this is a mining engineering assignment read the reference, watch videos and links to answer the questionsrefrences: videos to watch before assigmentPart 1: 10 pointsRefer to the table shown on the following page: Mining features, their impacts and reclamation “attached below”Identify up to 10 mine features that need to be reclaimed (a few features are listed for reference). Once the features have been identified begin to fill out the remaining parts of the table. The following questions will be helpful in approaching the table:What about these features requires reclamation in order to meet a reclamation goal (i.e. stability)?What about these features make them difficult to reclaim?How does water impact these structures?Identify reclamation practices (e.g. regrading) and methods (e.g. equipment used) for the mine features identified in the videos as well as the reference material. Consider the reclamation manuals in the following documents and other online guidance. Ensure that you have at least 10 mine features listed and each feature has at least one reclamation practice and methods.Practical guide to reclamation in utah.pdf attached below DOI_BLM Solid Minerals Reclamation Handbook H-3042-1.pdf attached below Some Possible Reclamation ToolsSlope Reduction – Unconsolidated (grading)Slope Reduction – Consolidated (blasting/grading)Safety Berms (above slopes)Decompaction (ripping)Roughen Surfaces (ripping/scarification)Drainage Control Structures (berms, ditches, ponds, etc)Revegetation ActivitiesEncapsulationCoversInundationDewatering (pumping, wicks)Diversion – Underground (e.g. French drains)Evaporation – Mechanical Evaporation – Semi-Passive (Evapotranspiration (ET) Cells )Water Treatment (lime neutralization, reverse osmosis, etc)Structure Demolition & DisposalHazardous Waste DisposalPart 2: 10 pointsStudy one or more papers on landform design. See the following papers:Capstone reclamation case study.pdfAyres-et-al-Incorp-of-Natural-Features-ICARD06.pdfWhat_is_Geomorphic_Reclamation.pdfAnswer the following questions:Define the terms geomorphic reclamation and landform design. (Provide some examples in the definition. Need to see one paragraph each.)Identify primary landform design principles and considerations. How are these different than conventional mine reclamation? (explain in a few sentences) Why isn’t landform design a standard practice in the industry? (explain in two or three sentences) When does reclamation planning for landform design begin? Consider either your senior mine design project or a mine with which you are familiar. List three or four specific ways that you could incorporate landform design principles into its mining and reclamation plan.Part 3: 10 points Study and summarize, with the questions below, the information on tailings from http://www.tailings.info/index.htm (Links to an external site.) (Links to an external site.)The website has general information on tailings storage and disposal methods. Additional information can be found in the Australian tailings management guide:lpsdp-tailings-management-handbook-english.pdfWhat is the difference between tailing storage techniques and disposal methods? (in a few sentences) Identify four different types of unconventional tailings disposal methods. (write up in a paragraph)List pro’s and cons’ associated with different unconventional tailings disposal. Why is conventional tailings disposal still the standard practice in the industry? (write up using a paragraph and a comparison table) What factors are helping to change this? (two or three sentences) Provide information in an organized and clean word file. Please cite reference information using the SME style guide.
The University of Tampa Mine Reclamation Methods Paper
Consider now, for the Lord has chosen you to build a temple as a sanctuary. Be strong and do the work.
Then David gave his son Solomon the plans for the porch of the temple. He gave him the plans for its buildings and its storerooms. He gave him the plans for its upper parts and its inside rooms. He gave him the plans for the place where sin is paid for and forgiven. He gave him the plans for everything the Spirit of the Lord had put in his mind. There were plans for the courtyards of the Lord’s temple. There were plans for all of the rooms that were around it. There were plans for the places where the treasure of God’s temple would be kept. There were plans for the places where the things that were set apart for God would be kept.
1 Chronicles 28:10-12
Upon successful completion of this discussion, you will be able to:
Apply ethical, Christ-like attitudes, values, and worldview appropriate to mezzo social work practice. (PO 1)
Review the rubric to make sure you understand the criteria for earning your grade.
Navigate to the threaded discussion and respond to the following:
Proverbs 16: 3 states, “Commit your works to the LORD and your plans will be established.” What does this verse mean to you?
Are you a planner by nature? Or is planning difficult for you? Why or why not?
What is the most important reason for planning in social work practice?
Why do you think this is important?
