Post-Colonial Literature for Children Essay Example

Post-Colonial Literature for Children Essay As members of the culture that has colonised Aboriginal Australia, how can European Australian writers possibly represent Aboriginal experience and perspectives? Through a discussion of 3 key texts outline what you consider are important issues for making these judgements. Australian Literature has come a long way since the arrival of European settlers in 1788. As a nation, we have become a nation in our own right with an identity separate from the British Empire (Huggan, 2007). It is only in the last few decades however, that Aboriginality in a postcolonial context has become prevalent in our literature (Bradford, 2001 and Huggan, 2007). In recent times an issue has arisen: who exactly has the right to tell these stories. In this essay I will be exploring the important issues to consider when making these judgements. I will be referring to the following texts: Deadly Unna? by Phillip Gwynne, Children of Mirrabooka by Judith Arthy and My Girragundji by Meme McDonald and Boori Pryor. I will also make references to other texts where appropriate. Before judgements can be made about who should write Indigenous stories, we need to work out whom the story actually belongs to. There are those stories that are personal biographies that celebrate the indigenous culture through first hand knowledge for example, My Girragundji. Then there are those stories that are set in a wider context, that have indigenous themes as part of the plot for example Deadly Unna? The difference between the two is crucial when making judgments over the custodianship of the literature. The former is a work of fiction. We will write a custom essay sample on Post-Colonial Literature for Children specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Post-Colonial Literature for Children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Post-Colonial Literature for Children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However, it is certainly a personal account of the life of author and Indigenous Australian Boori Pryor (Scan, 2000 Scutter 2001). There is no question here about Pryor being entitled to tell this story after all it is his. Deadly Unna is also in some respects, an autobiography. It belongs to Phillip Gwynne (Ridge, 2000 French, 2002). It tells the story of Blacky, a young boy growing up in a small country town. There are Aboriginal themes, although they tend to be based on perspectives from Blackys narrative point of view rather than assumptions made about the cultural of indigenous people. With reference to the Aboriginal boys on the football team Blacky makes statements such as Its like theyre playing a different game with completely different rules (Gwynne, 1998, p. 5). This shows he is merely noting differences in the two cultures. So, it can be said, that although Australian European authors are known to write about indigenous matters, they can, in certain situations have as much right to tell the story as their indigenous counterparts provided they write with sensitivity to indigenous cultural practices (Clancy, 1997). This being said, when a European author wishes to take on subject matter as sensitive as indigenous issues, things need to be considered regardless of who the story belongs to. Some might argue that it is an authors job to get inside the characters they are writing about. John Marsden for example, writes many of his stories from the perspective of young female characters (Prain, 1997). The same could be said about a white author writing about a black character in the first person. The difference, in my opinion, is the sensitivity of the issue. As a woman, I am not offended by the writing of Marsden in fact I generally relate easily to his methods of story telling, but it has been clear, that the same cannot be said for the writing on the behalf of Aborigines by European Australian authors. Take for example this statement made by Aboriginal writer Ruby Langford (Clancy, 1997) in Old neighbours New Visions (1997, p. 52) Aboriginal people are sick of the bullshit of non-aboriginal people attempting to define and identify the origins of Aborigines. This statement suggests that there are frustrations within the indigenous community, with non-aboriginal people speaking on the behalf of Aboriginal people. To confront the issue of custodianship, authors such as Gwynne chose not to write in the first person from an Aboriginal perspective. Bradford explains in Wielding a black Pen, that it is generally the more culturally experienced authors and those more aware of indigenous issues, that often take the most ethical approaches to representation while others are more foolhardy (2002). Pat Lowe, an author who has done extensive work and research into the Walmajarri culture, says I cant get in the mind of an Aboriginal person (Bradford, 2002 p. 21). This is an important point to look at when making judgements about the telling of a particular story. She tells her stories from a white persons perspective rather than attempting to understand something she believes is out of her ability to comprehend. Gwynne also resembles this attitude in his writing of deadly Unna? This can be seen in Blackys narrative explanation of his Aboriginal mate Dumby. For example: Nukkin ya is Nunga talk for see ya' (Gwynne, 1998, p. 25). This is a cultural observation made by Blacky. Dialogue such as this reflects Gwynnes stance of telling the story from the white perspective rather than make possibly inaccurate assumptions from the point of view of a black character. Not all non-Aboriginal authors writing Aboriginal themed stories take this stance. Take for example Diana Kidd. Kidd is a white author that choses to write in the first person from the Aboriginal perspective. In her book The Fat and Juicy Place, Kidd delves quite deeply into the character of a young Aboriginal child. The use of language is the most identifying feature of this story. For example: Me and Fleabag had a deadly time hunting in the Fat and Juicy Place. We saw this real giant goanna (Kidd, 1992, p. 54). This is culturally identifiable language and poses the question: What gives Kidd the right to take this first person stance? Like with My Girragundji, as I will explain in more detail further on, there is an extensive list of external involvement in the making of the story take for instance the endorsement of the New South Wales Aboriginal Education Consultative Group (Kidd, 1992). This is what helps give Kidd her