Maricalum Mining Corporation (MMC)

Maricalum Mining Corporation (MMC) in south Negros. Having 2,673 claims on mining in Barangays Cansauro, Hinablan, Tao-angan and Hinablan, of the towns of Cauayan and Sipalay, Negros Occidental. Actually I had gone into the place and had seen the impact of the mining in the people and to its natural habitat. Especially on Sipalay, I saw dead mountains, white ones. Waters sources and the rivers covered with the area are not portable therefore the people would go to the lowlands to buy fresh water to drink. Crops productions are cut into halves and the villagers experience skin diseases. Poisoning and many fish kills are reported before. People would always complain about the air pollution brought by it causing suspended sandstorms and dust particles. 2. One of the government policies was REPUBLIC ACT NO. 7942 or also known as â€Å"PHILIPPINE MINING ACT OF 1995†. This policy states that the all the private and public mining land are owned by the state. Therefore the government and other private sectors are responsible to the development, utilization and conservation of the place. Protecting the rights of affected communities and limits the land that are available for mining. Section 7, Article X of the constitution provides that LGU or Local Government Units are responsible to protect and co-manage the environment and to enhance the right of the people. Both RA belongs in the EXECUTIVE ORDER NO. 79 created by state.

Eschools as Organisations Post 16 Options for Young People and Adults Essay

1. 2 Explain the post 16 options for young people and adults: – Once a young person has reached year 11 there are a number of choices to make about their future, this could be choosing a new course at school or college or entering employment and training. These options will give them a good base on building a future career. Post 16:- Continue in full time education either sixth form or at a local college. Depending on their results they can choose from the list below:- Post 17:- If they have just completed a one-year course, following Year 12, they may decide to continue their studies full time or look for jobs and training:- Post 18:- Following Year 13, they will have a number of choices to make about their future. They may decide to continue their studies full time or look for jobs or training. List of options for post 16, 17 and 18. Course at entry level- Entry level courses do not require any exam passes and usually take one or two years to complete, a course at this level is an – Entry Level Certificate. Course at Level 1(foundation Level) – Foundation level courses do not usually require any exam passes. Depending on which course they do it usually takes either one or two years to complete. Examples of courses at this level are: -Introductory Certificates/Diplomas -National First Award (level 1) -National certificate/Award (level 1) -GCSEs -NVQ Level 1 Welsh Baccalaureate Qualification (foundation Level) All foundation Level courses can lead to higher level courses or work and training. Courses at level 2 (intermediate level) – Intermediate Level courses may require two or three passes at grades D–G and they usually take two years to complete. Examples of courses at this level are: – GCSEs – First Certificates/Diplomas – National Certificates/Awards (Level 2) – NVQ Level 2 – Foundation Apprenticeship – Welsh Baccalaureate Qualification (Intermediate) All Intermediate Level courses can lead to higher level course or jobs with training. (Providing they get the grades required). Courses at level 3 (advanced level) Four or five GCSEs at grades A*- C or equivalents are usually required for entry. Depending on the type of course, they generally take either one or two years to complete. Examples of courses at this level are: – AS/A levels, including applied A levels – National Diploma – International Baccalaureate – Welsh Baccalaureate Qualification (Advanced) †¢ NVQ Level 3 – Apprenticeship. All Advanced Level courses can lead to higher education or jobs and training (providing they get the grades required in the appropriate subjects). Welsh Baccalaureate Qualification:- The Welsh Bac is now becoming available to more learners throughout Wales in schools, colleges and work-based settings. It allows for more flexibility in their studies. They will also develop skills and learning styles that prepare you for further and higher education, as well as the world of work. The Welsh Bac consists of two parts: Core – consisting of five components: – An Individual Investigation (which is like a project) into a subject of their own choice. – Wales, Europe and the World – Key Skills – Work-related education – Personal and social education. Options – where they choose from course/programmes that are currently offered, for example: – GCSE – AS/A levels – VCE (Vocational A levels) – NVQ – BTEC – OCR-*- New Principal Learning and Project Qualification will also be available as option within the Welsh Bac. Apprenticeships: Apprenticeships bring them formal qualifications and highly specific work skills. They must be employed so they will be earning while they learn. They can also use Apprenticeship as a stepping stone to higher qualifications. As an Apprentice, their skills and role are respected, many top managers started out by learning a trade and understanding how the organisation works from the ground up. To gain access to an apprenticeship applicants would need: — Four or five GCSEs at grade C or above are usually needed. – They’d be paid while they learn the skills that employers are looking for. – They’d gain an NVQ Level 3 qualification as an Apprentice or a Level 2 qualification as a foundation Apprentice. Higher Apprenticeships are also available at a Level 4 or above. Traineeships: If the student was leaving school or college a Traineeship could help them get the skills needed to get a job or progress to further learning at a higher level, for example Apprenticeships or further education. In most cases they can start on a Traineeship at any point during the year and they don’t need any formal qualifications to access the programme. There are different levels of Traineeship. (Post 18) †¢ Engagement: If they are finding it difficult to find the right job, get into work or develop their skills and learning, this level will help prepare them for the world of work or full time learning. This level can include work placements, community projects or training. Level 1: If they know what career they want to follow and are ready for full-time learning at Level 1, this level will allow them to progress their skills further in their chosen subject and can also include work placements and community projects. If they have successfully completed a Level 1 and are still out of work, they maybe eligible to start learning at Level 2. Voluntary work: As well as doing something worthwhile and rewarding in its own right, voluntary work can also be a good way of gaining skills and experience, especially if they don’t find a job or training right away. It also looks good on a CV. Youth Gateway: If they need some extra help and support before applying for a course, job or training, Youth Gateway is a short programme run by Careers Wales to help them with identifying and developing skills, job search, making applications and choosing suitable courses. Information on this can found at the local Careers Wales Centre. Direct. Gov [15 April 2012] www. education. gov. uk [1 April 2012 wales. gov. uk [ 1 April 2012].

