Things Everyone Should Know-Chemical and Biological Weapons essays

Things Everyone Should Know-Chemical and Biological Weapons essays In every life time one will experience the effect of a weapon, whether it is that of a car, knife, gun or even the horrors of a bomb or the possible threat of chemical and/or biological agents. No matter what the source of destruction, it causes the downfall of some type. Some believe that a car accident or a gun is more dangerous and destructive to life, however that common person does not understand the unfamiliar hazards and irreversible effects that these viruses and bacterium can cause. Currently the United States has been struggling with the thought of anthrax and other weapons of biological threat infecting their loved ones and our nations world status. Chemical and biological weapons developed by the United States scientists have not only protected the United States against a massive chemical and/or biological attack, but have also cost the United States millions of dollars and thousands of lives in the production and the investigation of chemical and biological weapons. The use of chemical and biological weapons date far back in the history books, even before writing was around. At least 3,000 years ago, chemicals were added to fires to create fumes that would choke and sicken the enemy. Greek fire was a chemical weapon, perhaps invented in A.D. 660 by a Greek engineer named Callinicus (Pringle, pg 14). The Greek fire caused the Arab and Russian enemies to weaken on the port city Constantinople producing a Greek victory. The term biological warfare is a more recent development in the weapons of mass destruction era. Only until the nineteenth century did scientist prove that germs cause infectious disease. (The term germs includes bacteria, viruses, and rickettsia.) In the 19th century, citizens only knew that disease spread through a sick person, a human corpse or an animal carcass. An easy way to poison an enemys population was to simply p...