credibility and integrity as a white author writing from the perspective of Aboriginal characters. According to Linda Burney who is an Aboriginal educator (Clancy, 1997) it can be okay for non-aboriginal authors to tell the stories of Aborigines as long as authors and publishers become more attuned to Aboriginal involvement in the production of the material (Clancy, 1997, p. 39). Lets now look at My Girragundji. The story belongs (at least in an autobiographical sense) to Boori Pryor who is an Aboriginal man. His wife, Meme McDonald is white and worked with Pryor to write this book. It can be seen when reading the long list of acknowledgments in the book, that there were many stories and many people involved in its production. The thanks Pryor and McDonald give to Joe and grace for inspiring My Girragundji also to the Pryor family for so many memories (1997, p. 81) shows this. It is clear from these expressions of thanks and approval that great cultural sensitivity was taken to complete the book. The fact that Pryor deems it as integral to gain approval from his family highlights just how important it is for authors to understand what it is they are writing about on a deep level. Sometimes despite their best intentions, authors struggle to shake the constraints imbedded in them by the colonial power. This can work as a negative in terms of their ability to capture the postcolonial context from the indigenous perspective. I will look now, at Children of Mirrabooka. It is generally safe to say that Judith Arthy is writing in the postcolonial context. After all, the themes in the story relate to issues such land rights and the stolen generation and the stance is pro Aboriginal. When one looks deeper at the story however, there are traces of an in ground loyalty to the colonial power. For example, it could be said that Arthy places the Aborigines in an inferior position that are in need of being saved by Jenny the white girl. It was her role to unravel the mystery surrounding the rock pool (Arthy, 1997, p. 105). This is reflective of the general plight of Aborigines in our country for the past two hundred years (Bradford, 2001 McLaren, 1996). Throughout the novel, the truth of the ghost children at the rock pool is discovered and the children are left in peace all thanks to Jenny. In spite of all the themes relating to land rights Jenny is the one that ends up owning Mirrabooka Mirrabooka was mine. All mine (Arthy, 1997, p. 166-167). This Euro centric attitude towards ownership is contrary to the Aboriginal attitude of belonging to the land. This evidence suggests that despite the best intentions of authors, it is difficult to be completely post colonial when writing stories such as these. It is important for non-Aboriginal authors to be aware of issues such as this. Stories like Children of Mirrabooka although it is unintended, dont always reflect the postcolonial theory of emphasizing their differences from the assumptions of the imperial power (Ashcroft, Griffiths Tiffin, 1989, p. 1). Our culture is born from the British Empire; therefore we cannot ignore the stronghold it has on our postcolonial context. This leads me to my next point. We live in a country where Aborigines and European Australians (not to mention immigrants from all over the world) must live together and work towards reconciliation and cultural understanding. Childrens Literature has an important role to play in this issue. As Saxby explains in Images of Australia (2002) it has been argued strongly in recent years that Childrens Literature places readers in a position where they are forced to form a particular world-view. It is for this reason that it is important to teach the new generation the importance of cultural understanding and identity so we can move one step closer to reconciliation. For this knowledge to be developed in Childrens Literature, it is important for non-Aboriginal as well as Aboriginal perspectives to be told. The two are often very different in terms of their political points of view but they both can offer much in terms of their purpose. Take for example The Rabbits by John Marsden. I could go into a critical analysis of the book as a postcolonial text, but that would take another essay entirely. These books raise discussion about topical issues and this is how children learn. Stories told from the Aboriginal perspective are often about the land, and relationships with the land and each other. They dont tend to be politically loaded like the European contexts. They are generally a celebration of indigenous life and culture rather than an attack on white people. In fact, often there is little mention of white people at all not as a point for discussion at least. An example is in My Girragundji where there are virtually no references to white people at all. The story revolves around a boy and his Girragundji who he shares his problems with our spirits always together you are strong no matter what (McDonald and Pryor, 1998, p. 70). It is important to acknowledge the western and indigenous cultures at play in My Girragundji. There are two authors Meme McDonald and Boori Pryor, non-Aboriginal and Aboriginal consecutively. Using the European literary skills of McDonald and the oral story telling traditions (Van Toorn, 2006) of Pryor (Scan, 2000), the two work together to come up with a successful combination that displays cultural sensitivity as well as diversity. This is an example of how different cultural perspectives can combine to reflect the hybrid lifestyle of many Aboriginal people. Wharton and Pryor refer to this hybrid upbringing in Scutters article Writing the Childhood Self (2001). We require both of these perspectives in childrens literature so that reconciliation between both cultures can manifest (Clancy, 1997, p. 52). It is clear that this issue is an extensive one. Each portion of this essay could have a lengthy analysis of its content. What I have done though, is to point out some of the main issues that non-Aboriginal authors face when taking on the task of conveying Aboriginal stories, points of view and themes. Questions I have touched on ask: Is the story solely an Indigenous one? From whose perspective is the story being told? Is the author unintentionally upholding colonial attitudes in the text? Has there been sufficient Aboriginal involvement in the story? Finally, I looked at the importance of this literature in terms of its role in society and highlighted the fact that both the Aboriginal and non-Aboriginal can be heard with potentially equal merit.

