Police Officer Job Description Essay

Police officers in cooperation with the general public are in front line to fight and prevent criminal activities. The officers respond to the needs of the people in the community. With the use of technology, the officers should be able to gather enough information that can help in the prosecution of offenders. The police officer is required to carry out some specific duties as directed by the shift sergeant, as a way of maintaining and enforcing laws. The officer has to investigate complaints, ensure order is maintained, help people, and identify criminals. Identifying problems associated with enforcing law, conflict resolution, and assisting the public whenever need be are also part of the officer’s duties. You will also be called to carry out some activities that require physique such as containing violent people or animals, and be able to run fast when responding to distress calls. The supervision for the officers is carried out in a general form (Higher Education Careers Professionals, 2008). Essential duties As an officer, there are essential duties you have to perform, but there are other duties that you might be required to carry out as well. The main duties include detecting and apprehending those who act against the laws. The officer will be required to take necessary steps incase of physical hazards and law breaking activities by criminals. You are also required to take necessary actions whenever there are distress and emergence calls (LS/TB/JO, 2006). While on shift, you will be required to carry out investigations on issues that might occur during the period, and come up with the best action to take. As an officer, you have to reassure the community of their safety by ensuring frequent presence. In all these, you will be required to write a report indicating all activities that took place while on shift. Finally, you have to complete a departmental report that will have to be forwarded to the relevant authorities (Higher Education Careers Professionals, 2008). Minor duties may include; carrying out a review on reports about the incidences occurring while on duty, giving testimony about such incidences, and finally, you will be required to carry out any duty assigned by the supervisor. Education, Ability and Skills Applicants must be at least high school graduates, but priority will be given to college graduates. The applicants should not be less than 21 years of age. The applicants should exhibit the ability to identify problems and come up with sound solutions from analyzing all the available alternatives. In case of unexpected situations, you should show the ability to respond very quickly and swiftly. There are different working conditions which you must have the ability to work in all of them. In case of emergency, you must have the ability to work with the patrol car, and must be able to get in and out of it easily. There is a physical and agility test that all the applicants must be able to pass during their graduation. With the increased technological use, you need to have knowledge of computer usage and cameras. Applicants must be able to communicate fluently both verbally and written means, to the departmental members and the entire public (LS/TB/JO, 2006). In general, the duties of the police expose the officers to the challenging tasks and diverse activities. After serving as a police officer for sometime, one is entitled to rise to the other specialized areas like the Criminal Investigation Department (CID).

Heritage Of India

India is blessed with a vast and rich heritage. One has only to see the various architectural marvels and cultural institutions that dot the geographical expanse of India to glimpse the richness of our heritage.The science and technology of ancient India was quite advanced. Many historians believe that most of the scientific advances believed to have been made in Europe had been achieved centuries ago in India. Such advances covered major fields of human knowledge and activities like mathematics, astronomy, physics, medicine, metallurgy, surgery, fine arts, civil engineering and architecture, shipbuilding, navigation, etc.Indian mathematicians have made important contributions to the study of the decimal number system, zero, negative numbers, arithmetic and algebra. The study of linguistics was initiated by Indian grammarians who began the trend by first attempting to catalogue and codify the rules of Sanskrit. Even today, the main terms for compound analysis are taken from Sanskrit. India is the birthplace of Ayurveda and Yoga; these systems are now finding many followers in the West. India’s rich spiritual tradition has attracted many troubled Westerners, fleeing the materialistic and spiritually empty worlds they inhabit, to her shores, seeking solace and salvation. India’s urban civilization traces its roots to Mahenjodaro and Harappa, now in Pakistan.Their planned urban townships were very advanced for their time. Metallurgy is central to most civilizations. The science of smelting was highly refined and precise in ancient India. As early as the 5th century BC, Herodotus, the eminent Greek historian, noted that iron was used in the arrows used by Indian and Persian soldiers.The idea of the atom is derived from the classification of the material world into five basic elements by Indian philosophers. This classification has been in existence since the Vedic age (c.1500 BC). Indian monuments testify to the different influences in her history â₠¬â€œ Buddhist, Indo-Saracenic, Victorian, Mughal, etc.Classical Indian music and dance have a wide fan following all over the world. Each state has its own art forms which are well documented. Imposing and architecturally splendid temples, mosques and churches embody the diverse religious and cultural influences that have made India unique. Cuisine too is an important part of our heritage.As Indians, we ought to be proud of our rich heritage and strive to preserve it for our descendants by respecting it and ensuring its survival.

