Acting White, by Stuart Buck - 724 Words

Acting white by Stuart buck and race relations light years from earth by mitu sergupta both use a form of racism and classism to express a similar theme to convey their message effectively. Acting white begins with the author explaining how most minorities are discouraged about furthering their education because of negative prejudice remarks from their peers. The conflict at hand was that desegregation introduced inequality in the schools where most of their teachers were white. With this being said their racial backgrounds caused education to be unequal. During this time, whites were viewed as the oppressors, and slave-owners. In everybody’s eyes whites were always superior to the blacks. Looking back at the historical record, the Jim Crow era introduced many cases of racial inequality. This goes to say, the author in Race relations light years from earth explains how deep racial allegation has changed over time. In this passage the author believes that racism is deeper than slavery, it has evolved to our modern day movies such as Avatar. Mitu goes into dept of how whites are more dominant in avatar than the blacks. The movie portrays many ethnic heroic roles defending the Navi. Many believe the navi are African Americans due to their braids and resemblance to color. Some may question the film but Avatar is a racist film. In other words the white messiah came into play when discussing the film. The author’s conflict at hand is that racism has yet to stop in today’sShow MoreRelatedRace: Floating Signifier1549 Words   |  7 PagesAnalysis Response: Biology, Race, and Floating Signifiers In the video, Race: The Floating Signifier, Stuart Hall counters the thought that race is connected with the biological aspect. Rather than considering race as due to the biological make up of an individual, it is a collection of characteristics brought together that forms one s race. That is how Stuart Hall views race, as a floating signifier, something that is ever changing and not static. This paper will discuss the troubles of usingRead MoreThe Media s Influence On Black Children Essay1151 Words   |  5 Pagesaccused of voter fraud, and schools are inferential racist. As sserted in â€Å"Actin’ White† author Stuart Buck tackles the pros and cons of desegregating the school system. Buck expresses how the lack of representation in high level school officials can affect black children negatively. By highlighting stereotypes throughout the media, Omi addresses how â€Å"inferential racism† is seen throughout daily â€Å"intuitional life† which Buck stre ngthens in his article when he confronts the negative repercussions of desegregationRead MoreMedia s Effect On Black Children Essay1201 Words   |  5 Pagesvoter fraud, and schools are â€Å"inferential racist†. As mentioned in â€Å"Actin’ White† author Stuart Buck tackles the pros and cons of desegregating the school system. Buck expresses how the lack of representation in high level school officials can affect black children negatively. By highlighting racial stereotypes throughout the media, Omi address how â€Å"inferential racism† is seen throughout daily â€Å"intuitional life† which Buck strengthens in his article when he confronts the negative repercussions ofRead MoreThe Effects of Experiencing the Acting White Accusation1600 Words   |  6 PagesStuart Buck proclaims in his introduction that there are a vast majority of Black students who (after desegregation) are acting white. What Stuart means by the term acting white is that Black students who seek after educational excellence are mimicking the efforts of white children who often times are considered to be more likely to get good grades, be studious, or work hard at educational endeavors. These efforts at excelling in school or gaining a good education are often viewed by the BlackRead MoreAn Analysis of Acting White: The Ironic Legacy of Desegregation1926 Words   |  8 Pages I. Acting White A. Introductory paragraph 1. Stuarts conception of acting white is defined. a. This term is used by African American students who view other African American students excelling in academics as acting white. B. First supporting paragraph 1. The negative effects of desegregation was the conception of acting white. a. The quotation from Sohn reaffirms the perception of acting white. C. Second supporting paragraph 1. There is a scoring gap between blacks and whites. a.Read MoreAnalysis Of Animal Subjects Of The Graphic Novel 1158 Words   |  5 Pagesin children’s literature. Take Stuart Little by E.B. White as an example. The children’s book was created into a movie, but the focus is specifically on the book. Throughout E.B. White’s book, Stuart acts in animal and human ways. He is raised as the son of two human parents, drives a small car, and patriciates in a sailboat race of all things. But like a normal mouse he has issues with the family cat (a stereotype), and befriends other animals, and has trouble acting like a human because of his sizeRead More4g Communication22481 Words   |  90 Pagesto support every facet, including the server, storage, network, and virtualization technology that drives cloud computing environments to the software that runs in virtual appliances that can be used to assemble applications in minimal time. This white paper discusses how cloud computing transforms the way we design, build, and deliver applications, and the architectural considerations that enterprises must make when adopting and using cloud computing technology. Keywords- API- Application programmingRead MoreLogical Reasoning189930 Words   |  760 Pagesthe pros and cons, or should I stop and act now?