How to prove youre a leader on your resume

How to prove youre a leader on your resume One of the more common phrases you’ll hear from us and others when crafting your resume is, â€Å"Show, don’t tell.† It’s kind of like explaining a joke- if you have to do it, then your audience has most likely missed your point. And keep in mind that your audience is likely reading dozens, if not hundreds, of resumes that say things like, â€Å"I’m a natural leader† or â€Å"I am detail-oriented.† Anyone can say those things- what they want to see is that you can do those things in a real-life setting. So let’s look at some key words to show, not tell, your leadership skills. The key element here is using strong, active verbs. You’re doing! You’re succeeding! You’re seizing control! You’re not passive! You’re going for Superman, not mild-mannered Clark Kent here. No matter how forceful you are in person, you won’t get the chance to prove that unless your resume gets past the initial gat ekeeper who reads it. Paint a picture with your words and you’ll get to the in-person step where you can wow them with your personality.If you want to show creativity and innovation, here are words you can use:TransformedPilotedRevitalizedRefinedImprovedModernizedRevitalizedCreatedOriginatedDevisedImplementedTransformedIf you want to show financial leadership, here are words you can use:Streamlined costsSpurred growthDrove growthNegotiatedCut costsReduced overheadIf you want to show efficiency, here are words you can use:StreamlinedSimplifiedIf you want to show team leadership, here are words you can use:MotivatedCoachedLedAdvocatedSupportedMentoredHeadedEngagedEnergizedEmpoweredIf you want to show influential leadership, here are words you can use:InspiredMobilizedNegotiatedInfluencedSteeredWon the support ofLobbiedVocabulary choices may seem like extra homework, and that five minutes with a thesaurus will do the trick. But really, you should treat it like a chance to make y our resume a living document, with real-world examples of the qualities you want your resume reader to see right away. After all, the average resume gets about ten seconds of reading time before the reader either puts it into the â€Å"next stage† pile or dumps it in the â€Å"next please† pile. Your chance to make an impression is extremely limited, and good word choices will help you stand out from other people in the crowd who may have similar backgrounds or qualifications.When you’re writing (or revamping) your resume, use these words to come up with more concrete bullet points throughout your resume. Four to six thoughtful, specific examples, combined with these powerful verbs, tell a story much faster and more clearly than six generic bullet points about â€Å"responsibilities.† It shows that you have the experience to back up your statements. And in the meantime, you’re not boring the reader with the 47th rendition of â€Å"I Have Demonstra ted Leadership, Believe Me.† Instead, you’re showing what you’ve done to be a leader.

The evolution of Renaissance architecture between Palazzo and Villa Research Paper

The evolution of Renaissance architecture between Palazzo and Villa - Research Paper Example The Evolution of Renaissance Architecture between Palazzo and Villa: An Analysis between Palazzo Farnese (Rome) and Villa Farnesina (Trastevere) Royal Palaces, magnificent monuments have been built in ancient civilizations all over the world and thus they have been an inseparable part of any culture. They are the evidence of the glorious past of that respective culture. Palaces and monuments play a vital role in conveying the historical and political information of the region. They also depict the story of contemporary social, economic and religious system and focus on the social strata.They are also used to reinforce the primacy of contemporary political power. While describing the role of the palaces, Jessica Joyce Christie, Patricia Joan Sarro state, ' Palaces are more than just residence of the highest – ranking nobles. What distinguishes palaces from the elite residence is the symbolic function of palaces as political statements within their respective societies.' They fu rther state, ‘Palace architecture, including layout, position, and decoration of the palaces as well as their public (or sometimes exclusive) nature, reflects the structure of the political system in which the palaces exist.' The palaces and monuments are either monarchical or built by the elite class. The fundamental objective behind this architecture was to show off the social status of the family, the political power they gained, and their affluence. The palaces and fine architectural buildings are the status issue of the affluent people. Monuments and palaces are always built so that the common people should feel respect, fear about the might dynasty. They are like a strong social, economic and political fortifications built around noblemen and the influential people of the respective era. Because of the palaces and lavish architectural buildings, the bridge between affluent people and common people remain intact. Thus they preserve their social status. The palaces and vil las, built with extraordinary architectural structure, create a sense of pride for the possessor and envy to their rivals. Behind the constructions of almost all the monuments, the social, economical and political factors are majorly involved. These factors were involved in building and designing the two magnificent palaces in Renaissance period in Rome. They were Palazzo Farnese and Villa Farnesina. Keywords: Palazzo Farnese. Villa Farnesina, political, economic and social forces A thorough study of architecture gives a new insight to the cultural, political, economic and social study of the contemporary period, in which the architecture emerges. The style of architecture depicts the political transformations of the region. It narrates the story of economic and social transition. The style and design represent the money spent on building the monument, palace or any architecture. During the excavation process, the entire civilization can be explored with the help of the then excavat ed architecture and the best examples are the amazing architecture of the township of Indus civilization. The Egyptian Pyramids and palaces also represent the socio-eco-political forces. Through the architectural structure of Hawa Mahal in Jaipur in India for example, one can understand what political, economic and social purposes might have influenced the architecture. Hawa Mahal is an exquisite blend of Hindu and Muslim Architecture. It means that the political and social scenario was influenced by two of these dominating religions and there was a rivalry and fierce competition (sometime hatred) between the two religions. The blended architecture further reveals the story of the efforts of Hindu and Muslim kings to preserve their identity. Taj Mahal, one of the finest architectures of the world, depicts the exorbitant wealth and the absolute monarchical power of Emperor Shaha Jahaan and the entire Mughal Empire. Though the style, design of the Eastern architecture is different fro m that of Western Architecture, the political, econom

