Helth, Safety and Environment in the Petroleum Industry Research Paper

Helth, Safety and Environment in the Petroleum Industry - Research Paper Example Contextually, petroleum organisations are currently learnt as well aware about its importance for economic developments as well as the requirements for reduction of environmental and safety risks in the workplace through numerous measures. Acknowledging, understanding and implying appropriate measures of those risks in timely manner are also crucial for petroleum organisations in order to ensure safety of the employees and the community members. By promoting training facilities as well, petroleum organisations can enhance the knowledge of staffs about better and efficient utilisation of the equipments and tools. The experience of staffs about various good practices in the workplace can also be quite beneficial for ensuring safety and avoiding accidents to a larger extent. Table of Contents Abstract 2 Introduction 4 Overview of Petroleum Industry 5 Health, Safety and Environment in Petroleum Industry 6 Health Issues in Petroleum Industry 7 Safety Issues in Petroleum Industry 8 Environ mental Issues of Petroleum Industry 9 Major Contributions of Oil and Gas Industry toward Heath, Safety and Environment 9 Recommendations 11 Conclusion 12 References 13 Introduction In petroleum industry maintaining a healthy and safe environment is regarded to be quite essential, not only because of intrinsic protection risks but also due to absolute quarantine of hazardous materials associated in every oil and gas organization. Since petroleum industry is experiencing a rapid development within the context of current phenomenon, it is quite likely to face possible health and safety problems along with environmental risks in upcoming days owing to its expansion, both in terms of production and organisational size (Petroleum Exploration and Production Association of New Zealand, 2011). Considering these aspects, the discussion will concentrate on health, safety and environmental issues associated with the petroleum industry. Thereby, the objective of the discussion will be to apprais e different articles and literatures from a generalized perspective illustrating the requirement of safety performances in the oil and gas sector. The discussion will also consider different factors causing such risks to recommend on the safe operations of equipment and tools utilized in the petroleum industry internationally. Overview of Petroleum Industry Petroleum industry is often considered to be one of major sources for income generation that in turn attempts to render greater support for enhancing the economic condition of a nation. In the international context, petroleum industry represents a significant percentage of the aggregate power consumption. For instance, in the year 1995, the petroleum industry accounted for the consumption of almost 63% of global power supply in comparison to coal mining, nuclear energy and hydroelectric energy which represented only 27%, 7% and 3% respectively of worldwide energy generation (International Association of Oil & Gas Products, 1997). Consequently, after the increase in global economic prosperity, the world’s demand for oil consumption has been augmenting with rapidity. For instance, in the year 2002, the international usage of oil and gas amounted to almost 220 cubic feet a day which is further expected to increase rapidly in the near future.

What has shaped and influenced the way I lead and manage Essay

What has shaped and influenced the way I lead and manage - Essay Example The change in family structure provided me with the most influential aspects from both my father and mother’s sides. On my father’s side, I was his only child and for the first 18 years of my life, we were very close to one another. I was the centre of his universe and being the only child, he had big plans for my future. I really admire him not only because of his brilliance in business, but also on his strong character. As I grew up, I could not help but marvel at his business acuity and creativity that made him successful in every undertaking he ventured in. He is a very resolute, bold, and passionate man in whatever he believes in and nothing can stop him from achieving his goals. His admirable character and close interaction with him formed the basis of my personality. The great importance he attached to our friendship made me feel secure and appreciated. As a result, I developed a strong sense of self-belief and confidence that characterize my professional life to date. In addition, his determination to succeed against all odds formed the foundation of my strong self-motivation, unwav ering focus, tenacity and courage to succeed in whatever I decide to do. My mother‘s side was equally influential in development of my leadership and management qualities. In contrast with my father’s side where I was his only child, my mother had three other children and living in such a large family exposed me on how to interact with people. My mother was open to us and she always emphasized on the importance of a united family. Wherever we had issues with one another, she encouraged us to speak out in order to solve the conflict amicably. I really admired this democratic leadership style especially when we used to hold family meetings to voice our concerns. In those family meetings, each one of us was given an