† The less time available, the more rational it becomes to be reactive and to act on intuitions or ‘gut instinct.’ 10 ────CONCEPT CHECK──── Ramones friend says, Ramone, look at those two white guys on the other side of the street. They look friendly. The blond guy with him looks like he would rip your lungs out just to see what would happen. The other one is just as fierce, and hes carrying the radio I lost yesterday; its got my stickerRead MoreInternational Management67196 Words   |  269 PagesAM–Kingsville University; Dale V. Steinmann, San Francisco State University; Randall Stross, San Jose State University; George Sutija, Florida International University; Katheryn H. Ward, Chicago State University; Aimee Wheaton, Regis College; Marion M. White, James Madison University; Corinne Young, University of Tampa; and Anatoly Zhuplev, Loyola Marymount University. Preface ix Finally, thanks to the team at McGraw-Hill who worked on this book: Paul Ducham, Editorial Director; Laura Spell,Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesLaSalle University John Shaw, Mississippi State University John Sherlock, Western Carolina University Daniel Sherman, University of Alabama, Huntsville Heather Shields, Texas Tech University Ted Shore, California State University at Long Beach Stuart Sidle, University of New Haven Bret Simmons, University of Nevada Reno Randy Sleeth, Virginia Commonwealth University William Smith, Emporia State University Kenneth Solano, Northeastern University Shane Spiller, Morehead State University Lynda St

Critically Examining And Understanding Difference

Your paper should cover the following: Critically examining and understanding difference Demographics and key features of the particular group in Australian society (What information do I need to know about this group?) Historical and current day perspectives, policies and practices affecting this group (What has changed over the years in relation to this group? What are key contemporary issues?) Central beliefs, views and perspectives (if relevant) (What are the key characteristics, i.e., what differentiates this group from others?) Potential issues of contention or challenges for this group in relation to Australian systems (What are the major issues faced in terms of for example, health, welfare, education, housing, law, income support?), and perceptions of responsibility and obligation (such as the role of the government and human services practice) in relation to this group. Working across difference Key theoretical frameworks/approaches and research for working/intervening or engaging with this group – cover specific and relevant theoretical frameworks/ approaches to this group. You need to cover what knowledge and skills you would employ (this could cover engagement, relationship building, particular interventions etc, for example, you could employ a strenghts-based approach). Implications for policy, resourcing and practice (What needs improving or challenging in the current context?) Personal and professional challenges for you as a human services or social workerShow MoreRelatedI Am Lifelong Learners Who Can Think Critically And Who Have Strong Ethics And Morals970 Words   |  4 Pageswe equip students to enter into a society where they will be bombarded with information, not all of which is true? I believe that the answer is to inspire students to be lifelong learners who can think critically and who have strong ethics and morals. If students are encouraged to think critically about new information before they incorporate their new knowledge into their sense of values, then they will be more prepared to live in the age of information. I strongly believe that people createRead MoreI Am A Student In The Master Of Divinity Program At Garrett-Evangelical Theological Seminary,1325 Words   |  6 Pageshas broadened my whole understanding of the Church and God, and has established a desire to further explore theology in the academy. Therefore, I am applying to the Master of Theological Studies program, with a desire to focus on Theology and Ethics. I am seeking admission into this program to further my growth as a scholar and researcher of theology in the context of western media. 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The research analysis will also help some other students or archaeologists who also have interest in researching in a pro ject similar to this one, like researching in how they traded with other states. This will help by examining the artifact that will be excavated in the field work. The area that we are going to work in is great Zimbabwe and Kwazulu Natal in South Africa. We plan to conduct a survey to the people near our working site, after that, excavate the working siteRead MoreSocial Exchange Theory And Division Of Household Labor Essay1598 Words   |  7 Pagesgender is taken out of the equation. In order to generate more understanding concerning the power imbalances of same-sex couples, Sutphin (2010) chose to employ the theoretical framework of social exchange theory to guide her study of the division of household labor in same-sex couples, a decision Knapp (2009) would have lauded as â€Å"critical theorizing.