SPORTS DEVELOPMENT Essay Example | Topics and Well Written Essays - 1750 words

SPORTS DEVELOPMENT - Essay Example thanks to the right policies set up by government leaders while in office to promote and safeguard sports as an equal and able employer in the country. The leadership of the country, under various prime ministers, opted to adopt and promote various sports policies that would promote and enhance sports development in the country over the years (Houlihan & White 2003, p.192). Tony Blair and David Cameron are the two bigwig leaders of the country, who during their time at the helm of office as the Prime ministers of the United Kingdom came up with different sports policies to develop the sporting sector of the country. The effective implementation of these polices ensured growth and development of sports, especially with government support, from the grassroots all the way t the national level. As such, the United Kingdom continues to shine owing to the sound policies adopted by its leaders to promote and safeguard sporting activities within the country (Blovce & Smith 2009, p.189). Some of the common sports polices designed by these leaders include the school sport and P.E policy, and the policy that interlinks sporting activities and elite performance. Tony Blair is one of the elite leaders of the United Kingdom, and was in government for over 24 years, where he started as a representative and ended as a prime minister from 1983 to 2007. However, his most influential years were when he was in power as the British Prime Minister from 1997 to 2007, before his candid resignation and passing on the mantle of leadership to Gordon Brown (Coe 2012, p.55). As a Labour Party Leader, Tony Blair developed several sports policies in order to promote sporting activities throughout the country. Blair’s government had a firm stand on sports and wanted to expand and improve the nature of sporting activities in the country. As such, he and his government came up with a new policy known as the P.E and School Sports Policy, as well as, the elite performance and sports linkage

THE ROLE OF THE TEACHING ASSISTANT(TA) Essay Example | Topics and Well Written Essays - 1000 words

THE ROLE OF THE TEACHING ASSISTANT(TA) - Essay Example The role that a teaching assistant holds can be considered as the main essence of their presence in the education institutions. The qualifications then of teaching assistants should match the said role to be able to work efficiently and effectively for the optimum learning of the students. Thus, it is important to realize the role and responsibilities primarily to be able to present the personal qualities required of a teaching assistant. The main defining role of teaching assistants is the optimization of the learning process which is under the teacher’s command. For that matter, the TA’s main responsibility is to assist the teacher. Due to the wide variety of aspects pertaining to the needs of the students, teaching assistants can assume different responsibilities. In totality, along with the responsibilities of the teacher to attain optimum learning process, the TA’s helps in achieving such goal (Middlesbrough Teacher Learning Centre, 2008). The responsibilities and role of the teaching assistants can be categorized as support for the student or learners, the support for the teacher, the support for the school and that for the curriculum. The primary responsibility revolves on the provision of the support to the student. Based on the said role, the welfare of the students is of utmost priority. For that matter, the needs and methods of leaning are needed to given attention. Based on the needs, the presence of great variety in characters in a particular learning environment can pose a challenge to the learning process. The teaching assistant is required to make the learning process an ease by giving attention to the specific needs of the students specifically those who have special needs. In addition, based on the defined responsibilities of a TA, one of the requirements is supporting the learning needs of the students and managing their behaviours. Included

