Analysis Of Augustine s Augustine - 863 Words

Augustine is a sixteen year-old boy, like all sixteen year olds he is going through puberty and trying to figure out what love is. Augustine states, For as I became a youth, I longed to be satisfied with worldly things, and I dared to grow wild in a succession of various and shadowy loves (24). Any young adult experiences the same things that Augustine is going through. Augustine struggled with knowing the difference between pure affection and unholy desire. He becomes ashamed of himself and goes into a spiral of sorrow. In chapter one Augustine says, If only there had been someone to regulate my disorder and turn to my profit the fleeting beauties of the things around me (24). Like all teenagers their parents try and tell them right from wrong but most teenagers have to learn from there own mistakes. Augustine reflects back on a quote from Apostle Paul. He realizes if he had just listened to the words more closely, he would not be in the trouble that he is in. Augustine turns to the Lord and ask what can I do and why did I do this? His parents want him to learn from his mistakes and they tell him he should make a powerful speech and become a persuasive orator. While his studies were interrupted, he had come back from a city to further his education at Carthage. His father supported him in everything even though he did not have a lot of money. Augustine s parents told him he only had to be good at speaking. Augustine still lived with his parents and one day his fatherShow MoreRelatedAnalysis Of Augustine s The Confessions 1068 Words   |  5 Pagesthirteen books making up the Confessions, it is hard to say what had played the most important role in Augustine’s life. Obviously, a crucial point in the story was Augustine’s conversion or return to Christianity. Readers see this as something Augustine was struggled with, from stealing fruit to joining the Manicheans. Through all of his struggles about his faith, his mother Monnica was devoted to his conversion. In this brief paper, I will discuss who Monnica was, how she played a role in her son’sRead MoreAnalysis Of St. Augustine s The Confessions 1297 Words   |  6 PagesJake DeLeers Second Four-Page Essay In Books VIII and IX of the Confessions, St. Augustine describes a long and difficult personal spiritual journey to the end of being to accept and receive God’s grace. Augustine finally had to come to terms with his own intellectual and moral pride masquerading as autonomy and independence. He finally realized that his intellect could not serve as a tool to help a will incapable of overcoming his own sin. One useful way to compare Augustine’s spiritual struggleRead MoreAnalysis Of Saint Augustine s The City Of God 1045 Words   |  5 PagesEight (8) and The City of God Book Five (5), Saint Augustine addresses the criticism surrounding the compatibility of God’s foreknowledge and human free will. Augustine insists on two (2) truths: God is the cause of everything and man has the freedom of choice. Early in Augustine’s career, there is an emphasis on the will. As Augustine’s understanding of human agency begins to develop, his idea of human free will matures. Initially, Augustine describes himself as having two (2) wills, â€Å"one oldRead MorePsychological Analysis Of James Augustine Aloysius Joyce s Two Gallants1514 Words   |  7 PagesPsychological Analysis and Symbolism in Two Gallants James Augustine Aloysius Joyce was born on February 2, 1882 to Mary and John Joyce in the Dublin suburb of Rathgar. A bright youth, Joyce attended private Jesuit schools where he excelled despite increasing familial problems, including encroaching poverty and his father’s alcoholism. Joyce, the eldest surviving son of Mary and John, was the only child in the family to attend college (Beja 11-14). Joyce subsided on various jobs after graduatingRead MoreDeath And Enlightenment By Augustine1313 Words   |  6 PagesDeath and Enlightenment It may seem reasonable that Augustine accepted, at the time of his friend’s death, that God is unchangeable and humans are a temporary creation and just a part of the whole. However, by paying close attention to the text Augustine is writing the Confessions retrospectively. He ends up recognizing the directionality of his love and the change in his grieving in the future, after the deaths of his friend and Monica. Augustine is looking back on his life and is noticing where hisRead MoreMorality And Where Is All Common Ground On Where Augustine s Views On Natural Desires And Free Will1153 Words   |  5 PagesAn Analysis of the concept of morality in Augustine reveals questions facing humankind: what is morality and where is it based. This is the common theme throughout Augustine’s writings, he seem to struggle with making the right choices. His natural desires tend to take over whenever he comes to tough decision. Throughout this paper we will be analyzing this theme, t o see if we can come to some common ground on where Augustine stood and what he had to say on the issue. First let’s analyze Augustine’sRead MoreProposed Seven Philosophers On The Existence Of God And Their Development Of These Ideas1413 Words   |  6 Pagestopic. The seven philosophers are as follows: (1) Socrates, (2) Plato, (3) Aristotle, (4) Francis Bacon, (5) St. Augustine, (6) Thomas Aquinas, and (7) Rene DesCartes. The specific three I want to focus on being; St. Augustine, Thomas Aquinas and Rene Descartes. Lastly, I will proceed to relate their ideas on the existence of God and their development of these ideas. St. Augustine s epistemology is rationalization. In his argument for the existence of God, he is referring to varying degrees ofRead MoreEssay on Machiavellis The Prince: Politics, War, and Human Nature1334 Words   |  6 Pageshigher is meant to say that the morality comes from the divine, but his vision certainly does not rule out any sort of higher political morality. To guide the actions of men in general, Machiavelli turns to the actions of the strong prince. Machiavelli?s higher political morality is to pursue the means to gain and hold power. Machiavelli approaches the topic of political morality in a completely different way than many of the thinkers that preceded him. Instead of beginning with the wayRead MoreThe Debate Of Silent Reading1359 Words   |  6 PagesIt has long been a source of debate among classicists whether the ancients read silently or aloud. Analysis of this question is necessarily fragmented, since the only information available to modern scholars comes from the few extant ancient sources discussing how texts were read. In the surviving sources, there are many more explicit references to reading aloud than to reading silently, which suggests that reading aloud was more common. Nevertheless, there is evidence in ancient literature thatRead More A Philosophical Criticism of Augustine and Aquinas Essay1548 Words   |  7 PagesA Philosophical Criticism of Augustine and Aquinas: The Relationship of Soul and Body       The relationship of the human soul and physical body is a topic that has mystified philosophers, scholars, scientists, and mankind as a whole for centuries. Human beings, who are always concerned about their place as individuals in this world, have attempted to determine the precise nature or state of the physical form. They are concerned for their well-being in this earthly environment, as well as their

Similarities Between Beowulf And Grendel - 1433 Words

After reading the novels Beowulf and Grendel, I was interested in how the stories told from different perspectives were influenced by the religion. Beowulf is the hero and savior from all the monsters and Grendel is one of the monsters slain by Beowulf. From a religious standpoint Beowulf is written very focused on religion; like Beowulf acknowledges that God is the reason he is able to slay all of the beasts. On the other hand we have Grendel; he believes that the world is how he defines it. Beowulf was written as an anti-paganism poem, and Grendel was written to tell people the world is what you make of it and of yourself, but be careful to not cross the limits. Grendel isn’t as full of religion, but the emphasis of free-will versus†¦show more content†¦His first fight is against Grendel, the wrecker of Hrothgars mead hall. He defeats the terrible beast with his bare hands. His next fight is against Grendels mother, who avenged her son’s death by killing one of Hrothgar’s men. For the next 50 years Beowulf is king of the Geats, until the dragon is awaken. Beowulf meets his demise when he is bitten in the neck while battling the dragon, but he still manages to slay the dragon in the process. It is told that this was the end for the Geat people, soon they would be taken over by a more powerful clan. But did these events actually happen, or are they just symbols for people to look up to and remember? There is no actual evidence that Beowulf did any of these things. All we know is that Beowulf was probably an actual king whose stories were embellished for generations so that its hard to tell fact from fiction. The monks could’ve been the ones to embellish it to make it do what they wanted. During this time period the monks were trying to convert the pagans into Christians. By getting the pagans to read and relate to a historic old warrior and hero it would have been easier to get them to convert. This is why throughout the nov el of Beowulf we consistently see the reference to the almighty God, as seen on line 2858, â€Å"What God judged right would rule what happened to every man, as it does to this day† (Heaney). Throughout the story the monks cast Grendel and the other monsters as paganism, andShow MoreRelatedCompare and Contrast: Beowulf and Grendel Essay604 Words   |  3 PagesThere are many similarities and differences between the movie Beowulf and Grendel, to the poem. Major differences between the movie and the poem would be Grendel himself. In the poem, he is described as an evil monster born from two demons. In the movie, Grendel is actually human, but known as a troll to the warriors and Danes. The poem doesn’t give the background of Grendel or show how the Danes killed his father and the possible reason of his revenge, like in the movie. If the witch, Selma, wasRead MoreSimilarities Between Beowulf And Spiderman Bear1397 Words   |  6 Pagesbut that he used those powers to he lp others. Beowulf was described as a strong person known by many who defeated many conflicts. Although he had this strength is didn’t necessarily make him a hero. What made him a hero was when he helped others with their problems, like the Danes with Grendel. Although Beowulf and Spiderman bear some minor similarities, the differences between them are clear. In order to understand what the differences and similarities in traits mean, we have to understand the valueRead MoreThe Similarities Of Beowulf And Sense And Sensibility1345 Words   |  6 Pagesare still similarities, if you are willing to look for them. Even stories from different eras and literary movements are going to have similarities. At first glance the two stories, Beowulf and Sense and Sensibility, are completely different, but if you look closer, youll find as many similarities as differences, its just that the differences are the most prevalent elements of these two literary pieces. To start off, Beowulf and Sense and Sensibility are very different. Firstly, Beowulf is an epicRead MoreSimilarities Of The Story In Beowulf922 Words   |  4 PagesBeowulf was originally an epic poem written by an unknown author that set the tone for future epic literature and created the ideal hero for pieces later to come. But despite its significance, Beowulf has been adapted throughout time and the character and poems image has been changed constantly. One of the best examples showing change to the story is the movie depiction of Beowulf. While there are some similarities that connect the book and story together there are overall more differences that separateRead MoreEssay on Good vs Evil in Beowulf1568 Words   |  7 PagesIn Beowulf, the clash between good and evil is the poems main and most significant focal point. Although the epic poem Beowulf utilizes many characteristics of Christian themes, the violence in the poem relates to paganism. By exploring the characteristi cs of â€Å"good vs. evil† such as Cain, Grendel and Beowulf, this paper will explore the elements of Beowulf in such a light. The Anglo-Saxon poem, Beowulf, was originally told orally then later was written down anonymously in the Old English languageRead MoreSimilarities Between Heroes And Monster In Beowulf743 Words   |  3 Pageshero or monster in a real-world sense might seem absurd, however, looking at people who have risked their lives, or devastated the world proves their existence. Similarities between the heroes and monsters of today and those found in poetry centuries ago exemplifies how they still exist. In the epic poem Beowulf, characters Beowulf and Grendel represent the ideals of a hero and monster. Their qualities of courage and envy parallel with that of some of the most significant people today. De Vigny is wrongRead MoreDevil Incarology And Archetypes In Beowulf1408 Words   |  6 Pagesmonsters in Beowulf. The similarities are more than physical they have many mental and circumstantial similarities as well as archetypal. The Basilisk, one of the creatures from Greek mythology is simil ar to Grendel because they are both archetypes of The Devil Incarnate. The Devil Incarnate is an archetype of a monster or villain that is considered to be related or to be the Devil. Both Grendel and the Basilisks are used as symbols for Satan and are both connected to the bible. Grendel is the descendantRead More Point Of View In Grendel And Beowulf Essay1242 Words   |  5 Pages Contrasting points of view in Grendel and Beowulf significantly alter the reader’s perception of religion, good and evil, and the character Grendel. John Gardner’s book, Grendel, is written in first person. The book translated by Burton Raffel, Beowulf, is written in third person. Good and evil is one of the main conflicts in the poem Beowulf. How is Grendel affected by the concepts of good and evil? Grendel is an alienated individual who just wants to be a part of something. His desire to fit inRead More Analysis Of Grendel And Beowulf Essay1228 Words   |  5 PagesView in Grendel and Beowulfnbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Contrasting points of view in Grendel and Beowulf significantly alter the readeramp;#8217;s perception of religion, good and evil, and the character Grendel. John Gardneramp;#8217;s book, Grendel, is written in first person. The book translated by Burton Raffel, Beowulf, is written in third person. nbsp;nbsp;nbsp;nbsp;nbsp;Good and evil is one of the main conflicts in the poem Beowulf. How is Grendel affectedRead MoreThe Epic Of Beowulf By William Shakespeare953 Words   |  4 PagesBeowulf is one of the most well known pieces of literature in history. Written between 700 and 1000 AD, this poem has captured the minds of scholars, historians, and readers across the globe. However, despite the fact that it has been passed down for numerous centuries, perhaps one of its most fascinating characteristics are the intriguing battles that Beowulf, the protagonist, takes on. Throughout this epic poem, Beowulf takes on many battles, all of which are practically unwinnable. Each battle