Biography of Col. Ellison Onizuka, Challenger Astronaut

Biography of Col. Ellison Onizuka, Challenger Astronaut When the space shuttle Challenger exploded on January 28, 1986, the tragedy took the lives of seven astronauts. Among them was Col. Ellison Onizuka, an Air Force veteran and Nasa astronaut who became the first Asian-American to fly to space. Fast Facts: Ellison Onizuka Born: June 24, 1946 in Kaelakekua, Kona, HawaiiDied: January 28, 1986 in Cape Canaveral, FloridaParents: Masamitsu and Mitsue OnizukaSpouse: Lorna Leiko Yoshida (m. 1969)Children: Janelle Onizuka-Gillilan, Darien Lei Shuzue Onizuka-MorganEducation: Bachelors and Masters degrees in Aerospace Engineering from the University of Colorado  Career: Air Force pilot, NASA AstronautFamous Quote: Your vision is not limited by what your eyes can see, but by what your mind can imagine. Many things that you take for granted were considered unrealistic dreams by previous generations. If you accept these past accomplishments as commonplace then think of the new horizons that you can explore. From your vantage point, your education and imagination will carry you to places which we won’t believe possible. Make your life count- and the world will be a better place because you tried. On the wall of the Hawaii Challenger Center. Early Life Ellison Onizuka was born under the name Onizuka Shoji in Kaleakekua, near Kona, on the Big Island of Hawaii, on June 24, 1946. His parents were Masamitsu and Mitsue Onizuka. He grew up with two sisters and a brother, and was a member of Future Farmers of America and the Boy Scouts. He attended Konawaena High School and often talked about how he would dream about flying out to the stars that he could see from his home on the island.   Education Onizuka left Hawaii to study engineering at the University of Colorado, receiving a bachelors degree in June 1969 and a masters degree a few months later. That same year he also married Lorna Leiko Yoshida. The Onizukas had two daughters: Janelle Onizuka-Gillilan and Darien Lei Shizue Onizuka-Morgan.   After graduation, Onizuka joined the United States Air Force and served as a flight test engineer and test pilot. He also focused on systems security engineering for a number of different jets. During his flying career, Onizuka gained more than 1,700 flight hours. While in the Air Force, he trained at the Flight Test Center at Edwards Air Force Base in California. While racking up flying time and testing jets for the Air Force, he also worked on systems for a number of experimental military aircraft.   Onizukas NASA Career The crew assigned to the STS-51C mission included (kneeling in front left to right) Loren J. Schriver, pilot; and Thomas K. Mattingly, II, commander. Standing, left to right, are Gary E. Payton, payload specialist; and mission specialists James F. Buchli, and Ellison L. Onizuka. Launched aboard the Space Shuttle Discovery on January 24, 1985 at 2:50:00 pm (EST), the STS-51C was the first mission dedicated to the Department of Defense (DOD).   NASA Ellison Onizuka was selected as a NASA astronaut in 1978 and left the Air Force with a rank of lieutenant colonel. At NASA, he worked on the shuttle avionics integration laboratory team, mission support, and, while in space, managing payloads on orbit. He took his first flight on STS 51-C aboard the shuttle Discovery in 1985. It was a top-secret flight to launch a payload from the Department of Defense, the first classified mission for the orbiters. That flight also heralded another first by making Onizuka the first Asian-American to fly in space.  The flight lasted for 48 orbits, giving Onizuka 74 hours on orbit. Ellison Onizuka (left) in flight with Loren Shriver, during his first shuttle mission.   NASA Onizukas Final Mission His next assignment was on STS 51-L, set to launch Challenger into orbit in January 1986. For that flight, Onizuka was assigned mission specialist duties. He was joined by teacher-in-space selectee Christa McAuliffe, Gregory Jarvis, Ronald McNair, Michael J. Smith, Judith Resnik, and Dick Scobee. It would have been his second flight to space. Unfortunately, Col. Onizuka perished along with his crewmates when the spacecraft was destroyed during an explosion 73 seconds after launch. Crew of Space Shuttle Challenger X (L-R front row) astronauts Smith, Scobee, McNair (L-R rear) Onizuka, payload specialist/teacher McAuliffe, payload spec. Jarvis astronaut Resnik, Johnson Space Center. The LIFE Picture Collection/Getty Images / Getty Images Honors and Legacy Most people at NASA who worked with him remember Colonel Onizuka as an explorer. He was a man with a great sense of humor, and someone who often encouraged people, particularly young students to use their imagination and intellect as they pursued their careers. During his short career, he was awarded the Air Force Commendation Medal, Air Force Outstanding Unit Award, and the National Defense Service Medal. After his death, Col. Onizuka was honored in a variety of ways, including the Congressional Space Medal of Honor. He was raised to the rank of Colonel in the Air Force, an honor given to those who lose their lives in service. Col. Onizuka is buried at the National Memorial Cemetery of the Pacific in Honolulu. His accomplishments have been memorialized on buildings, streets, an asteroid, a Star Trek shuttlecraft, and other science and engineering-related buildings. Various institutions, including the Gemini Observatories and other facilities in Hawaii, hold annual Ellison Onizuka days for engineering and science symposia. The Challenger Center Hawaii maintains a salute to his service to his country and to NASA. One of two airports on the Big Island is named for him: the Ellison Onizuka Kona International Airport at Keahole. Astronomers also recognize his service with the Onizuka Center for International Astronomy. Its a support center at the base of Mauna Kea, where a number of the worlds best observatories are located. Visitors to the center are told his story, and a plaque dedicated to him is mounted on a rock where everyone can see it as they enter the station.   Onizuka was a popular speaker, and returned several times to his alma mater in Boulder, Colorado, to speak to students about becoming an astronaut.   Onizukas Soccer Ball Ellison Onizukas soccer ball, retrieved after the Challenger disaster, flies aboard the International Space Station during Expedition 49. NASA One of the more poignant of Ellison Onizukas memorials is his soccer ball. It was given to him by his daughters soccer team, which he also coached, and was something he wanted to take to space, so he stowed it away on board the Challenger as part of his personal allotment. It actually survived the explosion that destroyed the shuttle and was eventually picked up by the rescue teams. The soccer ball was stored, along with all the other astronauts personal effects. Eventually, the ball made it back to the Onizuka family, and they presented it to Clear Lake High School, where the Onizuka daughters attended school. After some years in a display case, it made a special trip to orbit aboard the International Space Station during Expedition 49 in 2016. Upon its return to Earth in 2017, the ball made its way back to the high school, where it remains as a tribute to the life of Ellison Onizuka.   Sources â€Å"Colonel Ellison Shoji Onizuka.† Colorado Center for Policy Studies | University of Colorado Colorado Springs, www.uccs.edu/afrotc/memory/onizuka.â€Å"Ellison Onizuka, First Asian-American Astronaut, Brought Hawaii to Space.† NBCNews.com, NBCUniversal News Group, www.nbcnews.com/news/asian-america/ellison-onizuka-first-asian-american-astronaut-brought-hawaiian-spirit-space-n502101.NASA, NASA, er.jsc.nasa.gov/seh/onizuka.htm.â€Å"The inside Story of the Soccer Ball That Survived the Challenger Explosion.† ESPN, ESPN Internet Ventures, www.espn.com/espn/feature/story/_/id/23902766/nasa-astronaut-ellison-onizuka-soccer-ball-survived-challenger-explosion.