Sulphide solubility in magma

Sulphide solubility in magma Abstract This essay aims to define the controls on sulphide solubility in magma, such as pressure, temperature and element activity. Chalcophile elements, elements of low abundance, form sulphide and arsenide minerals but are not stable at high temperatures of igneous crystallization. The relation of the processes of sulphide solubility against the relative outcomes for chalcophile elements will be looked into. Introduction Sulphur (or sulfur) is a natural substance; its elementary state is a crystalline solid of yellow colour. Sulphur is found in various forms, as mineral sulphides and sulphates, such as galena and cinnabar. Magmatic sulphide deposits with Nickel-Copper-Platinum-group elements are a result of segregation and concentration of liquid sulphide from mafic or ultramafic magma, and the screening of chalcophile elements into these deposits from the silicate magma. (A. J. Naldrett 2004) Due to the variation of sulphide deposits, it is convenient to relate the magmatic sulphide deposits to the bodies of mafic or ultramafic rock in terms of the composition of the magma associated with these rocks. It is then reasonable to investigate the geochemical and geophysical setting and the processes in which these deposits are formed. According to A. J. Naldrett, 2004, the key aspects in the creation of magmatic sulphide deposits are that the magma saturation in sulphide and segregation of the immiscible sulphide has to be concentrated locally with a sufficient amount of magma concentrating chalcophile elements to comprise ore of economic value. In conditions of normal mafic magma cooling and crystallization, no early segregation of liquid sulphides are noticed. This implies that the magma would have to be saturated in sulphide in the igneous body state. The assumption is that there is a process prior to the magmas extrusion from the ground, and final emplacement, where sulphide saturation is caused. The above assumption is reinforced due to the fact that most basaltic magmas, other than Mid Ocean Rig Basalts, have high contents of Platinum Group elements. The Controls The mantle has an estimated concentration of 300-1,000 parts per million (Sun 1982). This is believed to be the primary source of the sulphur carried in basaltic magmas. The solubility of sulphur is controlled by temperature, pressure, contents iron oxide and titanium oxide and their activity in the melt, oxygen and sulphur fugacity, the oxidation state of the melt and the mafic versus the felsic components in the melt. (Fincham Richardson 1954, Haughton et a. 1974, Shima Naldrett 1975, Buchanan Nolan 1979, Buchanan et al. 1983) These factors, or otherwise conditions, of sulphide solubility in the melt will be explored in order to record the effects of the controls of sulphur solubility against the deposits composition. Leaving the mantle, and entering the crust of the earth, the melts can either be intrusive or extrusive, yet the fundamental pressure temperature relation for sulphide solubility, from mantle to the crust in liquid state, remains the same. Pressure and temperature increase with depth; according to Marvrogenes and ONeil (1999), increased pressure presents a negative effect on a silicate melt, dissolving less sulphide. As pressure decreases and the melt reaches the surface, it ability to dissolve iron sulphide increases. Considering that the majority of melts leave the mantle unsaturated in sulphide, as they reach lower depths, while the pressure and temperature decrease, the sulphide saturation is not achieved; furthermore the temperature decrease can offset this relation, causing further decrease in sulphur solubility. (Buchanan and Nolan 1979) Exiting the mantle, sulphide segregation will occur after the silicates initiate crystallization. Therefore, the sulphides will be assorted with the silicate grain. The simultaneous crystallization, as a function of temperature and pressure conditions along with the composition of the liquid sulphide would produce a sulphide rich deposit (for nickel and copper dominant magmatic deposits against platinum group element magmatic deposits) only if an external factor could intervene. This factor, or condition, would reinforce the sulphide segregation, without further enhancing silicate crystallization. At isothermal conditions of 1200oC, Buchanan 1988, sulphur content in the silicate melt decreases with the increase of oxygen fugacity (fO2) at constant sulphur fugacity (fSÂ ­2). Furthermore, the study displays a correlation between sulphur (wt % S2) content and iron oxide (FeO %), with a logarithmic increase on the field of saturation. On the other hand, the compositions of the melt in terms of the variation of content of iron oxides (FeO) or titanium dioxide (TiO2) diversify the ability of the melt to dissolve sulphide. The increase or decrease of oxide content in the melt is correlated to the sulphide solubility in the mixture. Oxidation is capable of causing the formation of an insoluble sulphide in the melt as a result of a reaction within the liquid between the soluble substances, usually without causing silicates crystallization. Oxygen and sulphur fugacity, and their relation to the pressure temperature setting, along with their ratio, are important factors for sulphide solubility. Induction of sulphur from an external source, and the felsification of a mafic magma are important causes of sulphide segregation. Silicate magma reacts with the sulphide liquid, resulting in the formation of the magmatic sulphide deposit. The ratio of reaction and the composition of both the sulphide liquid and the silicate magma , along with the controls on which the elements react are responsible for the final outcome. Buchanan 1988, determined the solubility of sulphur as a function of sulphur fugacity (fS2) in a basaltic melt containing 17 wt% iron monoxide (FeO) at a range of 1000 to 1400oC. Although the fugacity of oxygen and sulphur remain constant, the rate of increase of sulphur solubility drops from a factor of 10 times per 100oC at 1100oC, reduced to 3 times at 1400oC, implying that there is a threshold of maxima in sulphur saturation with temperature increase; the saturation is achieved in 1450oC. Hence, the actual sulphur content increases with temperature but decreases in rate, although with higher sulphur fugacity saturation is achieved at lower temperatures. The increase in sulphur content with increase temperature is reinforced by the experiments of Haughton et al 1974 and Shima and Naldrett 1975, for which, although the figures are of different nature for direct comparison, the fact remains that the sulphur content actually increases with temperature, making this a control of sulphu r solubility in the magmatic melt. The studies and experimental conditions on which pressure is investigated as a control in sulphur solubility are vast and vary on their conditions. The outcome of different studies such as Haung and Williams 1980 and Wendlandt 1982, indicate that under natural conditions increase in pressure has a negative effect on sulphur content. In contrast, the increase of FeO levels in the melt increase the sulphur solubility and this is confirmed by Mavrogenes and ONeil 1999, where the study of basaltic melts with 6-14 wt% FeO on pressures varying from 5-90 kilo bars and temperatures of 1400oC and 1800oC shows increase sulphur content at sulphide saturation with pressure. Sulphur can be found dissolved in an aqueous fluid. The sulphur content of the fluid is determined by its sulphur dioxide against hydrogen sulphide ratio (SO2:H2S). The ratio (Misra K.C. 1999) increases with increasing oxygen fugacity (fO2) of the initial magma before the start of second melting. Aqueous fluids originating from high oxygen fugacity magmas (I-type; high fO2) may contain large quantities of sulphur dioxide (SO2) as well as hydrogen sulphide (H2S). At lower temperatures on cooling hydrolysis of the SO2 (4SO2 + 4H2O = H2S + 3H2SO4) or its reaction with Fe2+ bearing minerals of the wallrocks (SO2 + 6FeO + H2O = H2S +3Fe2O3) increases the activity of H2S, causing precipitation of sulphide ore minerals from the metal-chloride complexes in the aqueous solution. On the other hand, aqueous fluids originating from low oxygen fugacity magmas (S-type; low fO2) may contain as much H2S as those derived from high oxygen fugacity, but because of lower oxygen fugacity they contain les s sulphur dioxide so the total amount of sulphur is smaller. Thus, aqueous fluids that separate from I-type magmas tend to produce Cu-Mo-Zn-Fe sulphide deposits, whereas fluids from S-type magmas generally precipitate smaller quantities of sulphides, mainly pyrrhotite, and correspondingly larger quantities of oxides, such as cassiterite (Burnham Ohmoto 1980). In either case, the precipitation of sulphides form metal-chloride complexes is accompanied by generation of HCl. The HCl and the H2SO4 produced by SO2 hydrolysis are consumed by acid alternation of aluminosilicate minerals in the wallrocks. (Misra K.C. 1999) Chalcophile Elements The partitioning of Chalcophile metal elements between sulphides and silicate metals are referred to as metals with low concentration, such as Nickel (Ni), Copper (Cu) and Colbat (Co) are exchanged with elements of higher concentration, like Iron (Fe). The Nernst coefficient of partitioning, arranged for iron substitution is the ratio of the products of the % (per cent) weights of the elements substituted. References Buchanan D. L. (1988). Development in Economic Geology Platinum-Group Element Exploration. Elsevier. ISBN 0444429581 Naldrett A. J. (2004). Magmatic Sulfide Deposits : Geology, Geochemistry and Exploration. Springer. ISBN 3540223177 Mungall J. E. (2005). Exploration for Platinum-Group Elements Deposits. Mineral Association of Canada. ISBN 0921294352 Misra K. C. (1999). Understanding Mineral Deposites. Kluwer Academic Publishers. ISBN 0045530092 Whitney J.A. (1989). Ore Deposition Associated with magmas. Society of Economic Geologists. ISBN 0961307439 Vaughan D. J. (1977) Mineral Chemistry of Metal Sulfides. Cambridge University Press. ISBN 0521214890

