Service Learning Contributing to the Community in Which We Live by Applying the Knowledge We Have Essay Example

Service Learning: Contributing to the Community in Which We Live by Applying the Knowledge We Have Essay Although well-established and with a long tradition in different countries worldwide, service learning is a completely unknown practice in Republic of Macedonia.This is the reason why the author attempted to make a theoretical overview of the concept of service learning based on her extensive expirience gathered as a visting scholar at George Washington University under the Junior Faculty Development Program. Service learning is an interactive process of both teaching and learning in which the students apply their academic skills and knowledge when trying to help the community solve its crucial problems.At the same time, it promotes learning through active participation in service experiences; provides structured time for students to reflect by thinking, discussing and/or writing about their service experience; provides an opportunity for students to use skills and knowledge in real-life situations; extends learning beyond the classroom and into the community and fosters a sense of c aring for others.The effective program for service learning is characterized by: †¢ Engagement of people in responsible and challenging actions for the common good; †¢ Provision of structured opportunities for people to reflect critically on their service experience; †¢ Articulation of clear service and learning goals for everyone involved; †¢ Definition of the needs by those who have the needs; †¢ Clarification of the responsibilities of each person and organization involved; †¢ A match between the service providers and service needs through a process that recognizes changing circumstances; †¢ Necessity of genuine, active, and sustained organizational commitment; †¢ Inclusion of training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals; †¢ Time commitment for service and learning that is flexible, appropriate, and in the best interests of all involved; †¢ Commitment to program partici pation by and with diverse populations. It is both benefitial for the community and the students, so a country should have consistent and comprehensive programs for promoting and sustaining service learning.Key words: service learning, principles of a service learning program, community practice. Introduction This paper is based on the experience that the author gathered as a visiting scholar at George Washington University under the Junior Faculty Development Program. Its aim is to make a literature overview of the method of service learning – a concept that the author got acquinted with exactly during her study visit under the JFDP scholarship and that hasn’t been implemented in her native country. Service learning is a method of teaching, learning and reflecting through which students apply their academic skills and knowledge to address real-life needs in their own communities.Alternatively, the National Youth Leadership Council of the United States of America defin es service learning as â€Å"a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards. †[1] It combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community i. e. it combines the service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content. [2] As a teaching methodology, it falls under the philosophy of experiential education.More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. Service learning is usually a coordinated effort among the elementary schools, secondary schools, institutions of higher education, or community service programs, and the community and helps foster civic responsibility. It is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled and provides structured time for the students or participants to reflect on the service experience. [3] Service learning in a broader context Service learning is grounded in experiential education— learning by doing.It differs from â€Å"pure† experiential learning in two essential ways: †¢ The goal of service learning is to direct the learners into practical settings where the primary motivation is service, and †¢ Learning takes place in two ways— as students take part in the experience and as they reflect upon what happened during the experience and as a result of it. It is also democratic as it requires students to work together with their teachers in planning educational strategies for the students’ own learning. Service learning must not be thought of as interchangeable with â€Å"volunteerism. † While both might occur either during school hours or after school, service learning, unlike volunteerism, includes reflection time as an integral part of its success. The rationale for service learning is that students learn best (1) by doing, (2) by serving, and (3) by reflecting on the experience.In the broader perspective of national education reform, service learning is a tool for school reform and it provides a framework to integrate educational and social reform recommendations. Student empowerment is an important element in all school reform movements. Students become the â€Å"doers† and take on more responsibility for their own learning. The teacher, rather than being a dispenser of knowledge, becom es the facilitator or â€Å"coach. † The students, by becoming actively engaged in the needs of the community, bring back to the classroom content that becomes the basis for their â€Å"classroom learning. † Academic excellence is not ignored, but enhanced as students realize the necessity of learning and establishing patterns for lifelong learning.One of the most appealing characteristics of service learning programs is that they provide a rare opportunity to make the curriculum relevant while meeting community needs. The key to a 21st century curriculum is to prepare students with decision-making skills to face social and science dilemmas in a future that they can only anticipate. As technology develops to solve many of the world’s problems, we are, in turn, entering a more uncharted realm of â€Å"should we† rather than â€Å"can we. † Today’s students— tomorrow’s leaders— must be able to analyze the implications of k nowledge on such issues as justice, equity, dignity of life, and individual rights. The responsibility for teaching students how to make ethical decisions is not reserved for philosophers or psychologists.Service learning outcomes are very much like the goals established by all successful schools. Service learning is simply a better way to do the things good schools have always done. The following goals, practiced by most effective schools, are also goals met by service learning programs: †¢ Intellectual development (e. g. , problem solving); †¢ Basic skills acquisition (e. g. , communication); †¢ Moral and ethical development social and civic responsibility; †¢ Career preparation; †¢ Multicultural understanding; †¢ Personal growth. [4] Principles of service learning When establishing a service learning program, one must always remember that it is more than just a program. It is a shift in thinking about how students learn.By applying the principles of service learning, communities are committing to the belief that young people are competent, capable, and quite able to make a contribution to their world. This belief does not, however, diminish the importance of an adult acting as coach, guide, mentor, and friend. The key to service learning is the mutual respect and involvement of all participants. When designing a service learning program, it is important to create or adopt guiding principles as a framework. These principles will make your beliefs visible and lead you to build your program on a foundation of â€Å"what we are all about. † There are many sets of principles for service learning. One of the most encompassing sets is the result of a collaborative effort by more than 70 organizations interested in service and learning.Representatives from this collaboration, sponsored by the National Society for Internships and Experiential Education of the United States of America and funded by the Johnson Foundation, met in t he spring of 1989 to produce Ten Principles of Good Practice in Combining Service and Learning. While it is not imperative to develop a service learning program on these principles, one should be aware that they reflect the grassroots experience and the thinking of thousands of people who have struggled through hundreds of service learning programs. According to these principles, an effective program for service learning: †¢ Engages people in responsible and challenging actions for the common good; †¢ Provides structured opportunities for people to reflect critically on their service experience; †¢ Articulates clear service and learning goals for everyone involved; †¢ Allows for those with needs to define those needs; Clarifies the responsibilities of each person and organization involved; †¢ Matches service providers and service needs through a process that recognizes changing circumstances; †¢ Expects genuine, active, and sustained organizational comm itment; †¢ Includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals; †¢ Ensures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved; †¢ Is committed to program participation by and with diverse populations. [5] There is also another set of service learning principles. While not as comprehensive as those espoused by NSIEE, these principles appeal to many because of their succinctness: †¢ Those being served control the service(s) provided. †¢ Those being served become better able to serve and be served by their own actions. †¢ Those who serve also are learners and have significant control over what is expected to be learned.There can be some slightly different approaches to the principles of a successful service learning program. According to one of them, organizers must place primary emphasis on the service to be performed because the participant will not benefit from a service that is not useful or thought to be useful by the participant. In his second principle, Eberly emphasizes that all young people must be included in the opportunity to serve. His third principle is similar to NSIEE’s first principle in that the work must be challenging, and his fourth principle, not addressed by NSIEE, is that academic credit should be based on the evidence of learning and not just awarded for time spent.Both sides of the partnership for service learning should establish a successful relationship that should be based on a shared vision or objectives for the project; clear and frequent communication and clear expectations and roles outlined. Basically the service learning experience should be a well planned and designed together project. Much like principles of effective teaching, good health, or even productive gardening, service learning principles will guide the process of planning the service learning venture. However, they are not etched in stone. They may be revised while planning the service learning experience, for one may discover new things. [6] Characteristics of service learning One could easily say for a fact that service learning: Promotes learning through active participation in service experiences; †¢ Provides structured time for students to reflect by thinking, discussing and/or writing about their service experience; †¢ Provides an opportunity for students to use skills and knowledge in real-life situations; †¢ Extends learning beyond the classroom and into the community; †¢ Fosters a sense of caring for others. It also: †¢ Links to academic content and standards; †¢ Involves young people in helping to determine and meet real, defined community needs; †¢ Is reciprocal in nature, benefiting both the community and the service providers by combining a service experience with a earning experience; †¢ Can be used in any subject area so lon g as it is appropriate to learning goal; †¢ Works at all ages, even among young children. Service learning is not: †¢ An episodic volunteer program; †¢ An add-on to an existing school or college curriculum; †¢ Logging a set number of community service hours in order to graduate; †¢ Compensatory service assigned as a form of punishment by the courts or by school administrators; †¢ Only for high school or college students; †¢ One-sided: benefiting only students or only the community. |In the process, students link personal and social development with academic and cognitive development. And experience enhances | |understanding, understanding leads to more effective action. | | |In general, authentic service learning experiences have some common characteristics: | |They are positive, meaningful and real to the participants; | |They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork and community inv olvement| |and citizenship; | |They address complex problems in complex settings rather than simplified problems in isolation; | |They offer opportunities to engage in problem solving by requiring participants to gain knowledge of the specific context of their | |service learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come | |from a textbook. As a result, service learning offers powerful opportunities to acquire the habits of critical thinking; i. e. the | |ability to identify the most important questions or issues within a real-world situation; | |They promote deeper learning because the results are immediate and uncontrived.There are no right answers in the back of the book; | |As a consequence of this immediacy of experience, service learning is more likely to be personally meaningful to participants and to | |generate emotional consequences, to challenge values as well as ideas, and hence to support social , emotional and cognitive learning | |and development. [7] | The value of service learning Service learning provides a compelling reason to learn, teaches the skills of civic participation and develops an ethic of service and civic responsibility. Service learning increases motivation and retention of academic skills as specific learning goals are tied to community needs. By solving real problems and addressing real needs, students learn to apply classroom learning to a real world context. At the same time, students provide valuable services to schools and communities.According to some authors, in the humanities, service learning is a source of, and a stimulus to acquire, skills that would otherwise be postponed until the final stages of a student’s educational career (for example, workstudy programmes), since here, contrary to other disciplines, providing practice as a means of reinforcing and understanding theory is not seen as a primary goal. Research indicates that studen ts who have participated in service learning show better learning performance, more interest in the subject-matter, better problem-solving abilities and greater satisfaction with their chosen educational programme. The strategic value of service learning is not just for university students who gain an opportunity to learn and to put to the test the skills they have acquired or can acquire. It is also for the other organisational actors involved in the educational process, namely both community and institutions.While for the community, the value of having committed young adults as a resource lies in society’s increased ability to help the disadvantaged or those who need assistance which is affordable, the institutions benefit from voluntarism’s intrinsic value, which is its value in educating for citizenship through experience of local area, organisation and workings, thereby enhancing an understanding of opportunities, constraints and limitations involved in dealing wi th public affairs. Thus, local and national institutions can promote service learning in all situations where a university acts as an information clearinghouse bringing young students into contact with the associations that provide answers to the open questions of civil society. This contact creates learning opportunities for students, voluntary organisations find resources with the kind of educational background they need and the local community witnesses increased sense of civic responsibility, which is the hallmark of democracy. 8] As for the partner in the service learning that represents the community, the benefits of the involvement in this venture are: †¢ Achievement of the agency goals by utilizing students’ services, at no cost to the agency; †¢ Provision of additional support and help for community–based organizations; †¢ Assurance that students care about the well-being of the clients they serve; †¢ Offer of a new perspective on projects and provision of alternative solutions; †¢ â€Å"Recruitment† of life-long activist for the organization. †¢ Increased awareness of the potential resources that schools/colleges have to offer. On the other side, the benefits for the students are: Realization that they can make a difference within the community; †¢ Achievement of a greater understanding of course content by building a bridge between theory and it’s application in practice; †¢ Gain of new skills and leadership experience that will prepare students for future careers; †¢ Increased understanding of socials issues and create alternative solutions; †¢ Understanding of the importance of cultural diversity, while developing social responsibility; †¢ Acquisition of skills that promote cooperation while teaching and learning responsibility. Conclusion There are numerous community problems that could be solved with an active involvement of the community members, especially the y oung people.Students, whether in secondary or higher education, could be involved in interactive programs which aim at advancing their knowledge and its practical implementation in real-life situations. They gain an opportunity to learn and to put to the test the skills they have acquired or can acquire. For the community, the value of having committed young adults as a resource lies in the opportunities for improved quality of living in the community and structured contents of the social life. Since, there is no such a program in Macedonia, the educational institutions and the Ministry of education should seriously think about a reform of the educational system in the country in order to provide opportunities for service learning that would be beneficial for both the students and the society in which they live in.This reform would not just mean a change of the curriculum taught at high schools and universities, but a whole set of measures that go beyond the educational policy and f all under the umbrella of the social policy and some others policies, as well. References: †¢ Boyer, E. , 1990, Service: Linking School to Life in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ Eyler, J. , D. E. Giles, J. , 1999, Wheres the Learning in Service-Learning? , San Francisco: Jossey-Bass. †¢ Hedin, D. , D.Conrad, 1990, The Impact of Experiential Education on Youth Development in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ Honnet, E. P. , and S. J. Poulson, 1990, Principles of Good Practice for Combining Service and Learning in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resourc e Book for Community and Public Service (Vol. 1), edited by. Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ http://www. servicelearning. org/what_is_service-learning/index. hp †¢ Maran, Daniela Acquadro, Giorgio Soro, Alessandra Biancetti, Tania Zanotta, 2009, â€Å"Serving Others and Gaining Experience: A Study of University Students Participation in Service Learning†, Higher Education Quarterly, Volume 63, No. 1, January 2009, pp 46–63. †¢ National Youth Leadership Council , 2008, K-12 Service-Learning Standards for Quality Practice, National Youth Leadership Council. †¢ Peirce, N. R. , 1992, Community Service for Students: Good for Them and the Neighbors, The Philadelphia Inquirer. †¢ Sigmon, R. L. , 1990, Service-Learning: Three Principles in Kendall J. C. And associates, 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), edited by. Raleigh, N. C. : National Soc iety for Internships and Experiential Education. †¢ USA National and Community Service Act of 1990, 42 U. S. Code 12511; †¢ Witmer, Judith T. Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, Alexandria, VA, USA: Association for Supervision ; Curriculum Development. [1] National Youth Leadership Council , 2008, K-12 Service-Learning Standards for Quality Practice, National Youth Leadership Council. [2] For example, if school students collect trash out of an urban streambed, they are providing a service to the community as volunteers; a service that is highly valued and important. When school students collect trash from an urban streambed, then analyze what they found and possible sources so they can share the results with residents of the neighborhood along with suggestions for reducing pollution, they are engaging in service-learning.In the service learning example, the students are providing an important service to the community AND, at th e same time, learning about water quality and laboratory analysis, developing an understanding of pollution issues, learning to interpret science issues to the public, and practicing communications skills by speaking to residents. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Thus, we see that service learning combines service with learning in intentional ways. [3] USA National and Community Service Act of 1990, 42 U. S. Code 12511. [4] Witmer, Judith T. , Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, Alexandria, VA, USA: Association for Supervision ; Curriculum Development, p 5 – 7. [5] Honnet, E. P. , S. J. Poulson. 1990, Principles of Good Practice for Combining Service and Learning in Kendall, J. C. nd associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. I), Raleigh, N. C. : National Society for Internships and Experiential Education. [6] Witmer, Judith T. , Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, cit. , p. 9 – 11. [7] http://www. servicelearning. org/what_is_service-learning/index. php [8] Maran, Daniela Acquadro, Giorgio Soro, Alessandra Biancetti, Tania Zanotta, 2009, â€Å"Serving Others and Gaining Experience: A Study of University Students Participation in Service Learning†, Higher Education Quarterly, Volume 63, No. 1, January 2009, pp 47, 48.