Health Care Bargaining And PPACA

Question: GMFC is a multidivisional company with over 50,000 employees. Given its size, it has chosen to self-insure its health care coverage and subcontract administration to Vesuvius Heath Care (VHC), one of the five largest health care insurance companies in the United States. In addition to paying claims, VHC is also the gatekeeper for what procedures are covered by the plan and for negotiating payment levels with major health care providers. Prior to the effective date of various Patient Protection and Affordable Care Act (PPACA) provisions, the GMFC health care plan had a lifetime benefit of $2 million per covered employee or dependent and offered coverage to dependents up through the age of 22 if enrolled in a full-time degree program. The PPACA has required GMFC to change its coverage to accommodate new benefit and age limit requirements, adding some cost to the company for the current plan. Looking forward, GMFC wants to make sure that its coverage includes the essential health benefi ts required by PPACA, but is concerned with the rate of health care cost inflation. Local 384 is looking toward 2018 and is concerned that the company may abandon the plan because it might be vulnerable to the Cadillac tax. GMFC is considering dropping health care coverage and paying the federal penalties instead. This would leave employees in the situation where they would need to purchase insurance from one of the virtual exchanges. If GMFC were to do this, Local 384 would demand a large wage increase to offset the reduction in contributions from the company. In any event, there would be significant labor relations problems associated with a drastic change like this. Assuming that these issues will be major ones in the upcoming negotiations, prepare either a union or a management position on the issue of future health care benefits at GMFC, recognizing that the employer will be decreasingly able to compete if total compensation costs continue to increase and regulatory mandates be come more cumbersome. Be sure your paper follows APA style according to the CSU-Global Guide to Writing and APA Requirements; the paper should be 4-6 pages in length, not including the cover and reference pages. Use three credible sources. The CSU-Global Library is a good place to find these sources. You may not use Wikipedia for any CSU-Global assignment. For this assignment, a credible source is defined as: A scholarly or peer-reviewed journal article A government-based website or publication A trade or industry journal article, publication, or website, including those from trade organizations. Answer: Introduction The employer-employee should share a harmonious relationship with each other for the effective operation of the business entity. There is a need to provide effective HR management to the employees. The human resources department liaison between the the employees and the management. It is important to establish the human resources laws and regulations regarding several parameters such as pay equity, minimum wage, compensation/benefits and others (Ehrenberg Smith, 2016). This case study is regarding the labor relations issues of GMFC. The issue is regarding the decision of discontinuation of the health care coverage and the consequent demand of a significant salary increase. This paper is prepared from a management point of view which outlines the issue of the health care benefits of GMFC in detail. Discussion Issues at GMFC GMFC is a large company with over 50,000 employees. It was handling the employee benefits themselves. The employees were provided lifetime health insurance benefit of 2 million $ per employee. It implemented recently, decided to outsource the health care insurance coverage of the employees to Vesuvius Health Care (VHC). In the new healthcare plan, the company was asked to change the health care benefit plan, which was more expensive for the company. GMFC wants to adopt cost cutting strategies since they are perturbed by the rising costs of the health care expenses. The management is considering discontinuing the health care coverage, which have raised a lot of controversies including a salary hike. The labor union is creating a pressure on management for an increase in the compensation package. Alternatives for GMFC The management of GMFC is correct in its stand as the increasing expenditure and fierce competition is forcing the organizations to reduce their expenditures. The cost cutting measures would allow the company to maintain its competitive position. It also helps in the survival of the firm in the long run. In this scenario, there is a need for high involvement of the human resource department. The human resources team should take active participation in resolving the issues of the labor union. There are three probable actions which can be undertaken by GMFC- Accept the new process- The employer should implement the new strategic structure of the compensation, as proposed by PPACA. The compensation package should be designed keeping in mind the medical insurance alternatives, basic pay, retirement options, house rent allowance, conveyance and others (Fatima Ali, 2016). It would allow the employer to determine the total cost per employee and make comparison with the competitors (Fatima Ali, 2016). It would also allow them to adhere to the benchmarks of the industry. This would also enhance the employee satisfaction levels and there would be a subsequent drop in the attrition rate. Pay the federal penalties- In case, the company decides to cancel the health benefit scheme, they would need to pay federal penalties including the Cadillac Tax (Elliott, 2015). This would mean a reduction of the burden of the employer. The cost savings can be invested for other important purposes. There is a downside of this option too. The company might damage its brand image and company reputation (Elliott, 2015). There may be lowering of the employee morale and a subsequent lowering of the employee productivity. The human resource team may find it difficult to recruit suitable candidates due to the tarnished image of the company. Remodelling of the workforce- The organization can opt for layoffs or hiring temporary employees (Cahuc, Charlot Malherbet, 2016). This would lower their compensation packages and there would be a significant reduction in the health care benefit costs. The recruitment drive should aim for qualified and competent employees only (Cahuc, Charlot Malherbet, 2016). The remaining employees should be motivated so that they can give their optimum performance. Effects of labor unions on compensation and benefits The labor unions possess great powers for creating an impact on the compensation and benefits of the organization. The labor unions possess excellent bargaining capabilities (Bluestone Kochan, 2014). They often demand a compensation package which is above the market standards. They plead for the addition of benefits component in the total compensation package. If they are not eligible for employee health benefit scheme, then they would demand a higher package. They would create constant trouble until their demands are fulfilled by the organization (Bluestone Kochan, 2014). The unions have great impact on the compensation and the professional life of both the unionized as well as the non-unionized workers (Fossum, 2014). The labour unions reduce the inequality of the wages. The unionized labors get more valid health benefits. The labour unions have great impact on the functioning of an organization. The National Labor Relations promote the establishment of labor unions. The employees have the fundamental right to form, organize, join or provide assistance to the labor organizations (Scott Davis, 2015). They are also free to use collective bargaining so that they are protected from the unfair employee practices. The organizations cannot terminate employees randomly during the economic downturn as they would be subjected to the unions bargaining agreement (Bluestone Kochan, 2014). The organizations may need to engage in specific negotiations skills in order to reduce the size of the workforce. Cadillac tax The Cadillac tax is a high cost health benefit plan that is provided by the employers to the employees. It has an excise tax of around 40% on the health care plans (Drake, 2016). This system enciuyrages the companies to spend on the various tax free benefits (Vistnes, 2014). The economic benefits aid the companies to limit their expenditures. The tax distortion would increase the take home package. It is accost control measure in the medical domain in the U.S.A. and came into existence during the health care reforms of the United States of America (Vistnes, 2014). Course of action There are some probable solutions that can be considered under such existing issues- The management should analyze the impact of the PPACA and its revised compensation structure. It should also scrutinize the effect of Cadillac tax on the company (Armstrong Taylor, 2014). It should also be determined if the employees are eligible for any federal tax subsidies in the event that they opt for the exchange process. The voluntary benefits should be measured. A review of the existing and proposed benefit structure should be done. The management must engage in successful employee negotiations (Armstrong Taylor, 2014). It should value the human resources as they are the reason for the success of the firm. There should be an established benchmark model of compensation and benefits, which would give the employees a sense of pride and also acts as a source of inspiration. Conclusion The conflict of labour relations is common in the organizations. There are several issues evident at GMFC which have direct impact on the smooth functioning of the organization. There are three courses of actions that are identified. The organization can select any one of the three possible courses of action. The labor unions affect the decision making activities of the organization. The concept of Cadillac tax is discussed. There are some possible solutions that can be undertaken by the management. The issue of labour relations needs to be addressed by the management on an urgent basis. The rising debate over the continuation or the discontinuation of the health care insurance should be discussed and one consensus should be reached. The organization would continue to suffer until and unless the issue of labor unions is resolved. References Armstrong, M., Taylor, S. (2014).Armstrong's handbook of human resource management practice. Kogan Page Publishers. Bluestone, B., Kochan, T. A. (2014). Toward a new grand bargain: Collaborative approaches to labor-management reform in Massachusetts.Members-only Library. Cahuc, P., Charlot, O., Malherbet, F. (2016). Explaining the spread of temporary jobs and its impact on labor turnover.International Economic Review,57(2), 533-572. Drake, C. (2016, November). The Cadillac Tax: Projections, Policy Alternatives, and Second-Order Effects. In2016 Fall Conference: The Role of Research in Making Government More Effective. Appam. Ehrenberg, R. G., Smith, R. S. (2016).Modern labor economics: Theory and public policy. Routledge. Elliott, B. M. (2015). Unintended National Security Risks Tied to Healthcare Reform and the Cadillac Tax.University of Miami National Security Armed Conflict Law Review,5(2), 226. Fatima, F., Ali, S. (2016). Journal of Socialomics. Fossum, J. A. (2014).Labor relations. Mcgraw Hill Higher Educat. Scott, W. R., Davis, G. F. (2015).Organizations and organizing: Rational, natural and open systems perspectives. Routledge. Vistnes, J. (2014, June). The Cadillac Tax: Targeting. InHealth Healthcare in America: From Economics to Policy. Ashecon.