Social Work Practice Planning
Sigmund Freud’s Psychosexual Development Theory Analytical Essay
Table of Contents Introduction Oral phase Anal phase Phallic Phase Latent Phase Genital Phase Conclusion Works Cited Introduction Sigmund Freud, in the Three Essays on the Theory of Sexuality explored the concept of sexual development from psychological point of view arguing that sexual development intricately links the behaviour, beliefs and psychology of an individual. Freud changed the perception of sex when he proposed that sexuality forms an integral part of childhood development as sex mediates between the body and the mind (Perron 5). He noted that sexual instincts are major driving forces in personality development. Sigmund Freud has redefined the ordinary physical perspective of sexual development by incorporating psychological aspect of psyche. In his psychoanalysis theory, Freud proposed that the psyche has three components, namely, the ego, the super-ego and the id. Super-ego is the conscious component of the psyche that imposes and regulates cultural sexual constraints while the id is the unconscious component that determines the sexual instincts of pleasure and is important in socialization. The ego is the component of the psyche that interfaces and coordinates the super-ego and the id in the harmonization of the conflicting sexual instincts and cultural sexual constraints in the process of psychosexual development (Dhanyasree Para. 1). To study sexual development, Freud divided the development process into five phases, namely the oral phase, anal phase, phallic phase, latency phase and genital phase basing on the source of the sexual drive. Oral phase Oral phase is the first phase of psychosexual development that begins from birth and continues up to about two years. In this phase, the primary source of sexual instinct or the erogenous zone is the mouth because the baby finds the pleasure in sucking her mother’s breast, sucking the fingers, or even putting any objects into the mouth (Stevenson Para. 3). Critically, at this stage the baby is actively putting things into the mouth in order to satisfy the stimulating sexual instinct in the mouth. The psychological explanation is that, since the baby is still very young, super-ego and ego components of the psyche are immature thus the baby is under unconscious control of the id and cannot coordinate components of the psyche. Therefore, the dominant component of the psyche is the id, which makes the baby be under the unconscious control of the id hence the baby focuses on the sexual instincts to derive pleasure (Perron 8). As the ego develops, the baby differentiates the environment and the body by the senses and can start demanding her mother’s breast or anything to suck. Poor nursing or early weaning deprives the baby the pleasure of parental care and this forms part of the early challenges the baby experiences. During these challenges, fixation can occur, the baby will have problems in future such as aggression, dependency, nails biting, smoking, drinking or eating (Cherry Para 2). Get your 100% original paper on any topic done in as little as 3 hours Learn More Persistence of fixation characteristics into the live of an adult is an indication of the effects of the early sexual instincts in the development and modification of personal character. This implies that one can modify human behavior as early as the beginning of sexual instincts and proper childcare can help prevent fixation, which is the residual consequences of due to the unsatisfied motherly pleasure on the kid at an early stages of sexual development. Anal phase This is the second phase of psychosexual development and it involves a shift of sexual instinct from the mouth into the anus. This phase occurs between the ages of about 2 years and 3 years when a child trains on how to use a toilet. The source of sexual drive is the anus and the child finds pleasure in the “repulsion or retention of feces” (Stevenson Para. 4).Since the ego and super-ego have developed, they child psyche now have conflicting components of the psyche. While the dominant id component unconsciously seeks pleasure in expulsion of feces, the super-ego component is the pressure seeking to instill proper toilet training to the child by the parent. The ego then tries to harmonize the conflicting demands from the parent, which is the super-ego and child’s desires, the id. In the anal phase, the child has two options to choose: the child can either follow the desires of the id or comply with the demands of the super-ego. If the child opts for the desires of the id, it means the child is going to have pleasure in expulsion of feces at any time and place as they please and if the parents do not correct this habit, the child will continue with it into the future affecting the character. The future character of the child will be an “anal expulsive character” that is careless, messy, reckless, disorganized, and defiant personality (Stevenson Para. 4). On contrary, if the child opts for the demands of the super-ego, it means that the child either followed the demands of the parent in toilet training or has the pleasure of retaining the feces. If the child finds pleasure in the retention of the feces and continue enjoying without the notice of the parent, the child will overindulge this habit and develop an “anal retentive character” that is obstinate, clean, precise, orderly, meticulous, careful, stingy and passively-aggressive personality (Stevenson Para. 4). The two