Regenerative Braking

Regenerative Braking If you drive in an urban area, you probably realize youre continually stopping and starting on the road. Its a big waste of time, but you might not also realize that its a huge waste of energy. Making a car move forward requires needs a large input of power, and every time you step on the brakes, all the energy you built up dissipates. According to the rules of physics, energy cannot be destroyed. That means when your car slows down, the kinetic energy that was moving it forward has to go somewhere its lost in the brake pads and released as heat.  But what if you could store up this energy and use it when you next begin to accelerate? Thats the basic principle behind regenerative brakes, which are widely used in electric cars and trains. Definition Regenerative braking is a system in which the electric motor that normally drives a hybrid or pure electric vehicle is essentially operated in reverse (electrically) during braking or coasting. Instead of consuming energy to propel a vehicle, the motor acts as a generator that charges the onboard batteries with electrical energy that would normally be lost as heat through traditional mechanical friction brakes. As the motor â€Å"acts in reverse,† it generates electricity. The accompanying friction (electrical resistance) assists the normal brake pads in overcoming inertia and helps slow the vehicle. Traditional vs. Regenerative In a tr ­aditional braking system, brake pads create friction with the brake rotors which stop or slow the car. Friction is also produced between the wheels and the roads surface. Both create heat from the cars kinetic energy. However, with regenerative brakes, the system that drives the vehicle does most of the braking. When you depress the brake pedal on a hybrid or electric car, these brakes shift the automobiles electric motor into reverse which makes it run backward, in turn slowing the cars wheels. While running backward, the motor also acts as an electric generator by creating electricity thats delivered into the cars batteries. Best Situations Regenerative brakes are more effective at certain speeds. They are actually most useful in stop-and-go situations. Hybrids and electric cars also do have friction brakes that act as a type of back-up system in scenarios where regenerative braking cant supply enough power to stop. In these cases, drivers should aware that the brake pedal could respond differently to pressure. It will sometimes depress farther towards the floor than usual a feeling that can momentarily cause drivers to panic. Hydraulic Regenerative Braking Ford Motor Company and the Eaton Corporation have developed a newer type of regenerative braking system called Hydraulic Power Assist or HPA. When the driver depresses the brake with HPA, the cars kinetic energy powers a reversible pump which directs hydraulic fluid from a low-pressure accumulator (a type of storage tank) and into a high-pressure accumulator. Estimates for HPA indicate it could store 80 percent of the movements lost by deceleration and use it to move the car forward.