Compare & Contrast Edgar Allen Poe's The Tell Tale Heart and The Fall Essay

Compare & Contrast Edgar Allen Poe's The Tell Tale Heart and The Fall of the House of Usher - Essay Example â€Å"†¦found myself, as the shades of the evening drew on, within view of the melancholy House of Usher. I know not how it was - but, with the first glimpse of the building, a sense of insufferable gloom pervaded my spirit. †¦I looked upon the scene before me - upon the mere house, and the simple landscape features of the domain - upon the bleak walls - upon the vacant eye-like windows - upon a few rank sedges - and upon a few white trunks of decayed trees†¦Ã¢â‚¬  (Baym/Poe, 1553) Against this gloomy background we are introduced to the narrator who remains nameless as is the narrator in The Tell-Tale Heart. In typical Gothic fashion The Fall of the House of Usher’s narrator introduces a striking contrast. He is about to enter the gloomy house with a view to bringing some cheer to his friend, Roderick Usher’s melancholic mood. (Byam/Poe, 1553) True to Gothic form Poe has succeeded in introducing us to a subliminal element. This is a subliminal element in that the reader will not hesitate to latch onto as a false sense of security, expecting brightness and a cure to the malady afflicting Roderick Usher. This is a typical technique of Gothic writers. (Punter, 116) The Gothic element of fear is set up in a different way in The Tell-Tale Heart. The narrator first introduces us to fear that has been instilled in him as a result of the physical condition of an old man’s eye which he described as: â€Å"One of his eyes resembled that of a vulture -- a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye for ever.†(Baym/Poe, 1589) Both tales describe madness in a similar nature. Although in The Fall of the House of Usher, madness is viewed as a malady to be cured while in The Tell-Tale Heart madness is viewed with optimism. Usher who is a hypochondriac complains of having an over sensitivity to sight and sound

