Who am I Personal autobiography Essay Example | Topics and Well Written Essays - 500 words

Who am I Personal autobiography - Essay Example Difficulties in my growing years molded my character when it comes to endurance which proved to be vital in a future stepping stone, the navy. There were times I felt so terrible because of disappointments to myself when I fail in an endeavor but as I looked around and saw others committing mistakes yet never giving up, I learned to encourage myself. Controlling my emotions was one of the things I learned because I have learned that being emotional could break a person. This could probably one of the things that have strongly influenced me to consider discipline and determination to be my friends and little victories, my comfort. I am family oriented and I value education for myself. Having grown in a closely-knit family, the value of it has deeply been rooted in my heart so that treasuring family members has become a part of me. I believe that family comes first in a married man’s life because there would be no other people more concerned of an individual than a bloodline. To day, there could be home cares for elders where family members could be nursed however; there would still be no better place like home and no better people to look after an aged person than a family member. Entering the navy in 1989 with the full support of my family, I knew I was taking a jump of a great distance that could either make or break me knowing the discipline the opportunity has in store for me.

How a person would act if they had super powers Essay Example for Free

How a person would act if they had super powers Essay Some people my age dream of having superpowers. Some people read comic books,watch movies, watch television, and wish they could have super powers like flying or becoming invisible. I on the other hand am gifted with both of these powers and use them every day Invisibility and the ability to fly arent just useful in everyday life they are just plain fun. I recieved my powers out of nowhere.One day I was sitting on the couch watching Television, and I fell asleep. I had a weird dream that I had the aability to fly and could become invisible. Well strangely enough when I woke up I was floating in mid air! It took some struggling to get back on my feet because I did not exactly know how to, but when I finally did I went to the bathroom to look in the mirror and see if I could become invisible. In my dream if I concentrated hard enough I could become invisible, well sure enough I became invisible.This was a long time ago and I have just about got both of my powers under my control now. Being able to fly is, needless to say, is very useful. Such as after school when everybody is waiting in the thirty minute line to go home I just fly off home laughing at everyone wasting their gas. It definitely saves me money on gas, and I know I will not wreck because their is no one else who can fly. Also since I am gifted with powers I enjoy helping people out when they are in trouble. It is also a whole lot of fun doing tricks in the sky. Being invisible has a lot of advantages. It first of all helps me out when I am flying so nobody can see me. Also instead of wearing a dumb outfit so nobody knows who I am when I am helping people. The best part of being invisible though would probably not be helping people it would be messing with people and pulling pranks on them because they have no clue who it is. It also helps if you do not like to study so you can sneek into the teachers classroom and get the answers to the quiz or test. Super powers are alot of fun, but also a big responsibility. They help out in life and make everyday things like traveling fun and exciting. Its also really rewarding to help people out when they are in trouble. I do not know how I got my powers, I do not know how long I will have them. I do know one thing though I will be enjoying them.

Charpy Impact Test Of Polypropylene At Various Temperatures

Charpy Impact Test Of Polypropylene At Various Temperatures This experiment examined the impact of polypropylene at various temperatures through the Charpy test. Three different forms of specimens including unnotched ones, blunt-notched and sharp-notched were tested to measure the impact energy. Results showed that low temperature resulted in the decrease of impact energy. These results have important implications for human designed applications concerning the toughness of polymers at different temperatures. The study of impact test has become an important aspect of toughness. Some progress has been made to understanding the mechanical characteristics of various polymers, especially toughness. Toughness, ability of a material to absorb energy and deform plastically before fracturing [1], is a concept most people have been accepted. It can be calculated by the areas under a stress-strain curve. Impact test, which describes the response of materials to a sudden high-speed force, can be divided into two different methods. One test method uses an instrument where a pendulum of known energy strikes a sample of defined size and shape. The other one test way uses an instrument where weights or others are allowed to fall freely through known heights on to specimens. [2] The first method mentioned above can be also separated from two kinds, which involve in cantilever (Izod) test and supported beam (Charpy) test. The illustrations of two tests are shown in Fig. 1.The distinct difference between the two methods is the fact that a specimen tested in the Izod is fixed in the horizontal direction instead of vertical direction tested in the Charpy. Fig.1 Izod and Charpy Impact Test (b) Charpy (a) Izod Temperature has an obvious influence in the behavior of polymers, such as tensile strength, shear stress, toughness, etc, because temperature affects the micro-structure of polymers. Among the changes, the inherent toughness is definitely dependent on temperature, structural orientation, stress concentration effects and rate of loading [3]. However, there have been few published reports directly addressing the problem of the effect on polypropylene at various temperatures. This experiment was to make clear of the relationship between the impact strength of polypropylene and temperature referenced in Charpy test. Experimental Equipment The equipment photograph is shown in Fig. 2 and the parameters of it are figured out in Table 1. Fig.2 Charpy impact test system Location: S.2.10 Table 1. Parametres of Charpy Impact Test Equipment Hammer Velocity Hammer Weight Hammer standard 2.9m/s 1.189kg ISO 2. Specimens A number of different rectangular-section standard polypropylene (PP) Charpy test samples including sharp notched, blunt notched and unnotched ones were tested at different temperature conditions. The different specimens are shown in Table 2. which also involves in the sizes (width and thickness) of the testing specimens. à ¢Ã¢â‚¬ ¦Ã‚  ,à ¢Ã¢â‚¬ ¦Ã‚ ¡,and à ¢Ã¢â‚¬ ¦Ã‚ ¢ in Table 2 are the four different dimensions separately. Table 2 Parameters of the specimens Room temperature Experimental Procedures: The specimens are divided into two parts, and one of the parts was put into the freezer before being tested. All of the data of an unnotched specimen at room temperature were input into the via keypad, and the sample was held onto the proper position of the equipment. A pendulum was raised to a specified height and then released when the equipment was started. Then the specimen was separated by the high-velocity pendulum. The impact energy was recorded in the Charpy impact test equipment. Steps 2 to 4 were repeated for each of the unnotched specimens to achieve a series of data. Steps 2 to 5 were repeated for all of the blunt-notched samples and then the sharp-notched samples. Steps 2 to 6 were repeated for the unnotched, the blunt-notched and the sharp-notched at -20à ¢Ã¢â‚¬Å¾Ã†â€™. Results and Discussion 1. Tabulate the individual values and average value of impact energy absorbed by the specimens for each test temperature. The individual data and average values of impact energy absorbed by the specimens for both two temperatures are listed in the two tables below. Table 3 illustrates the data at room temperature, and Table 4 exhibits the data at -20à ¢Ã¢â‚¬Å¾Ã†â€™. 2. Discuss the effect of temperature on impact energy for sharp notched, blunt notched and unnotched samples. Since the impact strength is dependent on the energy absorbed, a structure that is much easier to move will respond better to the impact [4].Therefore, the impact strength will increase with the increase of temperature and rubbery state has higher impact strength than glassy state. The higher the temperature is, the more severely the molecular chains will move. As a result, the impact energy is significantly lower at -20à ¢Ã¢â‚¬Å¾Ã†â€™ than that at room temperature. It can also be found in Table 4. 3. Analyze experimental error (a) When the parameters of specimens were measured, the apparatus error of vernier calipers could not be avoided. At the same time, the location of specimens was changeable, which was an operation error existed. (b) The sharp-notched samples were cut artificially, thus the factitious errors could not be ignored. (c) For the low temperature test, the frozen specimens were moved from a freezer to atmosphere, which might lead to the rising of temperature. As a result, the impact energy got a slight increase. (d) The errors of Charpy impact test equipment could not be ignored. Movement in the clamp and energy imparted to broken fragments might be the factors of the remaining energy of the pendulum and therefore the impact energy increased. [5] 4. Explain the cause of the whitening observed in some of the fractured samples. All kinds of the samples are listed in the Fig.3. Fig.3 The tested samples Through the observing of all different kinds of specimens, whitening is the most obvious in the unnotched samples. Many reasons listed lead to this phenomenon. Stress-whitening crazing usually can be observed for thermoplastics at levels of stress that below those required for large scale yielding. [6]When there is a sudden load to the sample, fracture crazes will be developed. Most of the time, it occurs in amorphous, brittle polymers and generally consist of an open network of polymer fibrils between 10 and 40nm in diameter, interspersed by void of about 10-20nm. [6] Conclusions After the experiment completed, many benefits of toughness and impact test have been listed below. There is a large variety of methods to measure impact energy of polymers and the most common used test is the Charpy test. With the decrease of temperature, the impact energy of same shaped specimens has a significant decline. The whitening of polymers is easier to be observed in the unnotched samples than that in sharp-notched and blunt-notched.