Business strategy, leadership, and management Research Paper

Business strategy, leadership, and management - Research Paper Example Despite the stiff competition that the business is facing in the market, the management is trying to achieve a strong brand loyalty as well as increased number of consumers. The creation of strong positive product customer relationship will ensure that the business attains its goals. The management also aims at achieving a success by creating strong relationship between itself and the employees by holding annual social events including parties and seminars. In this way, the employees will work towards the achievement of their goals as well as those of the business. The managing director will be in charge of making vital policies that are related to all the departments of the business. The departmental managers on the other hand will be in charge of ensuring that all the policies initiated by the managing director are implemented in their departments. Their duties will also include evaluation of the employees working in their departments. ... will be responsible for releasing salaries and other monetary benefits as well as forming linkage with the financial institutions to ensure easier accessibility of funds. The decision-making process will be all involving including the managing director, managers, sales executives and the employees (Thareja, 2008). The managing director will be in charge of all meetings while the employees will be given opportunity to give feedback that will be used by managers to evaluate the effectiveness of their communication skills and policies. Manager’s skills Degree or higher national diploma in business management or commerce The human resources manager will have a degree in human resources management The finance manager will require a degree in commerce (Finance option) and CPA qualifications The sales manager will be required to posses a degree in marketing All the individuals in the managerial position will be required to be computer literate with 2 years experience at the same posi tion as well as good communication skills Organizational structure The business will ensure the children will not destroy the natural vegetation during their games since they will be busy playing with the video games thus resulting to environmental conservation. Through the production of the video games that depict social interaction among the members of the society, the children will be modeled to become responsible adults who will not be engaged in social crimes. One of the key human policies that the business will adopt is offering of in-house training of the existing employees. Based on the current challenges that marketers are meeting in the market, the sales manager will have a chance to be holding two meeting per month with his sales team in order to train them on how to market our

Which step in the communication process do you consider to be the most Essay

Which step in the communication process do you consider to be the most important - Essay Example The reason a message is created is to get to the receiver (Krizan et al. 2011). Arguably, without the receiver there would be no message and no sender as well. The sender has to deliberate everything revolving around the receiver. The sender has to deliberate on who the sender is, the message to be communicated to the receiver and how the message will get to the receiver. It is only after deliberating on the above mentioned issues that the communication process can begin. The most uncomfortable step of the communication process is transmitting the message. The sender has to relay a message through a channel that will get to the right receivers. It goes without saying that an inappropriate channel can result to ineffective communication process (Krizan et al. 2011). Therefore, in order to certify that the process is comfortable and that the message reaches the right recipients, it is crucial to ponder on the attributes of the communication since the efficiency of some of the communication networks vary with the attributes of the