Martin Surname Meaning and Origin - Genealogy

Martin Surname Meaning and Origin - Genealogy Martin is a patronymic surname taken from the ancient Latin given name Martinus, derived from Mars, the Roman god of fertility and war. Surname Origin:  English, French, Scottish, Irish, German and others Alternate Surname Spellings:  MARTEN, MARTINE, MARTAIN, MARTYN, MERTEN, LAMARTINE, MACMARTIN, MACGILLMARTIN, MARTINEAU, MARTINELLI, MARTINETTI, MARTIJN Fun Facts About the Martin Surname One of the early notable English MARTIN families was a strong seafaring family residing primarily in Leicester, England. Representatives include Admiral Sir Thomas Martin, Captain Matthew Martin and John Martin who sailed around the world with Sir Francis Drake. Famous People With the Surname MARTIN John Martin - English painterGeorge R. R. Martin - American science fiction and fantasy writerMax Martin - Swedish producer/songwriterDel Martin - lesbian activist Genealogy Resources for the Surname MARTIN 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Martin DNA Group ProjectUsing the male Y-DNA the project intends to sort out the many Martin / Martain / Martyn / Merten families and to find their origins. All Martin researchers are welcome and encouraged to participate. Martin Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Martin  family crest or coat of arms for the Martin surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.   MARTIN Family Genealogy ForumSearch this popular genealogy forum for the Martin  surname to find others who might be researching your ancestors, or post your own Martin genealogy query. FamilySearch - MARTIN GenealogyExplore over 15  million historical records which mention individuals with the Martin surname and its variations, as well as online Martin family trees. MARTIN Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Martin surname. DistantCousin.com - MARTIN Genealogy Family HistoryFree databases and genealogy links for the last name Martin. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.ï » ¿Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

The development of English for specific purposes (ESP) Essay

The development of English for specific purposes (ESP) - Essay Example in fact, Swales (1985) uses the development of EST to illustrate the development of ESP in general: ‘With one or two exceptions†¦English for Science and Technology has always set and continues to set the trend in theoretical discussion, in ways of analyzing language, and in the variety of actual teaching materials.’ The phase took place between 1960’s and 1970’s. The major proponents of this phase included Peter Strevens (Halliday, McIntosh and Strevens, 1964), Jack Ewer (Ewer and Latorre, 1969) and John Swales (1971). Operating on the basic principle that the English of, say, Electrical Engineering constituted a specific register different from that of, say, Biology or of General English, it is important to distinguish the grammatical and lexical features of these registers. Teaching materials have adopted these linguistic features in their syllabus, a good example being A Course in Basic Scientific English by Ewer and Latorre (1969) (see below p. 26). In fact, as Ewer and Latorre’s syllabus shows, register analysis revealed that there was little distinction in the sentence grammar of scientific English beyond the tendency to favor particular forms such as the present simple tense, the passive voice and nominal compounds. However, the syllabus did not reveal any forms found in General English. But we must be wary of making unfair criticism. Although there was an academic interest in the nature of English registers per se, the main motive behind register analyses, such as, Ewer and Latorre’s was the pedagogic one of making the ESP course more relevant to learners’ needs. The main purpose was to create a syllabus that would give priority to forms of language that students would use in their Science studies. Ewer and Hughes-Davies (1971), for example, compared the language of the texts their Science students had to read with the language of some widely used school

Managing Human Error in Aviation Article Example | Topics and Well Written Essays - 500 words

Managing Human Error in Aviation - Article Example A co-pilot who always cedes to the judgment of the pilot hurts the team because no redundancy checks exist. The author attempts to review these errors which lead to disasters and create solutions to the problems. The article cites the 1978 United Airlines crash where the pilot focused on the landing gear warning light and not the low fuel indicator. Although the co-pilot warned of the fuel problem, he was not emphatic enough. The jet crashed, not because of a faulty warning light, but because the two pilots failed to act as an effective team. As a team, they stayed focused on the imagined landing gear problem. The second citation is the 1982 Air Florida crash in Washington, DC. Again, the copilot was uncomfortable with the aircraft’s performance, in this case, airspeed indicators; but again, the co-pilot failed to adequately state his concern. The jetliner crashed into the Potomac River. This crash pointed to the importance of collaboration rather than a chain of command.   One suggested a technological solution is smart computers. When these devices were tried in the flight simulators, oftentimes the pilot would concentrate on programming the computer rather than fly the aircraft in crowded airspace. The better solution was to turn off the computer and fly â€Å"stick and rudder† so the attention was on the airspace and other traffic. Crew Resource Management (CRM) resolves these issues to some extent. CRM dissects the cultural, societal and company, psychological and social human factors in communications and decision making. A more collaborative management ensues from this training. All crew members can speak out on safety issues. One study showed an Asian based airline’s pilots considered the chain of command to take precedence over safety. The net result is training teams, rather than leaders and followers.

Why college education is important to me Essay Example for Free

Why college education is important to me Essay College education is important to me because it will create more opportunities with my employer as well as increase my salary. I know some employers put more emphasis on a college education than others. Unfortunately, college education isn’t an option for some individuals. I know many people around me that couldn’t go to college due to conflicting obligations or lack of financial support. I am thirty-eight years old and am just now starting college. While I do see an importance for college education on some career paths, I also see that not all career paths require it. My current employer now requires a college degree for any of their professional positions. My employment relationship with my company began through a high school co-operative program and, at the time, there was no requirement to possess a degree. Today, my position has been grandfathered in through seniority, but I need a degree for advancement in my career path; therefore, a college education is very important for me and my family and the advancement of my career. My salary will have the potential to double with a degree. With my current career, I was able to advance to a certain point without a college education and was very satisfied with my advancement. However, as time has passed, I have come to see firsthand the value in post-secondary education. Right now I work with Auto-CAD drafting for engineering schematics, and the average draftsman will top out at $55K per year.1 I have personally praised college education within my work organization and promoted the awareness of the earnings and advancement potential for them. Many in our organization are now seeking opportunities to continue their education. According to the Bureau of Labor and Statistics, an individual  is 2.5% more likely to be unemployed if he/she doesn’t have a college education.2 The journey to continue my education has come with many emotions. I have been afraid, thinking that I will not be able to complete the course. I have had pride issues thinking that I am too old and too wise for college. I have been training college recruits with my employer for years. I actually oversee approximately one hundred fifty student workers, many of which have a Bachelor’s degree, and even some have a Master’s degree, in Engineering. As I watch these degreed students get promoted to other organizations with significant salary increases, I realize that education is the only difference between them and me. While I do see a value in a college education, I also see the value in those that are on a technical path and will be working a career doing a trade. It takes both for our society to function. I am thankful to be blessed with the opportunity to advance my education. I am also thankful for the ability to better my family’s economic situation.

My True Goal †The Study of Medicine :: Medicine College Admissions Essays

My True Goal – The Study of Medicine    I firmly believe in the powerful message of Ecclesiastes 3:1, which states that every endeavor man can undertake has its own time and meaning. Looking back on my own life, I see these different seasons as stages of growth that have helped me to understand my own potential and the path that I wish to take in life. I feel that I have lived deeply and fully, and now wish to apply the valuable life lessons I have gained to what I feel is my true calling. Now is the season to explore the fascinating world of medicine, and to finally make that dream a reality.    As a child, I never believed that I could succeed. Growing up in one foster home after another, I lacked the stability that a youth needs in order to excel in classes and build a proper foundation for the future. I was pregnant by the age of eighteen, and dropped out of school to try to forge a future for my children. Life was difficult but fulfilling, and I found much joy in being the mother of two lovely children. The day my second child was diagnosed with Krabbe's disease, however, all of my happiness seemed to vanish before my very eyes.    Krabbe's disease is both terminal and debilitating, and the doctors gave my daughter a life expectancy of eighteen months. Swallowing my shock and sorrow, I devoted myself to making the most of the precious time I had left with my child. I researched intensively on Krabbe's disease, learning as much as I could about its mechanisms and the course it would run. I applied these lessons to caring for my daughter, and provided her with the twenty-four hour a day care that she required. Because I was afraid she would die at any moment, I never left her side, even to go to work. In order to pay the bills, I took in outside sewing and odd jobs. But no sacrifice was too great for my daughter. She lived to the age of four, long past her expectancy, which the doctors attributed to my constant care.    Being such an intimate witness to the struggle of life and death left me with a deep sense of human fragility. I realized that the human body is so very intricate and beautiful in its complex delicacy.