A Career in Graphic Arts Essay -- Careers Jobs Artistic Essays

A Career in Graphic Arts A career in graphic design is perfect for a creative individual who has a sense of design. "A graphic designer is one who creates ideas that are expressed in words and/or pictures, and generally solves problems of visual communication," says Paul Rand, a professional designer (23). Employment in this profession is projected to increase 29% by the year 2006, which is the highest of any career according to a study done by the American Institute of the Graphic Arts (3). A graphic designer may work in a variety of places including a large firm or corporation, a specific design agency, a magazine or newspaper, or even in his own home as a freelance designer. There are few specific requirements needed to be involved in graphic design. However, there are similar traits and qualities that most designers generally possess, including training, knowledge of specific elements, using criticism positively, and a keen eye for color and balance. The cost of being a graphic designer must also be factored in. Graphic design is a career that offers a creative outlet but can be quite stressful, which is why designers must be cooperative and work well with others. A dexterous designer knows how to use criticism positively. Oftentimes criticism is what makes a piece of art better. Depending on the project, job duties may include designing and preparing layouts, sketching out ideas, arranging the materials needed, or putting together the final image. Since there may be different requirements for each client, a graphic designer (on average) should have the ability to be spontaneous and creative and work well under pressure and stressful in situations. "DO NOT be a designer if you stress out easily!" says Steve Jones (interview). In many cases a designer has deadlines which may not be negotiated with his clients, and therefore he must work productively. There is also the downside of creating an image that is not accepted by the client; the designer must then discuss what is wrong with it and perhaps start over. "Any job becomes creative when the doer cares about doing it right, or doing it better." (Borenstein) Certain clients leave the project completely open-ended and up to the designer, while others have a specific idea in mind. It is important for the designer to remember that he is creating a piece of work for someone else’s liking, and it... ...e final product will be worth it. As any artist knows, the cost of supplies adds up fast. The image(s) can either be taken from a photograph, a sketch, a painting, or any other type of art. There is also the need for access to a computer, scanner, and printer. Computer programs that are specifically designed for the graphic arts can be quite costly, such as Photoshop (about $600). In order to produce a nice piece of work, these materials are necessary. Other computer programs include Quark, Adobe Illustrator, and Corel Draw. In order to be a leading designer in the future, individuals in the profession must have the ability to come up with original and unique ideas. One who enjoys preparing layouts for school projects or arranging art into a final composition would excel in the graphic design field. Not anyone can be a graphic designer; only those who accept responsibility and have a natural ability in design will enjoy this career. Modern-day designers will be the leaders of the next millennium and will produce the designs that will be seen for years to come. The opportunities as a graphic artist are endless. Bibliography: Paul Rand American Institute of the Graphic Arts

Reality Tv and It’s Effect on Society

Kenneth Nevling Professor Whitworth ENG 114: First draft- Reality TV 07 November, 2010 Reality TV and It’s Effect on Society A reality TV show stars a non-celebrity or a volunteer who wants to participate in the program. The core role is to see what their reactions in certain scenarios are, and how they face given situations. The audience feels like they have a connection with the show’s stars as they feel that they are real and normal people representing them. Viewers are then entertained by the sadness, depression, frustration, and emptiness that the reality stars will express in the show.Audiences cannot seem to get enough of the drama of other regular, everyday people placed in unrealistic settings manipulated for the world to see. Overtime, exposure to these shows will subtly cultivate viewer’s perception of reality. Reality television shows have a negative influence on today’s society by portraying a false sense of communal experience, creating unrea listic standards of living, as well as affecting the productivity of growth to the younger generation. If television was all that was important to our existence then we would be very well off.Marketing and production for reality TV shows are much less costly than it would be to pay for a whole set and professional actors/actresses. James Poniewozik, a writer for TIME magazine’s Tuned In column, writes about how reality TV has been the best thing to happen to viewers and television companies. Poniwozik states, â€Å"It has given the networks water-cooler buzz again; it has reminded viewers jaded by sitcoms and dramas why TV can be exciting; and at its best, it is teaching TV a new way to tell involving human stories† (01).Ratings for networks have skyrocketed ever since reality shows first began to hit the air. People are entertained and excited to watch drama that reality stars go through, forgetting about their own drama. He also states that â€Å"Reality shows donâ €™t just reach tens of millions of viewers but leave them feeling part of a communal experience† (02). Here it is obvious that these viewers who strive to achieve a communal experience through the television are not leading healthy lives.If a communal experience is desired then one should get off the couch and get out of the house. We should spend more time volunteering, playing sports, learning, and many other things that are taken away from time spent in front of the television. Reality television can be considered a form a brainwash broadcasting that people will watch and attempt to base their own personal lives off of what media portrays as reality. Audiences will desire to become stars themselves from the excessive time spent watching these false stereotypes of humanity.Jake Halpern, author of the book, Fame Junkies, states, â€Å"The children and teenagers I meet are convinced that fame is a cure-all for life’s problems and that they’re entitled to bec ome stars† (03). Much of the audience watching believe that fame is the only way out of their real life problems. The American society is turning into an increasingly celebrity obsessed culture in which people will attempt to manipulate their own lives to act out similar to reality stars. Each day viewers will reciprocate actions and in the process lose their own sense of critical thinking and real emotions toward real life situations.These unrealistic standards of living are unreal and devastating to individuals who view these shows on a regular basis. Prolonged exposure to television will also have a negative influence on the growth of the younger generation. Excessive time spent watching reality TV defers children from spending more time on healthy activities such as playing outside with friends, reading books, playing sports, studies, and many other activities that require practice to become skillful.It is believed that children under the age of eight cannot decipher the d ifference between fantasy and reality, making them much more vulnerable to the effects of television. Exposure to these shows may result in children behaving in a similar state, acting out when something doesn’t go their way. There is a powerful link between exposure to media violence and violent behavior. Kyle Boyse is a registered nurse from Michigan University who states that â€Å"An average American child will see 200,000 violent acts and 16,000 murders on TV by the age of 18† (04).It is important to understand that seeing images containing death and violent acts will initiate more violent crimes. Children and young adults are the likeliest audience for these types of shows, thriving for acceptance and what may need to be done to be considered cool. The effects on the growth of the younger generation are of great importance and must not be taken lightly. We’ve all seen the shows on television where women and men alike are acting in a manner that one wouldnà ¢â‚¬â„¢t typically see on a daily basis.As soon as the television turns on we are exposed to lies, deceit, violence, and many inappropriate sexual circumstances in which viewers will subconsciously reciprocate at one time or another. Teens will strive to be popular and do so by imitating what they believe is necessary to be accepted by their peers. As the audience of these reality shows we must submerge ourselves in a moment of self-cultivation, and determine whether or not these shows are appropriate for our children, and even us as adult viewers. Let us be aware of the false sense of community within the television and seek a communal experience elsewhere.We must understand that the standards of living portrayed by reality stars in nothing short of an ad-libbed script, over dramatized by directors to capture the attention of the audience. Finally we must realize that our children are very impressionable. Teenagers will take what they see on television and carry it with them throug hout their adolescence and into adulthood. Therefore affecting society overall. Works Cited Page 01) Poniewozic, James. â€Å"Why Reality TV IS Good For Us† February 12th 2003. Time. November 6th 2010 http://www. time. om/time/magazine/article/0,9171,421047,00. html 02) Poniewozic, James. â€Å"Why Reality TV IS Good For Us† February 12th 2003. Time. November 6th 2010 http://www. time. com/time/magazine/article/0,9171,421047,00. html 03) Halpern, Jake, â€Å"Fame Junkies† Houghton Mifflin Harcourt. November 6th 2010 http://www. houghtonmifflinbooks. com/booksellers/press_release/fame/ 04) Boyse, Kyle, â€Å"Televion And Children† University of Michigan Health System. Updated August 2010. Accessed November 6th 2010. http://www. med. umich. edu/yourchild/topics/tv. htm