Friedman discusses Essay Example for Free

Friedman discusses Essay There are many issues that will be bearing on everyones career. These obstacles will be there no matter what field of work you go into. According to The World is Flat, the author, Thomas Friedman, states there are numerous issues in the global business world that will be bearing on my career. Some of these issues are new technologies, off shoring or outsourcing, and education. These barriers of entry make it harder and harder each year to successfully enter the business world. These obstacles are unavoidable and must be over come in order to be successful. What I am looking forward to my career being is something in the business world. Within the business world I want to be involved in the finance sector. Hopefully something like a financial advisor or something related to that. Also, I would eventually like to open my own business. I find this to be my ideal career because I am very good with managing money, very good in math, and just interested in the whole business way of life. This is where I see myself in the future. The first issue that Friedman discusses is new technologies. New technologies can be a problem because some new technologies are replacing jobs that humans usually do. For example when new machines are made for factories, they replace the factory workers jobs. Or online shopping is replacing retailers jobs. Also the internet has made trading stocks online possible, thus taking the jobs of brokers. Some sites that are taking brokers jobs are sites like etrade.com, scottrade.com, or schwab.com that have trades for as low as five dollars. On these sights you just log on, have your credit card or debit card ready and start trading from various different types of stocks from large company stocks to slam company stocks. Back in the early 2000s, my father actually lost his job due to online trading. Have you ever called a customer service for an American company, and got an Indian man on the phone who you could not understand what he was saying. This is a result of off shoring or outsourcing. Friedman discusses off shoring or outsourcing as an additional obstacle for people entering the business world because so many companies are making their customer service, human resources, accounting, and telemarketing sectors located in different countries. By doing this many people are losing their jobs and there are fewer jobs available to workers who seek employment in those fields. However the companies that participate in outsourcing save a substantial amount of money because that pay their employees in the other countries less than they would in the U.S. Also, Friedman says that outsourcing creates jobs for people in countries that have high poverty levels. The third issue that Friedman discusses is education. This can cause problems because most jobs require some sort of college degree or higher. College now can be very expensive, and will only get more expensive. For example, Marist College alone is about 40,000 dollars per year. With the price of this school being so high makes it very tough for me to pay for it, given that I am paying for it by myself. A lot of families cannot afford such high tuitions so it is very difficult for them so send their children away to college. One solution for them is to have their children take on a heavy load of loans which will, in turn, leave them in debt right out of college. And if they cannot get a college degree then it will be much harder to get a job in the business world or many other fields of work. In the views of Thomas Friedman, through the fact that new technologies being invented, companies use outsourcing and off shoring, and companies requiring college degrees it is harder for me, along with most students, to enter my career of finance in the business sector. I worry more for future generations because there will be so many more technological advances will take away from human jobs, more companies will outsource, college will become much more expensive, and there will be many more issues to overcome. As time goes on more and more obstacles will come up, but as a society we will come up with ways to cope with those obstacles.  Overall I found that the book The World is Flat was very intriguing. It brought up very knowledgeable information about the ten forces that flatten the world. Thomas Freidman goes into great detail in each of the ten flattening forces throughout the whole book. I would recommend this book to anyone that is considering entering the business world or any other work field.