The Uk Smoking Problem Health And Social Care Essay

The purpose of this authorship is to critically measure and compare and contrast the research schemes, designs and methods, every bit good as their importance used in MILCH, E. Catherine et Al ( 2004 ) . Smoking surcease in primary attention: a clinical effectivity test of two simple intercessions published in Preventive Medicine Vol. 38, pp. 284 – 294 and COLEMAN Tim, CHEATER Francine and MURPHY Elizabeth ( 2004 ) . Qualitative survey look intoing the procedure of giving anti-smoking advice in general pattern published in Patient Education and Counseling, Vol. 52, pp. 159 – 163. At the really beginning of this piece, it should be made clear, that chief focal point is to measure research methodological analysiss and methods applied in this two diary articles, along with their rightness for turn toing the chosen research inquiries. Additionally, attending will be paid to motivation literature and issues of sampling, dependability and cogency. First, a sum-up of the findings of this paper will be provided. Then, the research design of each diary article will be discussed in bend. Finally, decisions will be drawn in order to fulfill the purposes of this paper.ContextThrough the universe smoke presents a public wellness job. In UK, every bit good as in USA smoke is one of the prima causes of decease [ 1 ] and is responsible for highly high wellness attention costs. Although, in both states there are legion anti-smoking bubblies, in USA about one-fourth of grownup Americans smoke [ 2 ] and in UK about the same per centum of grownups declares themselves as tobacco users [ 3 ] . Coleman et al. , every bit good as Milch et Al. suggest that around 70 % of tobacco users see their general practician ( GP ) at least one time a twelvemonth. Numerous surveies ( Ockene 1987, Glynn 1988, Manley, Epps and Glynn 1992 and Silagy and Ketteridge 1999 ) show that tobacco users perceive practicians ‘ advice to discontinue as strong motiv e for surcease. Both surveies stress that, unluckily GP frequently fail to supply their patients with surcease advice either to avoid confrontation with patients or they do non possess a scope of accomplishments for tobacco user surcease guidance. For this grounds Coleman, Cheater and Murphy wrote this paper researching procedure of giving anti-smoking advices in general pattern, one of a few which they based on same informations. Recognizing the importance of systematic protocols for designation of patients who smoke, Milch et al. put up clinical effectivity test to measure effectivity of two simple intercessions ( critical mark cast and smoke appraisal questionnaire ) on smoking surcease in primary attention. Your overall feeling? ? ? ? ? ?SummaryImportance The paper aˆzQualitative survey look intoing the procedure of giving anti-smoking advice in general pattern † posits an interesting connexion between ( 1 ) GP ; ( 2 ) their repertory of techniques for covering with tobacco users who were non motivated to halt and ( 3 ) factors that influence the procedure of giving anti-smoking advices. Previous survey conducted by same writers aˆz Factors act uponing treatment about anti smoke between general practicians and patients who smoke: a qualitative survey † British Journal of General Practitioners 2000 ; Vol. 50, pp. 207 – 210 suggests that GPs normally expect negative reaction from patients to whom they give anti smoke advice. Furthermore, GPs perceive relationship between physician and patient as hapless. For all this grounds, they were less likely to speak about smoke with patients and they carefully choose with which patients to discourse it. The paper aims to derive insight into GP behavior in relation to an ti-smoking guidance and concept hypothesis and recommendations how this procedure could be improved in future. This was at the clip of great importance as new smoking surcease services were adopted in UK that proposed preparation of wellness professionals in anti smoke methods. Therefore, efficient preparation class for GPs should include findings from current clinical pattern. Though, important for lending to GPs pattern, it must be mentioned that old documents of this writers based on the same information and covering with really similar inquiries compromise the originality of this piece of composing. Additionally, figure of premises that sparked off this paper is based on informations produced by the same group of writers which might propose that research worker prejudice exists to some extent. It is ever utile to include other research documents cut downing research worker prejudice KEY FINDINGS This paper is of import because it makes a part to knowledge how GP get down anti smoke treatment, what is content of their messages and what attack GP adopt. Coleman, Cheater and Murphy suggest that GPs take great care how to raise inquiry of smoking. Two ways are predominating ; about half of the GPs interviewed say that they use several different methods to get down conversation and observe patients reaction and other half utilize `humour or â€Å" low key † attacks to bring on the subject in a non-threatening manner` Coleman, Cheater and Murphy ( 2004, p. 161 ) . Additionally, general practicians admitted that they lack equal methods and accomplishments for measuring smokers` motive to discontinue. Body linguistic communication, position and oculus contact were one of really of import motive indexs. If patients stated that they are in the center of quitting or are â€Å" cutting down † on coffin nails they were considered as motivated. The one weakness to halt, desp ite several negotiations with GPs, was considered as unmotivated. Once successfully originating the conversation, general practicians focused on conveying the message about wellness and economic benefits of halting smoke, every bit good as raising consciousness about smoke and contradictory wellness status i.e. high blood pressure or contradictory intervention i.e. preventive pill. More or less three quarters of general practicians said that they prefer utilizing non-confrontational attacks, which they described as â€Å" non-didactic † , â€Å" subdued † , â€Å" encouraging † , over confrontational, â€Å" acquiring across † and â€Å" shouting † attacks. Despite their penchant, around half of GPs admit that they use confrontational attack. Small figure even admitted awful patients ; particularly those who suffer smoking caused unwellnesss. Result Results of this research suggest that general practicians need broader spectrum of schemes and methods for giving anti smoke advices. In add-on to this, two new field of survey demand to be farther explored: usage of confrontation and terrorization as driver for behavior alteration and ways of measuring patients ‘ motive by GPs. Lack of GPs` competencies and methods for giving anti smoke advices suggests that paper has deductions for NHS smoking surcease services, Department of Health in UK in 2004, the twelvemonth it was published. Motivation The motive of writers is clear. Recognizing how important are general practicians in smoking surcease procedure they set out to detect to what extent are GPs are skilled and how developed are their methods for giving anti smoke advices. At the clip being this issue vas really modern-day, as UK authorities proposed preparation in smoking surcease methods and to cognize from where betterments should get down finding current clinical pattern was important. Importance Paper `Smoking surcease in primary attention: a clinical effectivity test of two simple interventions` nowadayss relationship between ( 1 ) critical mark cast, ( 2 ) smoke appraisal questionnaire ( SAQ ) and ( 3 ) their consequence on smoking surcease. As antecedently mentioned, clinicians frequently are unsuccessful in accessing baccy usage or in presenting anti-smoking advices. This leads us to reason that there is demand for practical, clip and cost effectual smoke surcease intercession. Milch et Al. successfully confirm their initial hypothesis that these two uncomplicated intercessions better indentifying tobacco users and prompt anti smoke advices. Greatest strength of this survey lies in the fact that it `was designed to resemble real-world practice` Milch et Al. ( 2004, pp. 293 ) , it requires minimum preparation, no excess clinicians and recommends betterments for GPs` pattern. However, it should non be overlooked that a few initial premises are based on instead old literatu re, such as Ockene, JK. ( 1987 ) , Glynn, TJ. ( 1988 ) , etc. Collis and Hussey ( 2009 ) suggest that a danger exists when a piece is trusting on old informations, because it has small relevancy to modern pattern and that farther usage of this information can be `incidental and opportunistic` . KEY FINDINGS Key findings imply that intercessions used positively affected testing for smoke and did non hold any `dramatic consequence on clinicians supplying surcease advice` Milch et Al. ( 2004, pp. 290 ) . Both intercessions increased rated of anti smoke advices by primary attention practicians ( PCP ) 47 % on the cast group and 52 % on the SAQ group in comparing to 33 % on control group. It is interesting that smoking surcease rate was the highest on the SAQ group – 30 % , than on the cast group – 4 % and control group – 11 % . Why smoking surcease rate was higher than the stamp group rate demands farther geographic expedition. Last but non the least, high section of patients in the intercession squads stated that they reduced the figure of coffin nails, greater than before motive, assurance about halting to smoke, believing of discontinuing and consciousness of wellness hazards. Although, a few initial premises are based on old articles and the research showed that smo king surcease rate was higher in the control group than in the cast group, it must be admitted that this research has deduction to GPs pattern. Result The most important result of Milch et Al. article ( 2004 ) is the verification of hypothesis that two simple intercessions used will better designation of tobacco users and bring on smoking surcease advices. In add-on to this, this research has deduction for general practitioners` pattern as methods analysed here are unsophisticated, easy to larn, clip and cost effectual. Motivation Motivation of writers of this research is really clear. Additionally, it is similar to motive of Coleman, Cheater and Murphy`s. Both research paper reference modern-day issue at that clip – deficiency of methods for testing patients for smoke and developing methods for get downing and presenting anti smoke advices. [ 1 ] hypertext transfer protocol: //www.cdc.gov/tobacco/data_statistics/tables/health/attrdeaths/index.htmlH: obacco2.gif [ 4 ] Ockene JK. Physician-delivered intercessions for smoking surcease ; schemes for increasing effectivity. Preventive Medicine 1987 ; 16 723 – 737 [ 5 ] Manley, MW Epps RP, Glynn TJ The clinicians function in advancing smoking surcease among clinic patients. Med Clin Nort America 1992 76 477-494 [ 6 ] Glynn, TJ Relative effectivity of doctor initiated smoking surcease plan Cancer Bulletin 1988 40 359 – 364 [ 7 ] Silagy C. Ketteridge S. physician advice for smoking surcease ( Cochrane Review ) . The Cochrane Library, Issue I Oxford: Update Software 1999 Bryman, Alan ( 2008 ) . Social Research Methods. 3rd ed. , Oxford University Press Collis, Jill and Hussey, Roger ( 2009 ) . Business Research, A Practical Guide for undergraduate and postgraduate pupils. 3rd ed. , Palgrave Macmillan

