Metro Newspaper Assignment Example | Topics and Well Written Essays - 1750 words

Metro Newspaper - Assignment Example This will be done using strategic model for analysis that includes: SWOT and PEST, Scenario Planning, Bowman's Strategy Clock, Boston Consulting Group Matrix, Potential Generic Strategy and finally Critical Success Factor Analysis. Metro Newspaper has grown international to a number of countries. They showed a significant growth initially in terms of readership but this began to fall later in the years. Metro was launched in 1995 by Kinnevik group with an intention of finding a lucrative niche in a market which was not dominated. Metro Newspaper will be analysed using strategic models of analysis such as SWOT and PEST, scenario planning and finally critical success factor analysis. SWOT analysis to gauges the degree of fit between the organisation's strategies and its environment, and to suggest ways in which the organisation can profit from strengths and opportunities and shield itself against weaknesses and threats.1 Whereas SWOT analysis measures a Metro Newspaper business unit, PEST analysis measures its market as it is a framework for reviewing a situation. It is normally used to review a strategy or direction of a company. In PEST analysis, Metro Newspaper should have considered its environment before commencing a marketing process. All aspects of planning in an organisation should have been done by collecting facts in the environmental analysis which should have been done continuously. For the case of Metro Newspaper, they used PEST analysis to understand the market growth because they were aware that Metro free morning newspaper had become very popular and it continued to grow steadily. It is still due to PEST analysis that Metro newspaper came to understand that they launched Kinnevik products with an intention of finding a lucrative niche in a market where rivalry was unlimited. Through PEST analysis, the Metro Times Group was set up by Kinnevik group in 1988 after doing a feasibility study and they became pioneers in the Scandinavian media market. They started a television and media ventures and for them to achieve they organisational goals they assessed the market and obtained benefits from coordination of advertising sales, production, customer services and cross promotion. Due to the fact that Metro newspaper was marketing its products international, they were considering the state of a trading economy in both short and long terms. They indeed considered the level of inflation and employment level per capita, the long term prospects for the economy and the interest rates. The socio cultural factor is also an important factor that Metro newspaper considered while going internationally. The socio cultural factors include the attitude the foreign country would have toward their products, if the language barrier would have any impact in the diffusion of their products in the market and also the population demography. Metro Newspaper considered these socio cultural factors because they ensure they engaged the local people in their firm and also target the young generation in the newspaper by

PERSPECTIVES ON EFFECTIVE LEADERSHIP BEHAVIOUR Dissertation

PERSPECTIVES ON EFFECTIVE LEADERSHIP BEHAVIOUR - Dissertation Example But is has got few limitation which is not suitable for the evolution process of a leader. In many survey researches through questionnaire approach the issues are often unclear for many thus a proper feedback is not received from them. Sometimes the responses are unfair for personal biasness towards the person. This type of responses goes against the evaluation process and the leadership evaluation is not done correctly. In most cases in the evaluation process through questionnaire approach the response are given in general without proper individual evaluation. The answers are given in aggregation to item and no segmentation is done for the different skills and performances that an individual may possess being a leader. Comment on problems of determining causality (and determining the nature of the causality). In various survey research there are certain ‘why’ questions that cannot be answered with the cause. In several instances the causes of certain innovations are inf luenced by other factor where as certain innovations can also be an effect of certain causes (Rogers, 1995, p. 123). In the relation of events there is one dependent and one independent variable which lead to the innovation process. The independent variables in most cases are unclear which lead to the innovativeness. The leader behavior is dependent on the criterion variable and in some case the criterion variable is dependent on the leader behavior.

Health and Safety Challenges in the Mining Industry

Health and Safety Challenges in the Mining Industry 1. Outline some of the key health and safety challenges that is faced by a mining company you are familiar with. The industry has experienced both high consequence low frequency events (disasters such as Moura and Gretley) as well as low frequency high events (such as slips, strains and falls) contribute to the industrys high lost time injury rate (LTIR). It has also had its share of occupational diseases. Historically, pneumonocosis (lung disease caused by inhalation of mineral dust), asbestosis and mesothelioma have been key areas of concern. Noise, vibration and fatigue are issues of significant health concerns. The management and control of major hazards associated with structural collapses, fires and explosions are key safety issues of the day. Moura: During the past forty years there have been three mining disasters in the Moura district at a cost of 36 lives. The first occurred at Kianga Mine on 20 September 1975. Thirteen miners died from an explosion which was found to have been initiated by spontaneous combustion. The mine was sealed and the bodies of the men were never recovered. The second occurred on 16 July 1986 at Moura No 4 Mine when twelve miners died from an explosion thought to have been initiated by one of two possible sources, namely frictional ignition or a flame safety lamp. The bodies of the miners, in this case, were recovered. The third of the disasters occurred on 7 August 1994 at Moura No 2 Mine. On this occasion eleven miners died as a result of an explosion. The mine was sealed and, at this time, the bodies have not been recovered. 2. What is the framework of the mine safety legislation in your state/country? Since Australia is a federation of states, each state sets out its own laws, which include its own regulatory standards for occupational health and safety. At beginning, each state was separate and used the old health codes (i.e., legislation) and standards from the British system. This system relied heavily upon very specific (i.e., numbers based) system which was easy to enforce and simple to understand. However problems ensured as time and technology progressed which led to the health and safety reform that began in 1972. The Current Framework for Mine Safety in Australia in 3 ways: Regulations under a general OHS Act (VIC/SA/TAS/NT) In separate Mine Safety Acts and Regulations (WA/QLD) In separate mine Safety Act and Regulations Subordinate to a general OHS Act (NSW) Since Victoria is my state, the following legalisation will be used under 3 main categories given as below. Dangerous Goods Act Environment Protection ACT Occupational Health and Safety Regulations a) As per Occupational Health and Safety Regulations: Occupational Health and Safety Act 2004. Act No. 107/2004: Enabling act. Sets out the key principles, duties and