Punishment as a form of behaviour modification Essay -- essays researc

Introduction Punishment is a process through which â€Å"the consequence of a response decreases the likelihood that the response will recur† (Gray, 2002, pp.115). Further, punishment can be seen as an effort to decrease the response rate to stimuli by either removing a desired stimulus or presenting one which is undesired (Gray, 2002). Recent studies suggest that punishment can be an effective method of behaviour modification. However, as reported in Lerman and Vorndran (2002), there are a number of limitations to punishment as an intervention and subsequent negative side effects. For this reason, certain principles upon which the implementation of a successful punishment is dependent must be adhered to. In accordance to these findings, this essay will contend that whilst there are alternative means to operant conditioning, certain punishment techniques have been proven to be effectual and in some aspects advantageous. The effectiveness of punishment   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Punishment is one of the most used, but least understood and badly administered, aspects of learning† (Luthans, 1977, pp.300). As mentioned earlier, punishment is anything which weakens behaviour and tends to decrease it in subsequent frequency. Positive punishment is the method of administering negative consequences upon the occurrence of an action whereas Negative punishment involves the termination of positive consequences. In order to work, either case must weaken and decrease the behaviour which preceded the application or withdrawal of the stimuli. Skinner (1953) stipulated that we must defy the urge to label a form of stimuli as â€Å"desired† or â€Å"undesired† as a whole but rather to identify them by their effect on the observed subject. Whether punishment is effective depends on the criteria applied or the objectives to be achieved. That is, before we can say it is useful we must ask whether we desire an immediate or a lasting effect, and at how high a cost. There is some evidence to suggest that when punishment is administered in the form of aversive stimulation, it acts to suppress behaviour temporarily. When it is withdrawn, the punished behaviour rapidly gains strength. If the punishment is more severe and given consistently, it may act to suppress behaviour for a longer period of time (Skinner, 1953). Historically, the efficacy of punishment has been appreciated only in the pa... ... determine its utility (Lerman & Vorndran, 2002). Ultimately, â€Å"if punishment is necessary, it should always be used in combination with positive reinforcement† (Luthans, 1977, p.517). References: Blackham, G.J., & Silberman, A. (1971). Modification of Child Behaviour. Belmont, California: Wadsworth Publishing Company, Inc. Browning, R.M., & Stover, D.O. (1971). Behaviour Modification in Child Treatment. Chicago: Aldine–Atherton, Inc. Gray, P. (2002). Psychology (4th ed.). New York: Worth Publishers. Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, 431-464. Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7] Luthans, F. (1977). Organizational Behaviour. United States of America: McGraw-Hill, Inc. Sanson, A., Montgomery, B., Gault, U., Gridley, H., & Thomson, D. (1996). Punishment and behaviour change: An Australian Psychology Society position paper. Australian Psychologist, 31, 157-165. Skinner, B. F. (1953). Science and human behaviour. New York: Macmillan Co.

Middle East Colonization

In the early days of Western Civilization, imperialism and colonization was a primary means of economic and sphere of influence expansion. That is, a country such as France, Belgium or Great Britain would expand their empire by marching their armies into smaller and less powerful nations and conquer. After conquering the nation, the sovereign government would become a subject of the colonizer and the colonizing nation would then appropriate the resources of the dominated country in order to enrich the economy of the colonizer as well as providing further infrastructure for further expansion. It is no surprise that the European powers found the Middle East to be an area of the world that was a prime target for colonization. In addition to the incredible oil reserves, the Middle East also had a host of other natural resources and export materials that proved quite tempting. Actually, very little temptation was required as numerous countries set about incursions into the Middle East to acquire territory and resources. In many instances, whether it be during the Crusades or during more modern situations such as the French-Algerian War, these colonial conquests would lead to incredible unrest, fighting and instability in the region. What events were the inciting incidents of the colonization of the Middle East? There were several including France (under Napoleon) invading Egypt in the late 1700’s, an incursion that is considered the first European campaign of colonization of the Middle East by a European power. Of course, further incursions by European nations, particularly the British Empire, would perpetuate into the region of the Middle East and North Africa. This, of course, lead to violent suppression of the indigenous people as well  as eventual colonial uprisings over the year and, oftentimes, these uprisings would become quite bloody and violent. Eventually, the entirety of the Middle East and North Africa fell under the control of the European nations. The land and resources of the indigenous peoples were appropriated in a violent fashion. In some instances, bloody wars of conquest would carry on for years and, even after their conclusion, insurgent violence would perpetually continue.Because of this, the image of the European powers by those people who inhabited the regions of the Middle East was generally highly negative. This should come as no surprise as the presence of a foreign military power in the midst of what was once a sovereign territory alone would give rise to negative images. When this is coupled with the fact that the military powers would instill puppet and client governments into the territory in order to suppress the independence of the people whose land has been occupied, it is understandable that a great deal of resentment towards the foreigners would develop. This becomes even more complicated as the military invader starts to procure the natural resources of the indigenous people in order to feed the economy of the foreign power. In other words, the wealth derived from the natural resources of the colonized territory becomes the booty of the invader. Because of this, the local economy collapses and the quality of living takes a huge nosedive. Poverty and pestilence sets in and there is  little that the indigenous people can do to reverse such a situation. In the Middle East (as well as elsewhere in the world) the need to overthrow the foreign colonists became a tremendous priority. Numerous revolutionary movements started with the primary goal of removing the foreigners from the land.   From this scenario, there developed perpetual problems between the people of the Middle East and those who live in the Western World, problems that have never been resolved to this day. What drove the Europeans to push such a brutal campaign? To a great degree, the motivating factor was a sense of arrogance and superiority that justified the conquest. Often, the dogmatic belief of â€Å"civilizing† an underdeveloped world provided a moral grounding in the obvious invasion and suppression of a body of people. This is exactly what occurred in the Middle East during the early days of colonization and even exists to a certain degree to this very day. To say that great resent built in the Middle East towards European nations would be a dramatic understatement. This resentment festered throughout the 18th, 19th and early 20th Century and yielded a great number of colonial rebellions designed to remove the imperial invaders. While the nations of the Middle East eventually all achieved independence, resentment remained. The current situation of Europe’s involvement in the Middle East oil trade, in fact, still stokes the fires to this day.      