The Impact of Christianity on Western Civilization

The Influence of Christianity on Western Civilization The positive influence of Christianity is far reaching especially in the rich history and culture of Western Civilization despite a long standing ignorance or adamant denial of its contributions. The Bible itself is responsible for much of the language, literature, and fine arts we enjoy today as its artists and composers were heavily influenced by its writings. Paul Maier, in writing the forward to the book How Christianity Changed the World by Alvin J.Schmidt, says this about the profound impact Christianity has had on the development of Western Civilization: â€Å"No other religion, philosophy, teaching, nation, movement—whatever—has so changed the world for the better as Christianity has done. Its shortcomings, clearly conceded by this author, are nevertheless heavily outweighed by its benefits to all mankind† (Schmidt 9). Contrary to the history texts treatment of the subject, Christian influence on value s, beliefs, and practices in Western culture are abundant and well ingrained into the flourishing society of today (Schmidt 12).In the Old Testament book of Hosea the writer states: â€Å"my people are destroyed for lack of knowledge,† a statement that can well be applied to those today who are forgetful of the past (The Reformation Study Bible, Hosea 4. 6a). Schmidt writes regarding liberty and justice as seen by today’s culture: â€Å"The liberty and justice that are enjoyed by humans in Western societies and in some non-Western countries are increasingly seen as the products of a benevolent, secular government that is the provider of all things.There seems to be no awareness that the liberties and rights that are currently operative in free societies of the West are to a great degree the result of Christianity’s influence (248). History is replete with examples of individuals who acted as a law unto themselves â€Å"often curtailing, even obliterating the n atural rights and freedoms of the country’s citizens (249). Christianity’s influence, however, set into motion the belief that man is accountable to God and that the law is the same regardless of status.More than one thousand years before the birth of Christ the biblical requirement given by Moses comprised an essential component of the principle that â€Å"no man is above the law. † One witness is not enough to convict a man accused of any crime or offense he may have committed. A matter must be established by the testimony of two or three witnesses. (Deuteronomy 19. 15) Thus the accuser, regardless of position in society, could not arbitrarily incarcerate or execute the accused and was himself subject to the law.The New Testament also mandated two or more witnesses in ecclesiastical matters regarding an erring Christian in Matthew 18:15-17 (Schmidt 249). The criminal and justice systems of many free countries today employ this Judeo-Christian requirement of ha ving witnesses testify and in British and American jurisprudence, witnesses are part of â€Å"due process of law,’ a legal concept first appearing under King Edward III in the fourteenth century (Schmidt 249). One startling example of the concept that no man is above the law is seen in the conflict between the Christian emperor Theodosius the Great and St. Ambrose. It happened in 300 A. D. hen some in Thessalonica rioted and aroused the anger of the emperor who overreacted by slaughtering approximately seven thousand people, most of whom were innocent. Bishop Ambrose asked the emperor to repent and when Theodosius refused, the bishop excommunicated him. After a month Theodosius prostrated himself and repented in Ambrose’s cathedral. Often mistaken as a struggle for power between church and state, the evidence in which Ambrose’s letter to the emperor cited sole concern for the emperor’s spiritual welfare conclude this as being the first instance of applyi ng the principle that no one is above the law (Schmidt 250).The Magna Carta served as a courageous precedent some five hundred years later to the American patriots in the creation of the unique government of the United States. The charter, signed in 1215 at Runnymede by King John granted a number of rights never held before this historic occasion including that â€Å"(1) justice could no longer be sold or denied to freeman who were under authority of barons; (2) no taxes could be levied without epresentation; (3) no one would be imprisoned without a trial; and (4) property could not be taken from the owner without just compensation (Schmidt 251). The Magna Carta had important Christian ties as demonstrated by its preamble that began, â€Å"John, by the grace of God†¦,† and stated that the charter was formulated out of â€Å"reverence for God and for the salvation of our soul and those of all our ancestors and heirs, for the honour of God and the exaltation of Holy Chur ch and the reform of our realm, on the advice of our reverend [church] fathers† (Schmidt 251).This document also followed the precedent established in 325 at the Council of Nicaea in which Christian bishops wrote and adopted a formal code of fundamental beliefs to which all Christians were expected to adhere. The Magna Carta displayed what its formulators as Christians expected of the king and his subjects regarding civic liberties (Schmidt 251). Natural law is a concept with a long history dating back to the Greco-Roman philosophers.Despite some variations among philosophers one point of agreement was understood as â€Å"that process in nature by which human beings, through the use of sound reason, were able to perceive what was morally right and wrong† (Schmidt253). With the emergence of Christianity common law was clarified to state that â€Å"natural law was not an entity by itself but part of God’s created order in nature through which he made all rational human beings aware of what is right and wrong† (Schmidt 253). The Apostle Paul expressed this in the New Testament book of Romans: For when Gentiles, who do not have the law, by nature do what the law requires, they are a law to themselves, even though they do not have the law. They show that the work of the law is written on their hearts, while their conscience also bears witness, and their conflicting thoughts accuse or even excuse them† (Romans 2. 14-15). Martin Luther stated: â€Å"Why does one then teach the Ten Commandments? Because the natural laws were never so orderly and well written as by Moses† (Schmidt 253).In his Two Treatises of Government, physician and political philosopher John Locke (1632-1703) claimed that government existed only to uphold the natural law and that governmental tyranny violated the natural rights of man (Schmidt 253). Natural rights were derived from nature and not from kings or government. The renowned English scholar Sir Willi am Blackstone had immense influence on the American patriots in the eighteenth century who used his Commentaries of the Laws of England (1765) while formulating the fledgling government as evidenced by the Declaration of Independence.The words â€Å"the Law of Nature and of Nature’s God† document the reliability on the Christian understanding of the natural law (Schmidt 254). The Declaration of Independence goes on to state that â€Å"whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government,† thus reiterating the concept of â€Å"inalienable rights† given by nature. The term â€Å"self-evident† has Christian roots going back to theological writings of the eighth century.Schmidt quotes Gary Amos, author of Defending the Declaration, as saying: â€Å"To the medievalists, ‘self-evident’ knowledge was truth known intuitively, as direct revelati on from God, without the need for proofs. The term presumed that man was created in the image of God, and presumed certain beliefs about man’s rationality which can be traced as far back as Augustine in the early fifth century† (pp. 254-55). Schmidt believes it is quite plausible that St. Paul’s biblical concept of â€Å"self-evident† (Romans 1. 20) knowingly or unknowingly influenced Jefferson when he wrote the term into the Declaration (Schmidt 255).The last portion of the Declaration includes the phrase â€Å"Supreme Judge,† a term used in Locke’s The Second Treatise of Government, where he refers to Jephthah calling God â€Å"the Judge† in Israel’s fight against the Ammonites (Judges 11. 27). If this is taken from Locke’s work, Amos contends, â€Å"then we have a direct link between the Bible and the Declaration of Independence (Schmidt 255). The Constitution, the hallmark of the foundling government in America, was greatly influenced by the French Christian and philosopher Baron de Montesquieu (1689-1755) as evidenced by the three branches of America’s government.Schmidt makes note that one historian has said that Montesquieu’s book, The Spirit of the Laws (1748), â€Å"[gave] American Constitution writers their holy writ† and called Montesquieu â€Å"the godfather of the American Constitution† (256). Montesquieu’s political theory was incorporated into the Constitution mostly as a result of the role taken by James Madison, known as the principal architect. His arguments for a separation of powers stemmed from the Christian teaching of the fallen nature of man. He is quoted as saying, ‘The truth [is] that all men, having power ought to be distrusted, to a certain degree. In his Federalist Paper number 51 he notes, â€Å"If men were angels, no government would be necessary† (Schmidt 257). Many history texts have made note that the three powers are derived from Montesquieu’s theory but have failed to note the influence of Christianity on his beliefs: â€Å"It is not enough for a religion to establish a doctrine; it must also direct its influence. This the Christian religion performs in the most admirable manner, especially with respect to the doctrines of which we have been speaking.It makes us hope for a state which is the object of our belief; not for a state which we have already experienced or known† (Schmidt 257). The founding