rights in relation to occupational health and safety (OHS). Occupational Health and Safety Regulations 2007,Statutory Rule No. 54/2007: Specifies the way in which a duty imposed by the OHS Act must be performed, or prescribe procedural or administrative matters to support the OHS Act (eg requiring licences for specific activities, the keeping of records or giving notice). WorkSafe Positions: Are guidelines made under section 12 of the OHS Act that state how WorkSafe will apply the OHS Act or Regulations or exercise discretion under a provision of the OHS Act or Regulations. WorkSafe Positions are intended to provide certainty to duty holders and other affected parties b) As per Environment Protection ACT: Version No. 171, Environment Protection Act 1970, No. 8056 of 1970, Version incorporating amendments as at 1 January 2010. This sets out the key principles, duties and rights in relation to Environment Protection Act. c) As per Dangerous Goods Act: This sets out the key principles, duties and rights in relation to Dangerous Goods Act. But here individually they all made for individual categories as mentioned. Version No. 081 Dangerous Goods Act 1985 No. 10189 of 1985 Version incorporating amendments as at 1 January 2010 Version No. 003 Dangerous Goods (HCDG) Regulations 2005 S.R. No. 96/2005 Version as at 14 March 2008 Version No. 005 Dangerous Goods (Storage and Handling) Regulations 2000 S.R. No. 127/2000 Version incorporating amendments as at 1 January 2009 Version No. 001 Dangerous Goods (Transport by Road or Rail) Regulations 2008 S.R. No. 166/2008 Version as at 1 January 2009 Version No. 013 Dangerous Goods (Explosives) Regulations 2000 S.R. No. 61/2000 Version incorporating amendments as at 1 January 2009 3. Robens suggested two key issues were important in achieving high standards of safety. What are these two key issue? Where in the Act (or regulation) are these two issues addressed in the mine safety legislation of your state/country? In 1972, the British Robens report sought to modify the previous codes of practice using two base principals. The first principle recognised the need to unify all the difference OHS laws under one system. It was proposed that this would be accomplished by creating â€Å"general duties† into one ruling (Robens Report, para 41). The second principle observed that a self regulation model be implemented where workers and administrators ‘come together in order increase the standards of health and safety (Robens Report, para 41). The Federal Government in 1985 passed legislation to form the then National Occupational Health and Safety Commission (NOHSC); though, because Australia is a federation, each state/territory has to ratify federal legislation in order to for the commission (NOHSC) to be apart of the Commonwealth and therefore have any legal grounds. Each state reformed OHS laws, based on the Robens model and beyond. In fact, the OHS operates in a three way system. The first is the general duties which cover all employees regardless of job status (ie, contracted or not) and require the employee as practically possible to ensure a safe working environment. The second are the â€Å"provisions in regulations† are mandatory laws that are specific to each state. Finally, codes of practice are used as guidance which set the standards for the general duty of care. These help in setting standards the duty holder is required to identify the hazards and assess and control risks and therefore helps Robens second principle however there remains some critical gaps. 4. What is the main goal of industrial hygiene? List the four key processes that play a role in achieving this goal. Main goal of Industrial hygiene is risk reduction and/or risk elimination wherever possible. Anticipation Recognition Evaluation Control of workplace environmental hazards Define the following terms Hazard Risk Hazard management Risk Assessment Probability Frequency Severity Dose TLV-TWA TLV-STEL Hazard: A hazard is any ‘thing that may cause harm or injury to a person or property. Also this is the potential of any agent or substances to cause harm, usually ill-health or disease. b) Risk: The risk tells how likely an accident (An accident is any unexpected or unintended event that may cause harm or injury to a person or property) will cause harm or injury to a person or property. Risk is a function of the type of hazard times the amount of exposure (Risk = Hazard x Exposure) Hazards management: The process of enacting general duties of care in order to eliminate, substitute, or reduce the likelihood of an accident (i.e. risk) through engineering or administrative solutions, or through applying personal protection equipment (PPE). Risk Assessment: Risk Assessment is the process by which a specific risk is quantified or qualified in order to understand how to manage a specific hazard. It is based upon the effect that a specific hazard may have, the magnitude of the hazard (I,e, how severe it may be), and the duration that the hazard may impact a person or property. The risk assessment helps ascertain how a hazard may be managed and how a risk may be controlled. Probability: the likelihood for an event to occur. One of the factors that serves as the dependant variable for risk (I.e. Risk=Probability * Severity) or It is a way of expressing knowledge or belief that an event will occur or has occurred. In mathematics the concept has been given an exact meaning in probability theory, that is used extensively in such areas of study as mathematics, statistics, finance, gambling, science, and philosophy to draw conclusions about the likelihood of potential events and the underlying mechanics of complex systems. f) Frequency: Frequency is the rate at which a person may come into contact with a hazard over a defined length of time. Or The number of times that a periodic function repeats the same sequence of values during a unit variation of the independent variable Severity: Severity is the magnitude, or intensity, with which a hazardous substance is exposed to a person. It is the dimension for classifying seriousness for Technical support issues. Dose: Is the amount of the hazard which we are exposed. It is defined by the concentration of the hazardous substance times the length of time a person is exposed. Dose is the concept of dose is paramount for occupational hygiene and risk management. Dose refers to the amount of a substance to which we are exposed, and is a combination of the concentration of exposure and duration of exposure. Dose= concentration*duration of exposure i) TLV-TWA: TLV values generally refer to a national exposure standard for a hazard (i.e. chemical, dust, or radiation). It is a means of quantifying the maximum concentrations of a particular substance in an area over a specified length of time, and then applying it as a standard for health and safety inspectors and duty carriers to use as a way of assessing risk. TWA is an acronym for time weighted average. In this case, the duration of contaminant exposure is expressed over an eight hour working day and a five day working week. In this way, this exposure standard incorporates the maximum and minimum exposure rates a person experiences during a regular working day. The emphasis of an exposure free time is implicitly involved (as would be the case for noise) so that certain body thresholds are not passed. j) TLV-STEL: STEL is an acronym for short term exposure limit. For some substances, a short term exposure standard is needed since acute and chronic health affects may result. Instead of an eight hour day, this exposure standard is measure over no more than fifteen minutes. 