If I Could Tell You Essay Essay Example for Free

If I Could Tell You Essay Essay TimeTime, said to be eternal, possess neither a beginning nor an end. Yet however there is a fixation on being able to measure it in years, months, days, hours, minutes and seconds. Trying to save time with new technology, manage time with multi-tasking activities. All in the hopes of giving meanings to the past, present and future. The past is able to been seen but not changed, today is in the present yet still unpredictable, and tomorrow is not guaranteed. If I Could Tell You by W. H. Auden is a villanelle much like others using rhyme, repetition, and meter, that revolve around the main idea of the continuity time and its unforeseeable nature. The rhyming of the alternating ending lines, â€Å"Time will say nothing but I told you so† (1) and â€Å"If I could tell you I would let you know† (3) keep the rhyme scheme which stays on the central themes. â€Å"Time will say nothing but i told you so† shows that time keeps going, because this is a statement. Although the things of the future are unforeseeable, it is guaranteed that in the end the only one who will know what will happen is Time. â€Å"If I could tell you I would let you know† show how unforeseeable Time is. Auden knows that he can not see into the future, which is why he says â€Å"If I could †. These two phrases depict the speakers understanding of the continuity of time even though he shows to have a desire to know ahead of time what to do before certain events. The villanelle itself has a rhythm as a whole through periodical thinking. The beginning shows how Time does not wait for anything or anyone, â€Å"nothing but I told you so†. He later goes on to question Time in the second stanza and if we should fight back, which is why he says â€Å"weep when clowns put on their show† and â€Å"stumble when musicians play† which are juxtapositions since these actions are not likely given the circumstances. The third stanza shows the shift as he begins to understand that Time is necessary and things have to happen for a reason, â€Å"the winds must come from somewhere†. In the fourth stanza his train of thought is nearing a conclusion as he begins to wonder if not only do things have to happen, but are they meant to happen for the greater good, â€Å"Perhaps the roses really want to grow†. The ending shows Audens maturity throughout the villanelle and ends with â€Å"If I could tell you I would let you know † stating that Time is out of his hands, but it is acceptable and if there was anyway he could help, he would. Throughout the villanelle, time is personified and introduced to the reader as an unreliable character, through. Auden blames Time for unwanted changes in life, and he repeats the line because he observes that all changes, even those that are unintentional, come with Time. The repetition of Time at the end of the stanza rather than the beginning or end display how eternal time is. The first part of each stanza question Time, but all ends with â€Å"Time will say nothing but I told you so†, explaining that whatever Auden thinks or observes, will all be part of the past in the future. Much like poetry as a whole, used to express emotion and speechless opinions, the villanelle is almost perfect fitting for the theme of time. A villanelles structure alone portrays almost a near exhibition of time. Through the first five stanzas, a villanelle is predictable with tercets although the last stanza is a quatrain. This depiction could be metaphorical that time can be planned although in the end, everything may not come to together as hoped. The meter only emphasises this metaphor more by breaking the alternating line in each of the tercets before at the end. Audens desire to be able to match time is emphasized by the repetition of two phrases by the structure of the poem, which in itself helps portray the author’s idea about times continuity and its unforeseeable nature.