of America’s republic government can best be described as the pinnacle of our American Christian heritage. Noah Webster defined government in his American Dictionary of the English Language (1828) as: â€Å"Direction; regulation. ‘These precepts will serve for the government of our conduct. ’ Control; restraint. ‘Men are apt to neglect the government of their temper and passions. â€Å" Thus Webster defines government in a way that reflects the biblical con cept of governmental authority, that is, beginning with the individual and extending outward to include all institutions (DeMar, God and Government, pp. 4-5). The Founding Fathers recognized the importance of self-government. As DeMar states, â€Å"A self-governed individual is someone who can regulate his attitudes and actions without the need for external coercion† (14). Believing God’s law to be the sole standard for determining right and wrong John Adams wrote, â€Å"Our Constitution was made only for a moral and religious people.It is inadequate to the government of any other. † The words of Hugo Grotius (1583-1645) reveal the mindset of many who fled to the shores of America in search of religious freedom: â€Å"He knows not how to rule a Kingdom, that cannot manage a Province; nor can he wield a Province, that cannot order a City; nor he order a City, that knows not how to regulate a Village; nor he a Family that knows not how to Govern himself; neither can any Govern himself unless his reason be Lord, Will and Appetite her Vassals; nor can Reason rule unless herself ruled by God, and (wholly) be obedient to Him. †Though the Constitution does not implicitly assume a Christian nation or acknowledgement of the providence of God in national affairs, an omission greatly regretted by the Christian public at the time of adoption (Morris 296), fundamentals of Christianity were incorporated into the State Constitutions of the Revolution which demonstrated the Christian life and character of our civil institutions (Morris 269). Among other things, the influence of Christianity has spread into the concept of freedom and rights of the individual. Without this freedom there is no real freedom on the economic, political, or religious level (Schmidt 258).From its inception, Christianity has placed a high value on the individual in stark contrast to the Greco-Roman culture in which the individual was always subordinate to the state (Schmidt 259). Malcolm Muggeridge, once a non-Christian but later a strong defender of Christianity, said, â€Å"We must not forget that our human rights are derived from the Christian faith. In Christian terms every single human being, whoever he or she may be, sick or well, clever or foolish, beautiful or ugly, every human being is loved by his Creator, who as the Gospels tell us, counted the hairs of his head. † (Schmidt 260).Individual freedom has led to many positive effects in the history of Western society. One essential aspect of this began with individuals such as Tertullian, Lactantius, St. Augustine, and later Martin Luther who promoted religious freedom. Luther, standing before Emperor Charles V and the Diet of Worms in 1521 declared: â€Å"Unless I am convicted by Scripture and plain reason—I do not accept the authority of popes and councils, for they have contradicted each other—my conscience is captive to the word of God. I cannot and will not recent any thing, for to go against conscience is neither right nor safe.God help me, Amen. † The First Amendment echoes the desire of prominent Christian forbears in promoting religious liberty and freedom of the individual (Schmidt 263). Christianity’s influence on education can be seen at its very inception with the teachings of Jesus who used words, parables, and human-life illustrations and taught others who then would become teachers themselves (Schmidt 170). Schmidt notes that the earliest Christians were mostly Jews who came from a long-standing tradition that valued formal education. St.Paul in his epistles makes references to Christians teaching in Ephesus, Corinth, Rome, Thessalonica, as well as other places (171). Teaching continued after the death of the apostles and in the very early church (A. D. 80-110) the Didache, basically an instruction manual for new converts to Christianity, appeared. Ignatius, a bishop of Antioch in the first decade of the second century, in sisted that children be taught the Scriptures and a skilled trade, a concept carried over from the Jews (Schmidt 171). Jesus Christ’s command to the disciples and all Christians was to teach people â€Å"all things† that he commanded him.Newcomers, in preparation for baptism and church membership, were taught orally by the question and answer method. Both men and women over a period of two to three years were catechized and first were instructed in the teacher’s home (Schmidt 171). These types of instruction lead to formal catechetical schools with a strong emphasis on the literary. Justin Martyr, around A. D. 150, established schools in Ephesus and in Rome. Other schools quickly spread throughout the regions. The school is Alexandria, Egypt was well noted for its literary qualities (Schmidt 171).Christian doctrine was the primary focus of these schools though the one in Alexandria also taught mathematics and medicine and when Origen succeeded Clement he added g rammar classes (Schmidt 172). Although Christians were not the first to engage in formal teaching it appears they were the first to teach both sexes in the same setting. Schmidt notes W. M. Ramsey as stating that Christianity’s aim was â€Å"universal education, not education confined to the rich, as among Greeks and Romans†¦and it [made] no distinction of sex† (172).St. Augustine once said that Christian women were better informed in divine matters than the pagan male philosophers (Schmidt 172). Details on the education of children are not known until the fourth to the tenth century when cathedrals and episcopal schools were maintained by bishops. The schools taught not only Christian doctrine but also the trivium (grammar, rhetoric, and logic) and quadrivium (arithmetic, music, geometry, and astronomy). The espiscopal schools primarily trained priests but also enrolled others.Children of royalty and the higher social ranks attended the cathedral schools and othe rs were instructed in monasteries or nunneries, where girls predominated. Although children were encouraged to enter church vocations most entered secular ones. At the time of the Reformation, Martin Luther, to his dismay, found widespread ignorance when he visited the churches in Saxony. He proceeded to write Small Catechism in 1529 noting that the common people had little to no knowledge of Christian teachings and that many pastors were incompetent to teach. He criticized the bishops for this indiscretion (Schmidt 176).Luther urged a state school system â€Å"to include vernacular primary schools for sexes, Latin secondary schools, and universities. † He also said that parents who failed to teach their children were â€Å"shameful and despicable† (Schmidt 177). Education in early America was built on the heels of the Reformation of the sixteenth century which â€Å"stressed reclamation of all of life, with education as an essential transforming force (DeMar, America ’s Christian Heritage, 39). Modeling the Academy of Geneva (founded by John Calvin in 1559), universities sprang up that would apply the Bible to all of life (DeMar 39).On of the first colleges to be founded was Harvard in 1636 three years after John Eliot (1604-1690) first proposed a college for Massachusetts Bay. Harvard’s curriculum emphasized the study of biblical languages (Hebrew, Greek, and Aramaic), logic, divinity (theology), and communication (public speaking and rhetoric). Latin also linked students to classical studies and the writings of the church fathers (DeMar 43). The Puritans held to the belief that the collegiate education proper for a minister should also be the same for educated laymen.There was no great distinction between secular and theological learning (DeMar 44). The early motto of Harvard was Veritas Christo et Ecclesiae (â€Å"Truth for Christ and the Church†). Harvard’s motto today has been reduced simply to Veritas (DeMar 45) . Other early universities built exclusively on Christian principles were William and Mary (1693), Yale (1701), Princeton (1746), King’s College (1754), Brown (1764), Rutgers (1766), and Dartmouth (1769) (p. 42). The education of colonial children was provided by a curriculum of three books in addition to theBible: the Hornbook, the New England Primer, and the Bay Psalm book. The Hornbook, a single parchment attached to a wooden paddle, contained the alphabet, the Lord’s Prayer, and religious doctrines written or printed on it. The 1690 first edition of the Primer contained the names of the Old and New Testament books, the Lord’s Prayer, â€Å"An Alphabet of Lessons for Youth,† the Apostle’s Creed, the Ten Commandments, the Westminster Assembly Shorter Catechism, and John Cotton’s â€Å"Spiritual Milk for American Babes† (DeMar 41). The Primer was the most commonly used textbook for almost 200 years.Another popular textbook was The Mc Guffey Reader (Schippe 9). Noah Webster, educator and compiler of the 1828 An American Dictionary of the English Language wrote: â€Å"Education without the Bible is useless. † (DeMar, America’s Christian Heritage, 40) Christian faith was integrated into every facet of education in early America. Christianity’s influence on language, literature, and the arts is often overlooked and even taken for granted. Without the Bible much of what we enjoy today would be non-existent. The English language incorporates many words and phrases taken from the Bible when first translated.In 1380 John Wycliffe translated the Scriptures in its entirety and from it appears many of the words we still use today including the words adoption, ambitious, cucumber, liberty, and scapegoat among others (Schippe 12). William Tyndale translated the first English translation from the original texts. A gifted linguist skilled in eight languages with impeccable insights into Hebrew and Greek, T yndale was eager to translate the Bible so even â€Å"the boy that drives the plow† could know the Bible (Schippe 13). Some familiar words and phrases of his include: â€Å"let there be light (Genesis 1. 