Micro-finance and its Impact on Poverty Essay -- Economy, Interest Rat

Despite the growing body of literatures about the microfinance and its impact on poverty, there are counter growing criticisms against microfinance in issues such as reaching the poor, unchanged poverty level, high interest rate, brutality in repayment processes, financial sustainability, and women empowerment. (Hossain, 2010). In terms of poverty reduction and reaching the poor people, the studies edited by (Hulme & Mosley, 1996) on the impact of microfinance on poverty found that poor people do not benefit from microfinance; it is only non-poor people who do well with microfinance and achieve positive impacts. (Morduch & Haley , 2002) points out that studies that have been conducted to examine the microfinance targeting and impact illustrate that MFIs show considerable diversity in their ability to reach poor people and the MFIs that have excellent financial performance do not imply excellence in outreach to poor people. However, (Odell, 2010) thinks it’s impossible to answer the question, does the microfinance work? (Odell, 2010) argues that the microfinance is a collection of tools and there are different types of MFIs, clients, and offered services .MFIs work in different environments, in different countries and it’s not correct to generalize the findings of a single impact study on the m icrofinance on the world. In addition, the measurement of microfinance impact is surprisingly difficult, because it’s not easy to isolate the impact of microfinance from other factors (CGAP). Fore instance, if the clients who got microfinance services are not doing better in their business than those who didn’t, this not means this caused by the microfinance services. There are other factors that could be involved in this impact such as the ... ... and in the term of physical mobility, ownership and control of productive assets, and their status within the community. A second viewpoint believes that microfinance do little to women empowerment and may contribute to reinforcing existing gender imbalances. (Cheston& Kuhn, 2002) conclude that empowerment is a complex process and MFIs microfinance is not always empowering for all women. MFIs need to improve their services and processes to ensure that they support the empowerment of women. Critique and criticism against microfinance extended to argue many other issues such as considered microfinance as a tool of economic globalization, or creation of technology dependency. Millions poor women and men in the world need access to microfinance.Hoewver; Microfinance is need to be review and evaluated objectively to improve its services and learn from its mistakes.

Appendix G

Associate Program Material Appendix GWireless LAN Vulnerabilities MatrixComplete the following matrix by filling in the blank boxes in the table.Security protection Brief description Vulnerabilities Prevention (if any) MAC address filtering Only allows access to a device if its MAC address matches that of a pre-approved list on the router. MAC Spoofing Don’t rely on MAC filtering alone. Open system authentication (SSID beaconing) Disables SSID from being broadcast so wireless networks are harder to detect. A spectrum analyzer can still be used to find the network name. Create a more complex SSID and password settings in your APWEPStands for Wired Equivalency Privacy. Uses 64 bit or 128 bit encryption. (including 24-bit IV) In larger networks, IV’s can be duplicated and cause collisions, which are easy to detect by outside influences Use WPA2 with AES or similar instead on larger, enterprise deployments.Of the six categories of attackers, the one I would most want to bre ak into my network would be hackers, as they attempt to penetrate your network and expose vulnerabilities, then inform you of them. This is opposed to a cracker, which will do the same thing, only steal the data and attempt to sell it. A script kiddie is very dangerous, as they are generally under-experienced hackers and crackers who use someone else’s codes and almost always have malicious intent.Between MAC filtering, WEP, and authentication, I believe that WEP is the most secure of the three. MAC filtering can be easily overcome by MAC spoofing, and is not part of the 802.11 standard. Authentication is somewhat weaker than WEP, as someone could capture the cleartext challenge phrase and the encrypted response frame and gain access to the network. WEP is the strongest of the 3, but is still weak due to IV collisions which can be monitored and the hacker can recover the security key during those collisions.In fact, hackers can even cause massive IV collisions to speed up the process. It should be noted this is really only an issue on larger wireless networks as there are approximately 16 million IV’s that can be handed out. But in an enterprise application, 16 million can happen in a matter of hours or days.

