Deist Pantheism in Tintern Abbey :: William Wordsworth Poetry

"Tintern Abbey" typifies William Wordsworth's desire to demonstrate what he sees as the oneness of the human psyche with that of the universal mind of the cosmos. It is his pantheistic attempt to unfurl the essence of nature's sublime mystery that often evades understanding, marking his progression as a young writer firmly rooted within the revolutionary tradition to one caught in perplexity about which way to proceed socially and morally, and further, to define for himself a new personal socio-political vision. Moreover, "Tintern Abbey" exhibits Wordsworth's eclipsing of the Cartesian belief in a supernatural creator who stands beyond the universe, echoing the ideas of Burach Spinoza, and redefining late eighteenth century deism into a more personal, pantheist revision of nature. The poem's portrayal of the intimate connection with nature implicitly underscores Wordsworth's view on conventional religious belief as one surpassing commonly held interpretations of the supernatural. It conveys Wordsworth's ideal of the universe as bound inextricably within the essence of all that is harmonious and natural -- a "Oneness." It sympathetically depicts the inseparability of "God" from nature, the "material-spirit" of energy that, as Wordsworth portrays it, imbues the life force with . . . a sense sublime Of something far more deeply interfused, Whose dwelling is the light of setting suns, And the round ocean and the living air, And the blue sky, and in the mind of man; A motion and a spirit, that impels All thinking things, all objects of all thought, And rolls through all things. (96-103) In terms of "Tintern Abbey"'s naturalistic depiction of nature's interconnection with the universe and humanity, the poem reveals Samuel Taylor Coleridge and John Thelwall's implicit influence upon Wordsworth's development as both a writer and naturalist poet. Similar to Wordsworth, for instance, John Thelwall illuminates the organic spur of the human frame and other life forms in his scientific prose, such as found in his celebrated medical essay, Towards A Definition of Animal Vitality (1793). Thelwall's "cosmic-monism" fuses the workings of the human body to the movements of heaven and earth -- a holistic interconnection of the organic to the inorganic. His connection to Wordsworth through Coleridge serves to partially explain the inherent pantheistic vision in "Tintern Abbey"'s 1798 composition.

Master Harold and the Boys

Master Harold and the Boys, a play written by famous playwright Althol Fugard, shares the story of a seventeen year old white boy, Hally, who spends time with two African- American servants, Sam and Willie. While the majority of the play is a conversation between the three inside a tea room, Fugard does a brilliant job of exposing the struggles that is dealt with at the time. The context of Master Harold and the Boys is deep and meaningful, especially since the play sets in South Africa. He depicts how industrialized racism really is, showing that when an individual lives under a certain set of assumptions, it is really easy to catch others views of hatred, bigotry, and at the time, apartheid. Fugard shows his true artisism for publishing this play because it takes a true artist to be able to confront problems that a society deals with and to be able to make people more considerate of their actions towards others. There is a great deal of emotional value that comes with this play. When this play was written back in 1982, South Africa was still dealing with apartheid which is similar to the United States' time of segregation. In fact, the emotional value of this play was so enormous that it was actually banned in South Africa at the time. The plot is heavy because it takes Hally's childhood innocence and turns him towards a poisness bigotry, just like what most of the adult society did during that time. The real turning point is when Hally finds out about his father returning home from the hospital. In the beginning of the play, Sam and Willie talked about ballroom dancing. They could relate to readers of the play who also dance because they might understand the pressures of dancing and the amount of skill that goes into it. However, no matter what the pressures of dance may be, it is never acceptable for a man to hit a woman. Fugard might have showed this side of Willie because domestic relationships were very common back in the 1950s. Even though there was a rise in feminism movements, men still had most of the control and strength. While blacks were still considered to be property, women during that era did not have many rights as well. Hally, Sam, and Willie have more of a friendship during the beginning of the play, but when Hally becomes distraught with the news of his dad coming home, he violently unleashes on his servants. It becomes clear that his father's vicarious racism was a learned behavior observed by Hally. From this point on, Hally no longer treats Willie and Sam as friends, but as subservient help. Hally demands that they must call him â€Å"Master Harold† as he spits on his servants. Using the word â€Å"master† showed that Hally had full possesion over them, and he wanted them to know it. He also used the spitting incident as a way to show control because that was typical during that time era. Spitting on someone is considered to be very degrading to that individual and is a form to show their unworthiness. I think my personal impact on the play has definitely changed. After I read the play, I understood what happened, but it was not until our class discussion where I really put the pieces of the play together. One eye opener during out discussion was when we were talking about the word â€Å"boys† in the title. I simply thought that Fugard used that word because of their gender, but I had no idea that using the word â€Å"boy† towards a black person is degrading. I really admired how Fugard attacked this problem that was facing South Africa's society and how he exposed the realities of bigotry. I think it would be great to see this play as a production. I believe the acting of the words verses just a persons imagination could be a real eye opener to how people see and treat others. This play will continue to be relevant in American and South Africas societies because it is a reminder of our history and how our society needs to continue to grow away from racism and towards a more accepting society of all. Master Harold and the Boys â€Å"Master Harold†. . and the Boys is not an overtly political play, but a depiction of â€Å"a personal power? struggle With political implica-tions. † The only definition that the South African system can conceive of in the relationship of White to Black is one that humiliates black people. This definition â€Å"insinuates itself into every social sphere of existence, until the very language of ordinary human discourse begins to reflect the policy that makes black men subservient to the power exercised by white children. † In the society depicted by Fugard White equals â€Å"Master† and Black equals â€Å"boy. It is an equation, continued Durbach, that ignores the traditional relationship of labor to man-agement or of paid employee to paying employer. During the course of the drama, Hally rapidly realigns the components of his long? standing friend-ship with Sam into the socio? political patterns of master and servant. Hally changes from intimate familiarity with his black companions to patroniz-ing condescension to his social inferiors. It is an exercise of power by Hally, himself a â€Å"boy† who feels powerless to control the circumstance of his life and therefore seeks some measure of autonomy in his interaction with Sam and Willie.Robert Brustein, in a review in the New Repub-lic, described' ‘Master Harold† . . . and the Boys as the â€Å"quintessential racial anecdote,† and ascribed to Fugard's writing â€Å"a sweetness and sanctity that more than compen sates for what might be prosaic, rhetorical, or contrived about it. † There is a sugges-tion that Fugard' s obsession with the theme of racial injustice may be an expression of his own guilt and act of expiation. As Brian Crow noted in the Inter-national Dictionary of Theatre, Critical Overview 24 biographical in-formation, however, is not needed in order for the play to make its full impact in the theatre.This is achieved primarily through an audience's empathy with the loving relationship between Hally and Sam and its violation through Hally's inability to cope with his emotional turmoil over his father, and its expression in racism. If to what extent the play manages. . . to transmute autobiographical experi-ence into a larger exploration or analysis of racism in South Africa is arguable; what seems quite cer-tain is its capacity to involve and disturb audiences everywhere. Yet not all critical reaction to Fugard's work has been positive. Failing to see the play's wider mes sage on racism, Stephen Gray saw â€Å"Master Harold† as nothing more than a play about apart-heid. In a 1990 New Theatre Quarterly article, Gray noted that South Africa's dissolution of apartheid has made the play