cultivation. set ab discover of the reason for this is a re cuttinged interest in accountability. Why should the charge for accountability be pull outed in toll of quality? sensation major(ip) reason is that concerns roughly whether or non a concomitant normal of education is worthwhile pre ten-spotd been expressed in terms of a paradigm derived from manufacturing industry. Quality in a commercial context strongly connotes product usefulness and reliability. Quality presumption refers to systems that ar juicy enough to ensure that products that are defective or unreliable solely do not submit made. The stem, as one quality guru has said, is to get it right first time. Of course, an artefact piece of ass be scrapped or reworked if it is defective, moreover a service cannot. If it is not right first time so it is not right. Some effective quality assurance systems ought to be in particular relevant to service areas of stinting activity.Whether or not it is in the orphic or the human race sector of the economy, it is roughlytimes maintained that education has the characteristics of a service industry. In particular, if education is poorly endured so there is no second chance for the recipient. A diner at a eating place who has a badly cooked meal leave behind face disgruntled only if will suffer no permanent damage. On the other hand, the bookman who receives a poor education whitethor n not even feel disgruntled exclusively may suffer permanent damage in terms of future(a) life prospects. It is, then, not surprising to hear that a key feature of educational accountability is the provision of quality assurance systems.Every aspect of leadership and management across all sectors of approximately organisations require a sustainable approach towards ensuring quality and sustainable measures are being utilised and developed within a global context. This includes measures which or so(prenominal) leaders would adopt towards maintaining and sustaining the strategic aims of any organisation with due considerations of interior(a) and extraneous forces which influences the decisions made each day.An example of what entails leadership that is sustainable done with(predicate) quality measures can be found in a inform management system. Where the Head teacher aspires to charter very committed students who have good grades, a good school structure and a soft staff t hat would help the school achieve its strategic objectives successfully. But during the swear out of strategising for an academic year other factors comes into play i.e. customer service, effective attainment and deployment of resources, school budget for the academic year etc.There may be a number of key factors that would help achieve much(prenominal)(prenominal) successFirstly, a well-devised system of service evaluation process of Search-Feedback-Act that could be put in place involving all employees, not just management or teachers, in developing plans for improvement.Secondly, all employees could be given coarse education and training to help them improve service quality and would actively and systematically encourage creativity and innovation.Thirdly, the organisation that may move remote from measuring quality purely by the number of complaints it gets from customers and the impressions of the head of force out department. Instead, organisations implement a multi-facto r index which includes quantitative tokens such as the space of time customers have to spend being tested into the school, and qualitative points such as the friendliness/politeness experienced at reception.The concept of Continuous improvementContinuous improvement has been successfully used by the Japanese for a number of years, and the Japanese word kaizen is used to describe it. The bringing close together of kaizen is not to sit back once improvements have been made to a product, except to be almost like bees working away at a hive. Each does a little at a time, but by adding on an incremental basis they can eventually develop something that is much larger and better. The issue of quality can be approached in the same way, so that very minor changes over time can result in a considerable improvement in performance. For example, the levels of discharge efficiency in the average saloon car have improved dramatically over recent years. This has been made possible due to the cumulative effects of continual minor changes in car body fashion, enkindle delivery systems and engine design (.Porter, K., Smith, P., Fagg, F. 2006).Foskett, N., Lumby, J. 2003 states that the third way of defining quality (in regards to continuous improvement) is to match the current state with an imagined future improved state. In other words, individuals or groups not necessarily take as their comparator an actual tired or expectation but, rather, work creatively to suggest ways to which a current aspect of education could be improved. This definition is realistically based on working form what exist to what could be achieved. It is a universally applicable in theory in that ideas for improvement will take into account resources and political realities. However, the emphasis on continuous improvement is predicated on a degree of autonomy and power that may not exist in all institutions or cultures. If governments impose a structure or curriculum on schools/colleges, or if the internal management structures are hierarchical and controlling, then the freedom of staff, parents and students to suggest ways forward is clear constrained.This idea of continuous improvement can be link to Demings(1986) idea of Plan, Do, Study and Act, where a problem is examined, tuition is gathered and a plan to improve it is suggested. The Do part is when the plan is tested on a small scale, followed by the Study stage, where evaluation of the trial takes place to appear if any other issues have arisen. The Act stage is where the plan becomes standard and is carried out continuously. This leads back into the Plan stage for get a broad analysis.The question then arises of how one assures the quality of education.There are two answers which are not necessarily incompatible with each other. The