The RSC Production of Beauty and the Beast Free Essays

When viewing the Royal Shakespeare Company’s creation of â€Å"Beauty and the Beast† I saw a few parts of the creation that I discovered especially noteworthy. One such viewpoint was the utilization of lighting and shadows in front of an audience. Spotlights and floodlights were the primary kinds of lighting utilized. We will compose a custom exposition test on The RSC Production of Beauty and the Beast or then again any comparable theme just for you Request Now In a considerable lot of the scenes that didn't happen in the Beast’s house, a generally brilliant yellowy-orange light filled the stage appearing there was nothing especially significant or mysterious about these scenes/As soon as the audience’s consideration was required to be centered around a specific character, lights would grow dim and a spotlight set on the character. One such case of this was when Mama passes on and Beauty sang a performance part. In the Beast’s house, lighting was taking to an a lot darker level, mirroring the mystical and baffling attributes of the house. When specific utilization of lighting in the house was extremely viable, the utilization of various hued lights when Beauty and the Beast were eating dinner. At the point when the dishes were put on the floor, caught entryways underneath them were opened with the goal that floor lights could flood through the translucent dishes, giving the impact of various mysterious nourishments. One bowl lit up red, to which Beauty reacted with â€Å"Oh! Strawberries!† at that point, as Beauty set the cover back down, the shade of the lighting changed to blue and afterward to green. Simultaneously, the stage was gradually loading up with dry ice, which had lights from better places sparkling into it. This dry ice gave the mystical side that the scene required, and the shading in it included significantly more puzzle and enchantment. Another powerful utilization of lighting was the mirror ball in the room/lobby of mirrors. This reflected onto the crowd and caused them to feel progressively associated with the scene. The music utilized in the creation included a profundity of air, causing slight distress when in the Beast’s home, and a miserable, enthusiastic atmosphere at the passing of Beauty’s mother. In the Beast’s house, a man on the overhang sang notes rather that words, upheld by eastern, marginally oriental instruments. These instruments had the capacity to make a bizarre, yet by one way or another inviting air feel clear in the Beast’s house †something that was significant in understanding both the setting and the character of the Beast. The music that played during the move in which the mother played the pony was sharp and practically fierce, reflecting the developments of the pony. At a certain point, the melody utilized huge wooden sticks to blast off the floor as a method of support up the music and including a more grounded beat, potentially shadowing the horse’s hooves as it ran. When Beauty’s mother kicked the bucket, she sat on the floor and sang a great French tune that was rehashed at specific focuses in the play. Some other time redundancy was utilized was the point at which a lady on the overhang more than once sang the word â€Å"Beauty†¦ Beauty†¦ Beauty†¦Ã¢â‚¬  when Beauty sat alone on the stage. Both of these instances of redundancy make a somewhat frightful, and yet quieting environment, which caused me to feel fairly uncomfortable in the crowd. The set, albeit rather oversimplified, was profoundly successful, and extremely representative now and again. It started with a tight cotton sheet with the front of a Parisian style house painted on. Two workbenches were at either side of the ‘door’. This sheet was pulled down, uncovering the family remaining on more seats, this season of various statures; the guardians were in the center, on the most elevated of the seats, the young men were remaining on the right, marginally lower and the young ladies were on the left and were at the least level. At the point when the family lost their riches the seats were removed and the background pulled up, leaving a vacant stage. A column of coat holders descended from the roof and every relative hung up their costly dress. This demonstrated it was the finish of a time, and that they needed to proceed onward. The holders going up, rather that just in reverse or to the sides, demonstrated that the existence the family once had was presently out of their scope and they had no chance to get of hitting it up. This is a creative and knife method of demonstrating the misfortune. A swing at that point descended and the family climbed onto. It swung to and fro and as a method of representing the family how the family needed to move far away, to the oppressed bungalow in the open country. Having the family on the swing gave time for us to perceive how every one of the characters were responding to the change, I think this helped the crowd to comprehend the characters on an increasingly close to home level. At the point when the family got off the swing, it was onto a luxurious earthy colored sheet of material that was snared onto the edges of the stage, around 0.75m off the ground at the back, however gradually slanting down to meet the floor at the front of the stage. This was