obsolete, stating that it â€Å"feels like a museum piece today. † Other negative criticism found the play's black characters to be falsely represented As Jeanne Colleran reported in Modern Drama, â€Å"To some black critics, the character of Sam is a grotesquerie.His forbearance and forgive-ness, far from being virtues, are embodiments of the worst kind of Uncle Tom? ism. † Such reproach prompted Fugard to clarify his intentions during the Anson Phelps Stokes Institute's Africa Roundtable. As Colleran reported, Fugard stated that his inten-tion was to tell a story: â€Å"I never set out to serve a cause. . . . The question of being a spokesman for Black politics is something I've never claimed for myself. † Such criticism for â€Å"Master Har old† was spo-radic, however The majority of Critics and audi-ences embraced the playas important and thought? rovoking. Commenting on Fugard's ability to fuse theatricality with strong political issues, Dennis Walder wrote in Athol Fugard, â€Å"Fugard's work. . . contains a potential for subversion, a potential which, I would suggest, is the hallmark of great art, and which qualifies his best work to be called great. † In this essay Wiles examines Fugard' splay as a political drama, taking into account the dissolution of the apartheid system in South Africa and how that affects contemporary perceptions of the work. He concludes that the play is still relevant as a chroni-cle of human relations.What happens to the overall effect of a play when the societal forces that shaped it have changed to the point where the playwright himself says: , , [A] political miracle has taken place in my time. † Such might appear to be the case for Athol Fugard and his play â€Å"Ma ster Harold†.. and the Boys The South African system of apartheid? legislated separation of the races? has been dismantled; free and open elections have been held; a black man, Nelson Mandela, has been elected president of the country. The power of whites, regardless of their age or station, to subjugate and humiliate blacks with he full blessing of the government and society at large has evaporated. The question that begs to be asked, then, is: What is this play about if not about political struggle? By focusing attention on the adolescent antago-nist Hally, Fugard creates a more personal drama-, a drama rooted in the uncertainties of a youth who attends a second? rate school and whose parents own and operate a third? rate cafe. Displaying â€Å"a few stale cakes,† â€Å"a not very impressive display of sweets,† and â€Å"a few sad ferns in pots,† the St.George's Park Tea Room hardly seems the seat of power. And, the arrival of Hally, in clothes that are â€Å"a little neglected and untidy† and drenched from the heavy rains that keep customers away, does little to prepare the audience for the play's explosive confrontation. When Hally enters the cafe, it appears that he is glad for the lack of patrons so that he and Sam and Willie can have a â€Å"nice, quiet afternoon. † There is the implication that both he and the two men have enjoyed these types of days in the past.Hally's world, however, begins to crumble when Sam in-forms him that his mother has gone to the hospital to bring his father home. Hally's annoyance at the comic books piled on the table? â€Å"intellectual rubbish†? changes into fury when Willie throws a slop rag at Sam, misses, and hits Hally. Hally swears and tells both Willie and Sam to â€Å"stop fooling around. † Hally calls Sam back to have him explain what Hally's mother said before she left for the hospital He convinces himself that his father is not coming home, that Sam heard wro ng, and that the world he has created for himself will continue undisturbed.His willingness to shift the discussions to the varieties of textbook learning and then to the more Important learning gleaned from the servants quar-ters at the old Jubilee Boarding House under the tutelage of Sam and Willie, indicate Hally's inabili-ty to accept that his life is about to change once again. Hally returns to the comfort of the historical past, discussing Joan of Arc, World War I, Charles Darwin, Abraham Lincoln, and William Shake-speare with Sam. He also returns to his own familiar past and the flying of a homemade kite that Sam made for him.It is the kite that provides Hally with the defin-ing moment of his young life a black man and a young white boy enjoying each other's company and a shared accomplishment. Hally says, â€Å"I don't know how to describe it, Sam Ja! The miracle happened! † Hally appears to want to return to the safety of their shared past when he mentions to Sam tha t â€Å"[I]t's time for another one, you know. † The uncertainties of adolescence challenge Hally's place, not only in the world at large but in his family as well. Of his time spent with Sam he summarizes: â€Å"It's just that life felt the right size in there. . . ot too big and not too small. Wasn't so hard to work up a bit of courage. It's got so bloody complicated since then. â€Å"Hally's violent reaction to the news that his father is indeed returning home (the stage directions describe Hally as â€Å"seething with irritation and frustration†) clearly illustrate the complications Hally must now face. â€Å"Just when things are going along all right, without fail someone or something will come along and spoil everything. Somebody should write that down as a fundamental law of the Universe The principle of perpetual disappoint-ment† Hally's attack on Willie's backside WIth a ruler and the â€Å"I? llow? you? a? little? freedom? and-? what? do? you? do? w ith? It† speech show that Hally resists acknowledging the changes and accompany-ing complications that will inevitably take place when his father returns home. In the ensuing ballroom dancing discussion (Fugard himself was a dancing champion in his teens), Sam describes the dance finals â€Å"like being in a dream about a world in which accidents don't happen. † Sam's view of the world as dance floor contrasts sharply With Hally's nostalgic view of life as the right size in the old Jubilee Boarding house. Hally wants things to remain static, to never change.Sam, on the other hand, wants the world â€Å"to dance like champions instead of always being a bunch of beginners at it. † There are no collisions in Sam's view because the participants have discovered ways of moving around the dance floor without bumping into one another; symbolically, this is Sam's hope that the world can live together peacefully without prejudice or inequality. Hally appears momentarily co nvinced at the end of this discussion: â€Å"We mustn't despair. Maybe there is hope for mankind after all. † But then the phone rings and Hally's world shatters with the news that his mother will be ringing his father home. At this point, Hally's demeanor becomes â€Å"vicious† and â€Å"desperate,† and at the end of the conversation Hally is â€Å"desolate. † He slams books and smashes the bottle of brandy his mother had told him to get for his father. With reckless words and ugly laughter, Hally mocks his crippled father, insinuating him into the dance metaphor as the ones who are â€Å"out there tripping up everybody and trying to get into the act. † His childhood world is now smashed beyond recognition as Hally swears at Sam and chastises him for meddling in something he knows nothing about.Hally's adolescent posturing leads him to de-mand that Sam call him â€Å"Master Harold, like Willie [does]. † Because he cannot control the events sur-rounding his father's homecoming, Hally lashes out at the convenient targets of Willie and Sam, people he feels he can control. The youth's petulance manifests itself with a vengeance. Hally lets fly with a racist comment and compounds the ugliness of the offense by insisting that it is a â€Å"bloody good joke. † Hally's final act of naked cruelty is to spit in Sam's face. For Hally, the bond with Sam is forever broken.The demarcation between master and ser-vant is clearly defined. Although sorely tempted to repay violence with violence, Sam remains the gentle father, the true friend, the moral teacher. Having removed the symbol of servitude (the white servant's jacket) that distinguishes him as a â€Å"boy,† Sam presents the personal rather than political response to Hally's indignities? an extended hand and the offer to try again and â€Å"fly another kite. † But Hally has shamed himself beyond compassion and cannot respond to Sam's final lesson.Errol Dur bach wrote in Modern Drama that the final dramatic images? he rain of despair, the wind where no kites fly, the hopelessness of rela-tionships ripped apart by racist attitudes, the com-forting music that elicits compassion for children who are a victims of their own upbringing, and â€Å"the image of a world where ‘Whites Only' leave two black men dancing together in an act of solidari-ty†? represent Fugard's movement between hope and despair, qualified only by the realization that â€Å"‘Master Harold' grows up to be Athol Fugard and that the play itself is an act of atonement to the memory of Sam and ‘H. D. F. [Harold David Fugard]? the Black and White fathers to whom [the play] is dedicated. â€Å"So, then, back the