Stopping by Woods on a Snowy Evening by Robert Frost Essay Example

Stopping by Woods on a Snowy Evening by Robert Frost Paper sound repeated within words where vowel sounds are repeated define assonance sound repeated where identical or similar consonant sounds are repeated at the end or within a line define consonance repetition recurrence of sounds, words, phrases, lines, or stanzas in a speech or piece of writing; increases the feeling of unity in a poem or song, called a refrain imagery language that emphasizes sensory impressions to help the reader of a literary work see, feel, hear, small and taste the scenes described in the work wants to look around why does the speaker stop in the woods? unsure of why theyre stopping why does the horse shake its bells? the village in the poem, what are the woods contrasted with? reminds the readers of his destination why does the poet repeat the last lines of the poem? AABA BBCB CCDC DDDD what is the rhyme scheme of the poem? sound besides sight imagery, what sense do lines 9-12 appeal to? reflective what is the overall tone of the poem? examples of consonance and assonance sounds sweet, he harness, bells gives, whose woods these, he see me, not stopping, woods frozen The poet is in the middle of the woods, enjoying nature and its peacefulness. However, he has something to do in the village and he knows he has to go. Hes not sure if he should stay or go, but he decides to leave. Describe the conflict hes facing. the village where does the owner of the woods live? theres nothing there why would the horse think its odd to stop there? wind and snow blowing what the poet hears besides the horses bells has somewhere to be and promises to keep why does the speaker decide to carry on with the journey? emphasizes how long of a trip he has left what is the effect of repeating the final lines of a poem? and miles to go before I sleep, and miles to go before I sleep. what is repeated? helps readers appreciate the sound of a poem how do assonance and consonance strengthen the poem? helps you visualize the woods how efficiently does the speaker convey his attitude to the woods on the snowy evening? he enjoys watching nature what do these activities tel you about the speakers personality?

Computer Memory - History, Timeline and More

Computer Memory - History, Timeline and More Drum memory, an early form of computer memory, used the drum as a working part,  with data loaded to the drum. The drum was a metal cylinder coated with a recordable ferromagnetic material. The drum also had a row of read-write heads that wrote and then read the recorded data. Magnetic core memory (ferrite-core memory) is another early form of computer memory. Magnetic ceramic rings called cores, stored information using the polarity of a magnetic field. Semiconductor memory is computer memory we are all familiar with, computer memory on an integrated circuit or chip. Referred to as random-access memory or RAM, it allowed data to be accessed randomly, not just in the sequence it was recorded. Dynamic random access memory (DRAM) is the most common kind of random access memory (RAM) for personal computers. The data the DRAM chip holds have to be periodically refreshed. Static random access memory or SRAM doesnt need to be refreshed. Timeline of Computer Memory 1834 - Charles Babbage begins to build his Analytical Engine, a precursor to the computer. It uses read-only memory in the form of punch cards. 1932 - Gustav Tauschek invents drum memory in Austria. 1936 - Konrad Zuse applies for a patent for his mechanical memory to be used on his computer. This computer memory is based on sliding metal parts. 1939 - Helmut Schreyer invents a prototype memory using neon lamps. 1942 - The Atanasoff-Berry Computer has 60 50-bit words of memory in the form of capacitors mounted on two revolving drums. For secondary memory, it uses punch cards. 1947 - Frederick Viehe of Los Angeles applies for a patent for an invention that uses magnetic core memory. Magnetic drum memory is independently invented by several people: An Wang invented the magnetic pulse controlling device, the principle upon which magnetic core memory is based.Kenneth Olsen invented vital computer components, best known for Magnetic Core Memory Patent No. 3,161,861 and as being the co-founder of Digital Equipment Corporation.Jay Forrester was a pioneer in early digital computer development and invented random-access, coincident-current magnetic storage. 1949 - Jay Forrester conceives the idea of magnetic core memory as it is to become commonly used, with a grid of wires used to address the cores. The first practical form manifests in 1952-53 and renders obsolete previous types of computer memory. 1950 - Ferranti Ltd. completes the first commercial computer with 256 40-bit words of main memory and 16K words of drum memory. Only eight were sold. 1951 - Jay Forrester files a patent for matrix core memory. 1952 - The EDVAC computer is completed with 1024 44-bit words of ultrasonic memory. A core memory module is added to the ENIAC computer. 1955 - An Wang was issued U.S. patent #2,708,722 with 34 claims for magnetic memory core. 1966 - Hewlett-Packard releases their HP2116A real-time computer with 8K of memory. The newly formed Intel starts to sell a semiconductor chip with 2,000 bits of memory. 1968 - USPTO grants patent 3,387,286 to IBMs Robert Dennard for a one-transistor DRAM cell. DRAM stands for Dynamic RAM (Random Access Memory) or Dynamic Random Access Memory. DRAM will become the standard memory chip for personal computers replacing magnetic core memory. 1969 - Intel begins as chip designers and produces a 1 KB RAM chip, the largest memory chip to date. Intel soon switches to being notable designers of computer microprocessors. 1970 - Intel releases the 1103 chip, the first generally available DRAM memory chip. 1971 - Intel releases the 1101 chip, a 256-bit programmable memory, and the 1701 chip, a 256-byte erasable read-only memory (EROM). 1974 - Intel receives a U.S. patent for a memory system for a multichip digital computer. 1975 - Personal consumer computer Altair released, it uses Intels 8-bit 8080 processor and includes 1 KB of memory. Later in the same year, Bob Marsh manufacturers the first Processor Technologys 4 kB memory boards for the Altair. 1984 - Apple Computers releases the Macintosh personal computer. It is the first computer that came with 128KB of memory. The 1 MB memory chip is developed.