6. Whatare the main airborne contaminants/pollutants that can cause health-related problems at mine sites? The Dust and particulates (arsenic, lead, mercury and etc); The Toxic gases (carbon monoxide, sulphur dioxide and etc); The Carcinogens (asbestos, aromatic hydrocarbons, and etc); The Flammable gases (methane and carbon dioxide and etc); The Radiation poison (radon, uranium, thorium and etc); The Mixture of viruses and bacteria. 7. For a particular legal jurisdiction (state/country) what are the legal requirements for the concentration of the following in the general body of ventilation airflow (maximum or minimum)? According to the HSIS a) Oxygen Pure oxygen: no restrictions Oxygen diflouride: TWA=.05 ppm b) Methane (as a gas) Pure methane: TWA=0, STEL=0 Bromomethane: 5ppm STEL=0 c) Carbon dioxide In coal mines: TWA= 12,500 ppm STEL= 30000 ppm Regular: TWA= 5000 ppm STEL= 30,000 ppm d) Carbon monoxide: TWA= 30 ppm STEL=0 e) Hydrogen sulphide: TWA= 10 ppm STEL= 15ppm f) Respirable dust (no silica) Coal Dust: TWA = 3 mg/ m3 STEL=0 Soapstone: TWA = 3 mg/ m3 STEL=0 Vanadium: TWA = 0.05 mg/ m3 STEL=0 Graphite: TWA = 3 mg/ m3 STEL=0 g) Respirable dust (with silica): TWA= 2 mg/m3 h) Oxides of Nitrogen: Nitrogen Triflouride: TWA= 10 ppm STEL=0 Nitrous Oxide: TWA= 25 ppm STEL=0 Nitric Oxide: TWA=25 ppm STEL=0 Nitrogen dioxide: TWA= 3ppm STEL=0 Nitrogen tetroxide: TWA= 0 STEL=0 8. Define Dust, list and briefly describe the general preventative measures, which can be used to control or prevent exposure to high dust exposures. Dust caused by the mechanical disintegration of material can be defined as a collection of solid particles which: Are dispersed in a gaseous medium (usually air) Are able to remain suspended in the air for a relatively long time Have a high surface area to volume ratio. So briefly, over the entire range of airborne materials, dust generally has the largest particle size although it can exhibit a wide particulate range. In general, dust can be defined an amalgamation of various particulates (solid matter) that can separate and remain in suspension in air. Dust is generally caused by mechanical weathering through, in the case of mines, the use of very large machines (drills and crushers) and blasts. Dust can either pose an immediate hazard (I,e, eye irritation) or long term health effects (radioactive particles that stick to respirable dust which are subsequently inhaled). Whether the effects are long term or short term, there are a number of ways that duty careers can control or even eliminate dust. 1) Preventative measures (Elimination): This is the best way among all. This includes watering to reduce dust formation when cutting and drilling; ensuring that cutting equipment is sharp, and using oils to transport mine cuts to an enclosed area. Under these conditions, â€Å"the means of control† is through elimination. A final piece of equipment is a blind hole borer which traps the dust generated through an enclosure. 2) Ventilation (Engineering): This is an engineering means of control dust through a proper ventilation system. Here the air must be able to be strong enough to pick up the heavy dust particles to reduce the amount of dust concentrating in the air or on the ground. Dust extraction and filtration systems that pump in the ‘dusty air, filter out the particles and then expel ‘cleaner air. 3) Removal of employees (Administrative): This is an administrative approach where the employees are basically removed from the hazard thereby eliminating exposure. This is often not very practical, especially in medium/small operations, or in rural operations where all employees are needed, or working rotation is not an option. 4) Use of respirator (PPE): This is the least way control however we have no other option. Here a worker uses a respirator in order to filter out the dust, thereby minimising risk by reducing exposure. However, many respirators can be too heavy or cumbersome to deal with, especially underground. 9. Discuss how methane is generated in mines. What are the key risks associated with methane, and how can the risks be managed? Methane generation in mines: This is produced by bacterial and chemical action on organic material and is evolved during both the formation of coal and petroleum. One of the most common strata gases. It is not toxic but is dangerous as it can form an explosive mixture with air. A methane/air mixture commonly called firedamp. Methane is commonly associated with coal mines but it is also commonly found in other mines which are over or underlain by carbonaceous formations. Methane is retained within fractures, voids and pores within rock either as a compressed gas or adsorbed on mineral surfaces. When mining disturbs the rock the gas pressure gradient set up between the reservoir of methane and the ventilation system induces flow of methane along natural or mining induced fractures towards the opening. Key Risk: Methane has no odour, but it is often accompanied by traces of heavier hydrocarbons in the paraffin series, which have a characteristic oily smell. The density of methane is a little over half that of air. This gives rise to the danger of methane layering in pools along the roof of underground openings. The buoyancy of methane can also cause problems in inclined workings. Methane burns in air with a pale blue flame. The explosible range for methane in air is generally quoted as 5-15% with maximum explosibility at 9.8%. The lower limit remains fairly constant, the upper limit reduces as the oxygen content of air falls. To track the flammability of methane air mixtures a coward diagram as shown in figure 2 can be used. With relation to figure 1: Figure 1: The coward diagram for methane in air. In zone A the mixture is not flammable but is likely to become so if further methane is added. In zone B the mixture is explosive and has a minimum nose value at 12.2% oxygen Zones C and D illustrate mixtures that may exist in sealed areas. Methane layers have two main hazards associated with them: Layers extend the zones within which ignitions can occur When an ignition occurs the methane layer acts as an effective fuse along which the flame can propagate, sometimes leading to much larger accumulations in roof cavities or in the gob. Methane and Carbon dioxide (mixtures of the two gases) if mixed with nitrogen will make the dangers atmosphere. Because this associated with gas outbursts are: Asphyxiation of miners by gas and dust. Compressed air lifelines may be maintained on or close to faces that are prone to outbursts. The violence of the outburst may damage equipment, causing sparking that may ignite the highly flammable gas/dust mixture. The sudden expansion of a large volume of gas can disrupt the ventilation system of the mine. To control and Manage: To control and manage the risk of Methane, first of all need to know the sources and nature of methane, and how the methane is releasing and migrating. And then understanding of risks can easily lead to learn of the methane risk management. The major systems as follows, In its naturally occurring state in a coal seam, firedamp does not constitute an explosive risk. However, where firedamp released from adjacent seams meets fresh-air in the goaf, the firedamp is diluted and explosive mixtures (around 5% to 15% methane in air) are formed. Effective firedamp control is essential for safe working and involves providing either: Face-End Ventilation and Gas Control :well designed Ventilation flow avoid the risk of methane gas. Firedamp Drainage on Retreat Longwalls: Firedamp capture efficiencies on longwall faces typically