WSJ and NPR Miss the Mark on Applicant Tracking Systems (ATS)

WSJ and NPR Miss the Mark on Applicant Tracking Systems (ATS) Resume Oblivion has been a hot topic in the news. The Wall Street Journal published an article, Your Resume vs. Oblivion, reporting that the percentage of large companies using computerized Applicant Tracking Systems to screen candidates is in the high 90%; almost all Fortune 500 companies rely on these programs. The article points out that the systems, which can cost from $5,000 to millions of dollars, are efficient, but not foolproof.   Specifically, Tracking software    may miss the most-qualified applicant if that person doesnt game the system by larding [sic I think they mean loading] his or her rà ©sumà © with keywords from the job description. The article offers advice, which I recommend reading, on How to Beat the Black Hole.' However, the advice is not comprehensive.   The first item, for instance, instructs job seekers to mimic the keywords in the job description as closely as possible. If youre applying to be a sales manager, make sure your rà ©sumà © includes the words sales and manage (assuming youve done both!). Pardon me for saying so, but the above advice is 1) rudimentary, 2) a no-brainer and 3) limited in its value. The problem is that 99% of the people applying for a sales manager job are going to have the words sales and manage   in their resumes! Therefore, you will not get higher on any list by including these keywords. The same goes for most of the keywords in the job description, since many job seekers are getting savvy about matching their resumes to the posting. The Wall Street Journal is not the only major news provider who delivered misleading or incomplete information on this topic. Take NPRs 16-minute segment entitled Keeping Your Resume Out of Online Oblivion, where callers related stories of how they got interviews despite the reign of Applicant Tracking Systems.   View it here: You will hear some creative solutions in this spot on how to make it past the computers. You will also hear something misleading:   that hiring managers (i.e., human beings) program the ATS software to screen for certain terms. Do you really think that a company like Google or Starbucks is going to have a human being sit there and punch keywords into a computer for each of the thousands of jobs they post every day? Think again. No, human beings do not program these systems the systems program themselves! The keywords the computers are looking for are determined by the computers. And this is why qualified candidates are so often overlooked.

The eNotes Blog Literary America Ten Places to Visit for National AuthorsDay

Literary America Ten Places to Visit for National AuthorsDay Mark your calendars and make some plans!   November 1st is National Authors Day.   In 1929, the General Federation of Womens Clubs created the day to honor Americas writers; in 1949, the day was officially recognized by the U.S. Department of Congress. The resolution states, in part, that [b]y celebrating authors day as a nation, we would not only show patriotism, loyalty and appreciation of the men and women who have made American literature possible but would also encourage and inspire others to give of themselves in making a better America. Most of these historic places are privately staffed or state-run, meaning that even if the government shutdown continues, you should be able to visit these homes, museums, and locations: 1.  Edgar Allan Poe Museum, Richmond, VA Called Americas Shakespeare, Edgar Allan Poe created or mastered the short story, detective fiction, science fiction, lyric poetry and the horror story. His dark genius has invited children and adults to read and love literature for over 150 years. 2.   Mark Twain Study, Elmira, New York   Built by Twains father-in-law, Twain called this retreat The Cozy Nest.   It is located on the campus of Elmira College.   Twains grave is also located in the town of Elmira. 3.   National Steinbeck Center, Salinas, CA   This interactive, 37,000-square-foot center features seven galleries honoring the Nobel Prize-winning author.   The exhibits include a lettuce boxcar from East of Eden  and a re-creation of Steinbecks childhood bedroom. 4.   Walden Pond State Reservation, Concord, Mass Henry David Thoreau lived at Walden Pond from July 1845 to September 1847. His experience at Walden provided the material for the book  Walden, which is credited with helping to inspire awareness and respect for the natural environment. Because of Thoreaus legacy, Walden Pond has been designated a National Historic Landmark and is considered the birthplace of the conservation movement. Park Interpreters provide tours and ongoing educational programs. The Reservation includes the 102-foot deep glacial kettle-hole pond. Mostly undeveloped woods totaling 2680 acres, called Walden Woods, surround the reservation. 5.   William Faulkners Rowan Oak, Oxford, MS Home to William Faulkner and his family for over 40 years, Rowan Oak was originally built in 1844, and stands on over 29 acres of land just south of the Square in Oxford, MS. 6.   Ingalls Homestead, DeSmet, SD Welcome to Ingalls Homestead! Pa Ingalls set claim to this quarter section in 1880. Laura Ingalls Wilder wrote many of her Little House stories about this land. Plan an old-fashioned family day! 7.   Jack London State Historic Park, Glen Ellen, CA   Founded in 1960 with 39 acres including the museum, Londons grave site and the ruins of Wolf House, the park now includes most of Londons holdings and is a National Historic Landmark. 8.   Hemingway Home, Key West, FL   Ernest Hemingway lived and wrote here for more than ten years. Calling Key West home, he found solace and great physical challenge in the turquoise waters that surround this tiny island.   Step back in time and visit the rooms and gardens that witnessed the most prolific period of this Nobel Prize winners writing career. 9.   Alex Haley Museum and House, Henning, TN   The Alex Haley House Museum and  Interpretive Center are educational facilities  dedicated to the collection, preservation, interpretation, and exhibition of artifacts. The  Museum’s comprehensive collections  represent the life and achievements of the  renowned author Alex Haley. The museum  promotes the understanding and appreciation  of history by presenting a range of exhibitions,  programs, and events for the community and  the world. 10.   The Erskine Caldwell Birthplace and Museum, Moreland, GA Take a few minutes to stop by the humble, one-story home, dubbed The Little Manse,   where Erskine Caldwell (author of  Tobacco Road  and  Gods Little Acre) was born.   Personal items such as Caldwells typewriter, childhood books, and his watch, among other personal items, are on display.