characters, the anal repulsive and the anal-retentive characters result from the autonomy of the ego and not compulsion from the super-ego or the id. The ego choice of character and proper toilet training in the anal phase will significantly affect individual inclinations and attitudes towards authorities on how one can comply or disobey. We will write a custom Essay on Sigmund Freud’s Psychosexual Development Theory specifically for you! Get your first paper with 15% OFF Learn More If the parent imposes toilet training to the child, physically the child will seem to comply but the ego of the child did not harmoniously sort out the conflict between the super-ego and the id resulting into perpetual conflict that affect the personality of the child. The resulting effect of dictating the ego of the child will lower the self-esteem and decision-making ability since the autonomy of the ego is interfered. Phallic Phase This stage occurs between the ages of 3-6 years and it is the most critical stage in sexual development. Here there is shift in the erogenous zone from anus into genitals as the child explore own genitals and genitals of the friends as an adventure to understand sexuality. Although the source of the sexual instinct originates from the genitals, the genitals are not mature as adults but boys experiences occasional erection in their sleep and they find pleasure (Cherry Para. 2). The major conflicts at this stage are the Oedipus and Electra complexes for boys and girls respectively, which are the “unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one” (Stevenson Para. 5). Oedipus complex is the unconscious selfish interests the boy experiences as he competes with the father for the love and attention of the mother. The unconscious desire and natural love for his mother is due to the sexual instincts experienced at the oral and anal stages and it is transforming into real sexual desire (Dhanyasree Para. 5). As a boy mature, he begins to identify his sexual identity and associate with his the mother more than the father. The boy feels that his father threatens his love towards the mother and he begins to envious as he tries to compete with his father for the attention and affection of the mother The boy develop fears when he realizes that her mother do not have penis like him because the father has castrated her. Freud describes this fear as “castration anxiety” (Cherry Para 5). This fear is due to the super-ego that tends to dominate the id as the boy mature and become more conscious about the choices he makes. The term Electra complex describes the unconscious envy that the girl child experiences at the phallic stage. When the girl identify her sexuality and realizes the difference between mother and father or boy and girl sexuality, Electra complex ensues. After realization that she do not have penis and perceiving that her mother castrated her, she become envious for the penis of her father. Freud describes this envy for the penis as “penis envy” (Stevenson Para. 5). The envious demands for the penis by the id outweighs super-ego cultural demands leaving the girl fixated, still envying men into the marriage. Since the girl has no option, she begins to identify with her mother and start to learn her sexual role. The phallic phase is the most crucial stage where children learn their sexual roles after they experience the battle in their psyche. At this stage, there is a shift in the psyche as the id that is dominant in the childhood gradually dominates the super-ego. The ego then harmonizes the conflicting forces in the psyche making the child to accept reality and love both parents without fear of castration or envy of the penis. Not sure if you can write a paper on Sigmund Freud’s Psychosexual Development Theory by yourself? We can help you for only $16.05 $11/page Learn More If the conflicting super-ego and the id demands remain unsolved, fixation will occur. In women, it results into extreme characters such as hunger for superiority over men, seductive or low self-esteem, and while in boys, fixation may result into immorality, narcissistic, over ambition or careless behavior. Freud further proposes that fixation can be the root of cause of homosexuality and other sexual anomalies (Stevenson Para. 6). The aberrant sexual behaviors that occur in an adult life originate from the phallic stage of psychological and sexual development, thus, phallic stage is very critical in the development of sexual characters as well as personality. Latent Phase Latent phase occurs at the age when the child start schooling up to the age when adolescence begins. This stage is latent because the sexual instinct or libido drives are dormant and the erogenous energy of the genitals is directed into other areas of thinking process such as intellectual pursuits, games, and social interactions (Cherry Para. 6). Although sexual drives are dormant in this stage, the habits formed at earlier stages of psychosexual development are processed into concrete behaviors. Essentially, what really happens at this stage is that the ego is taking control of the id because at the phallic stage, the Oedipal and Electra complexes causes repression of the id, hence the child is do not longer operates under the unconscious demands of the id but is under the conscious control of the super-ego and ego coordination. In the conscious state the child begin exploring and discovering the environment as a way of exercising the ego in making decision and choices. This stage determines the