lie between 60% and 80% of the total gas on advancing faces and from 30% to 60% of the total gas on retreat faces. Alternatives and Supplements to Firedamp Drainage: There are ventilation options applicable to some retreat longwall coalfaces which can obviate the need for costly firedamp drainage. Such methods (eg. bleeder roads and sewer gate systems) are aimed at diverting gas away from working coalfaces along routes separate from those used to service the face. Goaf Flushing: Goaf flushing has been used for temporarily amelioration of firedamp concentrations in a district return but it is not a recommended gas control solution. The method is generally applied to a fully-developed goaf (ie. where sufficient goaf has been created to form a substantial gas reservoir). The ventilation pressure across a district is reduced, after men have been withdrawn, allowing high gas concentration gas to migrate forward into the return airway. Transport activities in the main return may have to be suspended. Eventually, the equilibrium between gas flow into the waste and gas flow into the return is restored, the gas concentration in the district return being at a higher concentration than before due to the reduced air quantity. On restoring the original airflow, the gas is forced into the goaf, away from the face, thus reducing the emission into the return until equilibrium conditions are once again obtained. This approach is not advised due to the uncontro lled release of elevated firedamp concentrations into airways and across electrical equipment. Methane Drainage:To produce gaseous fuel and/or to reduce methane emissions in to ventilation system its been used. Methane that is drained needs to be transported safely to the point of delivery, the infrastructure that is required to achieve this consists of the following: Pipe ranges, Monitors, Safety devices, Controls, Extractor pumps Other than all above mentioned, in individual countries they are following up rules and regulations to control and manage the risk of Methane. Here is an example UK legislation states, Electrical power must be switched off when the general body concentration of methane exceeds 1.25%. If methane concentration exceeds 2% personnel other than those associated with improving the ventilation in the area should leave the area. 10. Discuss the sources and risks associated with arsenic, mercury and cyanides. How can the risks be managed? A) mercury Sources: Natural sources: Volcanoes Volatilization from oceans Erosion of natural deposits Human Activities: Estimated to be 1/3-2/3 of the total mercury released into the environment. Sources include: Stack losses from cinnabar roasting The working and smelting of metals Coal fired power plants Discharges from mines, refineries and factories Combustion of coal and municipal wastes, industrial wastes and boilers Medical waste incinerators Pesticides Runoff from landfills/croplands B) mercury Risks: Persistence: Can change form, Cannot be destroyed Solubility: Cinnabar (HgS) is insoluble (and resists weathering); Liquid Hg is slightly soluble in water. Bioaccumulation: Hg methylation forms CH3Hg+ which is easily absorbed by organisms and biomagnifies from the bottom to the top of the food chain Bioaccumulates (concentrates) in muscle and tissue of fish and other wildlife CH3Hg+ generally increases by a factor of ten or less with each step up the food chain C) Arsenic Sources: Arsenopyrite (FeAsS) is the most common arsenic mineral in ores and is also a byproduct associated with copper, gold, silver, and lead/zinc mining. Arsenic trioxide (Fe2As3) is present in flue gases from copper ore roasting coal-fired power plants and incinerators also may release As into atmosphere. Water: average concentration is 1 ppb, but can be > 1,000 ppb in mining areas; As+5 most prevalent; many compounds dissolve in water. D) Arsenic Risks: Arsenic is a human carcinogen In humans the primary target organs are the skin and vascular system birds, animals, plants, and freshwater fish can become contaminated Toxicity in water is determined by water temperature, pH, organic content, phosphate concentration, suspended soils, presence of oxidants, and speciation E) Cyanides Sources: Can leach from landfills and cyanide-containing road salts as well as to the atmosphere from car exhaust (hydrogen cyanide gas HCN). Some foods (almonds and lima beans) contain cyanides naturally It can be produced by some bacteria, fungi, and algae Spills: Cyanide and other heavy metal pollutants overflowed a dam at Baia Mare, Romania, contaminating 250 miles of rivers, and killing millions of fish Most persistent in groundwater at higher pH F) Cyanides Risks Oral lethal dose of KCN for an adult is 200 mg Airborne concentrations of 270 ppm is fatal Long term exposure to lower levels results in heart pains, breathing difficulties, vomiting, blood changes, headaches and thyroid gland enlargement CN does not bio-accumulate in fish G) Cyanide risk Control Methods: Production: Encourage responsible cyanide manufacturing by purchasing from manufacturers who operate in a safe and environmentally protective manner. Transportation: Protect communities and the environment during cyanide transport. Handling and Storage: Protect workers and the environment during cyanide handling and storage. Operations: Manage cyanide process solutions and waste streams to protect human health and the environment. Decommissioning: Protect communities and the environment from cyanide through development and implementation of decommissioning plans for cyanide facilities. Worker Safety: Protect workers health and safety from exposure to cyanide Emergency Response: Protect communities and the environment through the development of emergency response strategies and capabilities. Training: Train workers and emergency response personnel to manage cyanide in a safe and environmentally protective manner. Daily inspection of leach residue storage ponds and tailings delivery pipelines; Incident reporting and a system of emergency procedures; Systems for data recording, evaluation, interpretation and reporting; Process technician training and awareness of potential cyanide related problems, including personal safety and impacts on the surrounding natural environment; systematic records management and documentation of animal mortalities; Incorporating cyanide management procedures into the site Environmental Management Plan which is currently being updated. H) Arsenic and mercury risk control methods: The above mentioned methods are suited to adopt Arsenic and mercury as well. However in practical world, it depends upon the harmness, will vary to importances of handling. 