Circles on SAT Math Formulas, Review, and Practice

Circles on SAT Math Formulas, Review, and Practice SAT / ACT Prep Online Guides and Tips Though triangles are far and away the most common geometric shape on the SAT, make sure not to underestimate the importance of circles. You will generally come across 2-3 questions on circles on any given SAT, so it’s definitely in your best interest to understand the ins and out of how they work. And this guide is here to show you the way. This will be your complete guide to SAT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult SAT circle questions you may see on test day. What Are Circles? A circle is a two dimensional shape that is formed from the infinite number of points equidistant (the same distance) from a single point. This single point becomes the center of the circle. This means that any and all straight lines drawn from the circle’s center will exactly hit the edge of the circle, so long as all the lines are of equal length. Degrees Though you can measure a circle in both degrees and radians, you will only ever have to use degrees on the SAT. Because of this, we will only be talking about degree measures in this guide. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees. This is why a straight line always measures 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So a fifth of a circle is $360(1/5) = 72$ degrees, and an eighth of a circle is $360(1/8) = 45$ degrees, etc. Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. In formulas, the circumference is represented as $c$. Diameter A diameter is any straight line drawn through the center of the circle that connects two opposite points on the circumference. In formulas, the diameter is represented as $d$. Radius The radius of a circle is a straight line drawn from the center of the circle to any point on the circumference. It is always half the diameter. In formulas, the radius is represented as $r$. Tangency Circles are described as â€Å"tangent† with one another when they touch at exactly one point on each circumference. A group of circles, all tangent to one another. Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to SAT ratios.) Let's say we have a circle with a particular diameter (any diameter). Now let's multiply this same circle a few times and line them all up in a row. This gives us our same diameter 4 times in a line. Now, let us assign a starting point somewhere on the circumference of the circle and then "unpeel" the circumference from our circle. Once you remove the circumference and lay it flat, you can see that the circumference is a little more than 3 full lengths of the circle's width/diameter (specifically, 3.14159 times). The circumference of the circle will always the 3.14159 (Ï€) times the diameter.So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. We can measure all the distance ever traveled(with wheels) in increments of pi. Circle Formulas You will always be given a box of formulas on each SAT math section. This means it is not crucial for you to memorize circle formulas, but we still recommend that you do so if possible. Why? To help both your time management and problem solving ability. The box of formulas you'll be given on every SAT math section. In terms of time management, memorizing your formulas will save you time from flipping back and forth between formula box and question. And, on a timed standardized test like the SAT, every second counts. It is also in your best interest to memorize your formulas simply for ease, practice, and familiarity. The more comfortable you get in knowing how circles work, the more quickly and easily you’ll be able to solve your problems. So let’s look at your formulas. Circumference $$c = Ï€d$$ $$c = 2Ï€r$$ There are technically two formulas to find the circumference of a circle, but they mean exactly the same thing. (Why? Because any diameter will always be equal to twice the circle’s radius). Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with these formulas. Here, we have two half circles and the sum of two radii, $RS = 12$. We can either assign different values for the radius of circle R and the radius of circle S such that their sum is 12, or we can just mentally mash the two circles together and imagine that RS is actually the diameter of one circle. Let’s look at both methods. Method 1 Since we know that $RS = 12$, let us say that circle R has a radius of 4 and circle S has a radius of 8. (Why those numbers? Because all that matters is that the radii add up to equal 12. We could have picked 6 and 6, 10 and 2, 3 and 9, etc., so long as their sum was 12.) So the circumference of circle R would be: $c = 2Ï€r$ $c = 2Ï€4$ $c = 8Ï€$ But, since we only have half a circle, we must divide that number in half. ${8Ï€}/2 = 4Ï€$ $c = 4Ï€$ Now, we can do the same for circle S. But we can also see that it is a semi-circle. So instead of taking our circumference of $2Ï€r$ for the whole circumference, let us just take the circumference of half ($Ï€r$) and so save ourselves the trouble of all the steps we used for circle R. ${1/2}c = Ï€r$ ${1/2}c = 8Ï€$ So now let us add our circumferences. $4Ï€ + 8Ï€ = 12Ï€$ So our final answer is C, $12Ï€$ Method 2 On the other hand, we could simply imagine that line RS is the diameter of a complete circle. (Why are we allowed to do this? Because we have the sum of two radii and two half circles, so combined, they would become one circle.) If RS is a diameter of a circle whose complete circumference we must find, let us use our circumference formula. $c = Ï€d$ or $c = 2Ï€r$ $c = 12Ï€$ Again, our answer is C, $12Ï€$. Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? A circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) A circle splitting into a series of triangles. So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ Arcs $$c \arc = Ï€d({\arc \degree}/360 °)$$ $$a \arc \sector = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). This question gives us a lot of information, so let’s go through it piece by piece. First of all, we are trying to find the length of an arc circumference, which means that we need two pieces of informationthe arc degree measure and the radius (or the diameter). Well, we have the degree measure, so we’re halfway there, but now we need the radius (or diameter) of the smaller circle. We are told that it is half the radius of the larger circle, so we must find the radius of the larger circle first. All that we are told about the larger circle is that it has a circumference of 36. Luckily, we can find its radius from its circumference. $c = 2Ï€r$ $36 = 2Ï€r$ $18 = Ï€r$ $18/Ï€ = r$ [Note: though it is unusual, this problem gives us our radius in pi units, rather than giving our circumference(s) in pi units. As we said, this is perfectly acceptable, though uncommon.] If the circumference of the larger circle is 36, then its diameter equals $36/Ï€$, which means that its radius equals $18/Ï€$. Because we know that the smaller circle has a radius that is half the length of the radius of the larger circle, we know that the radius of the smaller circle is: $({18/Ï€})/2 = 9/Ï€$ So the radius of our smaller circle is $9/Ï€$. This means we can finally find the arc measure of the smaller circle’s circumference, by using the radius of the circle and the interior degree measure. $c_\arc = 2Ï€r({\arc \degree}/360)$ $c_\arc = 2Ï€({9/Ï€})(80/360)$ $c_\arc = 4$ So our final answer is D, 4. The relationship between circles and pi is constant and unbreakable. Typical Circle Questions on the SAT Circle problems on the SAT will almost always involve a diagram. With very rare exceptions, you will be given a picture from which to work. But we will discuss both diagram and word problems here on the chance that you will get multiple types of circle problems on your test. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center of the circle to the circumference are radii, and are therefore equal. This will often play a vital part to solving the whole problem. Here is a perfect example of when the radius makes all the difference in a problem. We are told that lines AB and AO are equal. Based on our knowledge of circles, we also know that AO and BO are equal. Why? Because they are both radii, and the radii of a circle are always equal. This means that AB = AO = BO, which means that the triangle is equilateral. Equilateral triangles have all equal sides and all equal angles, so the measure of all its interior angles are 60 °. (For more on equilateral triangles, check out our guide to SAT triangles) So angle measure ABO = 60 degrees. Our final answer is D. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. Generally, the reason why you will not be given a diagram on a circle question is because you are tasked with visualizing different types of circle types or scenarios. On rare occasions, you may get a word problem on circles because the question describes an inequality, which is difficult to show in a diagram. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order and/or see if you can make multiple types of shapes and scenarios, as with this question: Here, we are being asked to visualize several potential different shapes and outcomes of this circle, which is why this problem is presented to us as a word problem. Because there are many different ways to draw out this scenario, let us look to the answer choices and either eliminate them or accept them as we go along. Option I considers the possibility that M could be the center of the circle if lines XM and YM are equal and X and Y both lie somewhere on the circumference of the circle. We know this must be true because M being the center point of the circle would make lines XM and YM radii of the circle, which would mean that they were equal. So option I is true and we can therefore eliminate answer choices B and D. Now let’s look at option II. Option II presents us with the possibility that point M lies somewhere on the arc of XY. Well, if point M rested exactly halfway between X and Y, then straight lines drawn from X to M and Y to M would certainly be equal. So option II is also correct. Finally, let’s look at option III. Option III presents us with the possibility that M lies somewhere on the outside of the circle. So long as M lies at a distance halfway between X and Y, this scenario would still work. So option III is also correct. This means that all of our options (I, II, and III) are possible. Our final answer is E. Now let's talk circle tips and tricks. How to Solve a Circle Problem Now that you know your formulas, let’s walk through the SAT math tips and strategies for solving any circle problem that comes your way. #1: Remember your formulas and/or know where to look for them As we mentioned earlier, it is always best to remember your formulas when you can. But if you don’t feel comfortable memorizing formulas or you fear you will mix them up, don’t hesitate to look to your formula boxthat is exactly why it is there. Just be sure to look over the formula box before test day so that you know exactly what is on it, where to find it, and how you can use that information. (For more on the formulas you are given on the test, check out our guide to SAT math formulas.) #2: Draw, draw, draw If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And when you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! Test Your Knowledge Now let's put your newfound circle knowledge to the test on some real SAT math problems. 1) 2) 3) Answers: C, D, C Answer Explanations: 1) This question involves a dash of creativity and is a perfect example of a time when you can and should draw on your given diagrams (had you been presented this on paper, that is). We know that the inscribed figure is a square, which means that all of its sides are equal (for more on squares, check out our guide to SAT polygons). Therefore, if you draw a line connecting points R and T, you will have a perfect semi-circle, or 180 °. Now, the arc we are looking for spans exactly half of that semi-circle. This means that the arc degree measure of ST is: $180/2 = 90$ degrees. So our final answer C. 2) Now, before we even begin, read the question carefully. The question wants us to find the perimeter of the shaded region. If you were going too quickly through the test, you may have been tempted to find the area of the shaded region instead, which would have gotten you a completely different answer. Because we are trying to find the perimeter of circular figures, we must use our formula for circumferences. Let us start with the two circles in the middle. We know that each circle has a radius of 3 and that our shaded perimeter spans exactly half of each circle. So the circumference for each small circle is: ${1/2}c = Ï€r$ $c = 3Ï€$ And there are two small circles, so we must double this number: $3Ï€ * 2 = 6Ï€$ So the interior perimeter is $6Ï€$. Now, let’s find the outer perimeter, which is the circumference for half the larger circle. If the radius of each of the small circles is 3, then that means the diameter of each small circle is: $3 * 2 = 6$ And the diameter of each small circle is the same as the radius of the larger circle. This means that the full circumference of the larger circle is: $c = 2Ï€r$ $c = 2Ï€6$ $c = 12Ï€$ But we know that our perimeter only spans half the outer circumference, so we must divide this number in half. ${12Ï€}/2 = 6Ï€$ Our outer perimeter equals $6Ï€$ and our inner perimeter equals $6Ï€$. To get the full perimeter, we must add them together. $6Ï€ + 6Ï€ = 12Ï€$ Our final answer is D, $12Ï€$. 3) Here, we are beginning with the understanding that the circle has an area of $25Ï€$. We are tasked with finding the perimeter of one of the wedges, which requires us to know the radius length of the circle. This means we must work backwards from the circle’s area in order to find its radius. Well the formula for the area of a circle is: $a = Ï€r^2$ Our area equals 25, so: $√25 = 5$ Our radius measurement equals 5. Now, we must find the arc measurement of each wedge. To do so, let us find the full circumference measurement and divide by the number of wedges (in this case, 8). $c = 2Ï€r$ $c = 2Ï€5$ $c = 10Ï€$ The full circumference is $10Ï€$ which, divided by 8, is: ${10Ï€}/8 = {5/4}Ï€$ Now, let us add that arc measurement to twice the radius value of the circle in order to get the full perimeter of one of the wedges. $5 + 5 + {5/4}Ï€$ $10 + {5/4}Ï€$ So our final answer is C. Now for the best kind of pi(e)you earned it! The Take-Aways Almost always, the most useful part of any circle will be the radius. Once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of SAT circle problems. If you understand how radii work, and know your way around both a circle’s area and its circumference, then you will be well prepared for most any circle problem the SAT can dream up. Know that the SAT will present you with problems in strange ways, so remember your tricks and strategies for circle problems. Be careful with your work, keep a clear head, and you’ll do just fine. What’s Next? You've triumphed over circles (huzzah!). So now what? Well we've got guides aplenty on any SAT math topic you want to brush up on. Feel iffy on your lines and angles? How about probability? Integers? Check out our SAT math tab on the blog for any SAT math topic questions you might have. Don't know where to start? First, make sure you understand how the test is scored and what makes a "good" score or a "bad" score, so that you can figure out how you currently stack up. Want to get a 600 on the SAT math? How about a perfect 800? Check out our articles on how to bring your scores up to a 600 and even how to get a perfect score on the SAT math, written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Comparison of Charter and Choice schools Essay Example | Topics and Well Written Essays - 1250 words