TEFL study guide

Once you're facing 20 eager dents who've parted with their hard-earned cash hoping that you can change their lives, it's a little late for regrets. Get some training or do your own research but never walk Into a classroom completely unprepared. A little training is better than none at all. Being an unqualified teacher Most language schools belong to professional bodies, which set criteria for teaching staff so that there's a level of quality control. This means that usually you can't find paid work in an English-speaking country without a willingness teaching qualification.However, there are exceptions to this If the school runs Its own training aerogramme for would-be teachers. Charitable and state-run organizations with volunteer programmed sometimes welcome people willing to share their knowledge with others and you get some teaching experience in return. Chapter 3: Examining Courses, Qualifications and Jobs 33 If a school trains staff to use its own teaching methods, you've a bet ter chance of finding work with them without a teaching qualification. Big chains like Calla and Burlier employ staff in this way, depending on the location.On the other hand, If you're traveling to a part of the world where there are few native English speakers In accidence, but the locals have some disposable income, you're more likely to be viewed as a great catch by schools and individual students looking for a tutor, despite your lack of qualifications and experience. Being a native speaker can be your USPS (unique selling point), but try not to be complacent. Many FEEL teachers have no training whatsoever but still manage to find work and develop their skills while In the Job.If you won't be relying on an Income from taster course is probably all you need. Various organizations offer weekend and short courses in TOEFL that give you a taste of what is involved in the Job and help you ecocide whether teaching is for you on a long-term basis. In the I-J, for example, Burlier (who m. Burlier. Com) won't employ a teacher who doesn't have a degree and teaching certificate. However, if you apply to one of their schools abroad, you may have the chance to prove yourself on their unpaid training course which lasts one to two weeks.Unfortunately, employers don't view all native speakers as equal. ELK, Australian and other accents from economically strong nations are viewed as high status and are more sought after. Students tend to mimic the pronunciation of their teachers and any have distinct preferences about the accent they want to acquire. Countries that use English as Just one of their national languages often bring influences from the other language (or languages) into the pronunciation, grammar and vocabulary of their particular variety of English.Some students find Asian and African varieties of English, for example, less desirable than those of the single-language nations. Whatever your accent, practice speaking clearly and accurately. When you start approa ching schools, project a professional attitude, a sense of humor and an interest in meeting and helping people. Once you find work, you need more than a great accent to get through the lessons. If a choice of work comes your way, teaching conversation lessons is your best bet for easing yourself into TOEFL.Teaching conversation is a little easier because you can concentrate on teaching less technical areas like fluency, vocabulary and pronunciation and avoid tricky grammar questions until you build up your experience. It's inadvisable to advertise yourself as merely a teacher of conversation lessons though, as this can limit your 34 Part l: Getting Started in TOEFL chances of finding work and you may find yourself feeling pigeonholed even after eve expanded your skills. It pays to brush up on your own grammar anyway and take an interest in how the English language works. Look at Chapter 15 for info on grammar. ) Think about when and why you say the things you do. Getting initiated I f you intend to teach for more than a few months, make a reasonable living at TOEFL, and give your students value for money, you really should invest in a TOEFL certificate course of 100 hours or more. Teachers at this level are officially called TOEFL initiated. Most FEEL teachers remain at this level as this is what the majority of employers squire from Job applicants. Before enrolling on a certificate course, consider who you want to teach and where.Each country has its own standards and preferences, so failing to meet the criteria for visa applications and the standards set by local employers hampers your chances of finding work. The I-J TOEFL market is a prime example. The two strands of English course providers are the private sector and the public sector: Private sector: The more established private language schools tend to be accredited by the British Council who expect FEEL teachers to be graduates (in any lied) and to hold the CELT (Certificate in English Language Teaching to Adults) or qualifications.Other qualifications are technically acceptable but school managers have to Jump through hoops to convince inspectors that their teachers are worthy if they don't meet the British Council's standard for FEEL teaching qualifications or if their qualifications are not so well known. As a result they usually avoid hiring anyone who doesn't fit the profile or may cause them extra work. Public sector: On the other hand, in the public sector, schools and colleges have to meet ever changing government standards.So these days, all new teachers have to take a ‘Preparing to Teach in the Lifelong Learning Sector' qualification. Unfortunately, one certificate alone won't easily grant you entry into both sectors. The point being that, if you know where, who and how you want to teach, you can do your research and select the right course. Look at TOEFL Job ads specific to the country you intend to work in and even call or email a few employers to find what exact ly they are looking for. If you need a work permit before you can work as a teacher in your chosen destination, check whether you qualify for one.If not, you may have to put in bit Chapter 3: Examining Courses, Qualifications and Jobs 35 more planning, otherwise you'll find yourself dependent on dodgy operators who run courses with poor facilities and ridiculously low pay. Find out too if the schools there have a strong preference for one qualification over another. Becoming a qualified teacher A fully qualified FEEL teacher is someone who has a diploma in TOEFL and has at least two years' full-time experience in teaching FEEL. The best-known diplomas are the Cambridge DELTA (Diploma in English Language Teaching to Adults) and Trinity Dippiest (Diploma in Teaching English to Speakers ofOther Languages). You may also have a master's degree in LET or a similar field (such as Applied Linguistics) in addition to teaching experience. These qualifications are for people who want to make p rogress in their career and apply for managerial positions such as Director of Studies. You need a qualification like this if you're interested in training roles too. The good news is that all these positions attract higher pay and even if you're teaching the same courses as your less qualified colleagues, you're likely to have a better hourly rate than them.Diploma and master's-level courses are not for the faint hearted. You need to get thorough experience in TOEFL before considering a qualification at this level. Getting on Course After you decide that some form of training is in order, you need to find the right course. Doing a training course abroad may be cheaper than doing one at home. Entering introductory courses Various organizations offer weekend courses of about 20 hours that introduce you to TOEFL. Courses aren't accredited by any of the best-known bodies, so word of mouth is an important indicator of quality.Even though the certificate may have an accreditation stamp, it may be from an organization most employers haven't heard of. So it's worth finding out about the tutors' qualifications and experience and of what the course consists before parting with your cash. In most cases, courses have a minimum age requirement of 17 or 18. To be honest, you need to have an A-level standard education or similar to get your head around it all, but more importantly, you should have the confidence to manage people, which is something teenagers may struggle with unless they restrict themselves to teaching small children.There's no upper age limit, but once again, the pace is rather hectic on these courses. Be honest with yourself as you need to be the kind of person who can absorb knowledge quickly and put it into practice to get the most benefit out of these TOEFL weekend programmed. Trainees sometimes underestimate what is required of them and end up a little discouraged. So be warned. Weekend courses are fast and furious! If you're not a native speaker, you usually need to show that you've achieved an advanced level of English by passing an exam such as LILTS (International English Language Testing System) with a minimum band score of 7.However, even if you're a dative speaker, your grammar should be of a reasonably high standard or else you can find yourself doubting your English and losing the confidence of your students. You should know that your English is correct even if you cannot explain why yet. What you can do with this certificate A certificate from a weekend course tells employers that you're responsible enough to undergo basic training before applying for a Job. It doesn't mean that you're now a qualified FEEL teacher, regardless of what the advertisement says.In fact, after a training weekend, you're likely to feel a lot more enthusiastic and aware of what the job entails. You won't feel ready to go anywhere and teach anyone but at least you know a bit more about how to put a lesson together and the kind of the informatio n students need. View the course as a taster and tell employers that you're keen to develop your skills on the Job. What the course covers A weekend TOEFL course follows similar lines as a full TOEFL certificate because it touches on most of the same course components but in a very brief way.A weekend course should include: Basic grammar: There's far too much grammar in the English language to teach everything in such a short time, but the course should make you aware of different menses (you may think that there's a past, present and future tense and that's it, but believe me, the truth is a little more complicated). You usually touch on the different kinds of words you use in a sentence too – nouns, verbs, adverbs and adjectives.Chapter 3: Examining Courses, Qualifications and Jobs 37 Classroom techniques and activities: Very often the tutor treats you as though you're a foreign student and shows you how to handle warm-up activities and pair or group work in the classroom. Lesson planning: You should learn one of the different formats for planning a Essen so that you know in which order to do things and how to make your lessons fun and effective. An opportunity to practice teaching: You teach a mini lesson or part of a lesson to volunteer students or to your fellow trainees.The maximum class size should be about 20; a tutor can't effectively teach more than How much it costs A weekend course should be a lot cheaper (about 25 per cent of the cost) of a full certificate in a school, but don't forget to factor in the cost of accommodation and travel too. In the I-J courses cost approximately IEEE for 20 hours training. I- to- I (www. I-to-I. Mom) has been offering weekend TOEFL courses in the I-J, USA, Ireland, Canada and Australia for several years. Signing up for a certificate course TOEFL certificate courses come in a variety of packages these days.You can do intensive or part-time courses or complete a distance course online or by post. You have to b e at least 18 years old to do a TOEFL certificate in most cases, which is practical as you'll be managing people in your classroom. There's no upper age limit. Course providers generally prefer to take students with degrees or a good standard of education (good enough to go to university). Don't despair if you don't have any aroma qualifications though. It's worth speaking to the school or college in person. If it's satisfied that you have a good head on your shoulders and a respectable level of English, it may well accept you.Applicants with teaching experience are also favored. Most schools ask you to take a test to prove how good your English is, so inform the school beforehand if you have a learning difficulty that affects your writing. If you're a nonnative speaker, schools expect you to have an exam pass at advanced level in English as well. 38 part l: Getting started in TOEFL Intensive TOEFL courses last four or five weeks. Don't try to keep up your part-time Job or even your favorite TV show because every waking moment is filled with lesson plans and projects. However, this type of course is a great way to Jump in and get started.If that sounds a bit too much for you, plenty of courses are spread over three months or even a year, enabling you to attend sessions in the evenings and at weekends, so you can fit it in around your Job. In any case, you need over 100 hours of tuition, plus feedback and homework time to gain your certificate. With a bachelor or master's degree in any field and an FEEL teaching certificate you're eligible to apply for the majority of vacancies. To be honest, many university graduates have no idea what to do in a classroom so some employers bypass your level of education if you've managed to prove yourself and passed a certificate course.What the course covers The overall aim of certificate courses is to provide initial training for people who want to teach English to speakers of other languages and to make sure that they meet the criteria for teaching by demonstrating English usage accurately, by giving well balanced lessons and by evaluating their lessons. Objectives for the course usually include familiarizing trainees with all those areas that go into English language teaching – methodology, classroom procedures, techniques and aids, language awareness and testing.You have the opportunity to teach and to find out how to To help trainees learn about the main pronunciation, vocabulary and structural features of current English. To raise awareness of the learning needs of individuals or groups of learners and of the motivation they have in a variety of circumstances and environments. To make sure that trainees can work cooperatively as members of a teaching team or group. / To help trainees develop the ability to create and maintain the learners' interest and establish rapport.Chapter 3: Examining Courses, Qualifications and Jobs 39 To make sure that trainees can plan lessons with clear and achiev able aims using methods appropriate to the learners' levels of achievement and age. To give trainees basic classroom management skills and the ability to provide relevant activities. To make sure that trainees are able to use and adapt published teaching material and create their own basic teaching material. To highlight the main advantages and disadvantages of various language teaching approaches. To ensure that trainees can continue their development in TOEFL after completing the course.Before you start, the course provider sends you an FEEL reading list and often asks you to complete a work book that provides an introduction to three important areas of the course. One is the unknown language section, the second is a grammar section and the third section is about how to teach. Some courses include lessons in a foreign language so that you understand how the students in your class feel. Through these lessons you can gain the dual perspective of both a teacher and a student and expe rience various teaching techniques.You produce a project based on these lessons near the end of the course. Teaching practice is an essential part of the course so expect real live students to volunteer to take part in your lesson. You also have the opportunity to see various other experienced teachers at work and your tutor gives you continual advice, feedback and support. Courses with a learner profile project give you the opportunity to get to know one FEEL student a bit better and analyses their language skills in depth. For the project, you usually conduct an interview with the student and record it.In addition you set them a written task so that you can write about their strengths and weaknesses and discuss ways in which you would help them through FEEL lessons. You may teach one lesson with the student in which you address one of that student's weak points. A materials project is designed to help you use and adapt basic materials, such as a photograph, in the classroom. You'r e asked to show how to use the same set of materials with students of different levels and abilities. At the end of the course there's often a test on grammar and phonology (pronunciation). 40 Part l: Getting Started in TOEFLSpeak to local schools and colleges about their teacher training programmed. CELT and Trinity Creosotes are the most widely accepted certificates for the private sector check whether your university runs TOEFL courses in the summer. The average cost of the CELT and the Trinity Creosotes is II,OHO. You may need to consider accommodation and travel costs too if no course provider exists where you live. Keeping your distance Distance learning courses never share the same high profile as taught courses because they don't let you experience teaching practice, but they have their own advantages.Many people find it easier to fit the course into their normal lives by studying in this way. You can go at your own pace – and distance courses are a lot cheaper. On th e other hand, you may never meet a student until you're teaching a class yourself and your tutor can only offer feedback on your written work not your actual performance. So distance learning has a few disadvantages too. Many people who already have a suitable teaching qualification, such as a PACE (Postgraduate Certificate in Education), but have no experience in FEEL choose to take a distance course because the certificate itself is not as important for them.The skills to do with presentation, classroom management and lesson planning are transferable, so with this kind of course it's easier for the teacher to choose which areas to spend more time on. Overseas employers appreciate the fact that you've taken the trouble to study and get yourself a certificate, and this tends to carry more weight than the actual certificate itself. This is because the organizations offering distance courses aren't as well known as CELT or Trinity, which provide taught courses. This area of the market has far less quality control than taught courses.However, the College of Teachers is one body which accredits distance TESTS (Teaching English to Speakers of Other Languages) courses as does ACTED, which is specifically for distance courses in TESTS. Courses accredited by these bodies offer a reasonable standard of professionalism and someone to talk to if the course or course provider falls seriously below your expectations. Chapter 3: Examining Courses, Qualifications and Jobs 41 Most distance certificate courses run along the same lines as taught courses (see information in the preceding ‘Signing up for a certificate course').