3),† â€Å"the powers that be (Romans 13. ),† â€Å"a law unto themselves (Romans 2. 14),† and â€Å"fight the good fight (1 Timothy 6. 12)† (Schippe 13). The influence of Tyndale on the English language was solidified in the publication of the 1611 King James Bible which retained about 94 percent of Tyndale’s work (Schippe 12). A renowned scholar on the literature of the Bible, Alistair McGrath notes, â€Å"Without the King James Bible, there would have been no Paradise Lost, no Pilgrim’s Progress, no Handel’s Messiah, no Negro spirituals, and no Gettysburg Address† (Schippe 12). Despite the hostility and persecution towards the Christians in the early centuries under Nero and Domitian and ater under the Catholic Church prior to the Reformation the Scriptures were meticulously copied by the priests and monks which in later years were translated into the languages of the common people even under threat of punishment (Schippe 14). Tyndale first worked in secret and when later betrayed and about to be burnt at the stake he called out, â€Å"Lord, open the King of England’s eyes. † Within a year King Henry allowed English Bibles to be distributed. Two million English Bibles were distributed throughout a country of just over six million nearly seventy-five years after Tyndale’s death (Schippe 14).Writers, artists, and musicians over the centuries have been greatly influenced by the Bible. From Dante to Milton to Fyodor Dostoyevsky, the words and themes found in the Scriptures have made their way into much of the literature we study and enjoy today. Other great writers in the history of Western Civilization include Chaucer, William Shakespeare, John Donne, Nathaniel Hawthorne, Herma n Melville, William Blake, T. S. Eliot, and William Faulkner, to name a few (Schippe 44). Art depicting biblical scenes was made popular especially during the Renaissance with artists such as Raphael, Michelangelo, and Rembrandt.Johann Sebastian Bach, one of the most famous composers, was greatly influenced by the Scriptures. His Magnificant was written for the Christmas service of 1723 at St. Thomas’s Church in Leipzig (Schippe 237). The cantata, a genre of vocal music in the Baroque period and a key part of the German Lutheran service, was primarily used in Bach’s music. A deeply religious man, Bach signed his cantatas â€Å"S. D. G. , which stands for Soli Deo Gloria—â€Å"to God alone the glory† (Schippe 237). Many other forms of music known today have Christian roots such as the sonata, the symphony, and the oratorio.Most forms of music began as psalms, hymns, and spiritual songs and the outgrowth from there progressed as the monks and churches spre ad throughout the ages. Ambrose (340-97) first had members of his congregation sing psalms antiphonally and allowed all people to participate in the morning and evening church services by setting the words of his hymns to â€Å"an easy metrical form, the iambic diameter (Schippe 316). Biblical stories were dramatized and performed in song as early as the ninth century. A well-known church drama in the tenth century was Visitatio sepulchri (The Visit to [Christ’s] Sepulcher). Schmidt notes there is good eason to believe the opera evolved out of church dramas that appeared five hundred years before the Renaissance (316-17). The works of Handel, Beethoven, Mozart, and Mendelssohn among others have greatly been influenced by the words of the Bible; oftentimes the music itself directly reflected that influence (Schippe 328-29). With the publishing of Andrew Dickson White’s A History of the Warfare of Science with Theology in Christendom in 1896 the idea that Christianity w as responsible for the arrival of science has largely been pushed out of the minds of the people, especially in academic circles (Schmidt 218-19).However, there is a pronounced difference between the pagan and Christian religions, that being the Christian presupposition of one God who is a rational being. Schmidt asks the question, ‘If God is a rational being, then may not human beings, who are made in his image, also employ rational processes to study and investigate the world in which they live? † (219). It was Robert Grosseteste (ca. 1168-1253), a Franciscan bishop and first chancellor of Oxford University, who first proposed the inductive, experimental method and his student, Roger Bacon (1214-94) who asserted that â€Å"all things must be verified by experience. Nearly three hundred years later Francis Bacon (1561-1626) gave momentum to the inductive method by recording his experimental results. Bacon has been called â€Å"the practical creator of scientific induc tion. † Besides his scientific interests he also devoted time to theology and wrote treatises on the Psalms and prayer (Schmidt 219). The inductive empirical method guided by rational procedures stood in stark contrast from the ancient Greek perspective of Aristotle which had a stranglehold on the world for fifteen hundred years.Even after these empirically minded individuals introduced their idea the scholastic world for the most part continued to hold to Aristotelianism which was the real â€Å"struggle† between the Catholic Church and science (Schmidt 219-220). One other prominent presupposition of Christianity is that God, who created the world, is separate and distinct from it unlike Aristotelian philosophy which saw the gods and universe intertwined. Pantheism regarded the scientific method as sacrilegious and an affront to divine nature and thus only in Christian thought where God and nature are separate would science be possible (Schmidt 221).Schmidt quotes Lynn White, historian of medieval science, as saying â€Å"From the thirteenth century onward into the eighteenth every major scientist, in effect, explained his motivations in religious terms† (222). William Occam (1280-1349) had a great influence on the development of modern science. His concept known as â€Å"Occam’s Razor† was the scientific principle that states that what can be done or explained with the fewest assumptions should be used. It is the principle of parsimony.As was common with almost all medieval natural philosophers, Occam did not confine himself to scientific matters and wrote two theological treatises, one dealing with the Lord’s Supper and the other with the body of Christ, both of which had a tremendous impact on Martin Luther’s thinking (Schmidt 222). Leonardo Da Vinci (1452-1519), while a great artist and painter was also a scientific genius who analyzed and theorized in the areas of botany, optics, physics, hydraulics, and ae ronautics. However, his greatest benefit to science was in the study of physiology in which he produced meticulous drawings of the human body (Schmidt 223).Andreas Vesalius (1514-64) followed in Da Vinci’s footsteps. In his famous work, De humani corpis fabrica (Fabric of the Human Body), published in 1543, he corrects over two hundred errors in Galen’s physiological writings. (Galen was a Greek physician of the second century) The errors were largely found by dissecting cadavers (Schmidt 223). The branch of genetics flourished under the work of Gregor Johann Mendel (1822-1884), an Augustinian monk, who after studying Darwin’s theory of evolution rejected it (Schmidt 224). In the field of astronomy great advances were made under devout Christian men Copernicus, Brahe, Kepler, and Galileo.In physics we encounter Isaac Newton (1642-1727), Gottfried Leibniz (1646-1716), Blaise Pascal (1623-62), Alessandro Volta (1745-1827), Georg Simon Ohm (1787-1854), Andre Ampere (1775-1836), Michael Faraday (1791-1867), and William Thompson Kelvin (1824-1907). These men held to a strong Christian faith as evidenced by their writings. Before he died, Kepler was asked by an attending Lutheran pastor where he placed his faith. Kepler replied, â€Å"Solely and alone in the work of our redeemer Jesus Christ. † Kepler, who only tried â€Å"thinking God’s thoughts after him,† died with the Christian faith planted firmly in his mind and heart.His epitaph, penned four months before his death stated: I used to measure the heavens, Now I must measure the earth. Though sky-bound was my spirit, My earthly body rests here (Schmidt 230). Such was the mindset of the fathers of modern science who held to deeply religious beliefs and saw no contradiction between faith and science. Had it not been for those men who believed in a rational God who created rational men who sought only to understand the world that God had created and obeyed the command to ha ve â€Å"dominion† (Genesis 1. 28) over the earth, science would not be as it is today.History books are filled with the rich details of men and women whose lives were changed by Jesus Christ and impacted the world through ideas found in Scripture in a wide array of disciplines. To deny the influence of Christianity on Western Civilization is to deny history altogether. Although at certain times there loomed dark areas in church history by those who deviated from the faith the overall positive contributions far outweigh the negative. There is no mistaking the fact that Christianity has changed the world for the better. Works Cited DeMar, G. (2001).God and Government: A Biblical and Historical Study. Powder Springs, GA: American Vision. DeMar, G. (2003). America’s Christian Heritage. Nashville, TN: Broadman & Holman Publishers. Morris, B. (2007). The Christian Life and Character of the Civil Institutions of the United States. Powder Springs, GA: American Vision. The Ref ormation Study Bible. R. C. Sproul, gen. ed. Orlando: Ligioner Ministries: 2005. Schippe, C. , & Stetson, C. (2006). The Bible and Its Influence. Fairfax, VA: BLP Publishing. Schmidt, A. (2004). How Christianity Changed the World. Grand Rapids, MI: Zondervan.