Comparison of Charter and Choice schools - Essay Example The parents will get chance for choosing the best educational program for their child. These are basically the public school which offer inter - district school choice program to the public. Charter school does not receive any kind of funding for their facilities. It cannot access those funds which are available under public school construction program in New Jersey. These schools are funded by tax payer dollars. These are free like any other public school in New Jersey. Most of charter schools in New Jersey are less than five years old and smaller in size than the other public school or choice school. These schools are running by getting help from the large and small companies in the country, community group, parents of the student, teachers etc. As these are non profit entity so they can serve educational facilities to limited number of students (Rofes and Stulberg, 2012). Choice school can get the opportunity to access fund which are available under public school construction program in New Jersey. These schools also get several options for funding activities. The state government is playing a crucial role in the funding activities for such kind of schools. This scho ol can also raise fund from the parents of the students. Various scholarship funds also help in this case. A charter school can be created through a proper, accurate and successful application which needs to submit to the New Jersey DOE. The proposal for opening a new school can be given to them or convert an existing public school to a charter school also can also take place. A public school will become chartered school only if the 51 % teaching staffs who are working in that school want this conversion and 51 % guardians or parents of the student want for the same. This conversion or starting a new school can be possible as per the guidelines of the New Jersey Charter School Program Act, 1995. The

Coalitions in Europe Essay Example | Topics and Well Written Essays - 1500 words

Coalitions in Europe - Essay Example Discussing the history of coalitions, it is important to look through and analyze all the pros and cons of this approach. Analyzing the examples of two countries, the given paper will prove that coalition is not the best form of government for all the European states. Considering the importance of coalitions in Europe, it is essential to discuss the experience of England. Twice in its history England had to make difficult choice related to the formation of coalition government. The first time was after the World War II and the second in 2010, when David Cameron was the Prime Minister of the UK. Speaking about the after war period, it is essential to mention that human factor played a very important role, when the consequences of war such as great panic were considered. Introducing changes into the governmental system seemed the only correct and appropriate decision. According to David Cameron, the economic setback was the reason or motive force for this decision. No one can state for sure that this method or change could be beneficial for country in general. However, â€Å"the coalition could, and should, embark on new reforms, chipping away at the green belts that constrain development around big cities, for example. But its main task is to see through the revolution that it started in 2010. The programme is hugely ambitious, especially given the lack of money available. It is also broadly right—and some reforms that are not right, such as the elected police commissioners, cannot now be reversed. Even health reform can be rescued. Finishing the job would be good for Britain† (Britain’s coalition government. Divided they fall) Zakocs and Edwards state that in case when single party does not gain the majority during the elections, the variant with creating a different parties coalition and as a result provide the parliamentary support is the best one. Coalition is the most typical form of governments in Europe. This tendency is pretty unders tandable as all the political powers tend to fight for every seat in the parliament and by the means of coalition they obtain the possibility to get most of them. Ireland, Italy and Germany have the coalition government. The main dispute that arises is what is more favorable for country and what type is the most suitable. â€Å"Quite generally, a priori indices of voting power aim to illustrate the influence of actors deriving from weighted voting schemes. In their more traditional forms, they do not attempt – as this sometimes appears to be assumed – to provide a measure for the â€Å"effective power† of actors in a specific policy situation and policy domain. This latter aim can generally better be pursued by approaches related to the spatial theory of voting, assuming specific constellations in the distribution of preferences among actors and institutions† (Bilal & Hosli, 1999). Analyzing England as an example it is possible to make a conclusion that i n difficult times the tendency to create coalitions appeared in order to overcome these difficulties. Certainly, there are explanations for such behavior or pattern. One of them is wish or necessity to work or better to say to interact with one another, like one team. According to Marie Hojnacki, â€Å"This [strategic engagement in coalitions] is especially true today because the growth in the number and diversity of organized interests in national politics has made it more difficult for any one group to dominate the decisions made within a particular policy area. To be effective, rational group leaders must choose strategies that enhance their chances for advocacy success.†

Discuss the role of demand Essay Example for Free

Discuss the role of demand Essay In this paper we discuss the role of demand and supply in determining equilibrium price and quantity in the market, in a free market the demand and supply determine the equilibrium price and demand, in this case we consider 2,500 apartments which are to be leased out at a rate of 1,100 per month. If we assume that this is the equilibrium price and quantity in the market we can derive our demand and supply curve to determine the various factors that will affect the equilibrium price and quantity. From the above diagram the intersection of the demand curve and supply curve give us the equilibrium quantity and the equilibrium price, if the price was to rise then the demand for the apartments would decline, if the price was to decline then demand would be high for these apartments. The adjustment of the free market is automatic because when the supply rises then prices decrease, when prices decrease then the demand increases forcing the prices to rise, therefore in the long run the free market is at equilibrium, the factors that affect this equilibrium therefore include demand, supply, prices and charges by other competitors. Change in demand: When demand increases there will be an increase in the level of prices, this is caused by the fact that as the demand increase then the demand curve shifts to the right as shown below, when the demand increases then the prices increase, when prices increase then more apartment builders will be encouraged to increase supply of apartments resulting into increased supply, increased supply will shift the supply curve to the left leading to a decline in prices, therefore in the long run the curves will adjust into a new equilibrium, this is shown in the diagram below: When the demand for houses increase then the demand curve shifts from demand curve 1 to demand curve 2, this increases the prices, as the price increase investors are encouraged to invest more and provide more apartments, this results into increasing supply, when supply increases due to the increased prices the supply curve shifts downwards from supply curve 1 to supply curve 2, the new equilibrium now is where demand curve 2 intersects with supply curve two. Our new equilibrium is at a lower price yet a higher quantity. This clearly shows how the market shifts as a result of change in the demand for apartments. Changes in supply and demand: Changes in the supply is caused by the price, when the price rise then the supply level increases, when the price declines then the supply level declines. On the other hand the demand is also affected by prices, when prices decline then the higher the demand and when the price rise then the lower is the demand. Shifts in the demand and supply curve will affect decision making, this is because as economists we will aim at producing at the most optimal position, the optimal point will be determined by the maount of revenue derived from the apartments, the higher the price the higher the revenue per aprtmetn yet the lower the revenue the lower the revenue per apartment, however total revene will be calculated by multiplying the demand with price. Four points emphasized: When demand increases prices will rise, When the prices rise then the higher the supply, The higher the supply the lower the price and The lower the price the higher the demand Application: This concept of demand and supply can be used to determine the result of an increase in the price of product or even a reduction in the price, however our above analysis is that of a normal good, therefore in the workplace we can determine what wll happen to the demand and revenue after an increase or decline in prices. Elasticity of demand: Price elasticity of demand is the responsiveness of demand to a change in prices, the hgher the price elasticity then the hgiehr the demand wil respoind to a change in prices, however the lower the price elasticity then the lower is the responsiveness to a change in price. Results: From the above discussion we have summarized the law odf demand and supply for a normal good, it is evident that for a normal good when demand increases prices will rise, when the prices rise then the higher the supply, the higher the supply the lower the price and finally the lower the price the higher the demand. References: Brian Snow (1997) Macroeconomics: Introduction to Macroeconomics, Rout ledge publishers, London Philip Hardwick (2004) Introduction to Modern Economics, Pearson Press, New York Stratton (1999) Economics: A New Introduction, McGraw Hill Publishers, New York