11. Define the purpose of ventilation in underground mines. What types of ventilations systems are common? The purpose for ventilation in mines is to dilute various forms of gases. These gases could be either a chemical hazard (as in carbon-monoxide and dust) or explosive physical hazards such as methane accumulation along the roofs of mine shafts. Ventilation systems often come in the form of, fans which control air flow stoppages and seals will seal leakages in particular to older mines Doors and airlocks Regulators which is a door with an appropriate passage to maintain air pressure gradients Aircrossings which allow suction and blowing ventilation systems to easily by pass one another and not allow for cross contamination 12. Electrical power is commonly employed in mines, what work practices would you define for the maintenance of electrical equipment? Always to be Maintained, reviewed and modified mine power supply systems. Make sure Consistently inspect machineraries and carry out tests for faults and hazards Make sure always the electrical equipment is properly viewed, so that arrange some lights near electrical equipment in underground mines to ensure to be visible. Make sure while Create procedures to ensure noise and electrical hazards; over voltages, current regulation, noise level reductions etc., are maintained to appropriate legislative standards. Without too much stress, try to provide machinery that can be moved easily that are also within legislative requirements and can supply adequate electricity Create an alternative power supply source in case of machinery breakdown which allows to do maintenance activities. For the quick identification, install proper mine cables with appropriate colour coding system. And following safety rules and regulations also makes the good work practices for the maintenance of electrical equipment. Failure to exercise caution may result in injury, so caution must be used when operating or repairing electrical equipment When performing electrical work, always use the proper protective equipment, such as: safety glasses, protective gloves, and a properly rated meter. State regulations, Australian Standards and company policies are designed to guard against electrical hazards in the mining industry. So following up those are very essential Wet conditions may corrode metal electrical components and cause their failure. Falling rock may damage an electrical cable or component. So need to avoid those kind of dangerous conditions before installing at specific places or need to take care to avoid those problems. Exercise caution to be used to use proper protective equipment when working with batteries. Because batteries could explode and cause injury or could ignite and cause fires. All have to be aware and especially all electrician properly trained to Be alert and knowledgeable of the hazards of electricity. Make sure always keeping attitude tono electrical work can be performed until the electrical circuit is knocked, locked, and tagged. Always make certain the frame ground is properly connected. No electrical work shall be performed except by a qualified person. Circuit breakers and disconnects shall be marked for identification. Circuit breaking devices or proper fuses, shall be installed to protect against short circuit and overloads. à ¼ Disconnecting devices shall be locked and tagged out. All electrical equipment shall be examined, tested, properly maintained, and results recorded as required 13. Your mine employs pipelines to convey the following: Compressed air Service water Methane Run of mine drainage water How would you ensure that each pipeline can be readily identified by a quick visual inspection? Colouring the pipes with different kind of colours may give solution to this case. Example: Blue colour for service water Red colour for Compressed air Green colour for Methane Yellow colour for mine drainage water This way each pipe is easily visualised in the mine. A sign that demarcates the colour coding system will also be necessary to clarify the colour coding system. 14. Distinguish, with the use of examples, the difference between major, chronic and minor incidents. What are the legal requirements for reporting these different types of

Personal Narrative - A Hole In One Essay -- Personal Narratives

A Hole In One It was a Saturday afternoon, and I was at golf practice. It was a gorgeous day. The sun was out, there was just a slight breeze, and there wasn’t a cloud in the sky. No one could have asked for a better day. Three of my teammates and I were golfing together. We teed off at one o’clock. Walking down the fairway of number one looked just like a scene out of a movie. The lake off to the right and a line of trees along the left, were just gorgeous. Number two is a one hundred and forty-two yard par three. I was kind of nervous because, of all of the times I had played the course, I had never hit the green. I debated for a moment, because the distance is right in between clubs. I finally decided on a seven iron. I would choke up on it and take a nice easy swing. I teed ...

A life in the day of…

It's 7am and once again the annoying repetitive sound of the alarm on my phone rings again. As I still have my eyes closed, I feel around the floor for my phone to stop the alarm. After ten seconds I find the cancel button, the alarm is still ringing in my ears. Eventually I open my eyes to find nothing but darkness. I feel as dead as Kurt Cobain. I stumble to the door and pull down the cold handle. As I open the door, I hear the sound of the T. V downstairs. I sit on the top step of the steep stairs knowing if I were to try and walk I would most probably fall. When I reach the bottom I see my Dad lying on the sofa looking half-dead watching the T. V. I say ‘good morning,' he replies with a simple grunt. I walk out the kitchen, look out of the window, the sun shines so brightly, I can't see a thing. To wake myself up, I stumble into the bathroom as if I am drunk to take a shower. As soon as I get into the shower I started to feel awake. I am enjoying a quiet, relaxing shower when all of a sudden my twelve year old sister pushes the bathroom door open so hard that it hits the sink. The noise of that is so loud that it makes me jump a mile. I shout at her so loudly the house began to rumble. Around 7:30 I depart from my shower. I run upstairs very quickly as I only have a towel loosely wrapped around my waist. After that I put my school uniform on, my white polo shirt, black trousers and my black sweater. I pick up my big black bag which I had packed last night and once again walk downstairs to the chaos of everyone getting ready for work or school. I can see the steam coming out of my parent's head from the stress and rush of the morning. I pick up a shining, shark, silver knife from the kitchen and a loaf of bread from the kitchen and make myself a nutella sandwich. Its 8:15 and I have the long walk of approximately twenty metres to get to my bus stop, also known as a video shop. As I walk my shoe's make a loud sound like a horse walking. After five minutes of talking about girls and music the ‘Red Submarine' bus arrives. Yet again we have the same cheery driver with a chin ring, six earrings and a nose stud. All eighteen of us at the bus stop run onto the bus like a herd of galloping rhinos. I jump onto a seat with Sean and Adam near the door of the bus. We drive up the hill towards the nest bus stop at a maximum of three mph. Once all fellow pupils have been picked up in Maesycoed, the ‘fag bags' start puffing away upstairs. I complain to the driver about the smell of the fags but he does nothing. After twenty minutes of torture the bus finally arrives at Coedylan Prison, late as ever and yet again, we are the last people into school. I pull the cold silver metal of the front entrance doors of the prison. As I try to rush to get to registration, I am trapped by somebody walking as slow as a slug. At last my path has been unblocked and then I have to walk up the step staircase to get to the year ten registration corridor. I arrive at my registration room just in time for the register. I sit down and wait for my name to be called on the register. ‘Amy, Sophie, Ian†¦.. ‘ until eventually my name is called. Miss Hambling is a very laid back teacher who will let the class do what we want as long as the register is done. After the register, the class talks until the end of registration. At 9:05 I leave my reg to head for the first joyful lesson of the day, English with the teacher tat has clever ideas on how