original question? what is the play about if not political struggle? It is a play about fathers and sons, and how those roles can be both supportive and destructive. It is a play that illustrates how relationships can be strained by factors beyond the participants. It is a play that offers suggestions and gestures for forgiveness and compassion. It is a play ultimately about race. Not black, or white, or red, or yellow, or brown, but human. Master Harold and the Boys In the play Master Harold and the boys, the telephone is a very significant symbol. It acts as a scene changer, as well as a mood changer the most for one particular character, Hally. In this summary, I will briefly describe a few instances throughout the play where the telephone is described, and the effects it has on the characters. In the beginning, Hally, a young white man arrives at his mother and father’s restaurant where he is greeted by two black â€Å"servants. † One of the â€Å"servants†, Sam informs Hally that his mom had phoned for him about a half an hour ago.Hally’s mood immediately changed from happy/content to nervousness/worry. Hally seemed to know that when his mother called, it was for good reason. Hally began pestering Sam with questions about the phone call. He wanted to know where his mother called from, what she called for and how long ago it was that she called. Sam explained that his mother had told him that she was bringing his f ather home from the hospital. Hally then became even more worried and tried to accuse Sam of lying. There was no way Hally’s mother was bringing his father home from the hospital, because he was still too sick.He then tried to call his mother at home, but there was no answer. This made Hally contemplate if the news could be true. As the two servants went back to work, Hally stood alone in confusion and worry. All he could seem to do is think about what this news means, and how it will affect him. Ring†¦ring†¦ring. Sam answers the phone while Hally stops his train of thought. He is listening and holding on to every word Sam says. This telephone call acts as a scene changer and also a mood changer for Hally and the servants; they all stop what they are doing to find out what is happening.Hally relates the phone ringing to something bad happening. Sam tells Hally that it is his mother on the phone for him. In worry Hally asks if the call is local or private, almost as if he is preparing his speech to his mother. Once Hally musters up the courage to speak on the phone, Hally finds out that the news is true; Hally’s father is asking to come home. Shocked, he cannot believe what he is hearing. He becomes angry with his mother, demanding that she make him stay at the hospital. But you know that Hally doesn’t really seem to care how his dad is feeling, he just doesn’t ant him back home. Hally’s mom agreed to try to keep his father at the hospital, but she wasn’t making any promises, Hally’s father was acting too persistent with his decision. Hally’s mother told him that she would call him back. After he hung up the phone, he was in complete shock. All he could do was stare at the telephone as Sam and Willie began bombarding him with questions. Hally had told them that Sam was right and his father wanted to come home. Hally’s mood changed to anger after that phone call.He kept going back and forth across the restaurant saying what kind of a mess this was going to make for him. He even got so angry about this news, that he began ordering same and Willie around, telling them to quit fooling around and to get back to work. As the servants obeyed his command, all Hally could do is pace back and forth through the restaurant and wait for that next phone call. Then, finally†¦ring†¦ring†¦ring. Hally took a lot longer to answer the phone this time. Sam even had to remind him not to keep his mother waiting.Hally’s mom was calling from home this time. She told her son that his father was home. Infuriated, Hally scolded his mother, asking her why she didn’t stop him and why she didn’t make him stay. He went on to tell his mom that he had an exam coming up, and how could he focus on that when his father is home causing trouble. Hally’s mom tells him that his father wanted to speak with him. Hally’s tone immediately changed when he spoke w ith his father. He sounded happy to speak with him, asking him how he was feeling. He also told his father that he was happy that he was home.After he hung up the phone he went right back to being angry. He acted like he was so much more superior to the black servants, walking around telling them what to do. In conclusion, the telephone was a very important symbol in the play Master Harold and the boys. Every time the phone rang, it changed all of the characters mood. Although the telephone acted like more of symbol to Hally, it did affect all the characters. Each time the telephone rang, Halley’s mood grew more nervous and more angry. He related the telephone ringing to anger, worry and frustration

Kentucky State Bird Northern Cardinal

The beautiful cardinal with its bold red coloring  and striking black mask is the state bird of Kentucky. There are over 300 bird species native to the state, but the cardinal was singled out for the honor of state bird by the Kentucky General Assembly in 1926. Because of its striking colors and broad range, however, Kentucky isnt the only state that names the cardinal as its official bird. It also holds the honor in  Illinois, Indiana, North Carolina, Ohio, Virginia, and West Virginia. Appearance and Coloring The cardinal (Cardinalis cardinalis) is officially known as the northern cardinal. It is also commonly referred to as a redbird, although only the male is colored with the easily-recognizable bold colors for which the bird is known. The female is a much less vivid, though still beautiful,  reddish-tan  color. Juvenile cardinals also sport a reddish-tan color that, in the males, eventually grows to the full, deep red plumage of an adult. Cardinals were named because their plumage reminded European settlers of the robes of a cardinal, a leader in the Roman Catholic church. Both the male and female feature the black mask and a pointed crest with orange- or  coral-colored bills. According to Melissa Mayntz, The red coloration of northern cardinals plumage is a result of carotenoids in their feather structure, and they ingest those carotenoids through their diet. On rare occasions, vibrant yellow northern cardinals may be seen, a plumage variation called  xanthochroism. Behavior Cardinals are medium-sized songbirds. The adults measure about eight inches in length from beak to tail. Because cardinals dont migrate, they can be seen and heard year-round. They are found primarily in the southeastern United States, however, thanks to backyard bird feeders, these colorful and easily adaptable creatures have expanded their territory further north and west. Both the male and female sing year round. The female may sing from the nest to let the male know she needs food. They also sing to each other while searching out the best nesting spots. The mating pair stays together for the entire breeding season and, perhaps, for life. The pair breed two or three times during the season with the  female laying 3-4 eggs each time. After the eggs hatch, both the male and female help care for the babies until they leave the nest about two weeks later. Cardinals are omnivores, eating both plant and animal products, such as  seeds, nuts, berries, and insects. The average lifespan of a northern cardinal is about 3 years in the wild. Other Kentucky Facts Kentucky, whose name comes from an Iroquois word meaning land of tomorrow,  is located in the southern United States. It is bordered by Tennessee, Ohio, West Virginia, Virginia, Missouri, Illinois, and Indiana. Frankfort is Kentuckys state capital and nearby Louisville, only about 50 miles to the west, is its largest city. The states natural resources include timber, coal, and tobacco. In addition to its state bird, the cardinal, Kentuckys other state symbols include:   Flower: goldenrodTree: tulip poplarInsect: honeybeeFish: Kentucky spotted bassFruit: blackberryMammal: grey squirrelHorse: thoroughbred (This isnt surprising since Kentucky is the home of one of the biggest horse races in the United States, the Kentucky Derby.)Song: My Old Kentucky Home The state was the 15th to be admitted to the Union, becoming a state on June 1, 1792. It earned the name The Bluegrass State due to the lush grass the grows in the state. When seen growing in large fields, the grass sports blue appearance in the spring. Kentucky is the home of Fort Knox, where much of the United States gold reserves are housed, and Mammoth Cave, the longest known cave system in the world. Three hundred eighty-five miles of the cave have been mapped and new sections are still being discovered. Daniel Boone was one of the early explorers of the area which would later become Kentucky. Abraham Lincoln, who was born in Kentucky, is another famous figure associated with the state. Lincoln was president during the American Civil War, during which Kentucky remained an officially neutral state.