Comparing Digging and Follower by Seamus Heaney Essay -- Seamus Heaney

Examine two poems, Digging and Follower by Seamus Heaney and then compare the poems, explaining both their differences and similarities. The first poem I am going to examine is "digging" by Seamus Heaney. I will first comment on the title of the poem. "Digging" has both a metaphorical and literal meaning to it. The literal meaning is that his father and his grandfather are farmers. The poem talks about the men "Digging" and working, so this explains the literal meaning of the poem. The metaphorical meaning is that Seamus Heaney is "Digging" into his past and back round, which is farming. So, the title is rather effective. Now I will examine the rest of the poem. Firstly, I will look at, and comment on, the first stanza. In this verse, Seamus Heaney is not doing anything. It seems as if he is waiting for inspiration. In the second line, there is a strange simile; "The squat pen rests; snug as a gun". This is strange because "snug" is a comfortable word which suggests he is comfortable with his writing, but gun is a powerful and dangerous word. This could mean that his pen could be powerful (and it is; it ends up being his career). The word "squat" makes it seem as if he is eager to write and as if the pen is poised; ready to spring. The word "rests" then reinforces the belief that he is comfortable with his writing. Secondly, I will study the second stanza. Onomatopoeia is used at the end of the first line. "A clean rasping sound" is said. This is also aural imagery. The word "digging" is repeated at the end of this stanza with the literal meaning. I will now look at the third stanza. Seamus Heaney is now thinking back 20 years. I can tell this as it says "comes up twenty years away". He is thinki... ...he poem. The poem is about how great his father is, and then ends bluntly; by saying Heaney is a nuisance. I found it unexpected. I think that it may mean that his back round wont go away and he feeds his writing by his past. It could also mean that his father is now old and feeble. Whichever this may be, it is a very ironic ending. The pessimistic ending is much unlike that of "Digging", which ended optimistically. I found this poem hard to understand at first, but then I looked between the lines, and, like "Digging", I found it really interesting and deep/meaningful. I rather digging though, I found it a more interesting and optimistic poem. Though, I did really like the last stanza of "Follower"; I found it very effective. But I also did with "Digging". Overall, I enjoyed both poems thoroughly and would like to look at more of Seamus Heaney's work.