English language Essay

Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday – Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Chapter 1 Essay

Chapter 1 Essay Chapter 1 Essay Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 1 Chapter 1 Introduction: Databases and Database Users Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Outline ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® Types of Databases and Database Applications Basic Definitions Typical DBMS Functionality Example of a Database (UNIVERSITY) Main Characteristics of the Database Approach Database Users Advantages of Using the Database Approach When Not to Use Databases Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 3 Types of Databases and Database Applications ï  ® Traditional Applications: ï  ® ï  ® More Recent Applications: ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® Numeric and Textual Databases Multimedia Databases Geographic Information Systems (GIS) Data Warehouses Real-time and Active Databases Many other applications First part of book focuses on traditional applications A number of recent applications are described later in the book (for example, Chapters 24,26,28,29,30) Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 4 Basic Definitions ï  ® ï  ® ï  ® ï  ® ï  ® Database: ï  ® A collection of related data. Data: ï  ® Known facts that can be recorded and have an implicit meaning. Mini-world: ï  ® Some part of the real world about which data is stored in a database. For example, student grades and transcripts at a university. Database Management System (DBMS): ï  ® A software package/ system to facilitate the creation and maintenance of a computerized database. Database System: ï  ® The DBMS software together with the data itself. Sometimes, the applications are also included. Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 5 Simplified database system environment Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 6 Typical DBMS Functionality ï  ® ï  ® ï  ® Define a particular database in terms of its data types, structures, and constraints Construct or Load the initial database contents on a secondary storage medium Manipulating the database: ï  ® ï  ® ï  ® ï  ® Retrieval: Querying, generating reports Modification: Insertions, deletions and updates to its content Accessing the database through Web applications Processing and Sharing by a set of concurrent users and application programs – yet, keeping all data valid and consistent Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 7 Typical DBMS Functionality ï  ® Other features: ï  ® ï  ® ï  ® ï  ® Protection or Security measures to prevent unauthorized access â€Å"Active† processing to take internal actions on data Presentation and Visualization of data Maintaining the database and associated programs over the lifetime of the database application ï  ® Called database, software, and system maintenance Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 8 Example of a Database (with a Conceptual Data Model) ï  ® Mini-world for the example: ï  ® ï  ® Part of a UNIVERSITY environment. Some mini-world entities: ï  ® ï  ® ï  ® ï  ® ï  ® STUDENTs COURSEs SECTIONs (of COURSEs) (academic) DEPARTMENTs INSTRUCTORs Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 9 Example of a Database (with a Conceptual Data Model) ï  ® Some mini-world relationships: ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® ï  ® SECTIONs are of specific COURSEs STUDENTs take SECTIONs COURSEs have prerequisite COURSEs INSTRUCTORs teach SECTIONs COURSEs are offered by DEPARTMENTs STUDENTs major in DEPARTMENTs Note: The above entities and relationships are typically expressed in a conceptual data model, such as the ENTITY-RELATIONSHIP data model (see Chapters 3, 4) Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 10 Example of a simple database Copyright  © 2007 Ramez Elmasri and Shamkant B. Navathe Slide 1- 11 Main Characteristics of the Database Approach ï  ® Self-describing nature of a database