Neolithic development Essay

Neolithic development is characterized by the first agricultural revolution, when people moved from hunting – gathering to agriculture and settlement. They developed tools for farming, pottery, spinning, and weaving. 2. The Hebrew is chosen by their God to go to the Promised Land. The Hebrew covenant with their god is characterized by the Ten Commandments that they have to follow throughout their lives. The Talmud is a set of discussions regarding Jewish laws, ethics, customs and history and is held important in Rabbinic Judaism. The Hebrews came to Palestine because some parts of it were defined as part of the Promised Land or Canaan. 3. It was Ahmose I who reunified Egypt in the 8th century by conquest and expulsion of the Hykos and reassertion of Egypt’s power over Nubia and Canaan. 4. It was the Sumerian people who invented taxation in order to make taxation easier. Sumerian scribes are record keepers, which are usually for the records of taxation. Mesopotamia was generally polytheistic, or the belief in many gods. These gods are the ones which provided them whatever they needed to survive. With the harsh environment of the Middle East, these people adapted laws that would punish offenders severely so as to avoid repetition of crimes. Egyptian and Mesopotamian religions differ with the gods they rule and the characteristics of these gods. 5. After Solomon’s death, the Hebrew state became separated, as the ten northern tribes revolted and successfully seceded to create their own kingdoms. 6. The Battle of Kadesh marked the first international peace treaty ever made, and it was between Egyptians and the Hittites. 7. Assyrians maintained political cohesion and military preparedness because they all followed only one rule, and that is of their King. 8. The Magi is a group of people from Media who were known for their religious and funerary practices of the people of ancient Persia. Zend-avesta refers to the interpretation of the Avesta or the primary collection of sacred texts of Zoroastrianism in the Avestan language. Zoroaster taught religion and philosophy, about the universe and the struggle between truths and lies. Ahriman is basically the demon in Zoroastrianism and Ahura Mazda is the god. Satraps are the governors of Median and Persian empires. 9. The weaknesses of the human condition can be overcome by not overindulging or by following a simple life. Attachment and craving can be ceased by following the eightfold path. Nirvana is the state of being of a person wherein he is free from suffering and the cycle of being reborn. Human beings, like all things are impermanent, and there is no constant self. Human existence can be associated with suffering. 10. Jains preach that by cultivating a person’s own personal wisdom and control, he can achieve spiritual development. According to the Bhagavad Gita, the human condition is temporary and can still transcend to a supreme being. Dharma is the duty of a person that he must fulfill. Upanishads teach about the universal spirit and the individual soul and how both asserts an identity in an individual. Here, ascetism is characterized by doing away with wants and desires and following a life away from human indulgence. 11. Zhou China boasted of an organized medical system wherein physicians have specialties. Zhou was different in the aspect of government because it became feudal. Mandate of heaven means that the rulers are legitimately blessed by the heavens, and if the heaven would be displeased, the mandate would be revoked. 