† Such integration of theory in research provides context and organization to the understanding of human behavior. This review intends to analyze the author’sRead MorePosi tivism And Paradigmatic Approaches979 Words   |  4 Pagesdifferent ways in which knowledge is socially collected and analyzed. Now, each paradigmatic approach comprises of unique traits, some which are similar to each one another and others that are exclusive to a specific approach. These similarities and differences will be examined below. To begin, the main approach used in qualitative research is positivism. 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We begin, in true philosophic fashion, by examining the question itself: w hat do mean by philosophy being important and we introduce the idea of the philosophic mindset. We then examine 5 reasons why it is important for all persons to adopt the philosophic mindset. We will end by providing an overview of the different branches of philosophy. Tasks Read and take notes from chapter 2 of Philosophy: Critically Thinking about Foundational Beliefs, â€Å"Why is Philosophy ImportantRead MoreCritical Thinking Is A Natural Process1593 Words   |  7 Pagesself-assessment. It is therefore a fundamental skill in the workplace for project managers as it can help deal with daily questions that arise as well as evaluate people, policies and institutions to ultimately avoid problems. This essay will critically examine several models and theories of critical thinking addressing views and definitions from various scholars and philosophers. 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Hamlet as a Tragic Hero Free Essays

As we know, there are different types of tragedies; Aristotle spoke about a certain type which involves what was once called Peripeteia, Hamartia and Anagnorisis. He said a tragedy is characterized by a tragic hero or heroine who experiences a change or reversal in fortune (peripeteia) which is caused by a personal flaw or mistake (hamartia). The downfall of the hero in a tragedy should not be, however, caused by an external force such as a higher power, whether in the form of gods, fate or even society; it should be the result of an action—or lack of action—carried out by the hero. We will write a custom essay sample on Hamlet as a Tragic Hero or any similar topic only for you Order Now Finally, the hero must achieve a kind of revelation or recognition (anagnorisis) about destiny or the will of the gods, what Aristotle called â€Å"a change from ignorance to awareness of a bond of love or hate. † These are all characteristics that make an ideal Greek tragedy. However, our purpose is to analyze William Shakespeare’s ‘Hamlet’, a Renaissance tragedy; therefore, the question at hand is, could Hamlet, prince of Denmark, possibly be called and defined as a tragic hero? Our first instinct is to say no, but once we start questioning ourselves and really exploring the character and all that he goes through throughout the play, our answers may change. In ‘Hamlet’ the three defining moments in Greek tragedy mentioned above, if truly present, are intertwined and closely linked together. We will attempt to translate those key aspects present in Aristotle’s description into a completely different type of tragedy such as ?Hamlet’ and see how they would portray themselves in Shakespeare’s words. Afterwards, we will analyze this English writer’s work in terms of the imagery found in the play at hand. We must begin at the core of the play: the apparition of the ghost. Before the ghost of the former king of Denmark, Hamlet senior, makes his appearance, all we know is that Hamlet’s father has passed away, that his uncle has taken the throne and has married his late brother’s wife. Once we hear the ghost’s statement the plot of the play is set in motion; Hamlet goes from ignorance to knowledge—that is, if we choose to believe that there actually is a ghost and that the ghost speaks the truth. The spirit tells the prince of Denmark that he was murdered and by none other than his own brother; we could take this as the prince’s moment of recognition, when, in a way, his whole destiny changes. He now has a new purpose in life, to avenge his father’s death. The bond of love and affection he felt for his uncle is now completely distorted and turned into pure hatred, anger and a thirst for revenge. The next step in our analysis is our ‘tragic hero’s’ change in fortune. As we know, Hamlet’s plan was to get back at his uncle, and in Act III, Scene III he has the perfect opportunity when he walks in on Claudius praying, My fault is past. But O, what form of prayer Can serve my turn? ‘Forgive me my foul murder? ’ That cannot be, since I am still possess’d Of those effects for which I did the murder— My crown, mine own ambition and my queen. May one be pardon’d and retain the offence? Hamlet, however, hesitates and decides not to kill Claudius while in prayer because he would go to heaven, thus his desire for vengeance would not be satisfied. To take him in the purging of his soul, When he is fit and season’d for passage? No. Up, sword, and know