to wake her up in the morning. Miss Angell's cat jumps on her bladder so that she has to wake up to go the toilet and so that she would feed the cat. During the lesson, Christian usually uses his annoying repetitive noisy behaviour to do something to me and the rest of the class laugh. The rest of the lesson I finish writing up my essay. At 9:55 the repetitive, noisy, silver bell rings for second lesson. I am relieved because my arm is starting to ache but also disappointed because I like English. Second lesson, I can't even walk into the room and I already hear ‘Stand behind your chairs'. And then ‘Sit down; heading is quadratic equations, underline it with a ruler. ‘ As the lesson progresses, the tiredness creeps up on everyone. Page upon page being written on. Graphs to be drawn on blue squared paper. I feel as if my arm is about to drop off. Waiting and waiting for the magic words ‘pack away'. At 10:55, finally, the magic words have been said as well as a yell of, ‘Stand behind your chairs! ‘ As the chairs get pushed along the dusty floor the most high pitched noise I ever heard is being made and it is making the hairs on the back of my neck stick out. Five minutes later, ‘First row†¦ Second row'. Finally break time. The joy of chatting about girls and rock music and getting kicked in the shins or slapped by Kerry Adams. This takes place in a small area cramped with munchkins and lanky people. The sound of people rattling their money as if they're Bill Gates waiting to go to the refreshment machines. I stand near the door and when I saw someone just about to open the door I pushed Brian Mackinnon against it. While Brian is moaning in pain everybody else is laughing. This happened continually until the end of break when the bell rings for third lesson. Biology, the best lesson of the day. Go in sit down for five minutes chatting and ‘gyping' Abi Hughes. After that short time, ‘Timmy' starts reading out of a book and then the class has to write it out. Everyone calls him Timmy because some of the teachers do. After that short, boring waste of time, ‘Timmy' starts to draw something on the white board which he always calls a blackboard because he is still living in the past. During the next ten minutes we have to copy down the picture and then we can talk. When we started talking Pringles got told off for ‘gyping' Abi and Bedgood gets told off for trying to bite Pringles' ear. This is still happening and its nearly time for the bell when, ‘We've got time, so we'll copy down this equation'. I sigh but copy down the equation, once I finished I pack away just as the bell is ringing. At 11:55 I arrive at my I. C. T lesson with Mrs Plant. Walk in, sit down and turn on my usual computer on while a couple of people are having races and spinning around on the blue swivel chairs. Trying to move through the middle of them is like avoiding being fired at or trying not to fall into shell holes on a battle field. Finally Mrs Plant has arrived and the war is caught in action and both sides warned for the rest of the lesson. Obviously, I laugh. Mrs Plant calls everyone to the middle of the classroom where there are several tables. I slid along the floor like a car on ice on a Winters morning. Mrs Plant begins to explain the lesson, I have to finish designing my disco tickets and print them out. ‘Gavin' says Mrs Plant, the fear rose up in me, ‘Could you do me a favour', as those words are spoken I made a sigh of relief. ‘Please go to the staff corridor and into the staffroom to get laser for the printer. I walk to the staff corridor without a question until, ‘What are you doing down here? ‘ It was one of the secretaries. I explained what I am attempting to do so she goes to get it and told me not to go down the staff corridor again but to ask at the office next time. I nod my head and then walk off through the long, dusty corridor holding a big box in both hands. I walk into class and am greeted with a ‘thank you. ‘ I walk to my computer and load up ‘Microsoft Word' and the file ‘Disco tickets. ‘ Within the space of ten minutes, a voice from the other end of the classroom yells, ‘Gavin my friend, come help me please. It is Charlotte who I then helped, after completing the task, Susan asks the same thing so I help her also. I go back to my computer and begin to work as fast as light. At 12:38 I complete the work and ask Mrs Plant to put the laser in the printer so I am able to print out my work. As the bell goes the tickets are just printing. I put them into my file and leave for the canteen. Through the overcrowded, noisy corridors of Coedylan, I eventually reach the canteen and sit with the usual people on the right hand side of the canteen. I am surrounded by Adam and Gregg who are trying to steal my chocolate bars from my lunch box with the green lid. As I quickly eat my food, the canteen becomes more and more crowded and the lines become much longer. I finish my lunch and head back to the Bytezone. I throw my bag on the pile of bags already on the floor and walk over to my friend Grant but then I get surrounded by Kerry and her ‘clang' who are wearing their pyjamas to raise money for charity. At that hideous sight, I began to cry and fall to the ground. I am then asked if I want to go for a walk around the school. When I get to the back it is horrific, people spitting, smoking, I can't help but laugh at their stupidity. As we carry on walking we get to the basketball court where people from year eleven play football. While walking around the edge of the court, Grant is nearly hit on the head with a football. As we walk back into the Bytezone the machines just turned off and somebody's money has got stuck in thee chocolate machine. I go to talk to Kerry's ‘clang' half of them are sitting on the tables. It sounds like Pontypridd Park pool in the Summer with everyone talking or screaming. Grant and I swap phones so we can look at each others messages and all of a sudden a hand appears by the side of me and tries to steal Grants phone so she could have a look. I look at my watch and realise that the bell is about to go so I get my bag and wait for the bell to go at the bottom of the stairs. The bell goes and all of a sudden everyone starts running up the stairs. I walk into my registration classroom followed by other members of my disruptive reg class. As soon as Miss Hambling walks into the room she starts to call the register as there is not much time in afternoon reg. After about ten names she has to stop because Scott has disrupted her as usual. After another ten names, Miss Hambling is disrupted again but this time by the annoying Johnny. The register is being finished just as the bell goes. Now, the quick run through the corridor so I don't get caught up in the jam, but when I got to the bottom of the stairs, I am caught right in the middle of it. Luckily I am not caught up for long and I am first into the classroom. I go to my usual seat on the back row and get my Physics book out of my big, heavy bag and also my pencil case. As I am doing this the rest of the class stumbles through the door. Pringles and Adam both sit either side of me like always and Pringles asks me for a pen yet again. For Physics I have Mr Thomas, he's ‘kool,' he always let's have a joke in lessons. He tells the class to get their homework out so that we can mark it. This takes up fifteen minutes of the lesson. Now, Mr Thomas is telling everyone to go sit around the back desks so that we can watch a experiment. It is a steam train that is run by the water boiling with one exception, it's not working properly. As the lesson is progressing, time is going quite