12. Yao, Shun, and Yu are the holy and virtuous mythical rulers of China who divided it into its regions. According to Confucius, the family is the basic unit of the society. A just and peaceful society would be obtained if people follow the rules. Mutual obligation would only be evident in the family, of parent and child and of husband and wife. 13. Yin and yang are the two opposing forces in any phenomenon. They are at the same time complimentary, and this is the basis of the system of correspondence in the Chinese philosophy and study of science. Daoism teaches reverence for nature, as it is a way of life. Han Feizi taught Legalism, wherein the ruler should be the one that controls the state. This is based on the concepts of his position of power, certain techniques and laws. Sima quan is a scribe of emperor Wu who made detailed biographies of Royal affairs. Tang is known as the period of golden age for arts and literature, as they called for perfection in one’s skills if they ever wished to pass the examinations of the empire. 14. Geography affected the development of Greece because it is surrounded by other areas. This made Greece a melting pot of intellectuals though this made them vulnerable to the advances of invaders. Hoplites are the soldiers of Ancient Greek, while Polis is the city state itself. Agora on the other hand, is an open place of assembly for the Greeks. Women in Athens are revered and treated highly while women in Sparta are treated inferior to the males. Messenian helots were mistreated and humiliated, and a Spartan can do anything he desire without fear of punishment to a Messenian helot. Greek’s defeat of Persia boosted their confidence and has set forward to more conquests. 15. Sophists taught philosophy and rhetoric. Socrates taught using the Socratic Method wherein you have to ask a series of questions in order to learn. He taught politics, philosophy, ethics, and many more. Socrates was executed because of his pursuit of virtue and truth, and he has praised Sparta which is the rival of Athens. Women were given more importance in the public affairs in the Hellenistic society. Solon was the founding father of the Athenian polis. Greek drama originated from Greek tragedy, wherein performances were made in various festivities. Epicurus advocated for a life without pain and with the pursuit of pleasure. 16. Mystery religion restricted to those who underwent certain secret rites or process. Greek religion is highly based on what the current ruler believes in, and the people would just follow suit. Philip II unified Greek by conquering the lands and using a great destructive army to threaten enemies to submission. The consequence of Alexander’s conquest of Macedonia is that many people aspired for his power, and when he died, the empire was divided. 17. The Bactrian camel was important because it was the only means of travel that could withstand the long arduous trade route for the Chinese. Hans used advance technologies, like cast iron and steel. Han cities were advanced with efficient agriculture and iron industry. In order to solve the poverty among peasantry, some rich Han people were stripped of their land and was given to the peasants for them to work on. The Hans invent Hydraulic powered hammer for agriculture and iron sector and winnowing machine for agriculture. Emperor Wu expanded the Chinese territory, nearly doubling its size. Buddhism in these countries aimed to resolve the problems in a simpler way of life. Korean Buddhism made variations to it because of its inconsistencies. Shinto is a Japanese religion that was native of the country and was considered once as the state religion of Japan.