thou a more horrid hent. What Hamlet was not aware of was that Claudius was not asking for forgiveness because, as he says, the reasons for which he committed the murder, his ambition and his desire for the crown and the queen, still possess him, therefore he does not regret what he did. My words fly up, my thoughts remain below. Words without thoughts never to heaven go. From this point forward everything just goes downhill. Hamlet missed his one shot all because of his lack of action. Here is where we introduce the final piece of our analysis. Hamlet’s tragic flaw could be his indecisiveness on how to proceed and carry out his plans or maybe his procrastination; whatever it is, he made a conscious mistake which made him completely responsible for later events, his death, Laertes’, his mother’s and Ophelia’s. The prince ultimately brought about his own downfall. ‘Hamlet’, as a tragedy, certainly differs from the Greek mold, but it is safe to say that not entirely. I believe Shakespeare’s character could be considered as a sort of tragic hero if we choose to associate events the way we have throughout this paper. Of course, there is no way to determine whether or ot Hamlet truly is a tragic hero such as Aristotle meant to depict them, it is all subjective. In my opinion, the idea is not too overreaching or farfetched; I actually think it is a valid way of analyzing this most interesting character. Our other purpose was to analyze the imagery, and most specifically the nature im agery, found in the play. In ‘Hamlet’, Shakespeare seems to rely on nature (plants, weather, animals, etc. ) a lot to express what the characters are feeling. When it comes to analyzing specifically how he thought of the state and the people of Denmark, one word is key: weeds. The weed is defined as â€Å"A plant considered undesirable, unattractive, or troublesome, especially one growing where it is not wanted, as in a garden. † During the time of late King Hamlet’s rule, Denmark was considered, as prince Hamlet calls it in Act I Scene II, â€Å"an unweeded garden†; however, once Claudius murders his brother the king and takes the crown, his sin, greed and corruption bring decay to the kingdom. â€Å"Something is rotten in the state of Denmark† states Marcellus in Act I, Scene IV. The weed is the symbol of death and poison in Denmark. Claudius poisoned Hamlet’s father and is now poisoning everybody else with his deceit. Later on in Act III, Scene IV, while talking to his mother Hamlet says, Whiles rank corruption, mining all within, Infects unseen. Confess yourself to heaven, Repent what’s past, avoid what is to come, And do not spread the compost on the weeds, To make them ranker. He is telling her to open her eyes and realize how her new king is infecting their country; he then asks her not to keep helping him in doing so—not to spread the compost on the weeds anymore. We can say, without a doubt, that throughout the whole play Shakespeare refers to the state of Denmark and its people as if they were a garden. Understanding the nature imagery in ‘Hamlet’ is essential to understanding the true meaning behind the play. Denmark used to be a beautiful, healthy garden until its gardener was poisoned; when there was suddenly a new gardener the earth and the plants started dying and nobody did anything to fix it. The subtle way in which Shakespeare is able to use metaphor and simile over and over again in his works without it getting tedious or discouraging is probably one of the reasons why he is considered the greatest writer in the English language. How to cite Hamlet as a Tragic Hero, Papers

Environmental Assessment of Coal Mining

Question: Write about theEnvironmental Assessment of Coal Mining. Answer: Introduction Coal is one of the important minerals in Australia is majorly mined in New South Wales. The primacy of coal mineral is that it used in electricity supply in Australia and it is also exported to eastern Asia countries. The mining of coal has been criticized in Australia as having a deleterious impact on the environment because of the emissions of carbon dioxide during the combustion process. The courts have also revealed a sustained commitment to enforce the environment rights and protect the society from the harmful effects of environment destruction. The object of exercise of this research is to determine the environmental regulations that guide coal mining in Hunter Valley New South Wales. It will explicate the primary factors that are considered before leave to mine coal is granted. This research will evince a robust application of legal principles derived from legislations and case laws. Environmental Assessment of Coal Mining: Requirements and Public Participation Environmental assessment is inevitable in the coal mining base in New South Wales because of the acute need to mitigate the hazardous environmental impacts. The Minister of Planning is bestowed with a moral imperative of putting the best interest of the environment at heart and be vigilant to protect and preserve it as he considers whether or not consent for mining should be granted (Sec. 74 Petroleum (Onshore) Act 1991 (NSW)). Requirements It is important that before an environmental assessment is conducted an application is sent to the Director-General so that one can receive the environmental