personality in terms of communication, socialization, and self-esteem. Latent phase critical depend on the resolution of the Oedipus and Electra conflicts that occur at the phallic phase because the conflict between super-ago and ego can be resolved or it may remain unsolved. The importance of conflict resolution in the preceding stages of psychosexual development is that it forms basis for the development of subsequent psychosexual development stages. Thus, any anomaly in conflict resolution in the psyche will result into the aberrant behaviors such as poor communication skills, anti-social character, and low self-esteem. Genital Phase This is the last stage of the psychosexual development and it occurs at the age of about 12 years when puberty begins until the end of puberty where major secondary sexual characteristics occur (Perron 12). At this stage, the dormant erogenous energy drive at latent stage is activated resulting into strong sexual urge to the opposite sex. Here there is the shift of interest from selfish needs to the consideration of the needs of others (Cherry Para. 7). The shift in the needs is due to the maturity of the ego that allows proper coordination of the conflicts in the psyche making the child to transition well from the childhood into the adulthood. The child at this stage experience sexual maturity and get interested in doing responsibilities of the adults like doing work, love relationships or can even marry. If there are conflicts that are unresolved from the preceding stages, now the child starts to feel their impacts at this stage. It is at this stage where there is a manifestation of the psychosexual development experiences, since secondary sexual characteristics are more pronounced. Proper development of ego and genitals at this stage results into a balanced individual with a normal personality. Conclusion Sigmund Freud has greatly changed the perception of sex by incorporating the psychological aspect into the sexuality. The earlier perception that sexual development is just a physical and only occurs during puberty is quite unsatisfactory in explaining the causes of aberrant sexual behaviors and diverse personalities. Psychosexual development theory elucidates what really constitutes sexually right from when the child is born up to the puberty point of maturity. The psychological components of psyche, the super-ego, the ego, and the id clearly demonstrate psychological perspective of sexuality and character development of an individual. From Freud perspective, sexuality and character development are more of psychological rather than physical appearances that only depend on the biological dictation. Psychosexual development theory gives five sequential phases that a human being undergoes in the course of sexual development. These phases are closely linked and dependent on one another in the cumulative building up of the sexual and psychological development and eventually the overall character of an individual. Psychosexual theory has significantly changed the perception and the definition of sexuality in the modern world. Works Cited Dhanyasree, Munnar. “Psychosexual Analysis” Oneindia Living. 2008. Web. Cherry, Kendra. “Freud’s Stages of Psychosexual Development.” Psychology. 2010. Web. Perron, Roger. “Three Essays on the Theory of Sexuality.” International Dictionary of Psychoanalysis. 2010. Web Stevenson, David. “Freud’s Psychosexual Stages of Development.” The Victorian Web 2001. Web.
The Original Tenets of Socialism Essay
programming assignment help The notion that socialism is only attainable by revolution and not by reform is one that has been explored extensively and still remains a subject of great political debate. In examining this question, one has to revert to the original tenets of socialism as delineated by Karl Mark and Frederick Engels in the Communist Manifesto (1848). In their description of the Marxist principles embodied in socialism, they carefully detail a system whereby the working-class members of a given society would violently overthrow the existing bourgeois state and establish a system of government that is ruled by the working class. Since the writing of the Communist Manifesto, there have been many attempts at establishing socialist states. These attempts ranged from bringing about socialism through violent revolutions to impacting socialism through gradual governmental reform initiatives. The two decades between 1900 and 1920 were marked by very active governmental participation which involved the socialist parties in many European states, especially within Germany wherein there were different socialist ideologies were adopted. In some instances, the radical socialists who once opposed the bourgeois system were willing to compromise in order to achieve a form of socialism that was less radical and proved less detrimental to the health and well-being of the citizens within the nation. The notion of moderate socialism is one that incorporates the basic tenets of socialism wherein there are economic and political arrangements within the government which focus on the public or community ownership of the materials which produce the economic wealth of the nation. These materials include land, factories, and other property which are used to produce goods and services for society. Moderate socialism was able to achieve this aim to some degree without the revolutionary underpinnings. One example of this can be seen in the Fabian Society which was founded in 1884 in London and existed within the