African Traditional Education Essay

TRENDS IN EARLY CHILDHOOD AND PRIMARY SCHOOL EDUCATION IN THE WORLD, AFRICA AND PARTICULARLY IN KENYA Course description History of Early childhood and primary school education from the ancient Greco-Roman times to the present times. The Renaissance period in Europe; The Industrial period in Europe; The Education in Traditional African set up; The History of Early childhood in colonial time. Childhood and Primary School Education in Independent Kenya Early Childhood Education in Old Greece. Generally, education and schooling can be traced to about 500 BC in old Greece. Old Greece as the pioneer of civilization had many city states. But prominent amongst these were Athens and Sparta. History reveals that early training of the Spartan Child was not only done at home with the mother of the child as teacher, but infant education was a state concern. This is in the sense that at infancy, the child was carefully examined by local elders to see if his physical and psychological posture would suit the aim of this predominantly militaristic state. Where the child was found physically weak he was immediately got rid of. The implication is that among the Spartans, only healthy children were raised to become citizens. The Athenians may not have paid particular attention to early childhood education in the beginning, but history tells us that with the coming of Athenian Philosophers like Plato and Aristotle, recognition was given to the need for early childhood education from birth till about age seven. This period, (birth to 7years) in their view should actually be devoted as the first stage of â€Å"proper† elementary schooling. Early Childhood Education in Old Roman Empire. The Old Roman Empire came into being shortly after the collapse of Old Greece. Having conquered Greece, the Romans adopted the Greek system of education. Before then, education for the Roman child was mostly a home affair. Right from birth, the father of the newborn child actually determined his survival. – The newborn child was laid at his father’s feet. If the father lifted him that meant that he acknowledged and accepted responsibility for him. But if the father turned away, the reverse was a death penalty for the child. This also meant that before the influence of the Greeks, the Romans never had a set standard on formal schooling for the young child. Their idea of preschool education was learning the father’s trade. The mother on the other hand took care of the child’s moral training. The influence of Greek education brought about a new experience in the Roman ideal for education. This new Graeco-Roman educational system introduced the Ludus or elementary education amongst other stages of learning. The Ludus was the first stage of learning which took care of preschool education all through to elementary school. Specifically the Ludus preschool curriculum content had Reading, Writing and Arithmetic, using the play method. Generally in the matter of early childhood education in the old Roman Empire, one cannot  underestimate the contributions of Quintilian. He was an education theorist of Roman parentage. He took cognisance of the child as a learner who needed the right type of education. Quintilian has so much concern for the child, and parental responsibility towards his normal and effective growth. He advocated early childhood education contrary to the Roman entry school age of seven years. His emphasis on early childhood education centres on the argument that the elements of learning solely depends on memory. This also exists in young children, especially in their formative years of between zero to seven years. Generally Quintilian’s contribution to early childhood educational theory and practice was quite significant to educational development in the old Roman Empire. Early Childhood Education in the Renaissance Period. AD 1300-1600 Unlike the Middle Ages, the Renaissance period witnessed the birth of new ideas and knowledge of ancient Greek learning. A historical analysis of this period reveals that there were some notable scholars who contributed immensely to educational world view. Such scholars include Vittorrino da Feltre (1378 – 1446), Desdirus Erasmus, (1446 – 1536), Juan Luis Vives (1495 – 1553). All of them worked on a theory of early childhood education. Vittorrino da Feltre developed his idea of early childhood education along the line of Quintilian. He named his school for preschoolers, â€Å"The House of Joy†. In Erasmus’ theory and Practice of education, he recommended that education should begin with the first stage or pre-school stage. His belief for such recommendation is that at this early stage of learning, the child’s mind can easily acquire the seeds of piety which will make him accustomed to the rudiments of good behaviour. He also suggested that at this young age, subjects would be better learnt through games and stories. Erasmus also stressed the need for mothers to participate fully in the early education of the child, while fathers taught moral and scriptural instructions. Generally Erasmus’ emphasis on infant education suggested the right training and method of Instruction. Also in the generation of Erasmus was Juan Luis Vives. His contribution to the development of early childhood education in this age centred on helping the child imbibe goodness and right knowledge beginning at infancy. He also recommended that teaching at the early childhood stage could firstly be done in the child’s mother-tongue. Above all, learning should come through play and practical activities. The industrial period in Europe The rapid expansion in the overall population of Europe during the Industrial Revolution was matched by increases in the proportion of people who lived in towns and cities, and in the proportion of the population who were children. This dramatic social, political and economic transformation served to reveal the utter inadequacy of England’s educational provision. A number of reports highlighted the deficiencies and called for more and better schools. To fill the gaps, and to provide for England’s newly-industrialised society various types of school began to be established to offer some basic education to the masses. One such school is the infant school Infant schools They admitted two to six year olds and cared for them while their parents were at work in the local cotton mills. The instruction of children under six was to consist of ‘whatever might be supposed useful that they could understand, and much attention was devoted to singing, dancing , and playing’. Infant schools were thus at first partly ‘minding schools’ for young children in industrial areas; but they also sought to promote the children’s physical well-being and to offer opportunities for their moral and social training and to provide some elementary instruction in the 3Rs,(reading, writing and ‘rithmetic) so that the children could make more rapid progress when they entered the monitorial school. This system of infant education left its mark for many years on the curriculum and buildings of elementary schools (for children above age six). The Education in Traditional African setup African indigenous education can generally be defined as the form of learning in Africa traditional societies in which knowledge, skills, and attitudes of the tribe, were passed from elders to children, by means of oral instructions and practical activities. In traditional African society, education was quite functional and aimed at training the child to acquire knowledge and skills and internalize the customs and norms of the people. The African child is born into a family or society where he looks up to his ancestors and elders for support. The younger children look up to the older siblings as characters to emulate. Thus the traditional family with their communal living provided an anchorage for the younger ones in all aspects of their training. In this society, the extended family system, no matter how distant, was seen as a member of the immediate home, and played a role in the upbringing of the child. But today, with modernisation and increasing economic problems, it is becoming difficult to look beyond the immediate family. Essentially at a very early age, once the child was weaned, he was taught to accept some moral responsibilities. The traditional agencies of socialisation include the family, kin-group, social group and age groups. Even though today these agencies are still crucial to the early education of the child, they are quite modified with lesser roles. In other words, the cohesiveness of traditional African society is today weakened with the emphasis on child individualism as advocated by Rousseau and other child-centred pragmatists. Basically though, the African child in the traditional setting just like the kindergarten school child in modern society was taught in the most practical way. He was made to learn from older people, especially from his mother. He learnt through initiation, recitation and demonstration. He participated in recreational exercises like dancing and singing, wrestling, drumming and other physical displays that suited his age. He was also taught elementary practical skills. Finally, he imbibed intellectual training from story – telling, stories from local history of his people, poetry, proverbs and riddles. The learning experiences were made orally and the knowledge was stored in the heads of elders. The instructors were carefully selected from the family or clan. Their task was to impart knowledge, skills and attitudes to the young, informally at the didactic and practical levels. at the didactic level the teaching process took the form of the stories, legends, riddles, and songs; while at the practical level individuals enacted what they had learnt didactically, by imitating and watching what their elders performed. The child was also taught through play, the names of plants, animals, birds and the local geography of his area. DEVELOPMENT OF EARLY CHILDHOOD EDUCATION IN KENYA During colonial time The first recorded school for young children in Kenya was founded at Rabai (a coastal province) in 1886 by the Church Missionary Societies. The first early care centers can be traced to the 1940s, when British colonists established centers to serve both European and Asian children. During the same period, the colonial government established early childhood care centers for Kenyan children living on the tea, coffee, and sugar plantations. These centers were set up in response to Mau Mau uprisings and struggles for independence. The centers were nonacademic child care settings and only provided custodial care, a situation that persisted until the early 1970s Kenya’s system of early childhood care and education reflected a separate and stratified society, with Europeans receiving educational resources superior to that received by people from Asian and Arab cultures; Africans came last. The colonial government argued that the different races needed the kind of education that was deemed â€Å"appropriate† for their respective positions in colonial life. According to Rodney (1981), this colonial schooling approach was akin to â€Å"education for underdevelopment. † In 1954, UNICEF started supporting early childhood development and education in Kenya. Its focus was support for the health of mother and child. In later years, UNICEF expanded beyond the goals of child survival to include development and education. Post independence Kenya President Jomo Kenyatta’s call for a national philosophy of Harambee, which means â€Å"Let’s pull together. † saw mobilization of communal labor groups in order to achieve certain education and socioeconomic goals. Early care and education of children was considered to be a community concern necessitating collaboration. Communities raised money to purchase land and other materials to build schools. The labor was provided free of charge by community members. The parents and especially the mothers organized themselves into groups to build and manage the centres. The centres were small, simple in structure and catered for children from the village. Some of them were maintained within regular school buildingswhile others were placed in individual homes, makeshift sheds, or even outdoors, under trees. One of the mothers was chosen as the â€Å"teacher† and children were brought to the centre while the other mothers went to work. The activities were mainly games, songs and dances and a few ABC related activities. By 1970, the increasing participation of Kenyan women in the labor force, the growing number of female-headed households and changing family structures and child-rearing practices created new demands for external support. The community alone could no longer be the primary provider of nutrition, health care, and education for preschool children. Consequently, the government encouraged the formation of partnerships as a way to coordinate resources and share costs of early childhood care and education. The Ministry of Education became involved in overall administration, policy-making, provision of grants for training, and professional guidance of preschool education. Collaborative Partnerships In the 1970s, the government entered into partnerships with communities and other institutions engaged in the provision of preschool education in Kenya. These partnerships involved nongovernmental organizations (NGOs), parastatal bodies, religious organizations, the Bernard van Leer Foundation, The Aga Khan Foundation, and UNICEF In 1972, a 10-year Preschool Education Project was undertaken at the Kenya Institute of Education by the Ministry of Education and the Bernard van Leer Foundation. The main objective of the research project was to improve the quality of preschool education through three key areas: 1) development of training models for ECCE personnel; 2) development of a quality curriculum; and 3) development of support materials for use by children, teachers, and trainers. –In 1976 pre-school education was established in the Kenya Institute of Education (KIE) to coordinate preschool programme. -October 1982 the Ministry of Basic Education and the Bernard Van Leer Foundation held a national seminar on preschool education in Malindi with the aim of reviewing the progress achieved during the preschool project’s first decade and making recommendations for the rapid development of preschool education in Kenya. Outcomes of the Malindi Seminar -(i) A preschool section was established in the Ministry of Education. (ii) Clear policies were formulated to guide preschool education in Kenya. (iii) In 1984, the Ministry of Education established the National Center for Early Childhood Education (NACECE), a national endeavor aimed at harmonizing the growth, evaluation, and oversight of early childhood education. (iv) In 1985 a network of sub-centers was established at the district level. These centers were called District Centers for Early Childhood Education (DICECE) Milestones of ECE in 1990s 1990 symposium in Mombasa -Kenyatta University and KIE funded by Bernard Van Leer foundation developed content components and regulations for the Bachelor of Education (ECE) . The prrogramme did not take off at this time . The centre for Early Childhood Education was established at Kenyatta University in 1995. –Increased funding by the government and the world bank of the early childhood development project. -In 1997 the Kenya government procured a credit from the world bank to support ECDE programmes in the centres. The project was implemented between 1997 and 2002. Its main objectives were to: (i) Increase access of ECDE services (ii) Improve child health and nutrition status (iii) Improve quality of personnel and reduce dropout and repetition rates at lower primary school –Alternative and complementary approaches launched by UNICEF. -The government through the sessional paper no. 1 of 2005 recommended the development of comprehensive ECDE policy framework and service standard guideline. The policy and the service standard guidelines were launched in 2007. ***************************************************************************** Access and participation in education at the ECDE level in Kenya are still low with a Net Enrolment rate (NER) of 42% in 2009 and 50% in 2010. This means that 58% and 50% 0f school age-going pupils were not in school in 2009 and2010 respectively. The lowest values in enrolment were observed in North Eastern province 5%. Low access levels in the country can be explained by the fact that ECDE was not compulsory in spite of being critical in laying the foundation for performance in the subsequent levels of education. Currently the following sponsors and agencies offer preschool education services in Kenya (i) Parents/committees/ local community : they are responsible for putting up buildings and furniture. (ii) church Organizations. Nursery schools are built on church compounds or use church buildings as classrooms during the week. Some churches employ teachers and some assist with a feeding programme. (iii) Firms, estates and corporations. Some have established preschools for their employees children. They also employ the teachers and provide the equipment. (iv) Voluntary organizations. (Lions Club, Red, Child Welfare Society). They have initiated the construction and running of preschools. (v) Women’s organizations such as Kanu Maendeleo ya Wanawake,YMCA,Women’s Guild which run some institutions for young children (vi) private communities/individuals (vii) Local government. Functions of NACECE * Training of personnel for ECE . * Development and dissemination of the curriculum for ECE programmes. * Identifying, designing, undertaking and coordinating research in ECE. * Offering services and facilitating interaction between agencies and sponsors. * Coordinating and liaising with external partners and also informing the public on the needs and developments of the ECE programme. The functions of the DICECE * Training of the pre-school teachers and other personnel at the district level. * Supervision and inspection of pre-school programme at district level. * Mobilization of local communities in the pre-school programme so as to improve the  care, health, nutrition and education of young children. * Development of pre-school curriculum. * Participation in the evaluation of pre-school programmes and carrying out basic research on the status of pre-school children in and out of school. Challenges facing Early Childhood Development Education Programmes in Kenya ?Mushrooming of ECDE centres. Many ECDE centres continue to be opened by communities And individuals sometimes without proper supervision and regulations. ?Low funding of ECDE programmes by the exchequer in comparison with other levels of education. ?Problems in Access: Household, communities, NGOs and other private providers primarily Provide ECDE, which makes the programme inaccessible to the majority of households due to the high cost of providing the services. ?Policy formulation: Inadequate clear policy to guide ECDE has led to un-coordinated service Provision between government organs, the NGOs, international agencies and the local communities. ?ECDE centers all over the country offer different services and this is made worse by competition for admission to good primary school and also the fact that many private centers are  commercially based and are competing for children. ?Education policy: Kenya has no clear national philosophy of education or a solid national Education policy. The two should be clearly defined and put in place to guide the development of education. ?Widespread poverty and poor economic growth hampering the quality of sustainable ECDE programmes. The government should increase learning facilities and also introduce feeding programmes. ?Lack of awareness: Many communities and parents lack awareness on the importance of ECDE for both girls and boys. The government should sensitize parents and communities on the  importance of ECDE. ? Lack of identification of children with special needs: . The government lacks an institutionalized system for early identification of children with special needs,specially gifted and talented children who cannot fit in the mainstream schools in ECDE centres. This is a critical issue that needs to be addressed as the gifted and talented might end up dropping out of school. ?Inadequate Physical Facilities: Most ECDE programmes have inadequate physical facilities, equipments and materials inadequate ECDE materials owing to the fact that many publishers  decline to undertake publishing of ECDE materials as they lack quick and ready markets ? Lack of schemes of service for ECDE teachers: Low and irregular remuneration of pre-school Teachers thus adversely affecting the morale of pre-schoolteachers. To address this issue the government should develop and implement a scheme of service for ECDE teachers. . At the moment ECDE teachers are employed by community committees and their salaries depend on the local income of parents. ?Poor transition to primary school: Absence of a smooth transition from pre-school to primary. Schools result in high wastage in the form of elevated repetition and dropout rates at the primary education level, especially standard 1,2 and 3. A World Bank sponsored study by Nyamwanya and mwaura (1995)in its focus on transition between pre-school and primary school examined the teaching methods and learning of the two systems of education. The study observed that both teachers and parents of lower primary perceived child readiness from an academic perspective and this influenced the teaching methods and content used in pre-schools to prepare children for primary school. ?Inadequate qualified ECDE teachers Due to high rates of attrition as a result of the poor pay packages many pre-school teachers are untrained and so lack skills to enhance the holistic development and learning of children. ?Lack of supervision: This has also affected the quality of services. Quality Assurance Standard Officers (QUASO) is not adequately equipped to handle inspection and assessment of ECDE services, including issues relating to transition. ?Relevance to curricula: Relevance of ECDE refers to how appropriate a particular ECDE Programme addresses the development needs of pre-school children. Consequently, the area of curriculum in terms of teaching methods and content has raised attention from researchers’ in ECDE. Many pre-schools overemphasize the teaching 3 Rs. This is attributed to parental pressure and interviews for entry to standard one. Many ECDE teachers spend a lot of time preparing children for entry into primary school and cover the academic content of standard one. ?Rising number of orphans: HIV/AIDS pandemic is one of the greatest challenges to mankind. The Education sector is experiences lower Productivity due to absenteeism of ailing teachers. And students, also number of orphans has been in the increase resulting in low enrolment and increase in the dropout rates in ECDE centres. ?Medium of instruction: ECDE centres should use Kiswahili, or local language as the media of instruction, the government should institutionalize and put in place, mechanisms and strategies of making Kiswahili a medium of instruction. Books written in English should be translated to Kiswahili and other local languages. Teachers handling lower ECDE should be in serviced on the use of mother tongue as a medium for instruction. However children in the urban and slum areas learn different languages and hence young children do not learn their first languages adequately. ?Free Primary Education Universal Free Primary Education (FPE) in 2003 did not include ECDE services. Early Childhood Development services continue to be provided on a partnership basis between the parents, the local communities and the government. Free Primary Education affected the co- operation of ECDE parent sin the following ways: (a)Some parents refused to pay fees to ECDE centres (b)Parents refused to contribute toward the building of ECDE. (c)Some parents refused to take their children to ECDE centres hence wait for FPE (d)In some cases, the ECDE classes in public schools were taken by the FPE pupils leaving ECDE children out of class. (e)Some of the ECDE teacher’s lost their jobs while others were underpaid due to the non- payment of fees in the ECDE centres. (f)Many untrained teachers were employed to replace the trained teachers who were demanding more money/higher salaries. (f)The under age children were admitted in lower primary classes affecting enrolment in ECDE centres ? Culture: (a) female genital mutilation, early child marriage, gender bias. (b)Pastoralism ; affects ECDE in that Families might be far apart making the centre to be very far for some children to access. Children are also part of the society and are trained to look after animals at an early age so they also follow animals at the expense of schooling and as a result centres can only be established if there is a teacher who will be able to shift with the families. Early childhood Education There are different names for the various establishments that take care of preschool children * Daycare or play group: for children below the age of three. Working mothers use them as safe places to keep their children. * Creche : for children below three years. This establishment is usually located where the mother is working. * The kindergarten : normally refers to the school for children between three and six years. In Kenya they are found mainly in urban areas. They are privately run and costly. * Nursery schools : Usually for children between three and five years. A majority of these in Kenya are found in rural areas. They are managed by parents committees and some are assisted by local authorities. * Preschool units or reception classes: These are usually attached to and managed by primary schools. They serve children aged five and older who are preparing to enroll in the first primary grade at the same school. A majority of these are found in urban areas. The direct government in early childhood education started soon after independence in 1963. The Ministry of Home Affairs and Ministry of Health were charged with the responsibility of inspecting nursery schools and day care centres to ensure the health and the safety of children. –In 1966 in Kenya The German volunteers Services had assisted the department of community development and social services to train local  personnel to work inndaycare centres. –In 1968 there were 76 supervisors and 290 trained teachers. –Advisory committee on daycare centrwe programme was founded in 1968 under the ministry of housing and social services. This committee contributed to the formulation of the programme objectives and guidelines and made recommendations on instruction at the training and school levels. Tge committee became inactive in 1973. –In 1969 in a seminar to evaluate preschool education in Kenya , it was recommended that (i) There should be a national policy on pre-school education that would encourage self help efforts. (ii) Formulating a working committee to formulate the working principles of the programme and coordinate the efforts of all agencies concerned and to promote expansion of the proogramme by reviewing training programmes and conditions of services of personnel. (iii) The ministry of Cooperatives and Sociial Services was to function as the coordinator of nursery school activities. Central government was to provide nursery centre supervisors at provincial and district levels. –Establishment of major trainng centre to train personnel. There was one major training centre and several smaller units to train personnel at provincial levels. The government wass to contribute to and completely finance the highest category of district trainers and supervisors. The local committees and parent committee were to contribute by paying teaschers salaries and to subsidize their upkeep at the training centres. Theere was also a single certificate awarding body. –The government was to sponsor training. The candidates to be sponsored were to be 18 years old. They were to possess a minimum of certificate of primary education. The course was to be localized to allow the use of local languages. –Attainment of international standard, as pertains the nursery facilities; there were to be 25 children per teacher with the goal of achieving international standards of 15 children per teacher. –Establishment of parents committee. These were to give financial and moral support. They were also to seek advise of District planning committee before setting up nursery schools. 1970-1979 N. B 1969 recommendations served as a guiding principle for the future development of early childhood development in Kenya.