Harpers Ferry Raid - The Harpers Ferry Raid John Brown

Harpers Ferry Raid - The Harpers Ferry Raid John Brown Conflict Dates: John Browns raid on Harpers Ferry lasted from October 16-18, 1859, and contributed to the sectional tensions that led to the Civil War (1861-1865). Forces Commanders United States Lieutenant Colonel Robert E. Lee88 US Marines, various local Maryland Virginia militia Browns Raiders John Brown21 men Harpers Ferry Raid Background: A noted radical abolitionist, John Brown came to national prominence during the Bleeding Kansas crisis of the mid-1850s. An effective partisan leader, he conducted a variety of operations against pro-slavery forces before returning east in late 1856 to raise additional funds. Backed by prominent abolitionists such as William Lloyd Garrison, Thomas Wentworth Higginson, Theodore Parker and George Luther Stearns, Samuel Gridley Howe, and Gerrit Smith, Brown was able to purchase weapons for his activities. This Secret Six supported Browns abolitionist views, but were not always aware of his intentions. Rather than continue small-scale activities in Kansas, Brown began planning for a large operation in Virginia designed to start a massive slave insurrection. Brown intended to capture the US Arsenal at Harpers Ferry and distribute the facilitys weapons to rebellious slaves. Believing that as many as 500 would join him on the first night, Brown planned to move south freeing slaves and destroying slavery as an institution. Though prepared to commence his raid in 1858, he was betrayed by one of his men and members of the Secret Six, fearing their identities would be revealed, forced Brown to postpone. The Raid Moves Forward: This hiatus resulted in Brown losing many of the men he had recruited for the mission as some got cold feet and others simply moved on to other activities. Finally moving forward in 1859, Brown arrived in Harpers Ferry on June 3 under the alias of Isaac Smith. Renting the Kennedy Farm approximately four miles north of the town, Brown set about training his raiding party. Arriving over the next several weeks, his recruits totaled only 21 men (16 white, 5 black). Though disappointed in the small size of his party, Brown commenced training for the operation. In August, Brown traveled north to Chambersburg, PA where he met with Frederick Douglass. Discussing the plan, Douglass advised against capturing the arsenal as any attack against the federal government was sure to have dire consequences. Ignoring Douglass advice, Brown returned to the Kennedy Farm and continued work. Armed with weapons received from supporters in the North, the raiders set out for Harpers Ferry on the night of October 16. While three men, including Browns son Owen, were left at the farm, another team, led by John Cook was dispatched to capture Colonel Lewis Washington. The great grandnephew of George Washington, Col. Washington was at his nearby Beall-Air estate. Cooks party succeeded in capturing the colonel as well as took a sword presented to George Washington by Frederick the Great and two pistols given to him by the Marquis de Lafayette. Returning via the Allstadt House, where he took additional captives, Cook and his men rejoined Brown at Harpers Ferry. Key to Browns success were capturing the weapons and escaping before word of the attack reached Washington and receiving the support of the local slave population. Moving into the town with his main force, Brown sought to fulfill the first of these goals. Cutting the telegraph wires, his men also detained a Baltimore Ohio train. In the process, African-American baggage handler Hayward Shepherd was shot and killed. Following this ironic twist, Brown inexplicably allowed the train to proceed. Reaching Baltimore the next day, those on board informed the authorities about the attack. Moving on, Browns men succeeded in capturing the armory and arsenal, but no rebelling slaves were forthcoming. Rather, they were discovered by armory workers on the morning of October 17. The Mission Fails: As the local militia gathered, the townspeople opened fire on Browns men. Exchanging fire, three locals, including Mayor Fontaine Beckham, were killed. During the day, a company of militia seized the bridge over the Potomac cutting off Browns escape route. With the situation deteriorating, Brown and his men selected nine hostages and abandoned the armory in favor of a smaller engine house nearby. Fortifying the structure, it became known as John Browns Fort. Trapped, Brown sent out his son Watson and Aaron D. Stevens under a flag of truce to negotiate. Emerging, Watson was shot and killed while Stevens was hit and captured. In a fit of panic, raider William H. Leeman attempted to escape by swimming across the Potomac. He was shot and killed in the water and the increasingly drunken townspeople used his body for target practice for the rest of the day. Around 3:30 PM, President James Buchanan dispatched a detachment of US Marines under leadership of US Army Lieutenent Colonel Robert E. Lee to deal with the situation. Arriving, Lee closed the saloons and took overall command. The next morning, Lee offered the role of attacking Browns fort to the local militias. Both demurred and Lee assigned the mission to Lieutenant Israel Greene and the Marines. Around 6:30 AM, Lieutenant J.E.B. Stuart, serving as Lees volunteer aide-de-camp, was sent forward to negotiate Browns surrender. Approaching the door of the engine house, Stuart informed Brown that his men would be spared if they surrendered. This offer was refused and Stuart signaled Greene with a wave of his hat to start the assault Moving forward, the Marines went at the engine house doors with sledge hammers and finally broke through with the use of a make-shift battering ram. Attacking through the breach, Greene was the first to enter the engine house and subdued Brown with a blow to the neck from his saber. The other Marines made quick work of the remainder of Browns party and the fighting ended within three minutes. Aftermath: In the attack on the engine house, one Marine, Luke Quinn, was killed. Of Browns raiding party, ten were killed during the raid while five, including Brown, were captured. Of the remaining seven, five escaped, including Owen Brown, while two were captured in Pennsylvania and returned to Harpers Ferry. On October 27, John Brown was brought to court in Charles Town and charged with treason, murder, and conspiring with slaves to rebel. After a week-long trial, he was convicted on all counts and sentenced to death on December 2. Turning down offers of escape, Brown stated he wished to die a martyr. On December 2, 1859, with Major Thomas J. Jackson and cadets from the Virginia Military Institute serving as a security detail, Brown was hung at 11:15 AM. Browns attack served to further heighten the sectional tensions that had plagued the country for decades and which would culminate in the Civil War less than two years later. Selected Sources West Virginia Division of Culture History: John Brown the Harpers Ferry RaidPBS: Raid on Harpers FerryNational Park Service: Harpers Ferry National Historic Park