Essay Colorado Marijuana Legalization - 1862 Words

Marijuana in the United States has been a big issue for decades dating back to when it was first made illegal in 1937. Using scare tactics, propaganda, and false facts, the government decided to classify the plant as a schedule one drug along with substances such as ecstasy, LSD, and heroin. Marijuana has since become a more common and socially acceptable (Not by the government) drug in recent years. This past year Colorado, Washington, and Oregon had decided to vote on the issue of legalizing marijuana for recreational use. Focusing on Colorado, Amendment 64 passed on November 6th, 2012 which would legalize the possession of up to an ounce of the plant. Amendment 64 was passed in Colorado with the winning vote of about 55% of the†¦show more content†¦With 520 physicians from Colorado taking the survey, 46% said they would not recommend prescribing the plant to patients, while only 19% said they would recommend it. When asked about continuing research, â€Å"Nearly all agre ed on the need for further medical education about medical marijuana.† With 91% agreeing that it should be explored deeper, it shows that many people don’t actually know the truth of how helpful or harmful marijuana can be. There is one big problem about the testing of marijuana; the government still classifies it as illegal. They refuse to put it down to a schedule two drug along with cocaine and morphine which they classify as having medical value. Maia Szalavitz of Time magazine compared the addiction rate of marijuana users against tobacco and other hard drugs. She stated, â€Å"Marijuana is much less addictive, coming in at 9% to 10%. In contrast, 23% to 25% of heroin users get addicted, along with 15% of alcohol users and 15% to 20% of those who use cocaine.† Nicotine in cigarettes addicts about up to 30% of those who smoke, along with being more harmful to the body according to Robert Melamede. Marijuana seems like it would be a legitimate candidate for medicinal use country wide when compared to alcohol which is legal, cocaine, and morphine which have accepted medical use but also can be more harmful to the user. But aside from medical and recreational uses, the benefits for the states that legalize it can be enormous.Show MoreRelatedLegalization of Marijuana in Colorado Essay1225 Words   |  5 Pagesmajor news forming around the legalization of marijuana in Colorado. Medical marijuana has been effective in Colorado since 2000. Now marijuana is legal for recreational use for people 21 and up. Many rules and regulations follow the legalization of marijuana. Many people of Colorado fear this legalization, where others are totally for it and think it will help boost Colorado’s economy. I have found many positives and negatives regarding the legalization of marijuana. 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Path Toward Success - 2398 Words

Assignment Title: Path Toward Success Word Count: 2,039 The era of the 21st century brings many changes in the lifestyle. Immense range of new and innovative ways of living take part in everyday operations, which lead to increased expectations and experiences from the people, especially in hospitality sector. It is important for the companies to adopt the modernizations in order to stay ahead in the business. Today people seek for luxury, high value and comfort. If these needs are not met, the consumers will loose the interest in spending time and money for the organization and opt for an alternative, thus the service of a competitor. As people travel more not only for the business, but also for vacation purposes, for the†¦show more content†¦Li-Jen amp; Lockwood (2006) suggest that listening and recognizing of employees’ preferences and wants is an important practice for the employee retention. In addition, attention directed towards developing the skills and knowledge, as well as adding more and different tasks, contrib ute to the expectations of the people in workplace. Baruch (2004) advocates that for an individual having the element of multi-options at the disposal, promotes a successful career path. The discussed essentials were mainly autonomy, independence, and a healthy balance between life and work. In addition, HayGroup (2001, as cited in Bharwani amp; Butt, 2012) state that tangible rewards largely contribute towards the employee engagement. If the employer is able to offer recognition in terms of salary or bonuses, people are more likely to be attracted to stay. It is further suggested that leadership and the way in which it is presented to the employee, plays an important role in maintaining the employee’s loyalty. Professional development and continuous learning is an element that contributes to the employee satisfaction. Littlejohn amp; Watson (2004) explain that the scheme of training and development maintain and broaden the knowledge of the individual upon which, the qualities of professional performance will keep on flourishing. By implementing theShow MoreRelatedThe Importance Of Success874 Words   |  4 PagesEver wondered about success, and how people can achieve success? Do people know how to develop a path towards success? Do people know what is the role of luck in success? Success is a result of effort, developing a path, and luck. Success is something that people need to provide energy of some sort like effort to become successful in his/her life. Mainly effort is related to success by improving skills, preparing for future opportunities, and becoming a professional. One of the best ways toRead MoreThe Success Of The Middle Age Adults Essay1731 Words   |  7 Pages Success! The word is as individual as the person who has achieved it. 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Decree of The Minister of Mines and Energy of Republic of Indonesia Number 555 /1995 free essay sample

In an effort to refine and complement legislative regulations in mining, the Decree of the Minister of Mines and Energy No. 555. K/26/M. PE/1995 was published on May 22, 1995 on Occupational Safety and Health. The regulations on occupational safety and health prevailing previous thereto were Mijn Politie Reglement (MPR) Number 341 published in 1930. These occupational safety and health regulations are formulated to be capable of anticipating any progress in the field of mining in Indonesia at this time as well as in the future. These regulations apart from being more up-to-date are also more complete as the regulation for underground occupational safety and health has been covered in detail, both in terms of coal and ore mines. These standards for occupational safety and health also exceed the standards of the previous regulations and they are expected to be capable of meeting practical demands in providing protection and instructions/information to all workers in mining who face the problem of occupational safety and health. The stipulations in these occupational safety and health regulations should be complied with by any worker in mining operations to prevent the occurrence of any accident. Jakarta, September 1995 DIRECTOR GENERAL OF MINES signature/stamp KUNTORO MANGKUSUBROTO 2 CONTENTS DECREE OF THE MINISTER OF MINING AND ENERGY NUMBER : 555. K/26/M. PE/1995 CHAPTER I GENERAL REQUIREMENTS PART ONE PART TWO : : PART THREE PART FOUR PART FIVE PART SIX : : : : PART SEVEN PART EIGHT PART NINE PART TEN : : : : PART ELEVEN : 9 INTERPRETATION PROHIBITIONS ON THE ENTRY TO MINING OPERATIONS REGION MINING OPERATORS SURVEYORS AND MINE MAPS MINE BOOK GUIDELINES TO MINE OCCUPATIONAL SAFETY AND HEALTH MINE WORKERS MINING FACILITIES HEALTH TREATMENT AND FIRST AID MINE ACCIDENTS AND DANGEROUS OCCURRENCES HEALTH 9 16 16 23 25 26 27 32 33 34 40 CHAPTER II EXPLOSIVES AND BLASTING PART ONE PART TWO PART THREE PART FOUR PART FIVE PART SIX : : : : : : 41 THE EXPLOSIVES MAGAZINE SURFACE MAGAZINES UNDERGROUND MAGAZINES EXPLOSIVES STORAGE PROCEDURES TRANSPORTATION BLASTING ACTIVITIES 3 41 43 52 53 59 60 CHAPTER III WORKING ENVIRONMENT PART ONE PART TWO PART THREE PART FOUR : : : : 64 GENERAL REQUIREMENTS DUST NOISE AND VIBRATIONS HAZARDOUS AND NOXIOUS MATERIALS 64 64 66 67 CHAPTER IV SURFACE MINE INFRASTRUCTURE PART ONE : PART TWO PART THREE PART FOUR PART FIVE PART SIX : : : : : PART