Free Essays on Talented Or Opinionated

â€Å"The Talented or the Opinionated† Although the Japanese educational system meets the challenges of our everyday world, the American educational system tends to focus on free will, and expressing opinions pushing the children to exceed their creative limits. In her article â€Å"The Japanese and American Educational Methods,† Jane Korission states that most American high school students are underachievers, and are not pushed enough to reach their ultimate goals whereas, Japanese students have shown the best performance in all categories of the mathematics exams. â€Å"The entrance exams are a large part of the academic curriculum, but a stronger emphasis is place on preparing students to get used to living and working within a group-oriented society.† The Japanese system has an excellent curriculum, and although students might learn many things effectively, they get too much homework and will not have free time to enjoy themselves. In his article â€Å"About the Japanese Educational System,† Hans Lee explains that in America, though curriculum could not compare to Japan, American students have time to vent, and spend time with their friends after class because there is less homework. â€Å"Although there is a low crime rate in Japan because there are many strict rules these rules make the students stressful, so the number of teenager's suicide and juvenile delinquencies are rising.† The way of killing is also being cruel these days. Japanese education makes students learn many subjects and students are able to find something they like, but that is possible only at school. Students must study even after school, so they will not have time to increase their talents. On the contrary, American students have more time to express themselves because there are fewer subjects to study. There is too much free time after school in America so it is likely for the students to waste their times. However, this system allows the teachers to t... Free Essays on Talented Or Opinionated Free Essays on Talented Or Opinionated â€Å"The Talented or the Opinionated† Although the Japanese educational system meets the challenges of our everyday world, the American educational system tends to focus on free will, and expressing opinions pushing the children to exceed their creative limits. In her article â€Å"The Japanese and American Educational Methods,† Jane Korission states that most American high school students are underachievers, and are not pushed enough to reach their ultimate goals whereas, Japanese students have shown the best performance in all categories of the mathematics exams. â€Å"The entrance exams are a large part of the academic curriculum, but a stronger emphasis is place on preparing students to get used to living and working within a group-oriented society.† The Japanese system has an excellent curriculum, and although students might learn many things effectively, they get too much homework and will not have free time to enjoy themselves. In his article â€Å"About the Japanese Educational System,† Hans Lee explains that in America, though curriculum could not compare to Japan, American students have time to vent, and spend time with their friends after class because there is less homework. â€Å"Although there is a low crime rate in Japan because there are many strict rules these rules make the students stressful, so the number of teenager's suicide and juvenile delinquencies are rising.† The way of killing is also being cruel these days. Japanese education makes students learn many subjects and students are able to find something they like, but that is possible only at school. Students must study even after school, so they will not have time to increase their talents. On the contrary, American students have more time to express themselves because there are fewer subjects to study. There is too much free time after school in America so it is likely for the students to waste their times. However, this system allows the teachers to t...