utilized to represent the mud close to the bungalow †an indication of how fundamental what they really had was. The theme had slithered underneath the texture and when the family remained on the mud, they utilized their arms and heads to make shapes to show the mud and gloopiness. A fter a period, the family set down in the ‘mud’ and the tune sat up, supporting the give in their arms a role as a method of demonstrating acknowledgment from the family and the wide open this is the way things would have been. At the point when this was disposed of, a house collapsed up from the floor that pre-owned two boards from the floor as the rooftop and thing, what resembled wooden, boards for the dividers. This utilization of slim materials for the house was an immediate image of the family’s circumstance and, in spite of the fact that the house was straightforward, it had a specific fantasy bungalow like look about it. The Beast’s castle was unquestionably more indulgent and amazing than the family’s cabin. At the point when the dad previously went into the house huge bamboo sticks bowed down from the roof, with lights inside. This gave a striking, marginally forcing access to the castle and prompted a roundabout entryway at the rear of the phase that was passed out, causing a buzz of secret and interest. At the point when Beauty went into the castle, and we saw her room, the swing that had conveyed to the family to the field had now transformed into a four banner bed, with pink spreads, which swung to help loosen up Beauty and cause her to feel increasingly welcome. As it swung, the crowd could see that Beauty was warming to the royal residence, which is something we had not seen before this scene. At a certain point in the play, when the Beast was feeling especially low, he ascended a stepping stool on the back mass of the stage and crept into a little compartment, just large enough for himself. The way that he was totally alone in there demonstrates that he needed to be cut off from development, potentially on the grounds that he didn't feel commendable enough to associate with people in his brute state, anyway the compartment was above everything so it was representative of how he was the incomparable pioneer of his royal residence and had generally control. This assisted with giving us a knowledge into the character’s emotions at that point, which helps our comprehension. As though to show a section of time, when Beauty got back to the nation bungalow the house has increased another story and large fans embellished with painted roses were encompassing the house. The general perspective on the house gave a shimmering, cheerful fantasy impact and indicated that the family were presently increasingly agreeable in the house, that they had settled in and were picking up from the experience. The last viewpoint I have decided to take a gander at it the outfit plans. At the very beginning, all the relatives were in white, costly looking outfits †clearly an indication of their status and demonstrating that they are acceptable individuals. At the point when the family needed to hang up their garments, they remained in the underpants they had on for some time, until after they had shown up in the wide open when they put on plain overalls. These overalls may have been an indication that, in spite of the fact that they were not best satisfied with being stuck in the open country, they knew that they had no way out and were happy to work for their cash. Magnificence didn't put on something else, and for the sum of the play, she wore a plain †however pretty †white dress. The witch, who was played by a similar on-screen character as who played Mama, wore an extreme ball outfit that was shimmering and dim, with an enormous crown that indicated she was a significant character in the story. The dress was extremely dim, as you would expect a witch’s apparel to be, anyway when the light hit it on the money it sparkled a great deal, which demonstrated to be lighter, which is something that is maybe depicted in her character. The Beast was wearing earthy colored clothes that had traces of a goldy material in them. Now and again, when the light hit the texture spot on, a minuscule fix shone gold and shimmering. This shrouded shading shows the character of the Beast well ~ we know he doesn’t like what his identity is, or what he is, however we can't get away from the way that he is of power and high status. He wore a paw on his one hand and make up that made the physical parts of the character. At the point when he turned into a man, the clothes were expelled and he wore straightforward stockings with a chiffon type robe that flaunted his muscles and body shape, underscoring the way that he was a legitimate man. At the point when Beauty got back late on in the play the family were wearing brilliant attire that looked far less excellent †this indicated they had acknowledged their life and lost all feeling of significance of appearance since they had discovered genuine bliss in the open country. A large number of the various models above give us a superior understanding into a character, or a spot †for instance, the Beast gave us that he felt disconnected and alone at one point in the play basically by moving into a compartment just large enough for him. The parts of the pla