Professional Development And Reflective Practice Education Essay

Professional Development And Reflective Practice Education Essay Counsellor self-awareness has been frequently emphasised as a critical professional competency for all counsellors (Remley Herlihy, 2007). To support this key competency, reflective practice is an important means of supporting self-awareness in students and beginning counsellors. This paper will look at some definitions of reflective practice, and how it is far more than just thinking about what has happened. Reflective practice is an approach used in counselling and other health professions where models of reflection offer a way to evaluate applied learning: it is a method of refining skills and expertise by scrutinizing actions while they are being carried out, and then assessing them through discussion, writing exercises such as journalling, similar assessments or by professional supervision. Reflective practice has been developed in a variety of fields over the last few decades, most markedly in professions where interpersonal relationships are central and a high degree of intuitive judgement and decision-making is needed. Because of this, counselling and teaching make great use of reflective practice methods, along with community and youth workers, and allied health professionals. Professional practice was pioneered by Donald Schà ¶n in the 1980s. Several models exist, but basically reflective practice and learning involves growth and development as a professional by considering at an event or incident, understanding it and learning from it. Different models may emphasise different areas of reflective learning, or broaden the process to include a range of peers, communities and professional or learning colleagues Reflective practice is a continuous process and involves the learner considering critical incidents in their life experiences. As defined by Schà ¶n, reflective practice involves thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline. It has been described as an unstructured, self-regulated process approach directing understanding and learning. Reflective practice as a way of working that involves acting consciously and deliberately on the basis of critical insight and understanding. A reflective practitioner needs to develop an awareness of new ways to look at situations, consider new opportunities and techniques, and finds fresh means to challenge states an circumstances. A reflective practioners is a Iifelong learner, as each experience will shape their practice and approach. A belief which underpins reflective practice is that counsellors should consolidate or frame our understanding. Framing is an inevitable thing: There is no way of perceiving and making sense of reality except through a frame, for the very task of making sense of complex, information-rich situations requires an operation of selectivity and organisation, which is what framing means à ¢Ã¢â€š ¬Ã‚ ¦(Schà ¶n, 1994, p29). To be reflective does not imply disregarding all assumptions and prior opinions. Instead, it is about being aware of what practioners bring with us when we meet with others. Reflective practitioners must be able to put themselves in the shoes of other actors, but and they must also have the complementary ability to consider how their own frames may contribute to problematic situations (Schà ¶n, 1994, p187). Reflective practice is consequently something that takes persistent and constant time, commitment and practice. To help counsellors, particularly as beginning counsellors, this can be where an good supervisor is so important, inspiring the counsellor to grow as a person and a professional, to think and act outside of the box and avoid falling into self-deception or pitfalls. An continuing commitment to education and also an essential basic requirement to aid this growth and development. In reflective practice it is possible to distinguish three different phases. Schà ¶n (1983) distinguished between reflection-in-action (at the same time as the practice takes place) and reflection-on-action (afterwards). reflection on practice which involves stepping back from an experience and exploring (a) what happened (b) what can be learned from it and (b) what should be done next time. This approach is used widely with students in various disciplines who are encouraged to keep a journal of learning experiences and their practice implications. Kolbs learning circle (experience _reflection _ making sense _ planning for action) is a common tool used by supervisors to help students learn this process in systematic form. Secondly, there is reflection in practice which involves being aware and conscious in the here-and-now moment; i.e. during supervision/counselling as its actually happening. This is, in some respects, an advanced-level application of reflection on practice and essential for those engaged in counselling and supervision approaches that involve working primarily with immediacy (e.g. psychotherapy: recognising transference, projection, parallel process etc.). It is also especially valuable for people working in crisis situations where conditions change rapidly and the ability to think continually on ones feet is critical. the difference between reflection on and reflection in is, in essence, the difference between What happened thenà ¢Ã¢â€š ¬Ã‚ ¦? and What is happening nowà ¢Ã¢â€š ¬Ã‚ ¦?. The practice dimension reminds us that for learning-through-reflection to become genuinely transformational, it needs to be applied. The role of supervisor, therefore, involves not only helping the counsellor to learn through reflection but to support application of that learning to enhance his or her counselling practice. When these dimensions are drawn together in continual process, the counsellor can be described as a reflective practitioner. According to Schon (1983), reflection-in-action is a rigorous professional process involving acknowledgement of and reflection on uncertainty and complexity in ones practice leading to a legitimate form of professional knowing (p.69). Reflection-in-action is defined by Schà ¶n as the ability of professionals to think what they are doing while they are doing it. the only way to manage the indeterminate zones of (professional) practice is through the ability to think on your feet, and apply previous experience to new situations. This is essential work of the professional, and requires the capability of reflection-in-action. Schà ¶n also offers his thoughts on how this kind of professional is produced. He describes a number of key concepts: The Reflective Practicum. a term for the educational setting, or environment: A practicum is a setting designed for the task of learning a practice. This is where students learn by doing, with the help of coaching. The practicum is reflective in two senses: it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of coach and student that takes the form of reciprocal reflection-in-action.    Tacit knowledge: his comes from the work of Michael Polanyi3. He describes for example the remarkable way we are able to pick out a familiar face in a crowd. This does not require thinking about, or a systematic analysis of features. We cannot verbalise how this is done, and so the knowledge is unspoken or tacit.   Knowing-in-action derives from the idea of tacit knowledge. It refers to the kinds of knowledge revealed in the way we carry out tasks and approach problems. The knowing is in the action. It is revealed by the skilful execution of the performance we are characteristically unable to make it verbally explicit. This tacit knowledge is derived from research, and also from the practitioners own reflections and experience.   Reflection-in-action: reflection that occurs whilst a problem is being addressed, in what Schon calls the action-present. It is a response to a surprise where the expected outcome is outside of our knowing-in-action. The reflective process is at least to some degree conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action forms the basis of assumption). It is about thinking again, in a new way, about a problem we have encountered.   Reflection-on-action: reflection after the event. Consciously undertaken, and often documented.   Willing suspension of disbelief: describes the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only arise from experience. So it is necessary first to allow the experience to happen.   Operative attention: listening and absorbing information, in a state of readiness to apply and experiment with the new information. An everyday example would be when we listen to directions on how to find an obscure address. This participation is important in the learning process a learner needs to be already engaged in activity for further information to have meaning. This in turn is partly derived from Wittgensteins5 contention that the meaning of an operation can only be learned through its performance. Hence mechanical or imperfect performance of an activity prepares the learner for new information (feedback) on that activity, in order to develop understanding.   The ladder of reflection: Schà ¶n speaks of a vertical dimension of analysis that can happen in the dialogue between learner and teacher. To move up a rung on the ladder involves reflecting on an activity. To move down a rung is to move from reflection to experimentation. This ladder has more than two rungs it is also possible to reflect on the process of reflection. The importance of this concept is in its potential for helping out with stuck situations in learning. Being able to move to another level may assist coach and learner to achieve together what Schà ¶n refers to as convergence of meaning.   Professional reflective practice is an intricate and challenging activity. It takes time, commitment and support, ongoing professional development and supervision to mature. It should leads to new action and a confirmation of existing actions. Reflective practice needs to be more than just thoughtful practice, it needs to be a continual process of turning practice into educational opportunities. Also very useful in expressing an approach to reflective practice is Kolbs experiential learning theory. Kolb (1984), a leader in the contemporary experiential education movement, defined experiential learning as the process whereby knowledge is created through the transformation of experience (p. 38). His model of experiential learning was based on the works of developmental theorists John Dewey, Kurt Lewin, and Jean Piaget. Ideally there is a learning cycle or spiral where the learner passed through a four stage learning cycle: first a cycle of experiencing, then of reflecting, thirdly thinking, and finally acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. As learners continue to have new concrete experiences, by reflecting and thinking about them, we can plan, test hypotheses, and have a positive impact on new experiences. Kolbs learning circle (experience, reflection, making sense, then planning for action) is a practical tool to help students learn (Wright, 202) . (a) concrete experience, (b) reflective observation, (c) abstract conceptualization, and (d) active experimentation. The process of experiential education and learning begins with the concrete experience itself (e.g., participating as a member in a small group) and continues with intentional and guided reflection on or debriefing of that experience. Abstract conceptualization represents both the integration of learning experiences and the generation of new ideas. This might include identifying and understanding the monopolizing behaviour on the part of a group member and brainstorming ways to address it in the next group session. Through active experimentation, these new ideas can be tested and explored. the process of reflection is one of the necessary stages of learning (Kolb 1984; Bennett-Levy 2006) and therefore Part of clinical wisdom is reflection on practice. Supervision provides the reflective space in which to consider the difficulties and particulars of counselling, within a supportive relationship. Supervision provides the opportunity to develop skills and understanding, and provides an avenue for comparing different approaches to managing and conceptualising client problems. Supervision can provided the reflective space to help the supervisee learn about their own thoughts and feelings, and the effect of self on clients. As a beginning counsellor, there a variety of excellent refection strategies to assist in personal and professional growth and development, to help improve counselling skills, and to prevent burn out and being overwhelmed by worries and concerns of clients. Appropriate and effective supervision (as well as group and peer supervision), journalling, feedback from clients and supervisors, measures of client progress, and continued education. Padesky (1996: 273-4) wrote: The art and skill of therapy are best developed in a therapist who consistently analyses and learns from both positive and negative client feedback and outcome.