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buy custom The Guri Dam essay The Guri Dam in Venezuela measuring 7,426m in length and 162m in height is the third largest hydroelectric plant in the world. With an installed capacity of 10,200 MW, it catered to about 73% of Venezuelas electricity demand. This dependence started posing a major problem when Venezuela was hit by a prolonged drought attributed to El Nio in 2010. The government was forced to implement 2 hour black outs everyday throughout the country to make up for the low water levels behind the dam.The water levels dropped to about 248.22m above sea level. The declining water levels meant the turbines had to work harder to generate electricity thus giving rise to a water vortex which in turn would cause water bubbles to get sucked in and move up to the water blades. This process could eat away at the metal plates a process called cavitation. The cavitation could cause massive vibrations that can be felt throughout the plant. If the turbine is shut down quickly enough there could be an explosion e ventually leading to complete shutdown of the plant. The vibrations were beginning to affect Unit 8 of the Guri Dam; it had to be shut down, leading to an electric cut down of 400MW.Though the mid-April rains in 2010 led Venezuelan officials to believe that they could survive the crisis, water level in the dam continued its descent. There was a drop of about 76cm in the water level in a span of two weeks. Venezuela expected to be blessed with rain at least in May (the start of the rainy season), but El Nino did not will so. The drought prolonged, leading to more complications.(Juan Mabromata 2010)The current project to try and restore water levels to the Guri Dam is named involves the technological modification of the dam so that it can last another thirty years without any major problems. This has come in the wake of a serious electric blackout and electrical rationing in Venezuela. While they cannot do anything but wait and watch the different colors of the El Nino, they can prepa re themselves for the worst, or the best hopefully.RESEARCH AND INVESTIGATIONS TO RESOLVE THE ISSUE Electrical rationing plans began to be implemented in order to keep the water level above 240m above sea level; consequently preventing a complete shutdown and the halt of operations. As a result of this, Venezuela has had to bear the brunt of widespread electrical shortages and blackouts; apart from being a discomfort to the citizens it also proved to be a hit to Venezuelas economy. The water levels at the Guri Dam are a major determinant of Venezuelas future. In the pages that follow we aim to look into a few more aspects of the crisis and its management.(ICIS News 2010)The future of the Guri Dam does depend on nature to a large extent. Here we attempt to look at what improvements can be made to the construction or design of the dam such that it functions without any glitches in conditions of compromised water levels as well.The Guri dam is a gravity type dam. The spillways are three-chute concrete spillways and each chute consists of an overflow gated crest, a step chute and a ter minal flip bucket. The spillway flow occurs through a bucket which projects a highly arched jet of water that falls into the tail water pool. The tail water pool is responsible for the final dissipation of energy.In 1969 it was observed that the lips of the bucket and the ends of the side training walls were showing signs of scouring/erosion. An investigation on the same led to Harza Engineering suggesting the CVG to restore the damaged areas with epoxy concrete and epoxy protective coatings. The repairs were made in early 1970, but investigations in late 1970 showed greater damage in the form of renewed scouring. Further field inspections revealed that the damage was happening due to cavitation and was not self-arresting. This indeed could prove to be hazardous if not handled appropriately.The St. Anthony Falls Hydraulic Laboratory of the University of Minnesota started an experimental study aimed at determining the mechanism of damage and proposed modifications to the existing des ign. It started with an analysis of the existing structure and went on to Model Investigation Tests.The analysis of the existing structure took into consideration the discharge, lateral tail water flow, chute velocities, vortex cavity sources and the tail water stages.1.1 DISCHARGEIt was observed that the maximum design capacity of the spillway was 40,000 cms at an 88m head drop and the energy contained in the flows of the Guri Dam at the point of exit from the flip bucket was 46,000,000 hp. This could cause enormous damage.1.2 LATERAL TAIL WATER FLOWHigh discharges of waste water from the spillway were generating a large clockwise vortex which substantially affected the lateral pool velocity across the ends of the flip bucket. This lateral flow was proving to be a significant factor in spillway damage.1.3 VORTEX CAVITY SOURCESA traveling vapor cavity of relatively small size was found to be a common cause of cavitation damage.1.4 TAILWATER STAGESThe tail water stages were found to be unusually large. This required more attention because the stage level of the tail water pool substantially impacted the pressure values which in turn played a role in cavitation damage.It was also observed that there existed Sill Damage and Wall Damage. The bucket lips which were the principal controllers of the location of the final dissipation of the flow of energy had lost quite a significant volume of concrete due to erosive removal of the same. The disintegration of bucket lips could threaten the existence of the entire structure. Though wall damage was seen to be occurring simultaneously, it did not require emergency status because it did not threaten the structure of the dam. It was stated that a solution that addressed the more serious issue of sill damage would automatically remedy the wall damage issue.Model investigation tests conducted in a Variable Pressure Test Facility which allowed the modeling of the cavitation process helped gather more insight into the issues a nd their impending threats to the dam, the ecosystem and the people in the area.SOLUTIONSA combination of high velocity flows and pressure levels below one-half atmosphere will certainly lead to erosion. At the Guri dam erosion was mainly observed in areas with pulsating negative pressure values greater than one half atmospheres. The turbulence due to flow overtopping in the bucket side wall strongly contributed to the negative pressure pulsations. An increase in the height of the walls was suggested to reduce or rather eliminate the source of low pressure.The other solutions suggested to improve the engineering of the Guri Dam included routing the flow via a reduced number of chutes, increasing flow depth, lowering the tail water to reduce back-up in the bucket and reforming the lip shape and fabricating it with highly cavitation resistant metal that could also bear the resistance of the water to reduce cavitation damage. Stainless Steel in its most preferable form was suggested. If these solutions could be implemented, the biggest problem that the Guri Dam is facing can be reduced to a great extent.The study also suggested operating with a deeper flow in the bucket and depressing the tail water stage to eliminate the turbulent water jump in the downstream end of the bucket. Rebuilding the bucket to raise the lip above all normal tail water stages, though an expensive option could be carefully considered to reduce tail water back up effects.Reviewing and reducing the number of gates and gate openings could minimize the generation of discrete waves and turbulence centers that contribute to the damage of the lip. Minimizing boundary areas possessing low mean static pressure as a result of high velocity will also help reduce damage to the lip of the bucket.Elevation of the sill to a position above the tail water will nullify the influence of lateral flow that contributes to cavitation damage. (Ripken Warren 1972)ROLE OF POLITICSPresident Hugo Chavez maintained that the current electricity crisis that Venezuela is battling is the result of the El Nino, but critics do not agree. Chavez and his government are being blamed for sheer lack of planning, corruption and swindling of the resources allocated for the construction of the Guri Dam. The money was not invested in the infrastructure of the dam.Even in the wake of a crisis and technological modification the government does not seem to have realized its mistake. The corruption in the electricity sector has impacted engineers ability to repair the electricity issue in time to avoid a crisis. It is too late now. The receipts for the electricity equipment were highly inflated so that government officials could keep a good amount of the money, there were mismatch between the requirement specifications and the equipment ordered the officials placing the orders did not consult with the engineers. Much of the purchased material is said to be unusable till date.Research shows that only 25-30% of the funds approved for infrastructure upgrades were put to intended use. However Rodriguez stated that the government had invested about $16.5 billion to help the electrical sector keep up with the rising consumer demand most of them were long term projects with no immediate solutions. (Fox News 2010) (Fabiola Sanchez 2010)Brazilian contract workers who are threatening to abandon the technical modification unless they receive their paychecks claim that they have not been paid (by EDELCA). Venezuela would be in a serious spot if the Brazilians left, taking their technical expertise with them. Even though the issue seems to have come up in one of Chavezs meeting with the Brazilian President, there seems to be no change in the situation and the payment dispute remains unresolved.(Juan Mabroamata 2010)Whether the Guri Dam turns out to be as successful as predicted or no, whether Chavez has minimized the impacts of the crisis or no and whether the Venezuelans can trust Chavez and his go vernment with their lives and land or no is a matter of whether it will rain or no. If yes, would that be enough to reverse the environmental impact of the Guri Dam, to refill the dam and restore normality to the lives of the Venezuelans?RELATED CONCERNS 4.1 ENVIRONMENTFor millions of years the warm waters of the Caribbean caused huge quantities of moisture to rise up into the air and drift southwest to Venezuelas plains. When the wet air hit the Andes mountain range, it resulted in a lot of rain. It was this kind of rain that formed rivers like the Ornica that fed all their water back to the oceans. This cycle gave rise to the rain-soaked tropical jungle, that later became the venue for the Guri Dam because of its ideal conditions. The dam was constructed with the aim of harnessing hydroelectric power and making Venezuela independent from the use of fossil fuels. However, the construction of the dam and the dam itself altered the rainfall pattern in the area leading to the presen t drought. This will turn into a vicious cycle if alternative measures are not taken.(Alex Lu 2011)4.2 ECONOMIC CONDITION/ GLOBALIZATIONThe decreased water levels behind the Guri Dam have led to electricity rationing. Industries are short of power, manufacturing and other markets are strongly hit as a result of electric shortages and black outs. People are asked to work for shorter durations so that power can be saved. Rollout electric shortages are being implemented to keep the water level at at least 240m above sea level so that the hydroelectric plant continues to function in hopes of recovering one day. Shopping Malls and most other business are allowed to start business only after 11 AM and function for lesser durations. If the scenario persists, it is only a matter time before Venezuela is severely crippled.President Chavez promulgated the construction of the Guri Dam with a view to moving towards a more Green Policy and reducing his countrys dependence on fossil fuels. It cat ered to about 73% of the electricity demand in Venezuela. However it failed to take into consideration the disastrous environmental impact that it was to have. The very basis of the dam the rain forest and the rivers were affected, there were no rains and there was no water in the river, then where was the water for the dam to come from?In an attempt to maximize the use of hydroelectric power Venezuela ended up in a crisis that crippled it economically, environmentally and most of personally. Life in Venezuela is not what it was before Guri Dam, not what they expected it to be after Guri Dam and can never be expected to be either of them, again. The activities of the Venezuelan government should be directed towards technically modifying the dam, minimizing its effects on the environment, developing alternative sources of energy so that they are not dependent on just one source, eliminating corruption and keeping in mind the larger picture of the project, because what Venezuela has lost from nature she cannot reclaim.The proposed modifications of the dam if carried out in time and appropriately can prevent any further disasters. 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Evidence-Based Practice and Management Essay Example | Topics and Well Written Essays - 750 words