Irony and Social Commentary in Pride and Prejudice Essay -- Jane Auste

Incongruity and social editorial in â€Å"Pride and Prejudice† Like some other society, nineteenth-century England had a lot of fashionable blockheads and groveling bloodsuckers, hot-blooded darlings and loquacious, tattling ladies. While hardly any individuals show these failings with deserting, scarcely any break their pollute out and out. In the novel â€Å"Pride and Prejudice,† the creator Jane Austen mocks these cases of †not social evils†rather, undesirable social idiosyncrasies, by means of a most cautious utilization of incongruity in the discoursed and considerations of a portion of her most superb characters. The fundamental character enjoying this valuable item is Mr. Bennet, whom Austen considers significant enough that a dangerously sharp mind shapes a fundamental piece of his character. The incongruity is mainly displayed in two different ways: a general vibe that outcomes from a regular utilization of ironical language (with respect to case, the unremitting utilization of direct opposite in the discussions) and brief yet thought assaults by Mr. Bennet against all types of silliness †innocuous or something else. All the predictable idiosyncrasies influenced by the individuals in his general public just as the social commitments that make them become the objective of Mr. Bennet’s analysis. In any case, unmistakably Mr. Bennet is a lot of a piece of the general public that he so promptly detests. That he continues ridiculing it is the thing that makes his ripostes so overflowing with ambiguity. The epic contains a huge cluster of discussions between various characters; these discussions are, with regards to the style that won in that period, very detailed, without a doubt now and again to the point of repetitiveness. Austen depicts a disposition of unflagging fatigue in Mr. Bennet when gone up against with such discourses, through his perpetual unexpected asides. T... ...eaning in these apparently harmless words, for the previous infers prostitution and the last †a disreputable pregnancy with an unwanted youngster. Given the venomous character of such reasonably typical tattle †even among the probably ‘respectable’ provincial working class †’tis no wonder that Austen rallies against such a destructive type of pointlessness. Austen thusly utilizes the troublesome apparatus of incongruity to extraordinary impact in depicting the stupidity †both hurtful and innocuous †which harrows a great many people. In doing as such, she viably conveys social discourse apparently to address these deformities in character of her individual Englishmen. En route, the peruser is wonderfully engaged by the fools possessing â€Å"Pride and Prejudice† just as the characters that continue upbraiding it, in a way that is on occasion more ridiculous than ironical. 6

Blog Archive CBS Dean to Step Down, Continuing the Flood of B-School Dean Resignations

Blog Archive CBS Dean to Step Down, Continuing the Flood of B-School Dean Resignations Glenn Hubbard Glenn Hubbard, who has served as the dean of Columbia Business School (CBS) since 2004, will step down from his position at the end of the 2018â€"2019 academic year. Columbia University President Lee Bollinger announced the news in a university-wide email last week, describing Hubbard’s tenure at CBS as “a historic period.” Hubbard will return to teaching at the school in July 2019, and a committee will commence the search for a new dean shortly. Hubbard joins a long list of deans at top-ranked business schools who have stepped down from their position within the past year or so. Edward A. “Ted” Snyder, who joined the Yale School of Management as dean in 2011, will conclude his tenure at the end of the current academic year. At the Haas School of Business at the University of California, Berkeley, Richard Lyons announced his departure in June 2017 after two terms as dean. Berkeley alumna Ann E. Harrison, who is a professor at the Wharton School of the University of Pennsylvania, will replace Lyons in January 2019. The Johnson Graduate School of Management at Cornell University named L. Joseph Thomas interim dean recently, after the abrupt January resignation of Soumitra Dutta, who had served as dean since 2016. Similarly, the Kellogg School of Management at Northwestern University named Professor Kathleen M. Hagerty interim dean in July, replacing Sally Blount, who stepped down from her position as dean this past August. The NYU Stern School of Business also appointed a new dean to step in at the beginning of 2018, and the UCLA Anderson School of Management named an interim dean in May. Share ThisTweet Berkeley-Haas Columbia University (Columbia Business School) Cornell University (Johnson) New York University (Stern) News Northwestern University (Kellogg) University of California Los Angeles (Anderson) Yale University (School of Management)