Discussion paper Essay Example | Topics and Well Written Essays - 500 words

Discussion paper - Essay Example The IT issues draught down by authors and researchers are numerous, but some of them which can be highlighted; such as, job security risk, IT network security risk, difficulty in learning new trends of the society, misuse of IT, vulnerability of IT from outer sources of education, hardware/software selection, access, equity, educational society issues in IT, censorship, privacy policies, home use or school use of IT, staff development and training, funding, copyright issues, plagiarism issues and ethics (Sanders 56). All these matters would be judged in provisions of the impact of IT as it has altered the way in which we function in our society. This topic would highlight the aspects of Information Technology which have supported the teaching and learning process in the education sector. The applications of IT has changed a lot in the education field since the last 15 years and all educational institutions including students are availing this facility for learning and teaching purposes with the help of IT (Pea, Wulf, Elliott, Darlin 5). However, the availability of computers at school and home for students have also raised many issues for the educational leaders.

Do the Financial Institutions Affect the Economic Growth of A Region Essay

Do the Financial Institutions Affect the Economic Growth of A Region of Not - Essay Example This theory was the base of Lucas's neutrality-of-money paper. The neoclassical tradition emphasizes that the demand for a product in the market and the quantity supplied determine the employment and labour cost. Milton Friedman had also constructed mechanisms with a similar view. The minor misconceptions in the Friedman's theory were corrected by Lucas by establishing a perfect balance between the "long-run" and the "short-run" non-neutrality essential for money based business cycles. The basis of both their constructs is that money is "exogenous†. They simply mean the central authority handling it can easily determine the constant supply of money. We all know the institution of banking is the above mentioned authority in the modern economy. By analysing the banking sector further, with the Lucas's theory, we will be able to determine whether the modern day money-creating systems lean towards neutrality or non-neutrality of money. Both the scholars did not consider the relatio n of bank assets and money as well as the borrower’s use of these assets. The banking sectors operate actively by investing on assets and lending the profits earned to others. We all know how influential the banking sector innovations can be on the core business management strategies. The best example is the 1985 game of mergers and acquisitions. Schumpeter said, innovation is the base of market power which will provide great temporary powerful positions, but this monopoly power will erode soon. It is true. We see the rise and fall of several banks, boosting the economy of a region considerably and disappearing like a bubble in a short time. The reason for this is, several banks spring up following one successful model, without any proper goal. They are just â€Å"lured imitators† according to Schumpeter and they are the main factors causing the short term monopoly in the market. Certain scholars like Hicks argue these quick profits created by the short term monopolies are quite important to keep the market active, inspired and running. Schumpeter’s innovation concept doesn’t fit the banking sector alone. In fact, they fit all technological and developing sectors. Innovations in finance will increase investments on the other sub sectors, creating a more technically sophisticated world. The role of speculators or middle men who act as a bridge between the financial sectors and the industries requiring investment also plays an important role in determining the actions of the financial institutions. Keynes’s words stating speculators are not mere bubbles, but they are capable of making a whole institution become bubble in the speculation whirlpool is worth consideration. According to Schumpeter strong financial institutions are the base of a countries economic growth, as it is innovative and kindles growth. But, Lucas, Levine and many other authors just considered the role of such organizations like banking have been â€Å"badl y over-stressed† in relations to economical growth of a country. There are some key questions to answer 1. How do the financial institutions emerge and why? 2. Under what circumstances do the financial institutions develop rapidly? 3. Are they really necessary and do they actually affect the money flow of a region or country? Any innovative organization wants more money to grow. They are the drivers behind these financial instit

Controversy Analysis Essay Example | Topics and Well Written Essays - 2500 words

Controversy Analysis - Essay Example There are presently very violent military scenario games with some depicting ancient battles, a development that has led to the following thesis question: Are video games responsible for youth Violence in America? This essay will look at the two arguments on this topic; one is support and the other against, with reference to studies and relevant literature on the thesis question. Video games as we know them today, traces their origin from the start of 1950s when computer engineers and academicians began the design of simple games and artificial intelligence programs in their respective computer science studies. The popularity of video games however, hit the mainstream in the 1970s and 80s when home computers became available. From the 80s to present times, several generations of video games have been developed with Xbox One and PlayStation 4 from Sonny being the latest 8 generation games. As video games evolved, so did the technology and story lines behind them. Presently, there are games in all aspects of life from business to military combats with the latter being most popular among enthusiasts. Violence among youths on the other hand, has been around even before the invention of video games but the information age has seen new style of aggression among the youth (Levesque and Roger, 51). This has prompted analysts to establish if there could be a correlat ion between video games and contemporary youth violence given the many hours young people spend playing these games. So could there be a relationship between these two phenomena and is so, how? If not, what is the evidence of the lack of relationship? Roanna Cooper and Marc Zimmerman in their article, highlight youth violence as a significant public health issue with youth homicide among African-Americans aged between 14 and 24 years, being very high. Other than the Columbine tragedy that made headlines in 1999 when 12 people died

Problem Solution and Management Plan Essay Example | Topics and Well Written Essays - 1000 words