Business Plan Research Proposal Example | Topics and Well Written Essays - 1250 words

Business Plan - Research Proposal Example The shop will not only serve as a bakery, but a small dine in place for people who wish to come alone, have business meetings or with friends & family. The pricing of our products will be premium as we target the high end and upper middle class segment of the market. This segment is diet conscious and wants substitutes of high fat, unhealthy food items. The business plan talks in detail about our strategy, our operations, future plans, financials and industry analysis. 2) Company Description We aim to start a bakery business targeted at the upper middle class, health and diet conscious people. The business will mainly sell products ranging from cakes, cookies and snacks that are sugar free and healthier than normal bakery items. The idea is to give a taste of sweet to diet conscious people with a variety of items. The shop will be located in New York in the beginning and we aim to expand to other cities in next 5 years. Our company will be a private limited entity. 3) Products The ra nge The bakery provides freshly prepared bakery items at all times during business operations. Our product portfolio can be seen in Appendix A. We have decided to keep these 13 as our initial offering after a lot of research into eating habits of our target customers. Our products will belong to the high end, branded, premium high quality category. Sizes There will be different serving sizes for each of the desserts and snacks. Cakes would be served in full size, half size and as single pieces. The cookies would be sold as single unit and snacks will also be sold as single items. 4) Target Market The target market as described earlier are high end, upper middle class diet conscious people who wish to add some sweet in their life by having healthier, sugar free bakery items. Our target population is also increasing in size, with more awareness of the diseases associated with large consumption of sugar and other unhealthy products, and people opting for a healthier life style. And plu s American love desserts; they want something for their sweet tooth after every meal. 5) Business Strategy Our business focuses on serving a niche market by offering quality and premium food products. We want to create high end products for our target market, because they value quality. To achieve these objectives, we will provide the following: Quality baked goods for diet conscious people to enjoy at a premium price. Friendly and lively atmosphere Special diet menus formulated by the advice of local healthcare providers and nutritionists. We will initially start with offering 13 varieties of bakery items to be kept in the bakery, which includes cakes, desserts, snacks, cookies, and savory items. We will start our operation in a posh area of New York City, where our target population is dense. We will include a card of nutritional value attached with each of our products so that our customers become aware of what they are purchasing. Initially we will start with attracting customer s by giving out samples of our best items at Shopping Malls and Grocery Stores. 6) Marketing & Sales Strategy We will be offering different promotional strategies such

Philosophy Essay Example | Topics and Well Written Essays - 250 words - 12

Philosophy - Essay Example However, it’s just as important for those expectations to be clearly stated and reinforced. I know now that behavior expecations and academic goals should be stated at the beginning of each activity and children should be praised when they meet those goals and expectations. Every child can learn when he is provided with the means to succeed. These means include providing different learning style options for the classroom, reinforcing previously taught materials in new lessons and allowing the child to start on his or her own level. Some children learn best through seeing, some learn best through listening, and some learn best through doing. I will combine all of these learning styles in my lessons. I will also keep all of my lessons connected by connecting previously taught material with new material. Allowing a child to start on his own level is also important. Children will come to me with varying degrees of skill. Children who are less skilled will become frustrated if asked to do a task that is beyond them. Children who are very skilled will become bored if asked to do a task that is too easy. It is important to offer differing difficulty levels within an activity. A teacher must not only teach students academic skills, but social skills as well. This process involves discussions with students, modeling of those skills and reinforcing students who are using these skills appropriately. Discussions will take place during morning meetings or when an event has happened that warrants discussion. I will model appropriate academic and social skills to my students each day, but I will also do a weekly skit with students, modeling an academic or social skill. It is also important to praise students when they are using the skills appropriately. It is important for a classroom to be built on respect and responsibility. However, it’s not enough to simply discuss respect and responsibility with the class. I must model these concepts