Magic Rocks Crystal Growing Kit Review

Compare Prices Magic Rocks are a classic instant crystal growing kit. You pour a magic solution over magic rocks and a fanciful crystal garden starts growing as you watch. Are Magic Rocks worth trying? Heres my review of the Magic Rocks kit. What You Get What You Need There are different Magic Rock kits on the market. Some of them only include the Magic Rocks and the Magic Solution. I bought a kit that included a plastic display tank and some decorations. If you dont get a kit that includes a display tank, you will need a small plastic or glass bowl (a small fishbowl works). For any kit, you will need: room temperature water (~70 °F)measuring cupplastic spoon or wooden stick My Experience with Magic Rocks I grew Magic Rocks when I was a kid. I still think they are fun. They arent a fool-proof project, though. Success depends on one thing: following the directions! Read the directions before beginning this project. The exact instructions will depend on your kit, but they go something like this: Read the instructions.Mix the Magic Solution with the amount of water indicated in the instructions. Be sure the water is room temperature and not hold/cold. Mix the solution well (this is important).Place half of the Magic Rocks on the bottom of the display tank. The rocks should not touch each other or the sides of the tank.Pour in the diluted Magic Solution. If any of the rocks were disturbed, use ​a  plastic spoon or wooden stick to put them back in place. Do not use your finger!Set the container somewhere where it wont get bumped. This location should have a stable temperature and should be out of reach of young children and pets.Look! The crystals start growing immediately. Its pretty cool.About 6 hours later, add the other half of the Magic Rocks. Try to avoid landing them on each other or against the side of the container.After another 6 hours, carefully dump the Magic Solution down the drain. Flush this solution away with lots of water to be sure no one will acciden tally touch it.Gently fill the tank with clean room-temperature water. If the water is cloudy, you can replace the water a couple more times to cleanse the tank.At this point, your Magic Rocks are complete. You can top off the display tank with water to keep the crystal garden as long as you like. What I Liked and Didnt Like About Magic Rocks What I Liked Instant gratification. Crystals begin to grow as soon as you add the Magic Solution to the Magic Rocks. You dont have to wait around for something to happen.The crystal garden is beautiful. Nothing looks quite the same.The project is easy.You can keep your creation indefinitely. What I Didnt Like Magic Rocks are not non-toxic. The ingredients are harmful if swallowed, plus they are a skin and eye irritant. That makes them unsuitable for very young children. Keep them away from pets, too. It is safe to rinse the materials down the drain, but clean-up is a little more critical than with non-toxic projects.You can get poor results if you dont adhere to the instructions. If the rocks are too close together, your crystals will look flat and uninteresting. If your water is too warm or too cold your crystals will be too spindly to support themselves or will be stunted.The instructions dont explain the science behind how Magic Rocks work. In case you are wondering, you arent really growing crystals in this project. You are precipitating colored metal salts. Its still awesome. The Bottom Line Magic Rocks have been around since the 1940s and are still around today because this project is a lot of fun, is easy to do, and makes an interesting chemical garden. I might hold off on playing with Magic Rocks if I had very young children in the house (recommended age is 10), but otherwise, I think they are great. You could make your own Magic Rocks, but most kits are inexpensive. Magic Rocks are a memorable science project. Compare Prices