United Kingdom. Within this adaptation, the members of society we’re taught that socialist ideology could be achieved in a gradual manner with the utility of a clearly defined set of reforms. These methods were predominantly described as methods of social defiance which included strikes, boycotts, acts of noncooperation, protests, and setting up alternative institutions (Crick 1976). Another more stringent adaptation of the construct of socialism is the Erfurt Programme which was adopted by the German Social Democratic Party in 1891. Under this program, it was declared that “the struggle of the working class against capitalist exploitation is necessarily a political struggle. The working class cannot develop its economic organization and wage its economic battles without political rights. It cannot accomplish the transfer of the means of production to the community as a whole without first having come into possession of political power.” (Modern History Sourcebook http://www.fordham.edu/halsall/mod/1891erfurt.html). Despite the fact that this statement implicitly points out the need for a revolution in that there is a need for the transfer of the means of production, this was not the case. This party was able to abolish a system of class rule in a very democratic manner and was able to maintain control of Germany between June of 1920 and March of 1933. Get your 100% original paper on any topic done in as little as 3 hours Learn More Their rule came to an end with the declaration of Hitler as a dictator and facilitated by an Enabling Bill initiated by Hitler and voted approved by three-quarters of the members of the Reichstag (Spartacus Educational http://www.spartacus.schoolnet.co.uk/GERenabling.htm). While in power, the German Social Democratic Party did not fight for class privileges and class rights but for equal rights for all irrespective of class, political party affiliation, gender, or race. They did so utilizing ten basic tenets. These tenets are as follows: There was a need for universal rights that can only be attained through suffrage, the free election with individuals over the age of 20 being allowed to participate, and the abolition of any barriers to equal voting rights. Self-determination among the people with majority rule Education to the militia wherein they would be equipped with the knowledge to partake in arbitration and other peaceful means of dispute resolution. The abolition of all laws hinder the meeting of various individuals and the formation of coalitions. The abolition of all laws which inherently discriminate against women. A separation of the Church and State. Completely free secular education which includes all the materials and supplies necessary in the pursuit of education. Free legal assistance and access to equal justice as well as the ability to compensate individuals who are wrongfully accused of crimes. Free medical assistance which includes medicine and burial expenses. Graduated income and property tax (Modern History Sourcebook http://www.fordham.edu/halsall/mod/1891erfurt.html). In addition to the basic tenets of the Social Democratic Party of Germany, there were several demands expressed on the behalf of the working class. These demands included the need for a workday which included no more than eight hours of employment, the prohibition of child labor for children under the age of 14, a strict monition on night work, and many other protections such as the aforementioned (Modern History Sourcebook http://www.fordham.edu/halsall/mod/1891erfurt.html). In theory, moderate socialism is an excellent ideology but when one tries to extend this theory practically, there are many problems and obstacles which arise. The first obstacle is one that deals with human nature and is addressed extensively in the Communist Manifesto. It is one that explores the proclivity of individuals in power and relates to the notion that once in power an individual will take the necessary steps to remain in power. Essentially, individuals in power want to remain in power. Essentially, the bourgeois will not willingly relinquish the power and acquiesce to the demands of the working class. Karl Marx was adamant about the fact that the only thing that would make them relinquish that power is a revolution wherein the working class of the world would unite with one aim—to acquire all of the productivity resources within a nation and effectively cripple the economy. In crippling the economy, the bourgeoisie would be left with no other alternative but to relinquish power to the working class in order to survive. This involves the coordination of efforts which is almost unachievable. One answer to the question of the inherent selfishness of individuals by virtue of being human was offered by traditional socialists who felt that society would impact a transformation in human nature and would naturally purge selfishness. In so doing, it would create a New Socialist Man. This new man would be devoid of selfishness, self-determination and instead would embody the single desire to work arduously for the new socialist state. Throughout the course of history, many have worked with this aim in mind. We will write a custom Essay on The Original Tenets of Socialism specifically for you! Get your first paper with 15% OFF Learn More Individuals such as Lenin and Bukharin attempted to achieve this end under the tenets of “War Communism.” The same was attempted later by Mao Tse-tung and Che Guevara who worked tirelessly to replace the inclination to seek