Nutrition address in Legislation Essay Example | Topics and Well Written Essays - 750 words

Nutrition address in Legislation - Essay Example It has long been known that smoking as few as five cigarettes a day is sufficient to elevate the risk of cancer, heart disease, and other complications. Recent research suggests, alarmingly, that addiction may set it in from the very first cigarette: a confirmation of the tobacco industry’s intentions in targeting the young. A single dose of nicotine has been shown in lab studies to trigger changes in brain physiology and function that set up the vicious circle of craving, withdrawal, and dependence. A significant proportion of patients seeking to kick the habit at physicians’ clinics and rehabilitation centres are adolescents who have been smoking fewer than five cigarettes a day for less than six months, yet find themselves growing dependant on tobacco for normal functioning. The FDA’s claim that it cannot regulate tobacco advertising because tobacco does not claim to be a health-promoting product (unlike food, supplements, or medicines) is unconvincing. Tobacco sale and advertising needs to be regulated all the more tightly because it is so explicitly a health-damaging product. Developmental psychologists know that the decision-making areas of the brain are not fully developed until the early twenties: allowing young people to be exposed to intensive and meticulous tobacco advertising and leaving them to decide is a fundamentally unsound decision. Moreover, while all advertising relies of exaggeration and departure from fact, advertising for tobacco is blatantly false and misleading in connecting healthy, beautiful people, places, and activities with smoking, and broadcasting these images so intensively that the real and present dangers of smoking may become invisible to young people. I believe the health of our young citizens is more important than the profits of the tobacco industry. As an agency of a

Impact of First World War on Russia and Germany Essay

Impact of First World War on Russia and Germany - Essay Example This was also the result of Russia being isolating itself and sending belligerent messages to the rest of the astounded world that was aghast with the termination of Tsars that led to their cold-blooded killing. The direct impact of world war started with the vast mobilisation of military and Russian population even in the farthest corners of Russia started dreading the outbreak of war with most of the able bodied men disappearing into the defence forces. Social impact of the military disasters between 1914 and 1915 was terrible for Russian population, who, till then, lived a rather deprived, but peaceful existence and most of the Russians were peasants in the far-flung areas of Russia1.There were war refugees accompanied by vast displacement of population as a result of Russian retreats in the first two years of war. It is said that more than one fifth of Russia's railway wagons were involved only in the work of evacuating people and other equipments in the summer of 1915. This had become very important to save the population from perishing in the hands of advancing Germany. More than half a million peasant households were displaced with disastrous effects. It was not easy to provide eithe r employment or basic necessities to these displaced people and rehabilitation when the country was losing the war was extremely difficult. Military reverses as in any other country, had direct impact on ordinary people of Russia. Farmers had to leave their land and livelihood and farm machinery and this means they had no ways of continuing farming. They were unsuitable for any other life and living without a roof over their heads in Russian winter was another major problem. There was widespread chaos and confusion combined with acute shortage of food and shelter almost leading to starvation. Naturally the government was unable to meet the expenses of refugees and running a full-blooded military campaign against Germany who had prepared for this war for years. Different sections of Russian society reacted in different ways, no doubt. But all of them showed understandable desperation of not knowing when the war would end. Refugees had no idea when they would be able to return home. Educated sections of the society and the intellectuals were getting more and more alienated from the government. From hindsight it is difficul t not to sympathise with the government which was under enormous stress and strain of protecting the land from the enemy attack, facing the weather conditions, clothing and keeping the soldiers armed and happy and facing the internal upheaval of a ruined economy, though the Russian elite remained committed to somehow achieving victory in the ongoing war. There are also indications that other than the military, civil administration was uncooperative in the war efforts and this slowly created rift in the ranks and lines of educated society. Government had been unable to mobilise public opinion in favour of the war it had been fighting. People were more concerned about losing their homes and hearths and were worried about their livelihoods than about the real war. Their minds were full of the hardships and difficulties they were facing with their families and ideologies did not worry them much, faced with enormous problems which did not seem to end.