Evidence-Based Practice and Management - Essay Example As the case study argues, because of errors in medication administration, high rates of falls and decrease in staff satisfaction, EBP has now become a crucial necessity in almost every hospital. One of the ways nursing leadership began to establish an evidence based culture was by establishing shared governance councils who were to kick start the process. A specific unit was identified, which was to actively come up with a project of implementing EBP so as to impact outcomes. Fortunately, an opportunity arose with a physician driven research project, which involved controlling pain in pediatric patients outside the ICU. The unit was charged with monitoring parameters and nurse staffing. The unit started its evidence-based practice so as to meet patients’ and pain team’s needs. The staff was composed of people from all sectors, educator for the unit, unit leadership, and evidence-based practice mentor. As the case study points out, there are various systems that can be e stablished so as to facilitate staff in the evidence-based practice. The first system is to integrate evidence as criteria within the organization’s strategic plan. The mission, vision and specific goals of the organization should incorporate evidence-based decision making at the point t of care. Nurse managers should come up with tools such as guidelines, protocols, policies and procedures, all based on evidence-based practice so as assist staff in realizing the benefits associated with it. Analysis of Articles Related to the Topic According to Wilkinson, Nutley, and Davies (2011), nurse managers face many challenges and barriers in implementing evidence-based practice. Past research has pointed out that nurse mangers should play a major role in ensuring than EBP is implemented in their institutions. However, as these authors argue, the specific role has not been defined. Therefore their research aimed at finding the specific role of nurse mangers in the EBP implementation p rocess. They used case study approach where they used interviews and observation as the main data collection methods. After analyzing the data, the authors found major differences between literature and their findings concerning roles of nurse managers in EBP implementation. According to their findings, nurse managers took a passive role in EBP implementation process. The authors concluded that the main reason as to why EBP have been ineffective in many institutions is due to problems such as undefined roles of the nurse manager in their implementation process. Therefore, they pointed out that identified problems with the implementation of EBP should first be solved in order to get the desired results from the practices. According to Sandstrom, Borglin, Nilsson, and Willman (2011), the implementation of EBP knowledge obtained from literature has proven to be a burdensome one. The cause of this as the authors argue is the narrow focus of literature on a few factors that have been reg arded important in EBP implementation process. One of the factors that have been pointed as being important in EBP implementation process is leadership. Therefore, their research was aimed at conducting a thorough literature review so as to determine the role of leadership in EBP implementation process. The research findings indicated that leadership was indeed a vital factor in EBP implementa

Why do women commit fewer crimes than men Essay

Why do women commit fewer crimes than men - Essay Example Unfortunately all these arguments do not clearly explain why there more occurrences of crime among men than women (Campbell, Muncer and Bibel, 2001, p. 481). Recent studies have indicated that the ratio of crime between men and women is approximately 3 to 1 respectively. The following discussions present the most likely factors attributed to this trend associated with our societies. According to Currie (2007, p. 175) societies socialize male individuals to assume aggressive characteristics as a survival strategy. Society expects men to be strong so as to stand up for their rights whenever need arises. Furthermore a man was given the sole responsibility of providing security for his family. Due to the high expectations on man by society, men sometimes tend to prove their strength by engaging in crime. A man who cannot stand up for his rights is considered to be a weakling and such man may be denied respect in society (Lauritsen, Karen & James (2009.p. 368). Consequently men opt do anything at their disposal even using violent means to show how strong they are. Campbell, Muncer & Bibel (2001, p. 484) contends that on the other hand, women are considered to be the weaker sex by society and a woman who commits in crime is seen to deviate from the nature of society. Society describes a normal woman to be loving, patient, caring and understanding. A criminal woman is not fit for marriage according to society because it considers her to lack the actual traits of a mother. A mother will always be there for her family and no criminal activity can ever cross her mind. From the societies’ expectations of women, women restrict themselves from committing crime (Currie, 2007. P179). However this does not mean that women do not commit crime, they commit crime but at a very low rate compared to that of men. In addition, the way society distributes gender roles also restrict women from committing crime. Women are always within their families trying to care for

Security Service Essay Example | Topics and Well Written Essays - 2500 words

Security Service - Essay Example The next, MI6 is charged with the responsibility of ensuring that the country is protected from external aggression and is constituted by the Intelligence service; this also undertakes overseas espionage as well as ensuring that the country has no spies. The security service as seen is the present body is charged with the responsibility of ensuring the security of the UK citizens. The formation of which is the subject of this study is highly associated with apparent and not actual threat to the people of this great Kingdom. (Andrew 1987) Political thinkers, social scholars and philosophers have argued that the need for a security body is not because there exists a situation but because there is need to handle a likely situation. The possibility of a likely situation is what brings in the element of imagination. To further support this, the human nature is naturally characterised by anxiety and pursuit of the future. Because the future is not certain, there is need to make some kind of projections which are greatly based on the current situations. (Knighteley 1986) These projections are the bases of future preparations or measures where an individual makes required adjustments to eliminate the chances of surprise or simply to help increase chances of preparedness. This is the foundations of the security service where the government officers sought to ensure that the country was prepared for the unforeseen circumstances in the future. The way to prepare was on the bases of the situations that the country faced at the time and which showed a tendency to recur in the future. (Knighteley 1986) This activity had characterised the world in a way that it seemed an unsafe world as nations sought to prove their superiority and military prowess by conquering other nations. It should be noted that this was not necessarily a threat on the United Kingdom but a global trend which did not suggest a continuation of the same. However, anticipation and need for preparedness forced the nation governance to devise a way to react to these situations when the time came. (Andrew 1987) This was more imaginary than actual as it was an anticipated situation and not the real matter affecting the nation at the time. Therefore, when we also talk of imaginary, it is important to indicate it is informed in the imagination and not a dream from thin air that is conceptualised and converted into an institution such as the Security Service. The following is the information one gathers as you review the past information that led to the formation of the Security Service. (Knighteley 1986) First, there was a triggering measure that was not necessarily in action on the country but was a situation that happened around the country which was viewed to either cause similar effects on the United Kingdom or drag the nation into these struggles. Though history indicates that the United Kingdom was among the nations that participated in these early struggles of power, it was not until the middle 18th century that it became a considerable force. (Knighteley 1986) Earlier on, countries such as Portugal had considerable might and had dominated overtime. Therefore, it is not proper to think of Britain at the time as a force due to the fact that was pointed out earlier. The presence of the triggering factor led the countries into preparing for future similar situations in

Supply Chain Management in Hospital Term Paper Example | Topics and Well Written Essays - 1000 words

Supply Chain Management in Hospital - Term Paper Example Health ONE Supply Chain has a business base (HCA) in Nashville Tennessee, through the Continental Division hub at this time in Denver. HCA is a major system of leading healthcare facilities crossways the state. The Continental Division facilities include North Suburban, Presbyterian St. Luke's, Rose Medical Center, Medical Center of Aurora, Centennial Medical Plaza, Spaulding Rehabilitation Hospital, Swedish Medical Center and the latest Colorado ability Sky Ridge Medical Center. Denver in addition services the Wesley Medical middle in Kansas, OU Medical Center, Children's Hospital of Oklahoma, Presbyterian Tower, Everett Tower, Southwestern Medical Center and Edmond Medical Centers in Oklahoma. My present place with Health ONE as the Facility Coordinator at Rose Medical Center involves supervision product sharing and inventory organization for the ability. Responsibilities also comprise expense forecasting, new manufactured goods completion and monitoring manufactured goods utilizat ion as it relates to vendor contract fulfillment. I am still comparatively novel with HCA, with less than three years of service, so my perceptions of the managerial climate are based on an incomplete experience through the present arrangement and operations. In family member to the health and safety strategy, I must counsel the management on preventing hazards and injuries to themselves or others inside the business. The Health ONE is completely unaware of what a health a safety strategy and other workplace policies are; this is why you were brought on the plank. Describe your roles and everyday jobs in relation to such policies. Make management conscious of the officially permitted requirements moving health, safety, and wellbeing. Advise methods of safe operational Advice management to offer protective clothing and gear for employees at all times when on site overseeing the recording and psychoanalysis of in order on injuries, and appraisal overall safety performances.