material possessions with what they referred to as “moral incentives.” This notion was one that was ridiculed by many and when examined closely, one can see the difficulty inherent in attempting to bring about such a drastic change on a voluntary basis. The very idea of the New Socialist Man is one that proves to be theoretically sound but in all practicality, the only way of imparting such a change is through force and even after force has been utilized there is nothing preventing the individuals who come into power from utilizing selfish motives in their rule (Chen 1969). Despite the fact that there is a difference in the theoretical construct of socialism and its practical applications, many of the concepts can be practically applied. This is clear in the case of the Fabian Society and the Erfurt Programme. In those cases, socialism was practiced and it was made possible through non-violent and non-revolutionary means. These two cases are not unique but they do illustrate that some concepts of socialism are possible through a reform in the political structure. These reforms paved the way for increased power on the part of the workers. In fact, a tempered version of socialism has been applied in capitalistic societies as illustrated by the concept of labor unions. In answering the question posed, I would have to emphatically disagree with the statement that “socialism is only attainable by revolution and not by reform” for the reasons stated throughout this paper. Works Cited Chen, Theodore Hsi-en. “The New Socialist Man.” Comparative Education Review. 13.1 (1969): 88-95. Crick, Bernard. “The Character of a Moderate (Socialist).” The Political Quarterly 47.1 (1976): 5-28. Marx, Karl and Engels, Frederick. The Communist Manifesto: Complete with Seven Rarely Published Prefaces. St. Paul, MN: Filiquarian Publishing, LLC, 2005. Modern History Sourcebook. German Social Democracy: The Erfurt Program, 1891. Web. Not sure if you can write a paper on The Original Tenets of Socialism by yourself? We can help you for only $16.05 $11/page Learn More Spartacus Educational. Enabling Bill. 2007. Web.
New England College Safe Harbor Database Security Essay
New England College Safe Harbor Database Security Essay.
Sub: Database SecurityWrite an essay of at least 500 words discussing the Safe Harbor provisions under HIPAA.Do not copy without providing proper attribution. This paper will be evaluated through SafeAssign.Write in essay format not in outline, bulleted, numbered or other list format.Use the five paragraph format. Each paragraph must have at least five sentences. Include 3 quotes with quotation marks and cited in-line and in a list of references. Include an interesting meaninful title.Include at least one quote from each of 3 different articles. Use the(https://libguides.nec.edu/az.php)not Google. Place the words you copied (do not alter or paraphrase the words) in quotation marks and cite in-line (as all work copied from another should be handled). The quotes should be full sentences (no more, less) and should be incorporated in your discussion (they do not replace your discussion) to illustrate or emphasize your ideas.Cite your sources in a clickable reference list at the end. Do not copy without providing proper attribution (quotation marks and in-line citations).
New England College Safe Harbor Database Security Essay
MGT 322 Saudi Electronic University AlBaik Fast Food Supply Chain Management Paper
MGT 322 Saudi Electronic University AlBaik Fast Food Supply Chain Management Paper.
Learning Outcome: 1. Demonstrate a deep understanding of the logistic function concepts and theories as well as supply chain management strategies.2. Analyze and identify challenges and issues pertaining to logistical processes.3. The capacity to write coherent project about actual logistic case studies.Assignment Workload: This assignment is an individual assignment.Critical Thinking The purpose of this assignment is to identify and apply Logistics and Supply Chain Management concepts/tools to suggest supply chain process/logistics performance priorities. To this purpose, you should Study chapter 1, 2 and review Fast food industry /Food companies through secondary available information. Think about how you can apply the concepts/tools that you learned in this course. Select a fast-food company of your choice, research the impact of Covid-19 on that company. Explain why you have come to your conclusions: The Answer should be 4- 5 pages The Answer must follow the outline points below: 1. Executive summary (no more than one page) – Summarize, what is Supply chain process/logistics performance priorities, what Logistics and Supply Chain Management concepts/tools applied to achieve the company’s objective. 2. Background information – Briefly introduce the company background (e.g., name, products, business size, location, internal/external interesting facts, etc). 3. Problem Description (Covid 19) – Describe the objectives clearly and specifically. – The objective may involve either logistics decision-making or process improvement. 4. Application of logistics and Supply Chain Management concepts/tools applied – Describe, what specific logistics and Supply Chain Management concepts/tools be applied to achieve the objective. This section should make it clear that you understand the concepts/tools you are about to use. 5. Results – Analyze the expected results of the proposed solution. 6. References
MGT 322 Saudi Electronic University AlBaik Fast Food Supply Chain Management Paper