Information Technology Essay Example | Topics and Well Written Essays - 2500 words

Information Technology - Essay Example They target a limited range in which they work and catch the signals. But mobile phone has a technology to support the user to attend and make calls through any network throughout the world. The mobile phone doesn’t only support calls but also other features which are part of their serves. There are many build in services in cell phones for customers and there are many other services provide by cellular networks. Some of them are SMS, emails, GPRS, instant messaging, infrared, Bluetooth, gaming and MMS. Now mobile phones also feature entertainment accessories like MP3 player, video player, radio and camera. Those mobile phones which have modern advanced technology with different features are also known as smartphones The first mobile phone was made by Dr. Martin Cooper from the company Motorola in 1973. That handset weighted almost 2 kg. The company Motorola released the first mobile phone commercially in 1983, the DynaTAC 8000x. In year 1990 almost 12.4 million people all around the world started using cell phones. And by 2009, the number of cell phone customers reached to 4.6 billion. Before the invention of mobile phones other wireless phones were in use of military or intelligence organizations; such as radio phones and codeless phones. These phone were wireless but had a limited access and usage. They didn’t have wide range and were not very handy. They were heavy in weigh and were quite costly as well. Mobile phones are now becoming customized with new features. These features are making the mobile phones more useable. With each new technology mobile phone are becoming portable and useful. Now with the developing technology the mobile phone has become the necessity of person’s life. And they are also fulfilling the necessities of a person very well. Now we have our entire contact list in our hand to which we can contact anywhere. It also gives us entertainment in our

Protecting intellectual property rights in software Assignment

Protecting intellectual property rights in software - Assignment Example This paper examines the types of copying and how they can be protected using the intellectual property rights protections such as patents, copyrights, and trademarks. To begin with, software market loses billions of dollars every year because of illegal copying. This has particularly been witnessed in Qatar where report shows that the country has lost millions of dollars to pirates in the software industry (Banerjee 2003, p.98). The duplication is usually done in two different ways namely software duplication and reverse engineering. Through these two methods, pirates have found it easy to duplicate the original works of others and use the pirated software to enrich themselves at the expense of the original producers (Banerjee 2003, p.98). In fact, presently most software shops in Qatar are full of illegally acquired software. However, as earlier stated, this is a global problem that needs joint effort through legislation of policies to protect the intellectual property rights in the software industry. However, there exist three different methods through which intellectual property rights in the software industry can be protected. These include patents, copyrights, and trademarks. All these methods protect software rights in different ways. A patent is one of the most common intellectual property rights protections. ... A patent usually provides this protection by granting exclusive monopoly the right to produce, sell, and utilize the invention for twenty years (Banerjee 2003, p.99). Report indicates that the exclusive monopoly for production, use, and sale of the software are usually perceived as a reward for the effort and time spent in coming up with the new invention. Report by Business Software Alliance (2009, p.5) indicated that in countries like the U.S. in order for an inventor to obtain a patent, he or she must make a formal application to the Patent Office and prove that the invention for which protection through patent is being sought is actually new, important, and unique according to Banerjee (2003, p.99). Patents are indeed a very useful tool for protecting software. This is based on the fact it is capable of protecting program features that other methods such as trademarks and copyrights cannot (Banerjee 2003, p.99). This is because a patent can protect features such as an inventorâ⠂¬â„¢s ideas, methods, functions, algorithms, and systems personified in the software product. In this regard, it also provides protection to software features such as user-interface features, program language, editing functions, operating system techniques, translation methods, menu arrangements, and compiling techniques among others. Once a patent has been granted for a particular software, it immediately becomes illegal for anyone to produce, use, or sell such patented products without the consent of the owner. Therefore, any contravention amounts to a breach of the law, which usually results into penalties and damages and sometimes may result in incarceration (Arai 2012, p.2). It, therefore, becomes very important for