SEVEN : 69 STRUCTURES, BUILDINGS AND ACCESS WAYS AND EGRESS LIGHTING FIRE PREVENTION AND CONTROL TRANSPORTATION SAFETY WORKSHOPS AND FACTORIES ELECTRICAL EQUIPMENT AND MACHINERY LIQUID FUEL STORAGE 69 72 73 81 105 114 128 CHAPTER V DRILLING 134 CHAPTER VI SURFACE MINES PART ONE PART TWO PART THREE PART FOUR 141 : : : : SAFE WORKING PROCEDURES HYDRAULIC MINES EARTH MOVING EQUIPMENT EVACUATION IN EMERGENCY SITUATIONS 4 141 144 146 150 CHAPTER VII DREDGES PART ONE PART TWO PART THREE PART FOUR PART FIVE PART SIX PART SEVEN PART EIGHT PART NINE PART TEN PART ELEVEN 151 : : : : : : : : : : : PERSON IN CHARGE PLACEMENT OF DREDGES DREDGE PONTOONS INSPECTIONS DREDGE SAFETY SAFETY EQUIPMENT MACHINERY AND ELECTRICITY SAFETY MEASURES TOWING A MINE DREDGE DOCKING OF MINING DREDGES AUXILIARY FACILITIES 151 154 156 157 158 159 162 163 165 167 167 CHAPTER VIII UNDERGROUND ORE MINES PART ONE PART TWO PART THREE PART FOUR PART FIVE PART SIX PART SEVEN PART EIGHT PART NINE PART TEN PART ELEVEN PART TWELVE PART THIRTEEN PART FOURTEEN PART FIFTEEN : : : : : : : : : : : : : : : PART SIXTEEN PART SEVENTEEN PART EIGHTEEN : : : 168 MINE ADMINISTRATION MEANS OF EGRESS SHAFTS AND HOISTING EMERGENCY SITUATIONS IN-RUSHES, EMISSIONS AND OUT BURSTS GROUND CONTROL SUPPORT METHODS PROTECTION AT WORK SITE VENTILATION UNDERGROUND DRAINAGE TRANSPORTATION TRANSPORTATION BY CONVEYOR RAISE CLIMBERS UNDERGROUND MINE ELECTRICITY LIGHTING FIRE PREVENTION UNDERGROUND AND RESCUE ARRANGEMENTS WELFARE MANPOWER TRAINING AND SUPERVISION PROTECTION FROM NATURAL RADIATION 5 168 173 176 189 192 194 200 202 211 213 227 232 234 246 249 262 267 272 CHAPTER IX UNDERGROUND COAL MINES PART ONE PART TWO : : PART THREE PART FOUR : : PART FIVE : 276 GENERAL PREVENTION OF COMBUSTIBLE GASES AND DUST FROM IGNITING VENTILATION IN GASSY MINES INSTALLATION OF SUPPORTS AT WORK SITES TRAINING AND SUPERVISION OF MANPOWER IN UNDERGROUND COAL MINES 276 281 290 305 315 CHAPTER X PENALTIES 316 CHAPTER XI TRANSFER STIPULATIONS 317 CHAPTER XII CLOSING STIPULATIONS 317 6 DECREE OF THE MINISTER OF MINING AND ENERGY NUMBER : 555. K/26/M. PE/1995 ON GENERAL MINING OCCUPATIONAL WORK HEALTH AND SAFETY TECHNICAL DIRECTORATE OF GENERAL MINING THE DIRECTORATE GENERAL OF GENERAL MINING 1995 7 THE MINISTER OF MINES AND ENERGY OF THE REPUBLIC OF INDONESIA DECREE OF THE MINISTER OF MINES AND ENERGY NUMBER : 555. K/26/M. PE/1995 ON MINES OCCUPATIONAL SAFETY AND HEALTH THE MINISTER OF MINES AND ENERGY Considering : that in accordance with the development of mining technology, not one of the safety requirements in the field of mining as laid down in Min Polite Regiment (MPR) 1930 Number 341 can be maintained and must therefore be reviewed; c. that given the very technical nature of Occupational safety and health regulations entailing detailed rules requiring constant amendment in accordance with the development of technology, provision of the regulation of Occupational safety and health is sufficient in a Decree of the Minister of Mines and Energy. 1. Law Number 11, 1967 (Government Gazette 1967, Number 22, Addendum Number 2831); 2. Law Number 1, 1970 (Government Gazette 1970, Number 1 Addendum Number 2981); 3. Government Regulation Number 32, 1969 (Government Gazette 1969 Number 60, Addendum 2916) as amended by Government Regulation Number 79, 1992 (Government Gazette 1992, Number 130, Addendum Number 3510); 4. Government Regulation Number 19, 1973 (Government Gazette 1973, Number 25 Addendum Number 3003); 5. Government Regulation Number 27, 1980 (Government Regulation, 1980 Number 47, Addendum Number 3174) and 6. : that in accordance with Government Regulation Number 19, Year 1973 the regulation of safety and health in the field of mining is the authority of the Minister of Mines and Energy; b. Given a. Presidential Decree Number 96/M, 1993, March 17, 1993 DECIDES : TO STIPULATE : DECREE OF THE MINISTER OF MINES AND ENERGY ON MINES SAFETY AND HEALTH 8 Chapter I General Requirements Part One Article 1 Interpretation Within this Ministerial Decree the following shall mean : 1. Mining Activities means any place of operation intended to or directly related to general surveying, exploration, feasibility studies, construction, production or exploitation operations, processing or refining, transporting or selling, a, b and c class minerals including the supporting services and infrastructure located above or below ground, whether on a single property or at remote locations. 2. Mining Company means any person or business granted the authority to carry out a mining operation based on a Mining Authority and Contract of Work. 3. Mine means the location of any mining activity carried out in order to extract minerals. 4. Surface Mining means any system of mining of minerals which is carried out on the surface or from the surface of water. 5. Underground Mine means any system of mining to extract minerals which is carried out below ground. 6. Technical Mine Manager means any person who is in charge of and who is responsible for the implementation and compliance of occupational safety and health regulations at the mine. 7. Mine Worker means any person who works directly at the mining operation. 8. Mining Accident means any accident causing injury to any mine worker or any person permitted to enter the area of the mining activity. 9. Director General shall refer to the Director General of Mines. 10. Operator means the management of the company. 11. Mine Book means the record book of prohibitions, orders, and directives of the Mine Inspector which must be kept by the Technical Mine Manager. 12. A Mine Inspector is a government authority supervising the implementation of occupational safety and health in mines.. 9 13. Project Area shall mean any place stipulated by the Director General or Provincial Governor used for the mine facilities. 14. Explosives shall mean any chemical compound, mixture or device that is made, manufactured, or used to produce an explosion by a sustained chemical reaction. Explosives include black powder, nitro-glycerine, dynamite, gelatine, detonating cords, safety fuses, detonators, ammonium nitrate, when mixed with hydrocarbons and other blasting agents. 15. Detonator shall mean any device containing a detonating charge that is used to initiate explosives and includes but is not limited to electric detonators, plain detonators, non-electric detonators (none) or delay detonators. 16. Magazine shall mean any building or container with specific technical and safety features for storing explosives. 17. Blaster means any person appointed by the mining company or the Technical Mine Manager to carry out explosive work and who holds a current Blasting License (KIM) 18. Blasting work shall consist of mixing explosives, making a primer, loading, and stemming of blast holes, linking and connecting any explosion pattern, coupling a shot-firing circuit to a detonator circuit, a circuit tester or blasting machine, determining dangerous areas, ordering people to withdraw or shelter, and to take cover, testing circuits, firing blast holes, handling misfires, and controlling the impact of explosions such as fly-rock, ground vibrations, noise, and air blasts. 19. Blaster Trainee means any person approved by the Technical Mine Manager to undergo blasting operations training under the close personal supervision of a blaster. 20. Blasting means any single or series of blasts carried out as part of one blast. 21. Magazine safety distance means the minimum distance at which the magazine must be separated from other magazines, buildings inhabited by people, railway lines and public roads and which shall depend on the amount and type of explosives stored. 22. Detonator sensitive explosive means any explosives that can be detonated by a No. 8 blasting cap. 23. Primer sensitive explosives means any explosive that can only be detonated by using a primer/booster charge together with a No. 8 blasting cap. 10 24. Explosive Ingredients means the standard materials which when mixed with certain materials become primer sensitive explosives. 25. Main magazine means the magazine used as the storage facility for explosives the location of which is not too far from the mine and from which explosives are used for blasting. 