assessment requirements required to undertake coal mining in Hunter Valley. Under the old law Major Projects according to Part 3A of the Environmental Planning and Assessment Act 1979 (NSW) include coal mining. The new law repealed Part 3A and introduced State Significant Infrastructure under section 115U (4)) State and Regional Development SEPP 2011. It is instructive to note that coal mining is a state significant project because it has a humongous impact on the environment and the economic and is within the local government of Hunter. Coal mining in Hunter Valley is guided by the fact that significant state development can be done within the government areas of local area of upper hunter. Therefore, the legal assessment requirements for coal mining in Hunter Valley will be based on the standard of coal mining recognized as st ate significant in the repealed law. As a matter of course, mining and extraction activities have been recognized pursuant to the State Environmental Planning Policy (State and Regional Development) (2011 sch. 2) as a state significant project. It is prudent that the person that is making the application to develop a state significant project such as coal mining must be done through an Environmental Impact Statement (EIS) (sch.2 Environmental Planning and Assessment Regulation 2000). The Minister for Planning shall give consent to any person that seeks to pursue a state significant project such as in the Hunter Valley (Sec. 89D Environmental Planning and Assessment Act 1979 NSW). Before consent is given by the minister for environment in the case of state significant projects one must have an aquaculture permit (Sec. 144 Fisheries Management Act 1993 (NSW). In addition, one must have a mining lease that has in accordance to section 51 Mining Act 1992 (NSW). A mining lease is an indication that one has been has the legal right to undertake the mining process. In the state significant project one must have a license for environment protection as has been envisaged in Protection of the Environment Operations Act 1997 (NSW) section 43. In case the coal mining activity in Hunter Valley is likely to disrupt public roads one also seek consent form the road authority (sec. 138 Roads Act 1993 (NSW)). An exploration license is also required for the assessment of mining of Coal under Section 29 of the Petroleum (Onshore) Act 1991 (NSW). The development application must contain the total capital investment value that will be required for the development. The application must explain the nature of development that is to be carried out and the extent to which it is going to affect the economy and the environment (sch.1 Environmental Planning and Assessment Regulation 2000). The application for development must contain all the authority consents that have been prescribed under section 89K of Environmental Planning and Assessment Act 1979. Ideally, for coal mining in hunter valley water that sourced from any natural source of water such as river, one should have a water access license (Sec. 60A of the Water Management Act 2000 (NSW)). The proponent is also required to have a assessment lease pursuant to Section 33 of the Petroleum (Onshore) Act 1991 (NSW) which is intended to impose rights on the proponent over the area identified with deposits of coal but it does not give the right to begin the mining. The assessment lease only permits the proponent to conduct a general assessment of the coal (Section 73 of the Mining Act 1992 (NSW)). Public Participation One of central goals of the Environmental Planning and Assessment law in Australia is to promote public participation during planning and assessment of mining activities (Sec. 5 (c) of the Environmental Planning and Assessment Act 1979 (NSW)). Public participation among the community in Hunter Valley will enhance confidence in the public because it promotes transparency and accountability. The ascendancy of public participation in the assessment process is that it ensures the suggestions that are surmised by the public are incorporated into the decision (Innes and Booher, 2000 p.6). Public participation gives the public the opportunity to make propositions of preferences in policies and the planning. There many minority groups in Hunter Valley that that may be forgotten because of the complex government procedures that is undertaken. Public participation therefore ensures that the voice of these minority groups is put into consideration. According to Schedule 1, clause 21(3) of the M ining Act 1992 (NSW) Companies that seeks to mine Coal must serve a notice to the landowners within 21 days after they have made the application for consent. For State significant project, Section 89F of the Environmental Planning and Assessment (Part 3A Repeal) Act 2011 (NSW) requires that mining companies should send the application documents and other vital documents to the public exhibition for a period of 30 days. The Mining Act and the Petroleum (Onshore) Act do not contain an express provision that requires direct notification stakeholders but rather they require that applicants must the put a notice on the newspaper indicating the details of the application. However, in New South Wales direct consultation with stake holders has been encouraged. Pursuant to Section 142 of the Mining Act 1992 (NSW) an