Competitive advantage Essay Example | Topics and Well Written Essays - 500 words

Competitive advantage - Essay Example If the workers end up producing products that are below quality expectations, then their pays are reduced accordingly. This helps to promote a sense of owning the company’s operations and workers are given a datum to define how their roles affect the company’s outcomes. While Nucor does promote ownership and a greater sense of responsibility but all individuals might not eye the situation on the same footing. Some workers may be disappointed when they discover the blunt side of Nucor’s policy and may rush to other jobs where a fixed salary structure is available. Moreover, certain people in Nucor’s work environment may cause problems for others in an attempt to be more productive. Problems may include workplace politicisation, espionage etc. though this is a remote possibility. Primarily Nucor relies on an innovative payment package for the baseline workers as an incentive. Workers are paid by the hour for fixed salary plus bonuses. Moreover, the company shares its profits with these workers too. This makes Nucor one of the best paymasters in the market. There are no unions at Nucor although Nucor does not discourage unions. Similarly, Nucor has placed the names of its workers in its financial report in order to recognise their services. The pays for workers and executives is nearly the same as the workers can earn a lot while the executives are not paid excessively. Moreover, the executives are not given any benefits or perks just like the workers. This helps to promote equality which serves as an incentive too. Nucor should not try to hire temporary, part time or virtual workers to get their job done. The biggest power that Nucor has over its employees is their sense of ownership of the entire process at Nucor. This applies equally well to both workers and executives alike. The associations formed with the company have helped Nucor grow over the years. Expecting temporarily placed workers to do the same is unrealistic. Using

Deaf readings and Questionss 2 Coursework Example | Topics and Well Written Essays - 250 words

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Supply Chain Management in Hospital Term Paper Example | Topics and Well Written Essays - 1000 words

Supply Chain Management in Hospital - Term Paper Example Health ONE Supply Chain has a business base (HCA) in Nashville Tennessee, through the Continental Division hub at this time in Denver. HCA is a major system of leading healthcare facilities crossways the state. The Continental Division facilities include North Suburban, Presbyterian St. Luke's, Rose Medical Center, Medical Center of Aurora, Centennial Medical Plaza, Spaulding Rehabilitation Hospital, Swedish Medical Center and the latest Colorado ability Sky Ridge Medical Center. Denver in addition services the Wesley Medical middle in Kansas, OU Medical Center, Children's Hospital of Oklahoma, Presbyterian Tower, Everett Tower, Southwestern Medical Center and Edmond Medical Centers in Oklahoma. My present place with Health ONE as the Facility Coordinator at Rose Medical Center involves supervision product sharing and inventory organization for the ability. Responsibilities also comprise expense forecasting, new manufactured goods completion and monitoring manufactured goods utilizat ion as it relates to vendor contract fulfillment. I am still comparatively novel with HCA, with less than three years of service, so my perceptions of the managerial climate are based on an incomplete experience through the present arrangement and operations. In family member to the health and safety strategy, I must counsel the management on preventing hazards and injuries to themselves or others inside the business. The Health ONE is completely unaware of what a health a safety strategy and other workplace policies are; this is why you were brought on the plank. Describe your roles and everyday jobs in relation to such policies. Make management conscious of the officially permitted requirements moving health, safety, and wellbeing. Advise methods of safe operational Advice management to offer protective clothing and gear for employees at all times when on site overseeing the recording and psychoanalysis of in order on injuries, and appraisal overall safety performances.

Deaf readings and Questionss 2 Coursework Example | Topics and Well Written Essays - 250 words

Deaf readings and Questionss 2 - Coursework Example The fact factors like gender and language also further disintegrates the students, both the disabled and the abled, should be something that can be dealt with. Parents should expose their children to different languages at an early age to avoid inconveniences. These are both the spoken and the written language (24). This would help avoid discrimination. Mertens 1990, after a thorough research on academic performance for both the students with hearing problems and the hearing students, came up with a surprising report. The performance of the hearing students was way higher than that of the non-hearing students. This may raise critics against the combined mode of learning which is putting them all in a common institution. To avoid this, i advocate that although they are to learn in the same environment, there has to be some extra or rather special classes of either of the hearing or the hard of hearing students so as to put them on almost the same

Biological and Chemical Weapons Essay Example for Free

Biological and Chemical Weapons Essay The Environment is at stake: Weapons that draws the environment into destruction Introduction The most important gift of God would definitely be the environment. Although it does not actually comes to our senses how important this one is, we must understand and accept the fact that we are in need of protection to save the environment. When God created the whole world, he made it perfect for the people and in return, we were asked to take care of it as he did. It may not be that convincing but these worlds would probably help us realize that the environment was not just a simple world we are living in, a part of our everyday lives, not just a place that we can use and later abandon. Environment is a dear gift from the God above thus we, as human beings are in need to protect the greatest and most magnificent work he made. There is a debate when it comes to the proper use and the proper care of the environment. We cannot deny the truth that the environment are now weary and used. None of the people who used it took the chance to stand up and restore its beauty. Instead, we are destroying it more and more thus we end up making harmful things not just to the people but also to the environment. In present, there are two kinds of people in relation with the environment. The environmentalists who would keep on doing what they think is right for the environment while the other one were the people who would not stop doing ill things and would continue putting not just the environment but also the people at stake. At this point of our life, in the 21st century, the people would not stop cutting trees and at the same time killing animals. The environment advocates would also not stop to protect the environment thus they will keep on fighting for the best for the environment but until then, we would not know what will happen. We could not determine and we cannot identify the real end of this destruction. This time, this paper will not talk about the never ending issue of illegal cutting of trees or the pollution there is in the air, instead, we will focus with a much greater threat not just in the environment but also in the human race. It does not limit its destruction to just a single aspect or portion human life or life existence on Earth, instead, it broadens its purpose and further makes people realize that we are indeed intelligent individuals. The development of Nuclear Weapons and also both the Biological and Chemical Weapons mostly used in wars are now the greatest threat existing in our generation. The use of these weapons would result to several effects and problems which will need the help of most of the people in the world. Although the use of these weapons were long been banned by the United Nations, another problem exist. This time, it has nothing to do with war but instead, with the environment and the disposal of the wastes it gives to the whole world. In here must we argue that the countries who kept on making and producing these weapons and at the same time, nuclear energy does not think of what could happen with the whole world because of their greediness or perhaps their love of money and power. Not that we are actually contesting their ideologies but we are actually thinking of what could have been in the near future if these wastes will not be disposed properly. It will lead into harmful incident thus it will endanger both the people and the environment.