fast. As Mr Thomas is talking, the bells ringing. We all go to get our bags and now we can leave. Now, I have German, probably the best lesson of the day. I walk into the ‘Sunshine room,' which is what Mrs Hewitt calls it because apparently the sun always shines in that room. Today is going to be the second time that I will meet the German student Christiana. As soon as everyone is settled, Mrs Hewitt tells my half of the class to go to another room with Christiana for her to teach us for the first half of the lesson. I walk across the corridor and into a empty room where Christiana then put a map on the OHP. On this we have to say how to get to a building from a certain place. This went on for the first half of the lesson until we changed with the other half of the class. I walk back to the ‘Sunshine room' where Mrs Hewitt is waiting for us. As we are all sat down and quiet she starts to explain about a trip to ‘Kiln' for the Christmas markets. Now, we are moving to translating role-plays from English to German. They are both about directions which is quite fun. Before I knew it the bell had gone, so everyone packed up and now we are all rushing to our ‘sheds' so that we don't have to stand up. The mad rush in the corridors is like a running track at the Olympics. I run onto the red ‘shamrock shed' and sit downstairs for a change. I have made a good choice because the driver walked upstairs and gave everyone a warning for something. When the driver got back downstairs, he sat in his seat and he shut the big glass doors with green handles and off we go at the maximum speed of three mph and four mph down hill. Adam puts his CD player on and lets me listen to one of the earphones. We are listening to Kerrang 4, which is the best album ever created. I finally arrive at my bus stop, at the end of my street, at last I am off that excuse for a vehicle. I open the door of my house and before I can even say ‘Hello' my cousin has his arms around me and he's telling me about his day in school, but now I am feeling tired, so all I want to do is sleep. I turn on the T. V to the ‘Storm,' it's a modern rock radio station. My favourite D. J is on at the moment, he is ‘Deano. ‘ I have sat down for five minutes and the phone is ringing already. It's Adam asking me if I want to go to ‘Ponty. ‘ I can't be bothered but I will because thankfully I have no homework. I walk up the stairs and open my big brown bedroom door and to my surprise my clothes are already out ready for me to wear. I put on my dark blue baggy jeans and my black Nirvana ‘hoodie' with a picture of Kurt Cobain on the back of it. I walk back downstairs, say goodbye to my cousin and my Nan. I am going to the end of my long street which has a pub, a Chinese and a video shop where Adam is waiting. On the way we talk about how much fun the Sum 41 concert is going to be. We arrive in Ponty and head for Woolworths. In Woolworths we look at the rock albums and singles. Ten minutes I get a little bored and even more tired now. At 4:45 we leave Woolworths and head for the swings in the park. While walking through I see our friends Becky, Amy, Stacie and Nathalie and we go to the swings with them. We talk about rock music over and over and how much we hate pop music. Its 6:30 so the park is about to close. The silence of nobody around is relaxing but then the peace is disturbed by the sound of our baggy jeans dragging on the floor. When we reach Ponty, Adam and I depart from the girls and head for our homes in the pitch black apart from a few flickering street light. I keep looking around to make sure nobody is following us. I am now home. ‘Hello fellow family members' I say with a chirpy voice. I then walk towards the bathroom so I can brush my teeth before I go to bed. I walk into the lounge. ‘I'm off to bed now. ‘ It's only 9:00 but I'm extremely tired. I think about how cool it would be if I could become a very talented rock star like Kurt Cobain. I would call my band†¦ ‘Yawn! ‘ A Life In The Day Of†¦ At around 7: ooam on yet another dull and monotonous school day, my alarm rings. The shrill ear-piercing sounds and death-dance of my mobile phone attempts almost vainly to bring me back from oblivion. So loud that in the process of waking me up this wakes the rest of the house as well, (this will later make me the victim of taunts, mocking and severe punch-ups between my three older brothers and†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ me). I am usually forced out of bed, like a caterpillar breaking away from its cocoon, or tormented until I come round with the use of such agonizing instruments or procedures as the wet flannel or the glass of water over my head. After my torment and persecution, I stagger across the room with eyes still glazed over from around 8 hours of glorious sleep and, with an omnipotent thud, strike my hazily strike my ongoing alarm clock and watch it fall to the ground. With my eyes still twitching, gradually opening to the sight of raw sunlight gleaming through my curtains that have been rudely opened by my insensitive mother, I eventually make it to the bathroom and, because of our feeble, pathetic and broken shower, decide to run a bath. Cleanliness and external appearance is of great importance to me and a lot of other people coming through in this new generation. So, I put on my uniform. This is the one thing I enjoy about school as there is no deciding of what to wear, will it look good does it go with these shoes, just one set of clothes that can never go wrong. I then stumble downstairs, as unfit as I am, still stiff and taut from yesterday's game of football. Then with my ravenous and short-tempered self, attack the fridge like a man possessed, clutching the nearest and often tastiest piece of food, even if it is the remnants of last nights Chinese take-away. Once my journey to the fridge is complete (this usually takes around 10 minutes due to my laziness, and the time taken pondering over whether or not I can be bothered to get up out of my seat), I embark on the stairs, which to me at this time in the morning seem to be like a colossal mountain of sea green carpet. And, once at the top, I realise that in fact, due to the irony of my life, my toothbrush and paste have been tidied and taken downstairs by my once again insensitive mother, whose answer is repeatedly â€Å"well who else is going to do the tidying then. † Thankfully, after all this there are little immature quarrels over who gets to use the bathroom first as my brother who is still studying leaves the house later than me, because of his career as a professional footballer (oh how I do envy him, as he is able to take his time in the morning and yet still gets to play football for a living. Finally, I am ready to leave and the sacrifice made just for a lift to school involves a promise to do more chores or household tasks later in the day, yet I still end up being late due to the slowness of my mother and sister, whose life just seems to revolve around the â€Å"Tweenies! (How I do envy her). In more peaceful moments I often contemplate whether the extra ten minutes lie-in compensates for the un-enjoyable rush I have to endure everyday, but that 10 minutes is an eternity to me. And comments from my mother like â€Å"you need to get more organised†, â€Å"your brother was never like this†, and the old favourite – â€Å"your father and I used to walk 10 miles just to get to school†¦ and in our bare feet†, only seek to annoy me. After the complex procedure of getting everybody in the car, the journey commences at about 8:15am and the complete journey involves my younger sister crying for