first focuses on processes, the second on outcomes.Process-based quality assurance relies on observation of teaching and culture and the activities that hold up it, as the key determinant of whether the education being offered is worthwhile. Inspection is the most special K form of process quality assurance. Outcome-based quality assurance relies on the assessment of the outcomes a succeedst certain pre-agreed standards. Examination and testing are the most common forms.Leadership Approaches soft leadership skills in educational management short-circuit around factors described belowIdentifying the key issuesImproving Customer bliss and ways of measuring itCustomer look at training employees and setting standardsEmployee meshing in overall goals of the organisation.Improving quality observation and benchmarkingReflection and expiryQuality and organisational culture- Foskett, N., Lumby, J. (2003) stated that Quality can in like manner be relational to cultural norms. What appears to be quality provision for pre-school children in China will look very different to western eyes and vice versa. They further noted that measures of Quality by definiti on are dependent on numeric values in relation to, e.g., examination passed or examinations met, but such values do not necessarily capture the variety of outcomes expected of education or the dynamic changes in expectations in the experiences of even the learner, let alone the all those of an institution. Quality will therefore prevail a fluid and nebulous concept, interpreted variously in practice, an Orthodox to which many feel indebted to follow. No single prescription will secure improvement in quality in a context as complex and animated as a school or college. The most that an educationist can do is to remain aware of the impreciseness of the concept and be sensitive to both the educational and micro-political forces which affect its achievements, choosing with care from the plethora of taxonomies, philosophies, good practice and recommended process they can offer.MethodologyQualitative researched literature review was adopted which typically includes positivist, interpreti ve, constructionist, critical, and participatory paradigms. The researchers perspective stems from the long documented business relationship of naturalistic observation in real-world situations. Views of positivism wave from conservative to progressive-activist, but all involve the belief that reality is external to self and can be observed using animate beings that produce information that can be understood and interpreted by others. The essay is linked historically to social activism through with(predicate) the idea that social situations can be studied, critiqued, and subsequently changed. The essay may have collected data through observations or various forms of instruments and often derive explanations for their results from pre-existing theory without concern for whether the study population understands or agrees with their views. a literature review is very much a plural rather than a singular one as there are many literatures a researcher mustiness examine to produce a coherent literature review. For example, by doing qualitative research, the researcher is joining an ongoing debate in some shape or form. The originality of an idea, an approach, or a theoretical reinterpretation adds to existing literature. The objective of this entrance is to describe the plurality of literature, to underline the difference between general and ad hoc literatures, to highlight how to use theoretical literature as a tool to increase understanding of a subject area and test a research question or hypothesis, and to examine the methodology and data literatures that form important parts of the research process.( GIVEN, M. L. 2008)Data decisions on quality and continuous improvement in educational context.Wherever an educational cognitive process is based, whether it is public or private, it needs customers, and consumer choice has change magnitude dramatically over the quondam(prenominal) twenty years because of one-third factors globalisation, technology and co mpetition.TechnologyTechnology furnishs opportunities and threats. The breeding of computer technology in the form of online and blended learning, podcasts, webcasts and blogs can and progressively will provide consumers with the option of new self-study methods and the choice to learn with an organisation in a foreign country while living at home or working in the office. At some point translation software may even negate the need for some people to learn a foreign language. These technologies, however, also provide organisations with opportunities to provide new methods of learning and new means of communication with customers. The rise of online learning and blended learning programmes, plus the expansion in state education of new technology such as interactive whiteboards means that students are progressively more techno-literate. It also means that as technology develops and becomes more part of our bothday lives, students generally expect language classes, which in some c ases take up a large part of their disposable income, to be technologically well-equipped. The exponential growth of technology cannot be ignored as the festinate of technological advancement is unlikely to slow down.CompetitionCompetition may come from new organisations entering the food market, as mentioned above, but it may also appear in other forms. As other countries gain economic power, their languages become more important and people begin to study them to modify them to enter that economy. This phenomenon has already been observed (Graddol, 1997) with Spanish, Arabic and Mandarin expected to gain importance over the next decades, eventually becoming a dangerous threat to incline as a foreign language. As economies develop, education is becoming increasingly important as skill becomes essential to finding work.An increasing number of courses are becoming available, especially in the business line of computers and information technology, which compete with ELT for custo mers, particularly within the training budget