Bilingual-Bicultural Approach in Schools - Free Essay Example

Sample details Pages: 2 Words: 463 Downloads: 4 Date added: 2019/10/30 Category Education Essay Level High school Tags: Bilingual Education Essay Did you like this example? An educational philosophy known as, Bilingual-Bicultural approach in ASL and English, began to emerge in schools during the late 1980s in the United States and in other countries such as Denmark (Hansen, 1994) and Sweden (Svartholm, 2010). The ASL/English bilingual-bicultural approach aim to support academic success and provide education to DHH students that emphasizes various language abilities. In other words, this model promotes the development of ASL as a medium for acquiring English literacy skills (Hoffmeister Caldwell, 2014). Don’t waste time! Our writers will create an original "Bilingual-Bicultural Approach in Schools" essay for you Create order Bilingualâ€Å"bicultural philosophy argues that acquiring sign language as their first language can influence acquisition of reading skills. Cummins (1981) proposes a theory of Linguistic Interdependence which also argues that acquiring sign language as a first language can influence acquisition of reading skills as many literature show there is a correlation between ASL and English skills (Hermans, Knoors, Ormel, Verhoeven, 2008; Hoffmeister, 2000; Padden Ramsey, 1998, 2000; Strong Prinz, 1997; Israelite et al., 1992; Rodda, Cumming, Fewer, 1993). Lange, Lane-Outlaw, Lange, and Sherwood (2013) examined DHH students whom were exposed to the model for at least 4 years and compared academic growth, using the Northwest Evaluation Associations Measure of Academic Progress Literacy assessment, among a nationally normed group consisting mostly hearing students. They found that students who attended Bi-Bi school for approximately 8 years caught up and outperformed the comparison group consisting of mostly hearing students. Similarly, Geeslin (2007) found that reading comprehensions and language subtests scores of DHH students between ages 13 to 18 years old significantly improved when their school introduced the bilingual approach as opposed to before school switched to the bilingual model. Several other additional studies have also shown support for bilingual programs promoting literacy growth and achievement in DHH students (Hrastinski Wilbur, 2016; Knoors Marschark, 2012; Mayer Akamatsu, 2003; Mayer Leigh, 2010). Current study In the current study, DHH students in our sample are educated in curricular areas using the ASL/English bilingual model. While other studies limited the inclusion criteria such as students must have had exposure to bilingual model for a minimum amount of years, this study will compare variability of students length of time they attended the bilingual school. The school psychology team, over the years, have stored all academic assessments and school records in their archrivals. For researchers, an archival database like this offers a unique method for studying and collecting secondary data. This study will use archrival longitudinal data to investigate progress of DHH students academic achievements, particularly in the Measures of Academic Progress (MAP) in English literacy. The MAP is a research-based assessment system administered to nearly 10 million students from more than 7,400 school systems (MAP fact sheet PDF). These assessments are important for teachers because they can trac k growth in basic skills and see where students strengths and weaknesses are in specific subject areas. Teachers use these assessment reports to help them develop instruction plans.

Exploring The Power And Purpose Behind Choice Writing

Topic Title: Exploring the Power and Purpose Behind Choice Writing in Kindergarten 2. WHY: Post Title: Working With Young Writers: Examining Best Practices Message: Kids using the Writing Workshop approach learn and refine specific skills they apply during independent workshop time. When teaching to support and develop independent writers, we want kids to build enduring connections that they can apply when they write†¦beyond the workshop. We want them to own understandings of conventions and the potential of written text and use their skills when writing to communicate and think. Self-selected and self-driven writing opportunities create the space for this sort of application. Research shows that skills taught, practiced, and tested in†¦show more content†¦CCSS.ELA-LITERACY.L.K.2.A Capitalize the first word in a sentence and the pronoun I CCSS.ELA-LITERACY.L.K.2.B Recognize and name end punctuation. CCSS.ELA-LITERACY.L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-LITERACY.L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ISTE Standards: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression 3. What: Inviting kids to write during choice time and spare moments Message: Young students in the classroom can use their choice time/free time to write, paint, and design. Many students choose to write about thematic studies, others gravitate toward journal writing, and some want to capture moments from field trips or retell favorite pieces