26. Transit magazine means the magazine utilised as a temporary storage facility prior to transportation to the main explosives magazine. 27. Temporary magazine means the magazine used during mining exploration work or mining development. 28. Container means the explosives magazine in the form of a container made from metal plate. 29. Combustible material means any material which ignites, burns, supports combustion or releases combustible vapour when subject to fire or heat. 30. Combustible gas means gas which is capable of ignitions at the normal concentration of oxygen in the air. 31. Flash point means the minimum temperature at which sufficient vapour is released by a liquid to form a combustible vapour-air mixture near the surface of the liquid. 32. Fire resistance rating means the time in minutes or hours that a material will retain its protective characteristics and structure when exposed to fire. 33. Crane is any machinery or equipment operated mechanically, electrically or hydraulically that is able to be used as a lifting apparatus including rail, railway or other supplementary equipment, but not including raise climbers attached to a mine shaft. 34. Chain block is any lifting apparatus, consisting of shackles, swivels, hooks, slings, eyebolts, chains and fittings which is used to lift and includes the clips used to secure the wire. 35. Workshop means any place or workroom used to carry out repairs, maintenance, manufacturing, installation or testing of mining equipment and other technical work that supports mining activities. 36. High voltage electricity shall mean an installation with more than 300 volts under normal work conditions (250 volts in the underground circuit). 11 37. Bangka drill means any auger type drill fitted with casing and core recovery effected by the platform which is assembled to the head of the casing. The system for taking samples is operated by means of tamping from the platform. 38. Hydraulic Mine is one type of surface mine that uses water to dig and transport materials to the washing installation. 39. Earth moving equipment means any mechanical equipment used to move top soil, overburden and deposits of minerals during clearing, digging, and lifting and removing operations, and includes bulldozers, shovels, draglines, scrapers and bucket wheel excavators but does not include transport vehicles such as dump trucks. 40. Mining dredge means a dredge used for mining, including boats used as support facilities which is carried out on the surface of water, and shall hereafter be known as dredge. 41. Head line means the mooring line attached to the bow of a dredge used to moor the dredge. 42. Port and starboard line means the mooring line attached to the left and right sides (respectively) of the dredge to moor the dredge. 43. Stern line means the cable attached to the rear of the dredge. 44. Anchor cable means a cable used to moor the dredge, i. e. head line, port, starboard lines and stern lines. 45. Spill anchor means a chain anchor attached to the middle of the dredge. 46. Compartment / tank is the pontoon divided into water tight segments. 47. Pontoon is a closed compartment whose function is to make the dredge float. 48. Safety Hull means a series of small hulls designed to protect the main compartment from collisions. 49. Ballast tanks means a compartment that can be filled with water to maintain the balance of the dredge. 50. Man hole means the water tight hole in the deck used as an access way for inspection and repair work of the compartments. Current tripping device is a device whose function is to cut off electrical currents including any automatic or manual switches. 51. 12 52. Concentric cables means a cable whose outer conductor is entwined around the insulation of the inner conductor. 53. Flexible Cable means a cable designed specifically to be flexible when used. 54. Metallic cable casing means the iron or steel cable encasing the cable. 55. Tripping means an automatic interruption of an electrical current which operates mechanically or electrically. 56. Raise is any tunnel with an inclination above the horizontal greater than 15 degrees whose construction is carried out from bottom to top. 57. Winze is any tunnel with an inclination below the horizontal greater than 15 degrees whose construction is carried out from top to bottom. 58. In rush is the sudden and high speed flow of water or mud. 59. Emission is the sudden release of noxious or combustible gas from any place other than an abandoned working site into any area of an underground mine which causes the conditions of the mine air at the said area to exceed ventilation requirements. 60. Out burst is a violent outburst of gas together with solid rock in the mine. 61. Rock burst means an outburst of rock fragments caused by excessive pressure producing an accumulation of energy, which does not include outbursts or emissions of pressured gas. 62. Hazardous area means any area below ground in a mine which is within 45 meters (measured in any plane) of the surface, any disused working, any stratum containing or likely to contain water, any material that flows or is likely to flow when wet. 63. Main fan means a fan that controls the entire airflow of a mine. 64. Booster fan means a fan which is installed in a main airway or a district airway for the purpose of boosting or increasing the quantity of air in that part of the mine. 65. Auxiliary fan means a fan used to deliver air to work places off the main airstream such as headings, drifts, and which usually makes use of ventilation tubing. 66. Main intake airway means the main airway of incoming fresh air beginning at a shaft or outlet. When an airway is split into two or more working areas, the airways through which it passes are known as intake airways. 13 67. Main return airway means the main airway of out-coming used air ending at a shaft or outlet. Airways in which the airflow is returning from two or more working areas into the main return airway are called return airways. 68. Transport system means any system of transport which operates wholly or partly underground (other than in a shaft) which carries men, materials or minerals. 69. Free Steered Vehicles means any powered vehicles not moving on tracks. 70. Rope Haulage System means any transport system where vehicles are attached to and moved by a rope, driven by a stationary haulage engine whether mechanically or gravity powered. 71. Raise climber means any powered machine or device using a pinion and fixed rack system for traction and used as a working platform in the course of excavating vertical or inclined raises. Raise climbers installed as permanent means of transportation between fixed levels are not included. 72. Flame safety lamp means any lamp which is so protected or enclosed as to make impossible the ignition of an atmosphere of combustible gas and dust outside the lamp. 73. Firedamp or methane means any mixture of flammable gases naturally occurring in a mine. 74. Combustible dust means any dust which when freely dispersed in air forms a combustible mixture. 75. Venturi ventilation means apparatus used to induce airflow into a duct by means of a jet of compressed air or water and includes all types of ejector or blowers but shall not include any ejector or blower used in a firedamp drainage system. 76. Automatic Fire Damp Detector (AFD) means an approved device to continually detect the presence of firedamp and to give a visual or audible alarm at a preset level. 77. Firedamp monitoring system means an approved device to continuously detect the presence of firedamp and to record the results at a location at the surface of the mine or some other location as may be accepted by an inspector. 78. Bore hole means any hole drilled for the purpose of tapping firedamp and draining it through firedamp drainage system. 14 79. Firedamp drainage is an activity in a mine carried out to collect the fire damp in a mine prior to it being diluted and discharged from the mine. 80. Firedamp drainage system is a system for the drainage of firedamp excluding the drainage of firedamp that accumulated behind road-side packs and merely consists of a pipe to convey the firedamp to a point where it can be discharged. 81. Calorimeter room means a place at the surface used to monitor firedamp or the heat levels thereof. 