Management Professional Resume Essay

QUALIFICATIONS SUMMARY Accomplished, goal-oriented Management Professional in the Aerospace industry.   Dynamic Leader with exceptional ability in supervising and motivating others.   Expertise in performing major inspections of space shuttle main engines, military jet engines, and depot level maintenance on aircraft airframe.   Excellent customer service skills with an in-depth knowledge of NASA, government operations and contracts. Recognized for Achieving Competitive Excellence (ACE), enhancing production, quality, cost savings, and a safe work environment.   Maintained a safety record of over 2,500 work days without OSHA recordable injuries.   Experienced in production scheduling, management techniques, and ACE/Lean Manufacturing initiatives.   Technically proficient with Microsoft Office and ISO AS9100.   FAA Aircraft Power Plant Licensed.   Received the NASA Space Flight Awareness Award, Eagle Award, and nominated for the Jack Weil Award.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CORE KNOWLEDGE AREAS à ¼Ã‚   Oral / Written Communication Skills à ¼Ã‚   Conflict Resolution à ¼Ã‚   Contract Negotiation à ¼Ã‚   Superb Organizational Skills à ¼Ã‚   Staff Development & Training à ¼Ã‚   Project Management à ¼Ã‚   Supervision / Management à ¼Ã‚   Team Leadership RELEVANT PROFESSIONAL EXPERIENCE PRATT & WHITNEY ROCKETDYNE, Kennedy Space Center, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2005-Present Supervisor (Contractor to NASA) Supervises multiple shift schedules, and manages the hiring process. Conducts employee training, certifications and work place resolution processes. Ensures employee compliance with NASA operating procedures during inspections, technical maintenance, and performance tests on space shuttle rocket engines. Travels extensively to NASA Stennis Space Center and Marshall Space Center for testing, hardware improvement, research and development of space shuttle main engine. Executes extensive flight readiness tests with a 100% rocket engine performance success rate. BOEING ROCKETDYNE, Kennedy Space Center, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2000-2005 Supervisor Led the 6S benchmark initiative, value stream mapping, and continuous improvement process. Traveled to various NASA sites to facilitate implementation of Lean Manufacturing initiatives, and implemented procedures. Resolved workforce issues in compliance with company policies. Selected as ISO AS9100 internal auditor to ensure work processes remained at optimum standards for continuous efficiency, safety, quality, product delivery, reliability, compliance. Served as point of contact for hazardous waste management, OJT trainer, FOD champion, and shift maintenance coordinator. LOCKHEED MARTIN, Tucson, Arizona  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1999-2000 Senior Site Manager – Air National Guard Supervised a crew of twenty for major overhaul of F-16 aircraft jet engines (F100-220/220E). Planned and scheduled engine production.   Ã‚  Maintained employee attendance records. Alleviated a 30-engine deficit for the base in a record setting pace with uncompromising quality. Established an unprecedented trusting relationship with the customer, receiving the highest evaluation rating. Provided employee training and maintained training records. Prepared weekly quality and production reports. LOCKHEED MARTIN, Nellis AFB, Nevada  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1998-1999 Inspector / Jet Engine Lead Technician Repaired and inspected F-15/F-16 aircraft jet engines including the Air Force Thunder- Bird’s jet engines. Performed flex fiberscope inspections utilizing IW-2 video recording fiberscope equipment. Exceeded expectations and delivery time of completed U.S.A.F. Thunderbird engine modifications as a result of quality inspection and assembly. Maintained engine records and training new technicians.    DANA MICHAUD   Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Page Two   RELEVANT PROFESSIONAL EXPERIENCE   (Continued) LOCKHEED MARTIN – Otis Air Guard Base, Cape Code, MA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1997-1998 Jet Engine Technician Overhauled P & W F100-100/200 jet engines and maintained aircraft engine records and parts requisition. Resolved engine problems from four to twenty serviceable fighters. CONSOLIDATED FUEL SYSTEMS, Montgomery, AL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1993-1995 General Aviation Technician Performed inspections and overhauled aircraft engine fuel injection servos, fuel control, fuel pumps, and carburetors. Operated simulated test benches to calibrate fuel components to aircraft specifications. Significantly improved system operations and resolved engineering defects. Dramatically reduced warranty rates and increased customer satisfaction. PEMCO AEROPLEX, Birmingham, AL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1993 Aircraft Technician Performed depot level maintenance on U.S.A.F. KC-135 aircrafts with zero inspection defects and an exceptional safety record and work performance. Removed, inspected, and installed aircraft components and controls such as ailerons, wings, vertical/horizontal stabs, cables, flaps, and spoilers. UNITED STATES AIR FORCE, Tyndall AFB, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1987-1991 Jet Engine Technician Successfully overhauled P & W F100-100 jet engines based on I.A.W. directives with high quality assurance ratings. Received promotions and nominated as a maintenance professional for four years. ADDITIONAL WORK EXPERIENCE SELF-EMPLOYED, (City, FL)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1996-1997 Independent Sales Trainer Trained staff to work effectively in a goal-oriented, and team environment by overcoming fears and mastering negotiation techniques. Motivated team to surpass monthly quotas for three months. BUDGET RENT-A-CAR, Panama City, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1997 Maintenance Manager Maintained a fleet of 100+ vehicles for periodic and minor maintenance. Serviced manufacture recalls, maintained vehicle records and shop inventory. Generated insurance estimates and billing invoices. DGR ASSOCIATES INC., Tyndall AFB, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1992-1993 Foreman Supervised a staff of 10 repairing and painting a U.S.A.F. housing complex on production bases. Calculated company income and expenses, payroll, and company inventory. Coordinated schedules for government inspection procedures. SELF-EMPLOYED, Panama City, FL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1991-1992 Antique Vehicle Restorer Performed intricate precise restoration of classic vehicles, insurance estimation, and collision repairs utilizing advanced technological equipment and materials. EDUCATION UNIVERSITY OF PHOENIX, Phoenix, Arizona Bachelors of Science in Business Management, 2007 Advanced Leadership Seminar, 1997 AVIATION TECHNOLOGY, Pensacola, Florida FAA Power Plant License, 1992