Workplace Health Medicare

Question: Discuss about the Workplace Healthfor Medicare. Answer: Introduction As a small healthcare organization, yet an emerging one in the industry, Medicare has emerged to be an organization that has gained much popularity in Australia. However, it has been observed that the organization does not have an effective management of the health and security policies at workplace that is not only demotivating the employees, but has been highly responsible for the potential risks of injuries of the workers and the ill health condition of the same. Hence, the organization has decided to take up necessary steps required for the adoption and the effective management of the workplace health and safety policies at Medicare. First of all, while formulating the workplace policies of the organization, the health and safety policies as dictated by the Occupational Health and Safety (OHS) will be taken into consideration. The Workplace Health and Safety Act of Australia mandate the importance of the business leaders to ensure a series of workplace safety policies that ensure the health and well-being of the employees (Swift et al., 2014). The regulations of the WHS authorities will be first of all taken into consideration, for identifying and assessing the workplace hazards of Medicare, such as noise, machinery or even manual handling. After identifying the risks, and evaluating the obligations of the organization towards the well-being of its employees, the risk policies will be formulated. Next, the formulated risk policies will be communicated with the respective stakeholders that will primarily consist of the investors and the employees working under each department of the organization. As far as the inv estors and the managerial group of stakeholders are concerned, periodical meetings and interactive sessions will be arranged for communicating the importance of a healthcare organization to comply with the WHS Act of 2004 (Talbot, 2016). These meetings and interactive session will help in encouraging the active and enthusiastic participation of the stakeholders, especially the investors, in the implementation of the workplace procedures. Again, once the formulated policies for assessing and eliminating workplace risks are being approved for implementation by the higher authority, the next step should be to communicate the policies to the respective employees. Hence, group sessions as well as rounds of practical demonstration will be organized for creating awareness among the employees regarding the potential risks at workplace, and the means of avoiding the same. It is not sufficient to make the employees aware about the policies to be implemented, it is also important to check their level of comprehension by asking them about the implication of the risk policies or asking them to identify the important equipments. Once the workplace health and safety records are being collected, the records must be properly filed as well as arranged for ensuring convenient access in future. The workplace health and safety records may be stored locally in a specific file or folder, or may be stored electronically in the form of a hardcopy, but wherever these are stored, the records must follow a sequential numeric or alphabetical series for storage (Reese, 2015). As per the legal requirements of the WHS records handling guidelines, the records will be stored or granted access. The workplace health and safety policies must be regularly reviewed so as to ensure that the policies are effectively followed at workplace, as well as to incorporate new policies for newly identified risks. For reviewing the policies, the health and safety representatives should be asked to participate in a one-to-one session, whereby they may be asked whether all the control measures are working properly, or if the introduction of new methods, equipments or chemicals has made the job of the employees safer (Mogensen, 2015). In case the risks, especially the serious ones are still found to occur, the control measures of the same will be reviewed ad re-formulated. A mix of the consultation and participative methods for the identification of the health and safety requirements at the workplace should be adopted. First of all, as part of the consultation program, the organization should arrange seminars and workshops consisting of risk analysts and volunteers making the employees aware regarding the nature or impact of the potential risks at workplace. The toolbox talks will be the most effective here. On the other hand, as part of the participative method of consultation, the organization will consider the idea of sending regular newsletters via emails to make the employees aware about the existent policies of occupational safety, and asking them to provide suggestions on improving the same. For the effective resolution of workplace policies raised through consultation, Medicare must ensure that a particular health and workplace representative be chosen for resolving the risk or a hazard as soon as it is reported to occur. For the effective resolution of the hazard, the representative must understand the number of the employees affected by the risks, or who is