Malawi and Tobacco Essay -- Trade Tobacco Malawi Essays

Malawi and Tobacco What strategies can Malawi use to overcome problems relating to a change in demand of its main export, tobacco. QUESTION- what strategies can Malawi use to overcome problems relating to a change in demand of its main export, tobacco? Malawi, a LEDC, located in Southern Africa, has a population of 10 million. Tobacco is its main export and this provides the majority of the countries export revenues. It has become dependant on exporting tobacco to firms based in MEDC's such as the United States. Demand for cigarettes has recently decreased because of health and ethical reasons. Cigarettes, has reached the end on its product lifecycle. However South East Asia remains a growing market, because of the effects of globalisation and dumping. The decrease in demand is a major problem for Malawi, a country that is not market orientated or market aware. Decline in demand for cigarettes will obviously have a direct effect on demand for tobacco because they are complimentary products. With decreased demand for its crops of tobacco, Malawi will find itself in a very dangerous situation that will not only threaten its economic position but the very lives of its population. Another concern that Malawi must take into account is the state of the tobacco industry. At present the market could be described as an oligopoly (see appendix) where suppliers compete on price. The outcome of this is that the firms involved have a high market share and therefore have much power to control supply and demand. They have the power to control prices of tobacco and they can exploit countries like Malawi. The national economy is dictated by exports of tobacco. The decreased revenue, due to loss of demand, will an... ...E UK (BRANDS): Two firms, Gallaher and Imperial Tobacco, who between them, control around 80% of the market, dominate the cigarette and tobacco market in the United Kingdom. One other major firm, British American Tobacco (BAT), manufactures cigarettes in the UK but sells almost all of them abroad. In 1999 BAT merged with Rothmans International thereby increasing its share of the world tobacco market to 15.4%, just behind the world leader Philip Morris which controls 17% of the global market. BIBLIOGRAPHY http://www.ash.org.uk http://www.tobacco.org http://www.mcspotlight.org http://www.cdc.gov http://www.sas.upenn.edu/African_Studies/Country_Specific/Malawi.html http://allafrica.com www.google.co.uk www.bbc.co.uk www.altavista.com www.theguardian.co.uk Nuffield Business and economics- Students Book