82. Armoured Flexible Conveyor (AFC) means conveyor equipment using a flexible chain to convey coal from a working face when using a drum sheerer. 83. Bar means a girder or any form of cross support. 84. ‘Prop’ includes friction props of chocks. 85. Powered support means a support that works using hydraulic power or pneumatic power. 86. Travelling roadway means any roadway used for the transportation of people from and to the work site and includes any roadway intended to be used as a secondary egress from the mine. 87. Roadway is any heading, cut-through, roadway between two pillars or road in the room and pillar system or any road used for transportation. 88. Working face is the space between the excavation boundary and the nearest series of supports installed when the said supports are parallel and systematically withdrawn and or the space between the excavation boundary until a boundary up to 3. 5 meters from a mined out area when the supports are not systematically withdrawn. 15 Article 2 Scope (1) This Ministerial Decree shall apply to all aspects of activities in mining operations in the Mining Concession, Contract of Work, Work Agreement, area or any other place designated as a project area by the Director General or Provincial (Level I) Governor in accordance with the authority vested therein. (2) The Chief Mine Inspector may grant exemption of the implementation of the stipulations in this Ministerial Decree on the basis of such requests from the operator or the Technical Mine Manager. Part Two Article 3 Prohibitions on the Entry to Mining Operations Region (1) It is prohibited to enter or be found within the region of any mining operation apart from those who work therein or who are permitted. (2) Those in possession of a permit to enter a mining operation region as required in paragraph (1), shall be accompanied by the Technical Mine Manager or an appointed employee who has full comprehension of the situation and conditions of the area to be visited. (3) Roads designated by the Technical Mine Manager shall be roads for specific use of mining operations and where the public is granted the right of use thereof, the safety for the use of the said right shall become his/her responsibility. Part Three Mining Operators Article 4 Obligations (1) The operator shall only commence mining activities after written notification has been given to the Chief Mine Inspector. (2) Within two weeks after one of the following activities, the operator shall send a written report to the Chief Mine Inspector, namely: 16 a. commencement of exploration, excavation of any mine, and a new horizon or seam at the coal level in an underground mine. b. commencement of a new shaft or outlet for any underground mine and c. termination of activities or abandoning of any surface mine or any horizon or seam at the coal level, shaft or outlet from any underground mine calculated 12 months from the date of the final activities, except where abandoned prior thereto. (3) The operator shall provide any equipment, fittings, protective equipment, facilities and costs required for the implementation of these regulations. (4) The operator shall supply free of charge any personal protective equipment required in accordance with the type, nature and danger of the work carried out thereby as well as for any person who enters the mining operation site. (5) Based on the considerations of the Chief Mine Inspector, the operator shall provide appropriate accommodation at or close to the mining operation for the Mine Inspector for the duration of his/her duties. (6) The operator shall provide full assistance to the Mine Inspector in the implementation of his/her duties. (7) The operator shall stop mining work, whenever the Technical Mine Manager or appointed employee is not found on site. Article 5 Appointment of the Technical Mine Manager (1) Exploration or new exploitation shall only be commenced after the holder of the Mining Authority has appointed a Technical Mine Manager. (2) The operator shall appoint a Technical Mine Manager and obtain the approval of the Chief Mine Inspector. (3) The operator may submit an application to the Chief Mine Inspector to appoint more than one Technical Mine Manager where it is considered necessary or based on the specific considerations of the Chief Mine Inspector. (4) The operator may submit an application to the Chief Mine Inspector to appoint more than one deputy Technical Mine Manager where it is considered necessary or based on the specific considerations of the Chief Mine Inspector. 17 (5) Implementation of the requirements of paragraph (3) and (4) shall be stipulated by the Chief Mine Inspector. (6) The Chief Mine Inspector may grant the Technical Mine Manager notice letters as requested. Article 6 Qualifications for the Technical Mine Manager Technical Mine Managers shall be grouped into four classifications in the following order : a. b. c. d. Class III B; Class III A; Class II and Class I Article 7 Class III B Technical Mine Managers Class III B Technical Mine Managers shall meet the following criteria : a. . b. c. mining systems : hydraulic mines, auger mines, open pit mines with single benches, the use of explosives, water jet suction dredges, open pit coal mines using a manual system or exploration stage mines without drifts and open pit construction stage mines; mining companies : individuals, co-operatives and private Indonesian companies and qualifications : one of the following : 1) graduates of Mining/Machinery/Electrical Secondary Technical School (STM) shall possess an occupational work health and safety course certificate with mining work experience of no less than four years, or 2) Bachelors or DIII and or Graduates shall possess an occupational work health and safety course certificate with mining work experience of no less than 2 years. Article 8 Class III A Technical Mine Managers 18 Class III A Technical Mine Managers shall meet the following criteria : a. mining systems : bucket dredges, open pit mines with benches, quarries, open pit mines with a production scale smaller than 1000 tons per day or exploration stage open pit mines with drifts and underground construction mines. b. mining companies : private Indonesian companies and State Owned Firms (BUMN) and c. qualifications : one of the following : 1) graduates of Mining/Machinery/Electricity Secondary Technical Schools must possess an occupational work health and safety course certificate as well as a Class II Blaster Certificate for mines using explosives, or possess a dredge course certificate for mines using dredges or possess a Technical Mine Manager course certificate with mining work experience of no less than 6 years, or 2) Bachelors or DIII or Graduates must possess an occupational work health and safety course certificate and Class II Blaster Certificate for mines using explosives or possess a dredge course certificate for mines using dredges or possess a Technical Mine Manager course certificate with mining work experience of no less than three years, or 3) have particular experience as a Class III B Technical Mine Manager of no less than 5 years. Article 9 Class II Technical Mine Managers Class II Technical Mine Managers shall meet the following criteria : a. mining systems : open pit mines with a production scale greater than 1000 tons per day and underground ore mines; b. mining companies : State Owned Firms (BUMN), Contracts of Work, and private Indonesian companies and 19 c. qualifications : 1) Indonesian citizens must hold one of the following : a) Bachelors and DIII graduates shall possess a Technical Mine Manager course certificate, with open pit mine or underground ore mine experience of no less than seven years, or b) graduates who hold a Technical Mine Manager course certificate shall have mining work experience of no less than five years, or c) shall have held office as a Mine Inspector for no less than 10 years, or d) possess a mining occupational work health and safety course certificate or training from abroad and have been accredited by the Technical Mine Manager accreditation committee with no less than 10 years mining work experience. 