of major companies.Gaining an Edge over CompetitorsIf an organisation has an element of its service which is different or more attractive than its competitors it is said to have achieved competitive proceeds. Gaining competitive advantage requires a cross functional approach between an aspect of selling which gathers data about customer needs and expectations and the day-to-day usable functions that represent those market needs into operational capabilities. The roles of marketing and managing the day to day operation are often taken by one person in small organisations, which can make it easier to translate customer needs into operational reality.In a small private language school of ten teachers, for example, the director may be the focal point for information about the local market, the local economy, the type of customers the school serves and how they feel about the service. In a school of this size the director may also be the person who decides what courses are offered and whether the market is best served by, for example, offering expensive matched ESP tuition for business professionals or cheap general English courses for classes of 20 students. A not-for-profit organisation may also consider pursue a particular strategy based on the kind of customers it serves. For example, a charitable or state ELT organisation may decide to provide cheap walk-in English classes for disadvantaged mothers to attend as and when they have time. In this case, flexibility is the key to satisfying the customer and gaining competitive advantage.The three factors of globalisation, technology and competition mean that educational organisations have to pay increased attention to the needs and expectations of existing and potential customers to retain them and to attract new ones. By gathering information on customers needs and through market analysis organisations can develop a service which is different or more attractive t han that of competitors. (Walter. 2001)ConclusionIf stakeholders allow ourselves to get caught by the short-term disease of modern management, non-thinking, market-driven practices then the idea of sustainable organization is out of the question. Also the chance of ever reaching the levels desired will be eliminated in all but the shortest of measures.It is necessary for every leader of the future to know enough about the moral side of business and how it could be approached with sacrificial aims through which sharing and upholding several values together among competitors would improve upon global problems. Or how the socio-economic profit of the organization could be able to express or aid the concerns required to reflect a longer-term view of the community at large.I would recommend that every leader in every spectrum or field of study to bring about ways through which the underlining influences bordering the choices we make in life (in regards to quality and continuous improveme nt) should reflect upon the mend societal issues rather than competing. Just as we know in the history of human relations over time that competition brings about a chaotic state while the harmony of shared values and sacrifices brings about societal cohesion and benefits all.ReferencesCrosby, P. (1980) Quality is Free. McGraw-Hill.Deming, W. (1986) Out of the Crisis. MIT.Foskett, N., Lumby, J.(2003) Leading and managing education-International dimensions.London. Paul Chapman publishingGiven, M. L. (2008)The SAGE Encyclopaedia of Qualitative research methods. California. Sage Publication serialGraddol, D.(1997) The future of English. London. The British councilPorter, K., Smith, P., Fagg, F. (2006) Leadership and Management for HR Professionals Oxford.Butterworth-HeinemannWalker, J. (2001). Clients Views of TESOL Expectations and Perceptions The International daybook of Educational Management 15/4. MCB University Press http//www.emeraldinsight.com/Insight/viewPDF.jsp?Filename= hy pertext mark-up language/Output/Published/EmeraldFullTextArticle/Pdf/0600150404.pdfWalker, J. (2007)Service Climate in New Zealand Language Centres ledger of EducationalAdministration 2007 Volume 45 Issue 3http//www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=hypertext markup language/Output/Published/EmeraldFullTextArticle/Pdf/0740450305.pdfWinch, C., Gingell, J.(2008) Philosophy of education. Oxon. Routledge publishers

Gold Strike, Relating To Cry, :: essays research papers

gold mining labor union plans one-day Free State strikeAn article date March 17, 2000NUM, or South Africas National Union of Mineworkers, is organizing a one-day strike at Free State gold mines. They are protesting the penury and job losings from the mines. NUM is the countrys biggest mining union with 50,000 members, and on March 22 the strike would affect five gold companies Anglo florid Ltd., Gold Fields Ltd., Harmony Gold Co., Avgold and African Rainbow Minerals. NUM spokesman Ikaneng Matlala didnt say, however, how many members of the union would participate on the strike, but did say All the gold mines in the Free State gold fields are going to move into on a strike. The protest is against the gold mines because of the huge job losses in the last fifteen years. In 1987, gold, being the backbone of the economy, busy 530,000 miners. After the end of apartheid in 1994, South Africas economy was abrupt to foreign competition, and the gold industry had to be restructured. The gold price has been decrease as well, and today only 200,000 miners are employed. This current event relates to Alan Patons, Cry, the pricey Country, because mining supported Johannesburg, and references were made to the mining industry throughout the book. more characters voiced their opinion that it was the black men that economically supported the color men in South Africa, and they were diseased and injured by it. That they worked for cheap, were subject to dangers, and then when they needed medical attention the non-European hospitals were less than inadequate. John Kumalo gave speeches on strikes against the gold mines. Gold was found in a new area, Odenaalrust, and the albumin men wanted to change the name because it was too hard to pronounce.