Problem Solution and Management Plan - Essay Example It requires an excellent management and leadership skills in the managers concerned with the given project. The manager needs to have persistence, optimism, listening skills, and the ability to wok collaboratively towards the objectives (Queensland Government, 2007). After the identification of the problem, it is necessary to consider the possible solutions to the problem. All the solutions are examined and the probable consequences evaluated against the objectives of the organization carrying out the project. It is also appropriate to consider the ease with which a particular solution can be implemented. A course of action that is easy to implement and has the maximum likely positive consequences suffices to provide a solution to the problem. 2. The solution to the problem Developing a solution to the stated problem requires effective managerial and decision-making skills through a scientific method (Creative Problem Solving, 2011, para.2). Three solutions were identified to address the issue that arose in carrying out the reservoir construction project. Developing an appropriate solution consists in evaluating the possible results of each of the solution if adopted. It is appropriate to consider the financial impacts of each of the solution, the legal obligations, as well as how the solution relates to the organizational values, policies, and objectives. The manager has to understand the ‘environment in which the solution and to work and the organizational constraints imposed upon it’ (Vandenbosch, 2003, p.7). One identified option was to hire an engineering firm that would deal with the breakdown of the granite rock that would impede the construction of the reservoir. The contractor did not consider this part of the contract, as it would call for additional expenses in terms of labor and time. Now, subcontracting a separate engineering firm would be appropriate since such firms have demonstrated capacity and competence to perform such tasks. How ever, this option would call for a relatively higher additional cost. Besides, there will be a need to advertise for the subcontract and recruit the best firm. The other option was to do away with this contractor, cancel, and re-advertise the contract. This is equally expensive. The whole cost that has been incurred in the advertisement and in the selection of this contractor will be lost since the process has to be repeated. It would also show lack of ethical consideration that is contrary to the organizational values and culture that the needs of different stakeholders need to be considered in designing the operational plans. Besides, it has also been observed that this contractor is among the best that had applied for the job. Losing the contractor would compromise the project to the disadvantage of the beneficiaries. Moreover, it is also likely that the next contractor will raise the same issue and the problem will continue in a cycle. The other contractors might also doubt the credibility of the management of this organization giving the management a negative image. This would have negative impacts on contracting for future projects. The other option was to amend the contract to include basting of the granite rocks, in the event that the contractor is capable of performing the task. The contractor has indicated that he has the capacity to perform the task. This option would be cost-effective as compared to the first option of hiring an engineering fir

Friedrich List Essay Example | Topics and Well Written Essays - 2500 words

Friedrich List - Essay Example 6). List claims that his theory of â€Å"National System† is based on historical empiricism. Therefore, though he agrees with the Classical School of Economy on the point that global free marketplaces are desirable, he seems to be concerned about the monopolist influence of the strongest economy on the countries of weaker economy. Merely one century after the industrial revolution had began to force the European nations to seek for newer and cheaper sources of raw materials in order to feed their ever booming mills and factories, List foretold the economic imperialism of the technological industry-based economies of the world. Therefore, the prerequisite for a country’s participation in the global free marketplace, as List suggests, is to reach the level of the leading nation. It may seem that List is advocating for such criteria of participation in the global free marketplace, which will mostly impossible for the countries of weaker economies to fulfill. On the surface level, it seems that there must be some nations who will never be able to attain the level of the leading nations. ... Throughout his whole life, List had sought for individuality. This tendency provoked him to adopt his father’s business of tannery. Instead, he joined the post of a clerk in the public service and later he became the under-secretary in a ministerial department in 1816. Subsequently he became a professor of political administration at the University of Tubigen and a deputy to the Wurttemberg Chamber where he strongly raised his voice for administrative reforms (Henderson, 1983, pp. 4-5). His rebellion against the administrative conventions at the Wurttemberg Chamber earned him ten months’ imprisonment in the Jail of Asperg. In 1824, h escaped from the imprisonment and immigrates to America where he gathered experiences as a landholder from farming which inspired him to look deep into the economic infrastructure of a country. Furthermore, he claimed that Alexander Hamilton’s works inspired him a lot to view the economy of a country as a ‘National Systemâ€⠄¢. Indeed, during his stay in Germany, his experience with the arbitrary bureaucratic political system assisted him to perceive the political dimension of economy and the importance of the political system’s role in people economic welfare of the common people who are not directly attached to politics (Henderson, 1983, pp. 13-15). For List, â€Å"the nation is the most important link between the individual and mankind† (â€Å"Frederick List†, 1968, pars. 6). This of concept of List about the indispensability of politics from economy later became realized more by Henry Clay’s â€Å"American System†. During his stay in Pennsylvania in America, he wrote â€Å"Outlines of a New System of Political Economy† and published it 1827. In this pamphlet, he