Lasers in Surgery Essay -- Exploratory Essays Research Papers

Lasers in Surgery      Ã‚  Ã‚  Ã‚  Ã‚   Abstract: The laser is gaining increasing popularity in the medical field because of its broad application, efficiency, and improvement in overall ease of the procedures in which it is used.. The laser can treat an enormous range of ailments. The chronic nighttime snorer can give those around him relief by a simple procedure with the laser. In dermatology, the laser can be used for removing moles, tattoos, birthmarks, treating wrinkles, and possibly destroying skin cancer. The once dreaded trips to the dentist may become less painful since the laser is helping to replace the drill and Novocain. The laser also is becoming increasingly popular in orthopedics for treating shoulder, knee, and back ailments. For women many gynecological problems ranging from infertility to endometriosis can be treated with the laser. For small, precise work the laser is indispensable such as in the eye. Unfortunately, since laser medicine is still rapidly developing, it h as experienced its pitfalls in some areas like cardiology. Overall, the laser is an invaluable substitute for the scalpel of the past, and the laser's possibilities for the future are broad and promising.    Lasers in Surgery The laser is creating a bloodless revolution. A laser works by using heat to obliterate cells. As it cuts, blood vessels are sealed, and tissue is sterilized. The laser is particularly useful in regions of the body that are difficult to reach. Many types of lasers are used in surgery, and the kind (gas, liquid, solid, visible, or unseen) varies based on the procedure. Choosing the laser to fit the procedure is essential because otherwise damage such as fires, eye harm, a charred cheek, a chipped t... ...ion to use lasers at local hospitals are generally reputable.    Laser surgery is a pioneering field of medicine. The laser is used for some type of procedure in practically every specialty field. Doctors are researching the laser for even more increased use because it provides a noninvasive, quicker, and less painful approach to many procedures. In the future, the laser will become an increasingly common place medical tool.    Bibliography "Laser Surgery Can Stop the Noise." USA Today February 1995: 14-15. McCarthy, Laura Flynn. "Bright Lights of the Medical World." Cosmopolitan May 1995: 262-265. Pringle, Lidia Wasowicz. "Zapping Disease." Vibrant Life July-August 1994: 22-24. "A Ray of Hope for Snorers." Health January-February 1994: 16-17. Rosenbaum, Joshua. "Lasers- Hope or Hype?" American Health June 1994: 68-74.

Police Misconduct and Corruption Essay

Police and Society January 31, 2013 Police Misconduct and Corruption In the early 1990’s police brutality had become common; police officers abused their powers and became brutal when dealing with offenders and even non-offenders. One infamous example of such brutality occurred in 1992 in Los Angeles when a black man named Rodney King was violently beat by five officers for being â€Å"black. The five officers repeatedly struck King as a few other officers stood by not paying any attention to the situation near by. Two of the five officers were later acquitted which angered the black and Latino community around the world as did the videotape of the incident. This incident did however put more attention and awareness on the issue of police brutality. A few weeks after the King incident, a drug scandal in New York erupted into another police brutality incident. This prompted an investigation on police corruption by the Mollen Commission. The investigation found many occurrences of police abuses, including brutality, corruption, and perjury. A century before the Mollen Commission, in 1894 the Lexow Commission in New York discovered the same occurrences of police brutality. This shows that police corruption has been going on for many years and is continuing to happen now. Although the public less accepts police brutality now, it is believed that most police corruption is done â€Å"underground† or through legal loopholes. I have chosen to research Police Brutality because I find it outrageous that the people who swore to protect us cheat the law and use excessive force without reason. I am majoring in Sociology and Criminal Justice, so I am curious to learn about why officers feel the need to become brutal. Is it a lust of power? I’m interested in learning about the sociology of police brutality.