access arrangement must be made between the landowners and the people who intend to commence the mining process. If the parties do not arrive at a plausible conclusion an access arrangement may be made through an arbitral process (Part 8, Div. 2 of the Mining Act 1992 (NSW)). Relevant Duties of Decision-makers According to section 87 of the Environment Protection and Biodiversity Conservation Act 1999 (Cth) the minister has the duty to ensure that he defines the approach that will adopted in the assessment. The minister has a duty to serve a notice if the decision that has been made on the approach of assessment within 10 days after he has made the decision. Pursuant to section 136 of the Environment Protection and Biodiversity Conservation Act 1999 (Cth) before making a decision with regard to the application the minister should take into account economic and social factors, the precepts of ecological sustainable development and any advice that may have ben given by the independent Expert Scientific Committee on Coal Seam Gas and Large Coal Mining Development. It bears noting that according to Tarkine National Coalition Incorporated v Minister for Sustainability, Environment, Water, Population and Communities (2013) the minister does not have an obligation to take into account cumulative effects and the failure of it will not be an excuse for obscuring justice. In the case of Phosphate Resources Ltd v Minister for the Environment, Heritage and the Arts (No 2) (2008) it was affirmed that the minister has the duty to ensure that he is guided by the contents of the Environmental Impact Statement (EIS). Under section 79 c of Environmental Planning and Assessment Act 1979 (NSW) the decision makers must have the interest of the public while making the decision and must see that the site is suitable for the mining activity. In Kennedy v NSW Minister for Planning (2010) the court held that held that the duty to protect the interest of the aboriginal heritage is an epitome of the public interest duty envisaged by legislation. By dint of section 6 of the Protection of the Environment Administration Act 1991 (NSW) the decision makers have a duty to ensure that the environment New South Wales remains to be one of good quality and sanctioning ecologically sustainable practices. They should ensure that the miming activities undertaken pose less risk to human life within the environment. In a bid to promote the precautionary principle it has been decided in the case of Telstra Corporation Limited v Hornsby Shire Council (2006) that the decision makers have a duty to prevent irreversible damage to the environment as they make an evaluation of the application and prepare to make a decision. It was also noted that alternative options should also be devised to promote effectiveness of the process. Rights of Members of the Public to Appeal Any Consent Pursuant to section 97(1) of the Environmental Planning and Assessment Act 1979 any individual that is not contended with the determination of the decision making authority has the right to appeal to the Land and Environment Court within 12months after being served with the notice of the consent making authority. A member of the public has the right to appeal to the Land and Environment court if the consent authority has not made a decision 40 days after the days of receipt of the application ( sec. 109k Environmental Planning and Assessment Act 1979). Conversely, the Land and Environment Court Act 1979 under part 3 has the jurisdiction to hear and determine appeals concerning Environmental planning and protection. A person making such a peal may appear in court in person or may do so through a representative such as an advocate (Sec. 63 Land and Environment Court Act 1979). Conclusion Ideally, it can be argued that public participation promotes justice to the members of the surrounding community because it encourages democracy which is fundamental tenet of good governance. On the other hand, it is imperative to note that the surge in the eminence of climate change has given rise to many environmental regulations of coal mining at the federal, state and international level. The environment assessment is conducted to promote the efficient extraction of coal enhancing checks and balances. References Environment Protection and Biodiversity Conservation Act 1999 (Cth) Environmental Planning and Assessment (Part 3A Repeal) Act 2011 (NSW) Environmental Planning and Assessment Act 1979 (NSW) Fisheries Management Act 1993 (NSW) Innes, J.E. and Booher, D.E., 2000. Public participation in planning: new strategies for the 21st century. Land and Environment Court Act 1979 Kennedy v NSW Minister for Planning [2010] NSWLEC 129 esd Mining Act 1992 (NSW) Petroleum (Onshore) Act 1991 (NSW) Phosphate Resources Ltd v Minister for the Environment, Heritage and the Arts (No 2) (2008) 162 LGERA 154, Protection of the Environment Administration Act 1991 (NSW) Protection of the Environment Operations Act 1997 (NSW) Roads Act 1993 (NSW) State Environmental Planning Policy (State and Regional Development) (2011) Tarkine National Coalition Incorporated v Minister for Sustainability, Environment, Water, Population and Communities [2013] FCA 694 Telstra Corporation Limited v Hornsby Shire Council [2006] NSWLEC 133 Water Management Act 2000 (NSW)