Considering meeting the needs of children of different year groups Essay

Considering meeting the needs of children of different year groups within the discipline policy - Essay Example This included sanctions, praise and clarification of the rules within each classroom. The findings showed the key elements of the discipline policy were constant through the school. However, variances were in evidence when it came to reward systems and sanctions and the execution of them. This led the author to think that maybe the whole school policy within a school may require an element of consideration towards the needs of children in different year groups. This study compares whole schools’ rewards’ and sanctions’ policy relative to student behaviour, the implementation of these policies and how they meet the needs of the children in specific year groups. This comparative study is justified from personal experiences working as a teaching assistant in several schools. There always appeared to be similar systems in place where children would earn some semblance of reward points and then choose a reward from the gift box at the end of the school day or week. Having moved within school year groups it became apparent that were variations on reasons, how many and why reward points were given to the children. From the perspective of national objectives on schools’ learning environment, it is desirable that classrooms are conducive to optimal learning and teaching techniques. Both rewards and sanctions system are important parts of creating a classroom conducive to learning and teaching at optimal levels. Researche rs have consistently argued that a rewards system engages students and thus enhances learning (McLean 2001). It has also been a major national concern that approaches to learning and teaching techniques are consistent across the school, so that all students reach their full potential. In this regard, a systematic approach to rewards and sanctions’ system is therefore important so that all students are receiving the same message relative to outcomes

Research Assignment 2 Paper Example | Topics and Well Written Essays - 1000 words

Assignment 2 - Research Paper Example As mentioned above, people move from their original homes to a new region either permanently or temporarily. Their decision to either make their new environment home forever or temporary depends on their reasons for fleeing their original inhabitants. For example, those who move to seek refuge due to war may stay for long compared to those who moved in search of a lucrative career opportunity. The war victims are mentally traumatized; hence needs a new environment for a fresh start. Their decision may also be influenced by the level of hospitality of the  new  region. Communities that are less hostile encourage them to stay permanently while opposite hospitality makes them to continue migrating. Their ability to fit in the culture of their new region may also matter since moving to a region with completely different cultural practices can be frustrating. Immigration results to intermarriages across cultures. The resulting generation may have slightly different cultures but mainly adopts both cultures or keep the good cultural practices of each parent culture (Weller & Serow, 2013). Immigration and migration have led to globalization as people adapt to cultures across the globe whenever they travel to a new region. Consequently, cultures have become dynamic; they change with time and currently very few communities practice their primordial culture in pure forms. Religious beliefs are based on supernatural beings and differ across the globe. Religion is a very delicate and sensitive matter such that, any disobedience of religious norms is considered a capital crime and may cost one his or her life. In the past, there have been wars between  Christians and Muslims because of disrespect of religious beliefs. If one party’s religion is mishandled and ridiculed, there is bound to be a war. Everyone tends to protect their religion. Religion has a very significant role in social issues in the society. For example, marital stability is attributed to strong