MiG-17 Fresco Soviet Fighter

MiG-17 Fresco Soviet Fighter With the introduction of the successful MiG-15 in 1949, the Soviet Union pressed forward with designs for a follow-on aircraft. Designers at Mikoyan-Gurevich began modifying the earlier aircrafts form to increase performance and handling. Among the changes that were made was the introduction of a compound swept wing which was set at a 45 ° angle near the fuselage and 42 ° farther outboard. In addition, the wing was thinner than the MiG-15 and the tail structure altered to improve stability at high speeds. For power, the MiG-17 relied on the older aircrafts Klimov VK-1 engine. First taking to the sky on January 14, 1950, with Ivan Ivashchenko at the controls, the prototype was lost two months later in a crash. Dubbed the SI, testing continued with additional prototypes for the next year and a half. A second interceptor variant, the SP-2, was also developed and featured the Izumrud-1 (RP-1) radar. Full-scale production of the MiG-17 began in August 1951 and the type received the NATO reporting name Fresco. As with its predecessor, the MiG-17 was armed with two 23 mm cannon and one 37 mm cannon mounted under the nose. MiG-17F Specifications General Length:  37 ft. 3 in.Wingspan:  31 ft. 7 in.Height:  12 ft. 6 in.Wing Area:  243.2 sq. ft.Empty Weight:  8,646 lbs.Crew:  1 Performance Power Plant:  1Ãâ€" Klimov VK-1F afterburning turbojetRange:  745 milesMax Speed:  670 mphCeiling:  54,500 ft. Armament 1 x 37 mm Nudelman N-37 cannon2 x 23 mm Nudelman-Rikhter NR-23 cannonsup t0 1,100 lbs. of external stores on two hardpoints Production Variants While the MiG-17 fighter and MiG-17P interceptor represented the first variants of the aircraft, they were replaced in 1953 with the arrival of the MiG-17F and MiG-17PF. These were equipped with the Klimov VK-1F engine which featured an afterburner and significantly improved the MiG-17s performance. As a result, this became the most produced type of the aircraft. Three years later, a small number of aircraft were converted to MiG-17PM and utilized the Kaliningrad K-5 air-to-air missile. While most MiG-17 variants possessed external hardpoints for around 1,100 lbs. in bombs, they were typically used for drop tanks. As production progressed in the USSR, they issued a license to their Warsaw Pacy ally Poland for building the aircraft in 1955. Built by WSK-Mielec, the Polish variant of the MiG-17 was designated Lim-5. Continuing production into the 1960s, the Poles developed attack and reconnaissance variants of the type. In 1957, the Chinese began license production of the MiG-17 under the name Shenyang J-5. Further developing the aircraft, they also built radar-equipped interceptors (J-5A) and a two-seat trainer (JJ-5). Production of this last variant continued until 1986. All told, over 10,000 MiG-17s of all types were built. Operational History Though arriving too late for service in the Korean War, the MiG-17s combat debut came in the Far East when Communist Chinese aircraft engaged Nationalist Chinese F-86 Sabres over the Straits of Taiwan in 1958. The type also saw extensive service against American aircraft during the Vietnam War. First engaging a group of US F-8 Crusaders on April 3, 1965, the MiG-17 proved surprisingly effective against more advanced American strike aircraft. A nimble fighter, the MiG-17 downed 71 American aircraft during the conflict and led the American flying services to institute improved dog-fighting training. Serving in over twenty air forces worldwide, it was used by the Warsaw Pact nations for much of the 1950s and early 1960s until being replaced by the MiG-19 and MiG-21. In addition, it saw combat with the Egyptian and Syrian Air Forces during Arab-Israeli conflicts including the 1956 Suez Crisis, the Six-Day War, the Yom Kippur War, and the 1982 invasion of Lebanon. Though largely retired, the MiG-21 is still in use with some air forces including China (JJ-5), North Korea, and Tanzania.

A comparison of two media articles Essay Example for Free

A comparison of two media articles Essay ? The Daily Express and The Independent write about the same event, England’s 2-0 victory over Greece in one of England’s world cup qualifier matches. It is obvious from looking at the articles that they are set out and written differently, this is because of their target audiences. The Independent is a more formal newspaper in A2 size, aimed at the more educated person. It is generally read by people in the social groups of A, B and C1, this includes people such as doctors, policemen and other such skilled workers. The Daily Express however is a much less formal newspaper, in A3 size, its target audience are people who are generally less educated and belong in the social groups of C1 and C2, people like builders, receptionists and other unskilled workers. The Daily Express’ article dominates the entire back page with very little else but a small sub article and some small adverts, the Daily Express sets it out in this way to attract its readers to the paper and article, it is bold and stands out. The Independent is different in this as the article takes up roughly half of the page, with enough room to have another article on the same page this is because of its much larger page. The Independent does not use big bold headlines or make it to try and attract the reader into the story; instead they set the article out in a more professional form making it look elegant and neat. This is done as The Independents readers do not want to be enticed into reading an article just because it looks attractive and stands out, they will read what is of interest to them and for content of the story. The Daily Express however uses the bold headlines and dominating layout to attract it’s readers into the article and paper. The Daily Express includes two pictures in its article, one for the main article of the match and the other one shows the gossip of the match. The Daily Star does this as their readers like pictures to attract them to the story and also like to read about the gossip as well, in this case the bottles being thrown at David Beckham’s head. The picture for the main article that the Daily Star chooses to show is that of David Beckham celebrating his goal, however they have blocked everything else out of the picture and just have David shown with a bold black outline. The picture is laid out across the page in an untidy fashion making it bolder and more attracting to its reader. This is done as the readers of the paper recognise David as a big celebrity and so want to read what is said about him. The Independent however is very different it has only one picture; it dominates the article but is set out in a square as a neat part of the article. The picture is the same as Daily stars however it is much broader as it shows more than just David Beckham; it is left showing us the stadium and the crowd’s celebrations. The chooses to do this as its readers prefer a much more in depth view as to what has happened when reading their articles, with this they can see the sort of atmosphere there would have been in the Stadium. The Daily Express uses a type of language typical of most tabloid newspapers, but not usually seen in broadsheet newspapers; puns, a play on words. The Daily Express uses pun in the headline of its article which focuses solely on David Beckham. The headline is â€Å"Haircules†, deriving from the ancient Greek God of Hercules, a mighty, strong warrior. The Daily Express has done this as it shows David Beckham as the mighty warrior of the football match. The beginning part â€Å"Her†, has been altered to â€Å"Hair† to apply more to David Beckham and his famous, forever changing hair cut. The Daily Express uses war imagery; the writer uses words, phrases and sentences which compare the football match to a bloody battle or war. The sub header is a great example of this war imagery language with the phrase â€Å"cool under fire†. We would more often than not associate this sort of term with a soldier who had kept his cool whilst being shot at, however in this case it has been changed to describe an aspect of the football match. Also, â€Å"missiles†, â€Å"victory† and â€Å"stoop to conquer† are more war imagery terms which the writer has used to elevate the match and make it seem more exciting. The Independent has not used war imagery as this is a very convincing language, the paper would much rather its readers made up their own minds rather than have them made for them. Sentence Length, sentence structure and sentence variety are another three things which sets these two articles apart. Whereas the Daily Express uses very simple, basic, short sentence structures The Independent uses longer more complex sentence structures which appeal more to its readers. The Daily express does not break down its sentences with punctuation, punctuation is very basic in this article for example, take the opening sentence of each, â€Å"Skipper David Beckham provided the perfect answer to the Greek thugs who targeted him last night with missiles as he curled in the free kick which put the seal on victory in Athens and kept England’s world cup hopes alive†, not a single comma is used to break down that very large sentence. ‘†Bring on the Germans† was the cry from the sunburned, shaven-headed masses in the northern arc of the Spiro Louis Stadium last night and there would not have been a single man in the England dressing room who would disagree’, in this the Independents the sentence is broken down by a quote and comma. Both of the articles input interviews from David Beckham; they are very similar but The Independents comments contain better vocabulary as to appeal more to its readers. The Independent inputs phrases such as â€Å"the importance of maintaining our discipline†, so that the comments appear more intellectual and appeal more to its readers. The Daily Express however writes this comment as â€Å"It was important we kept our discipline†, keeping the phrase more simple, so that it’s less sophisticated readers are not put off by complex language. The independent also contains much more dialogue than the Daily Express, this is because the Independent would like to get across as many view points as possible on the match, so that it’s readers can think for themselves and come to their own decision on the what kind of match the game was. In conclusion both of the articles are effective for their different readers. The Daily Express writes more basically and writes more about gossip and facts to appeal to its lesser educated readers. With bold headlines and the picture of David Beckham the paper is going to sell as it attracts its readers. The Independent is very different, it is much more factual, it’s more educated readers are less interested in the gossip and would rather read the facts. The article contains a lot of dialogue and refrains from using war imagery, presenting different view points enabling the reader to make their own decision on the match. A comparison of two media articles. (2017, Aug 04).

First semester essay Example | Topics and Well Written Essays - 2000 words

First semester - Essay Example In other words, whether the reports are prepared in conformity to all the material respects or not. The information is considered material if it has significant impact on the decision making process. If the omission of the information from the financial report can influence economic decision then the information is believed to be material (Williams, 2002). Materiality in auditing is the key concept to understand and evaluate for all the auditors. The job of auditors, whether internal or external, is to identify the materiality while making the audit report of the company. Materiality can be determined using qualitative aspects of the business. The qualitative aspect refers to the significance of a particular transaction which may not look big in size but may have importance because of the nature of the transaction (Zadek & Merme, 2003). There are various qualitative factors that are approached by the auditors to make realistic and authentic decisions. Some of the factors are (1) Likelihood of earning management, (2) Misstatement of share price, (3) Misstatement on projected earnings, (4) Likelihood of financial statement fraud, (5) Ineffective audit control culture, (6) Litigation risk, (7) Fraud detection or its symptoms etc. (Zabihollah & Riley, 2009) The nature of transaction can also be explained in terms of the disclosure regarding the financial transaction, which may not be significant in terms of size but lack of proper disclosure may have significant impact on the presentation of the business structure (Gupta, 2004). Now the question arises, how much the concept of materiality is important in audit process? The answer is explained using the literature review on materiality. The increase in requirement of information in more civilized financial market requires that more stringent audit process must be conducted to identify the facts on which the quality of the business process can be judged (Puncel, 2007). Therefore,