2) foreign citizens (foreign experts) may hold one of the following : a) possess a mining manager certificate accredited by the Technical Mine Manager Accreditation Committee, or b) write or present a paper as stipulated by the Chief Mine Inspector. Article 10 Class I Technical Mine Managers Class I Technical Mine Managers shall meet the following criteria : a. mining systems : underground coal mines, underground ore mines with an ore production scale greater than 1000 tons per day; b. qualifications : one of the following : 1) Indonesian citizens must hold one of the following : a) Bachelors and DIII graduates who possess a Technical Mine Manager course certificate, shall possess underground coal mine and or underground ore mine work experience of no less than 10 years, or b) shall have held office as a Mine Inspector for no less than 15 years, or 20 c) Class II Technical Mine Managers shall have five years of experience in the said position. 2) foreign citizens (foreign experts) shall hold one of the following : a) possess a mining manager certificate accredited by the Technical Mine Manager Accreditation Committee, or b) write or present a paper as stipulated by the Chief Mine Inspector. Article 11 Operational Supervisor (1) The Technical Mine Manager in carrying out his duties and functions in the field of occupational safety and health in mining, machinery, electrical apparatus and its auxiliary equipment shall be assisted by supervisory officials who are responsible for organisation of the different units at the mine. (2) Where the operator has yet to appoint employees as required in paragraph (1) the Technical Mine Manager shall assign or appoint the intended employee. (3) Employees as required in paragraphs (1) and (2) in carrying out their duties shall be known as operational supervisors or technical supervisors and shall report to the Technical Mine Manager. Article 12 Obligations of the Operational Supervisor The operational supervisor shall : a. be responsible to the Technical Mine Manager for the safety of every mine worker under his/her supervision; b. carry out inspections, examinations, and testing; c. be responsible for the safety, health, and welfare of every person assigned to him/her and d. prepare and sign examination, inspection and testing reports Article 13 Obligations of the 21 Technical Supervisor The technical supervisor shall : a. be responsible to the Technical Mine Manager for the safe installation and correct operation and maintenance of any equipment that is part of his/her duties; b. supervise and inspect all machinery and electrical equipment within the scope of his/her responsibilities; c. make sure that investigations, inspections, and testing are always carried out on the operation of machinery, electrical apparatus and equipment; d. prepare and sign investigation, inspection and testing reports; e. carry out investigations and testing of all machinery and equipment prior to use, after installation, re-installation or repair and f. plan and enforce the implementation of the maintenance timetable as scheduled as well as the repair of all mine machinery, transportation, road makers, and any other machinery utilised. Article 14 Mine Inspection (1) In order to ensure safe working conditions the Technical Mine Manager or an appointed employee shall carry out inspections : a. during every mineral-getting shift, shall inspect no less than one time the work site of any person on shift and every road or travel way used by any person during the said shift; b. during every shift, shall inspect every site before blasting operations; c. every work day, inspect the access ways or ladder ways to be used that day; d. every working face, work front, banks, and working slope as well as the implementation of repair work where necessary; e. blasting preparation as well as the condition of equipment and vehicles used therefor; f. haulage and transport equipment; g. mine roadways; 22 h. machinery safety devices and i. any place considered da

Malcolm X And Martin Luther King Jr. Essays - Politics,

Malcolm X and Martin Luther King Jr. Two race men both working for the dream of equality for their people. While Martin Luther King Jr. main goal was for non-violence, and an end to all racial segregation, Malcolm believed in by whatever means necessary to accomplish a separate nation. The different tactics that they implied to make these dreams a reality come from the upbringings that they had as children. Malcolm was originally born in Omaha. His family picked up and moved later to Lansing, Michigan were Malcolm's father was murdered by members of the Ku Klux Klan after number of death threats were made to the family. From his father's death and the poverty that the family was facing g the mother of eight suffered a nervous breakdown, and the welfare department took her eight children away from her. After the separation Malcolm was sent first to a foster home and later to a reform school. Malcolm moved to Boston after his eighth grade year in school. In Boston he became involved with criminal activity while working various jobs for cash. In the mid 1940's Malcolm was sentenced to jail for theft. During his stay as a prisoner, Malcolm became infatuated with the believes and teachings of Elijah Muhammad. Malcolm spent most of his time while in jail learning about Black Muslims who advocated racial separation. Malcolm was released from incarceration in 1952. He became involved with a Bla ck Muslim temple in Detroit, where in a few years he was recognized as their most prominent spokesperson for the nation of Islam. During the time that he spent working in Detroit is when Malcolm took up the name, Malcolm X. On the other side of the spectrum, there was a sheltered kid by the name Martin Luther King Jr. King was born in Atlanta, Georgia. He was the oldest son of Martin Luther King Sr., a Baptist preacher, and Alberta Williams King. As a child King attended segregated schools where he quickly himself as being intellectually elite from the rest of his peers. King went on to skip two grade levels before entering Morehouse University at the age of 15. He graduated from Morehouse with a bachelor's degree in sociology; he was also the class Victorian. He furthered his education after Morehouse at colleges like Crozer, and Boston. While in college, Martin studied the non-violent Indian leader Mohandas Gandhi. King was brought up in a perfect atmosphere where love and dreams could be conjured. He was raised in a comfortable middle class household where strong values matured his belief of self-value. On the other hand Malcolm was raised in hellish conditions. Conditions that would leave anyone with anger and revenge brewing on his or her mind. King had a much more positive attitude then Malcolm, believing that through peaceful demonstrations and arguments, blacks someday will be able to have full equality with whites. Malcolm's negative attitude on live was reflected in his angry, pessimistic belief that equality was impossible because whites have no moral conscience. Malcolm promoted nationalist and separatist worlds for blacks and whites. He strongly felt that only through revolution sand force could blacks grasp their place in society. King believed in an integrationist philosophy, were as he believed that blacks and whites should be united together in peace. Even though their messages were different, they were both delivered the same way, through hard-noised speeches. These speeches were delivered in different styles as well as different purposes. King was a peaceful leader who urged non-violence for his followers. He traveled giving peaceful speeches encouraging black and white listeners alike to work together in racial harmony. Malcolm for the most part believed that non-violence and integration was a trick by the whites to keep blacks in their place. He was furious with white racism and told his followers to rise up and fight against their white enemies. As the leaders lives begin to come to a closing, King and Malcolm's beliefs became more and more alike. Malcolm emphasized unity and change through black pride and respect for oneself, rather then through revenge and hate. While on the other hand, King became angry at the lack of progress that he had made on equality. He began encouraging