â€Å"the cheeky girls† and me in the front arguing my right to either revise or select my choice of radio station, if not against my sister, then my mother. It is the usual battle of Galaxy fm v Radio 4. As I arrive at school, my mother's somewhat futile attempts to park the car and later assault me, by trying to kiss me on the cheek amuse my friends as they pass. Once at school I immediately drop my bags and proceed to the metro station, an unofficial youth club, to meet my friends. However this all seems rather tedious until the Central High girls arrive and the sight of a mini-skirt makes the wait completely worthwhile. The day monotonously goes by, with each lesson inevitably uninteresting in its own way, until the joy of the long-awaited tuck-shop is appreciated, with its selection of fine sweets and hot, steaming succulent sandwiches, each as good as each other. As the lessons persist towards lunchtime, the hunger and tension draw near and the shiftiness and eagerness of the pupils become more apparent in the last five minutes of the lesson time and as the impatience and intolerance become more increase, people begin gradually and stealthily to shuffle books into their bags and look at their watches, too disgusted at the effrontery of the French teacher for keeping the class five minutes longer to discuss the application of the ultimately pointless past tense. Then, three loud rings signal lunch time and the class is promptly dispatched. At lunchtime, I usually enjoy a game of football, which ends up in me being late for lunch and lessons and becoming extremely sweaty. However, I believe in continually playing football in order to improve and become fitter, so that I can hopefully someday follow in my brother's footsteps in becoming a professional footballer, as this is what I enjoy doing most of all. I do also enjoy school however as long as I am not behind in work (this usually stops me from playing football at lunchtimes as I continually have something on my mind). I enjoy economics and am fascinated by the world of business and media, thus possibly leading me to a future career in either of these. Yet as lunchtime dawns upon us, the sun is exposed and my day is suddenly all the better for it, compared to the dreary, depressing clouds and bleak weather in the morning as I am still waking up. In the afternoon, once again the lessons slowly progress and once again the shuffling and shiftiness return towards the end of the day, all to save an extra five to ten minutes. At the end of the day, if I am not playing football, I head home and by around 5:30pm I can be started on my homework, so long as my mother nags at me enough. At home we have a very hectic household and I sometimes find it difficult to concentrate on just one thing, such as trying to attempt my maths homework when there is the constant ringing of the phone or my brother forever chatting to his girlfriend. There is also my sister wanting someone to play with her, the noise of the computer and the television. And, due to my other brother's strange profession of being a busker, he is forever making absurd things for his show, for example hammering nails into a bed of nails. Even though it always seems that as soon as I get started, my mother or father is calling for dinnertime and lamenting the fact that the family never eats together enough and so I never get started. But I always try to complete my homework's, even if it means staying up past midnight. However I do get to take my breaks, when my mother is busy, I sneak into the games room for a quick fifteen minutes on my play station, or sometimes just downstairs to watch television, with the repeated arguments every night over who gets to choose what programme to watch, with the forever ongoing debate or war over The Simpsons v The Discovery Channel. At long last I reach bedtime. As I return to the bliss of my furry, comfortable and warm bed, like a baby crawling back to its womb. Exhausted from going to bed too late after playing on the play station for too long and planning to go to bed early tomorrow night, I drift off to sleep, but we all know it will never happen, don't we?

Burt ‘s Bees

Colors purchased Burt ‘s Bees for our reputation in personal health care niche market. But we stay in the same market with same products for almost 20 years. Our regular market could not provide us an even more profitable market. We recommend turn Burst's Bees into a mainstream American market with multiple products combination to earn the profit minimization. According to the Colors research recently, 53 percent of consumers willing to pay for CEO-friendly products, and 47 percent of those customers want to pay 20-25 percent more on these natural reduces.That is to say, being natural and healthy Is the customers demand. From almost 1 billion for the big opportunities In the market for green goods. All these signs Indicate that we should shift our business from niche market Into mass market. Although we have thought the Idea keeping Burst's Bees stay In the niche market, such as developing partnership with spa chain to malting our Image as a premium status. The approach Is stil l not able to maximize our profit. Our product decisions should start with clear product lines and brand image. I suggest we keep the original Burt s bees image on the products.Our products should be segment into different product lines, face and lip care for mass customers as regular product lines, body care, baby care and makeup for high-end customers as our luxury products lines. By saying so, I mean that natural personal care is a trend. We should launch different product lines to meet different demands rather than staying in the same and simple product line. The next step is choosing the distribution channel. I suggest keep our luxury lines products stay in the drugs store or healthy store, besides, we commend display our body and baby care products into shopping mall such as Kohl ‘s and Macy's.In this way, Burst's Bees could remain a premium image to keep the good relationship with clients in the niche market. On the other hand, we recommend put our lips and hand care pr oducts into big-box market, such as Wall- Mart. Display the Burt Bees products near the Colors promotion shelves. In this way, those used to buy Colors stuff, especially those housewives can easily find the personal care products, Burt ‘s Bess particularly. Even they do not know our products fore, they care the natural products, they care their own healthy, and they can easily find such products in the market.I believe there is a big potential market among them. When choosing the price channel, we aim to stay the premium price In our luxury product lines, in order to keep the strong brand awareness of the natural and healthy. In the super market, we recommend set the price friendly strategy on our lip, hand and face care products. In addition, we could provide some coupon with Closer's products, provide discount package for Burst's bees and Colors products to attract those potential clients. Following this, we suggest to put a large portion of the profit Into advertising budge t.As a part of the company, we could use this opportunity expand our recognition and rebind the CEO-friendly Image of Colors. This can be done through TV advertisement, funding TV program such as â€Å"Discovery, given sponsorship to environment events and distribute Burst's Bees lip balm as samples, and direct mail with coupon to household or provide the discount to straight to mass market could bring an even more profitable result to Burt ‘s Bees, and create a more CEO-friendly image for Colors.