Attentional Control and Working Memory

Attentional Control and Working Memory Attentional control and working memory over top-down, bottom-up factors Complicated activities rely on attention to selectively focus on task-relevant stimuli while overlooking salient distractive stimuli. For instance, drivers need to able to attend to oncoming traffic while simultaneously ignoring distracting stimuli such as eating, looking after children, or hearing the bell of a cellphone receive a message. Most models pertaining to the selectivity of attention suggest that our attention is biased to either stimulus-based factors (bottom-up selection) and/or goal-driven factors (top-down selection) (Theeuwes, 2010). Physically salient properties of objects that draw attention involuntarily are bottom-up factors, in contrast, past knowledge, goals, and future plans are top-down factors that automatically guide our attention (Katsuki Constantinidis, 2014). Attentional control researchers have continuously argued whether goal-driven factors or stimulus-based factors have a larger influence on attentional control. However, this assumes that attention co ntrol involves a dichotomous selection between stimulus-based factors and goal-driven factors. This is an assumption that is incorrect and does not consider attentional control research that exists beyond this dichotomic viewpoint (Vecera et al, 2014). Past theories of attention focusing on the biases between goal-driven (top-down) and physically salient stimuli (bottom-up) do not take into consideration findings that persist outside of these factors, such as, the influence of experience with distractors on future search tasks. Attentional control, using working memory of distractor experience and strong biases, is a more effective posit than the dichotomic bias between goal-driven factors and physically salient factors. Although the dichotomy of bottom-up and top-down does not account for selection biases that are not goal-related nor physically salient, it still provides a highly acceptable theory of attentional control. The first visual sweep is completely driven by stimuli (Theeuwes, 2010). Theeuwes (2010) claims that the most physically salient item drives attention during the first visual scan, it is not until later in time that visual selection is biased in a top-down manner. This top-down manner involves feedback processing and voluntary control based on willful plans and current goals. Theeuwes (1992) found that when looking for a circle among diamonds of all the same color, the response time was a lot slower when one of the diamonds was red. Their study demonstrated that salience has an impact on visual attentional control. Goal driven selection matches targets that most fit the observers goal template. For example, when at the supermarket, if the goal is to buy a red apple, the observer wi ll prioritize red items. Overall, the bottom-up and top-down model offers a much more simplistic approach to attention and is one that can be easily accepted due to its lack of complexity in reasoning. For instance, it is easy to comprehend that items that pop out are more likely to grab attention, as well as, current selection goals of the on looker. However, this theory suggests that irrelevant items are not learned and cannot be used in future search tasks. Both stimulus-based and goal-driven factors influence attentional control, however, researchers have recently started to notice the impact experience has on the selective nature of attention (Awh et al., 2012). For example, participants point out noticeable, color targets quickly if the target-color is repeated throughout subsequent trials (Maljkovic Nakayama, 1994). They found that even when observers have a strong stimulus-based bias towards the target, experience strengthens this bias. Accordingly, priming of pop out of targets in repeated trials demonstrates the ability of experience to change the efficiency and overall efficacy of attentional control (Lee, Mozer, Vecera, 2009). These findings further support the idea that experience can influence attentional control, an idea that is not supported by bottom-up and top-down theories. In contrast to research done in favor of bottom-up, top-down posits, one memory system that falls in favor of experience and attentional control is priming of pop out (PoP). PoP occurs when individuals can point out a target faster if the essential feature of that target is constant in subsequent trials (Maljkovic Nakayama, 1994). In their study, they had their participants look for a colored diamond and had them identify if the diamond had a feature missing from either side. They found that PoP helped individuals and increased their response times. Their findings suggest that by continually showing a targets defining features, it reinforces the selective bias towards that targets features. In a similar vein, Tulving and Schacter (1990) found that representation systems based on perception allow for perceptual priming to occur. These representation system process new information in short-term memory. This short-term memory hastens the processing of similar information in future task s. Thus, when the visual information sweep frequently encounters similar items to process, these items are processed in a faster manner because short-term memory already has a memory trace of that item. Priming of pop out further demonstrates how learned experience with physically salient items benefits subsequent search tasks. It demonstrates that passive priming can provoke strong selection biases that have nothing to do with goal-driven selection. The bottom-up, top-down attentional control model does not consider these findings. Large amounts of research on attentional selection cannot be accounted for by the tendency to group attentional control in either top-down or bottom-up factors (Awh et al., 2012), for example, memory. There are two types of memory that have different roles and first need to be distinguished. Visual working memory depictions are different from visual long-term memories (VLTM). Visual working memory depictions are held for a limited amount of time, while visual long-term depictions continue throughout time (Luck, 2008). The constant maintenance of information limits the length of time for which visual working memory (VWM) depictions are upheld in memory. Lastly, VWM can only hold three to four items at the same time, while VLTM depictions are not bounded to a specific amount of objects (Brady et al., 2008). Although VWM is important in memory, VWM, in regards to attentional control, is specifically important for building experience with distractor rejections, but, is not useful for fut ure use. Visual long term memory (VLTM) uses information (information that is no longer relevant to the task) encoded in the past to guide attention (Fan Turk-Browne, 2016). In their first experiment, Fan and Turk-Browne (2016) found that VLTM for the associated location of a target guided spatial attention during visual search for the target, even when this location was not relevant to the task. Their second experiment expanded on these findings by discovering that VLTM for the associated color of a target influenced attentional capture in a different task. Memories can guide attention toward associated features, even when these features were encoded incidentally and were never relevant to any task (Fan Turk-Browne, 2016). An items features are automatically retrieved from long-term memory based on environmental cues encoded into working memory. These working memory representations bias selection toward items perceived in the world that match with features in memory through react ivation. An example of this would be shopping at a supermarket frequently gone to. When shopping at the local supermarket looking for your favorite cereal, for example, you are less likely to be distracted by other grocery items because you know where youre going and do not have to scan the visual area as often as opposed to it being the first time at that specific store. Observers find targets more easily when knowledge is given beforehand concerning the physical features of the target, like location, identity, and color (Moher Egeth, 2012). This is a process known as visual cueing. Observers find targets more easily, when they are told beforehand, not to look at certain irrelevant areas of the display areas that will not have any targets pop up. For example, an individual is more often than not to find their friend at a mall if told that their friend will be wearing a bright yellow shirt. In the same manner, Woodman and Luck (2007) found that targets were located faster if distractor items that were in the color that had to be ignored were present versus the distractors not being there at all. They concluded that participants used a template for rejection wherein items that match any beforehand features that had to be ignored, could be avoided during search, thus, items possessing the feature that had to be ignored were quickly rejected, ultimatel y, minimizing the size of the search. Knowing what not to look for reduces the number of items needed to be scanned, inadvertently reducing the time it takes to search through items. Further extending current research on the theory that individuals can use cues to bias attention away from salient distractors, individuals need experience with distractors before the distractors can actually be ignored (Cunningham Egeth, 2016). Experience with irrelevant stimuli can improve search in tasks. Learning to ignore features can result in a benefit in search tasks because time spent learning about these features, that need to be ignored, enhances its ability to be used by individuals in future search tasks (Cunningham Egeth, 2016). Results from their experiment found that within the same task, observers only benefited from cues that were consistent and not by cues that changed trial by trial. This demonstrates that cues can only be beneficial in search tasks if the cues are repeatedly shown ; developing a more concrete trace in long term memory in which participants can use. The mentioned studies establish that memory is an important part of the attentional selection process. The concept of memory cannot be put into a category that is either stimulus-driven or goal-driven, but rather makes its own valid case in the plethora of selection phenomena. Biased competition proposes that attentional control mechanisms occur when several neuronal axons land in the same receptive vicinity (Desimone Duncan, 1995). They found that when several stimuli fall into one receptive field, a neuron has multiple choices as to which of these stimuli it should respond to; this is quite an uncertain process. However, attentional mechanisms solve this uncertainty through two processes: attention is biased towards matching target objects with templates held in VWM. And, attention is biased towards items that are physically salient. Objects that are held in VWM are preferred over objects that are not because cells that have the objects features show higher rates of activity (Miller Desimone, 1994). Features of items in the external world are represented by these cells held in VWM, thus, the higher the activation rate, the more probable these neurons are to reach supra-threshold and fire an action potential when an external item matches that of the ite m in working memory. In support of experience and attentional control, biased competition reveals that past experience directs learning towards novel characteristics in settings and plays an important role forming the long-term memory system (Hutchinson et al., 2016). Frequent studies of attention have looked at task-related goals and its effect on memory encoding, but not much research has investigated the role of memory guiding itself during selection (Awh et al., 2012). According to Hutchinson et al. (2016), memory allows for the brain to differentiate between old information (information in which the individual has already encountered) and new information that will give the best representation of the surroundings. Thus, in circumstances that involve both the presence of old and new information, old information will affect how new information is processed and interpreted. Biased competition further supports that experience has an effect on what enters the memory system, which then, subsequently affect s the attentional systems use of templates in the prioritization of certain items. Cases that cannot be explained by the traditional dichotomy of attentional control can be further expanded by reward control. Although attentional selection can be voluntary, in the case of goal-driven tasks, subsequent selection can be provoked be rewards. Hickey et al. (2010) had participants look for a diamond shape while also ignoring irrelevant color stimuli at the same time. Participants were given a low or a high monetary reward depending on whether they answered right. The researchers found that rewards could bias attentional selection to either the target or to the irrelevant stimuli trial after trial.ÂÂ   For instance, if the target color stayed the same on subsequent trials, participants had a fast response time after given a high monetary reward. However, when the distractor had the same color as the previous target, reaction times were slow after given a high monetary reward. This study suggests that monetary reward influenced attention towards the color that was gi ven the high reward, irrespective of whether the color was associated with the distractor or the target. Several studies have shown that attentional selection is biased towards monetary reward. These findings cannot be explained by the voluntary, top-down or the physically salient, bottom-up attentional control dichotomy. Monetary reward further demonstrates that the dichotomic posit of attentional control is one that is incomplete and that monetary reward only expands on the present findings related to selection phenomena. Rewards are one of the strong biases that have a significant influence on selective processes. When encountering physically noticeable distractors, the experiences built on these distractors allows individuals to focus in future search tasks. This finding reveals that experience with physically noticeable distractors, and not only target templates held in working memory, benefits the high functionality of attentional control. Like further posits of attentional controls dependence on experience, learning to reject irrelevant stimuli depends on visual long term memory. This is an acceptable finding to grasp because long term memory possesses the ability to direct attention to target items in the present and later on, and, away from distractors. This finding further validates that attentional control cannot be explained by purely using the dichotomy of goal-driven and physically-salient-driven efforts. Rather, attentional control is an active process founded on creating experience with specific objects. Consequently, attentional control is a skill that is increasingly sharpened a s we gain experience out in the world. By not having much experience, the skills used in controlling attention is rather basic and depends on the simple use of the physical noticeability of object features. However, as individuals experience increases with certain tasks, the skills involved in attentional control sharpens and focuses on specific features. Once our attention is focused on a specific set of features, top-down control of attention can operate more efficiently. The importance of attentional control can be further seen in everyday life, especially in the realm of mental health. Several findings have found that there is a high correlation between those who suffer with mental illnesses and levels of attentional control. Individuals who have Alzheimers disease, for example, have trouble maintaining goal-directedness (Coubard, et al., 2011). They found that Alzheimers disease affects the ability of switching attention, suppressing, and preparing attention for random events. Further, individuals who suffer from schizophrenia and attention deficit hyperactivity disorder (ADHD) have a fast response time in tasks when levels of anxiety and depression are lessened (Sarter and Paolone, 2011). Emotional processing is an important of human interaction and communication. Low attentional control would hinder the ability to shift attention away from potentially threating information which would increase ones susceptibility of developing harmful psychological effects (Fergus et al., 2012). Post-traumatic stress disorder (PTSD) is another mental illness that is also affected by attentional control. Individuals with PTSD and low attentional control show attentional avoidance (Schoorl et al., 2014). Attentional avoidance is the concept of biasing attention away from threatening situations. These threatening situations serve as triggers that remind individuals with PTSD of the traumatic events they have experienced. This cognitive avoidance can be dysfunctional becaus e individuals with PTSD do not face threatening stimuli head on and avoid it, which, deprive them of the chance to realize that the traumatic event will not occur again (Schoorl et al., 2014). This was only the case when post-traumatic stress disorder symptoms were high and attention control levels were low. Works Cited Awh, E., Belopolsky, A. V., Theeuwes, J. (2012). Top-down versus bottom-up attentional control: A failed theoretical dichotomy. 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