Culture Serves as Informal Structure in Organizations - Organisational Research Paper

Culture Serves as Informal Structure in Organizations - Organisational Behavior - Research Paper Example Organizations both small and large multinational conglomerates can achieve high profits in their business by matching their needs with the structure they employ in operation. There are various forms of organizational structures and they include function, matrix and division structures. In a functional structure, an organization is set up in order to group every portion of the organization according to its purpose and this structure works well for small businesses where each department relies on the talent and knowledge of workers and support. Nevertheless, the main drawback for the structure is that coordination and communication-linking departments are restricted by organizational boundaries that have various departments working separately. Divisional structure is employed in large organizations that work in large geographic location or in organizations that have different small organizations in the same company to take care of different forms of products or even market areas. The s tructure is beneficial in that it enables needs to be met rapidly although communication is inhibited since employees are in various divisions thus not working together; besides, the structure is costly owing to its size and scope. The matrix structure is a hybrid of both functional and divisional structures and is often employed by multinational companies since it allows the benefits of functional and divisional structures to exist in a single organization. Nevertheless, the structures create a potential for power struggles since many areas of the organization have dual management like a functional manager as well as a product or divisional manager working in the same stage and covering same managerial territory (Singh, 2010).  

Lousis Daguerre Essay Example | Topics and Well Written Essays - 250 words

Lousis Daguerre - Essay Example Daguerre used immaculately polished and silver plated sheets of cooper, which were sensitized with iodine vapors to catch photographic images (Carlisle 255). These sheets were exposed in big box cameras and were later developed in mercury fumes (Carlisle 255). Later on they were fixed or stabilized in sodium thiosulphate or hypo (Carlisle 255). Daguerreotype photography required little exposure time and allowed for the capturing of photographic images that were impressively detailed and vivid (Carlisle 255). Daguerre promoted the daguerreotype photography invented by him both as a medium of artistic expression and as a potent scientific tool. Most of the earlier experimental works made by Daguerre were destroyed in fire that burned his laboratory. Yet, today still survive a few of his daguerreotype portraits, urban views and still lives, which speak much for the ingenuity and aesthetic appeal of Daguerre’s