responsible for overseeing the hazard (Bahr, 2014). The occupational health and safety plan is an integral part of the occupational health policies of the organization, and the same is being given as follows: The organization intends to identify and assess the impact of the occupational health risks, so as to ensure maximum well-being of the employees The health and safety policies intend to safeguard the lives of the stakeholders from any kind of potential risk or hazard at workplace, and must be strictly followed Medicare offers periodical training sessions to its employees for encouraging the personal development of the employees and the employees are expected to participate All the employees should follow the rules of the Workplace Safety Handbooks, as handed out to them on their joining date (Carayon et al., 2015). The information regarding the feedback should be communicated from the consultation to the employees, and hence the co-operation among the managers and the employees should be promoted. Once the views of the employees regarding the workplace health and safety are being considered, the managers should communicate back to the staffs regarding the decisions being made and the reason behind the same. In order to ensure that the record keeping is being done in a proper way the responsibility is to be assigned to a highly skilled manager or senior administrative officer, so that the records can be properly maintained as well as retained. For identifying the implications of the proposed changes, the workplace guidelines must be evaluated. Besides, a survey should be conducted on the employees to analyze the response of the employees regarding the workplace health and safety policies. The required knowledge and skills of the experts must involve a deep understanding of the hazard identification and elimination procedures, and a clear understanding of the WHS codes of workplace safety. It is important to train the employees of Medicare about the methods of identifying and analyzing the risks and hazards at workplace. The employees will have to compulsorily participate in the intensive training sessions that will help them understand the health risk assessment science in a comprehensive way (Qasim et al., 2014). Besides, the training sessions will also help to enlighten the students regarding the potential health consequences of each of the workplace hazards and the ways of resolving the risks. In the process of identifying and analyzing the risks, each of the stakeholders should be encouraged to participate. First of all, the investors must come up to invest in the important areas (such as the purchase of new equipments or preventive measures so that it can involve workplace risks, and may affect the well-being of the employees (Vieria et al., 2015). Again, the employees should be well-trained so that they can learn how to identify and eliminate potential risks. Again, since the process of upgrading the risk assessing skills of the employees is a two-way process, the managers should also be involved for motivating the employees. Reference List: Bahr, N. J. (2014).System safety engineering and risk assessment: a practical approach. CRC Press. Carayon, P., Hancock, P., Leveson, N., Noy, I., Sznelwar, L., Van Hootegem, G. (2015). Advancing a sociotechnical systems approach to workplace safetydeveloping the conceptual framework.Ergonomics,58(4), 548-564. Dickson-Swift, V., Fox, C., Marshall, K., Welch, N., Willis, J. (2014). What really improves employee health and wellbeing: Findings from regional Australian workplaces.International Journal of Workplace Health Management,7(3), 138-155. Forouzanfar, M. H., Alexander, L., Anderson, H. R., Bachman, V. F., Biryukov, S., Brauer, M., ... Cohen, A. (2015). GBD 2013 Risk Factors Collaborators. Global, regional, and national comparative risk assessment of 79 behavioural, environmental and occupational, and metabolic risks or clusters of risks in 188 countries, 1990-2013: a systematic analysis for the Global Burden of Disease Study 2013.Lancet,386(10010), 2287-323. Lim, S. S., Vos, T., Flaxman, A. D., Danaei, G., Shibuya, K., Adair-Rohani, H., ... Aryee, M. (2013). A comparative risk assessment of burden of disease and injury attributable to 67 risk factors and risk factor clusters in 21 regions, 19902010: a systematic analysis for the Global Burden of Disease Study 2010.The lancet,380(9859), 2224-2260. Mogensen, V. (2015).Worker safety under siege: labor, capital, and the politics of workplace safety in a deregulated world. Routledge. Qasim, M., Bashir, A., Anees, M. M., Ghani, M. U., Khalid, M., Hanan, F., Malik, J. (2014). Occupational Health, Safety and Risk Analysis in Large Scale Industry of Lahore.Bulletin of Energy Economics (BEE),2(4), 113-118. Reese, C. D. (2015).Occupational health and safety management: a practical approach. CRC press. Talbot, A. (2016). Work Health and Safety Act v Australian Border Force Act: Immigration detention workers caught in the crossfire.Precedent (Sydney, NSW), (135), 22. Vieira, E. M. A., da Silva, L. B., Silva, J. M. N. (2015). Analysis of occupational risks: A systematic review from Bayesian Networks tools.Occupational Safety and Hygiene III, 39.