The Reason of Enlightenment Essay Example for Free

The Reason of Enlightenment Essay Society today is in a paradox. Everything is infected with sameness and repetition. Every sensual experience of the individual is subjected to standardization. Acceptance is the key in success as the capitalist mode of production continually influences behaviour of the individual as well as society as a whole. The capitalist mode of production becomes a powerful tool in manipulating the masses as well as affecting the creative process of human consciousness. What matters for most cultural industries is not the creativity of products or mere understanding but rather a passive acceptance and monetary return. Society is the subject of the industry as it continually addresses the consumer’s concerns rather than society dictating the flow of the industry. Because of the industry’s ‘customized’ goods, society has no room for imagination, creativity, and understanding since these products already fit the ideal description. The culture industry also delimits the aesthetic aspect of human nature as the arts are also subjected to production and return of profit. The essence of art and creativity is lost and also become mere products of the industry. In Theodore Adorno and Max Horkheimer’s Dialectics of Enlightenment, the thinkers present a Social Critical Theory of the contemporary society and the adverse ideologies brought about by science, empiricism, and reason, all of which are products of the age of enlightenment. The Development of Critical Theory It is essential to mention the development of Social Critical Theory in lieu of the viewpoint that Adorno and Horkheimer used in their attempt to criticise the false notions brought about by the change in culture and the industry. Social Critical Theory has its roots from the Marxist ideologies that openly criticises the capitalism ideology (Ray 1993: ix). Marxism suggests that there is an imbalance with the structural social class as it is marginally separated by two polar opposites in society: the abusive bourgeoisie, and the proletariat or the working class. Marxist doctrine states that man’s essence is himself, and labour, which is the power to create, is merely an extension. At the presence of labour and society, man becomes a necessity or a commodity. If a poor man who has no material wealth, becomes a mere commodity at the presence of labour and exchanges the only thing he has – his essence. Man becomes for sale, while the rich get richer as they continue to capitalize on the plight of the poor man’s essence. From the Marxist doctrines, this social theory eventually separated into two – the revisionist and orthodox Marxist ideologies which retain the ideals of Marxism but differ in method. Marxist revisionist proposes a bloody revolution for the complete eradication of social classes (Ray 1992). Critical theory attempts to dig deeper into other existing binaries of ideologies and subvert them in such a way that the meta-narratives becomes petite. The rise of the Frankfurt school slightly deviated from the idea of criticising social norms but instead focused on the idea of the Enlightenment which paved the way for the development of science and technology. Frankfurt school thinkers such as Adorno and Horkheimer tackled the idea of the Enlightenment as a false notion in the development of society. The Frankfurt school of thought argues that essence and originality are lost as consumers are placidly fed with the same objects that satisfy them temporarily. The mass-produced products and ideas are transforming society into technocracy and docility – that society’s happiness is based on mass happiness rather than individual and subjective satisfaction. Science and technology ultimately enshrines efficiency and affectivity that dominate political governance so that we see a society ruled by technocrats. The industry forms culture rather than culture forming the industry. Critical Theory plays a significant part on the idea of how society aims to live life everyday. Critical theory also provides an opportunity to criticise fallacious social norms and allows the chance for discourse (Ray 1992). Adorno and Horkheimer In view of Adorno and Horkheimer’s The Dialectics of Enlightenment, the authors offer a clear and definitive implication of the 18th century Enlightenment movement and how it suppressed society in terms of ideologies and production. Enlightenment is understood as the advance of thought that aims to liberate human beings from â€Å"fear and installing them as Masters† (Adorno 1997: 1). This concept also shares similar ideas with Immanuel Kant’s summation of the Enlightenment during the 18th century. â€Å"Dare to Think! † was the banner of reason during those time (Ray 1992: 5). Reason should be used in order to individuate man, to dispel myth, to rid of fear of intellectual docility, and to provide the ability to know. Reason became the main weapon for this intellectual movement, as it attempted to break away from the mystical, dogmatic, and mythological foundations of knowledge. Adorno argues that the Enlightenment’s program was â€Å"to dispel myths, to overthrow fantasy with knowledge† (1997: 1). The formation of reason was a complete deviation from the rebirth of philosophical explorations of the Renaissance, which gave emphasis on the use of classical philosophy from Plato, Aristotle, and such. Enlightenment and reason were the foremost tenets of the movement and arguably countered the use of myth and mysticism as the basis of human knowledge. Reason led to the development of empiricism and science, the systematized thought of acquiring knowledge through observation, experimentation and synthesis. Knowledge, acquired through such methods, establishes man as the master of nature. However, Adorno states that this knowledge is abused by man himself as â€Å"knowledge, which is power, knows no limits, either in its enslavement of creation or in its deference to worldly masters† (1997: 2). Technology is the essence of such knowledge as it aims to manipulate concept into method and exploitation. To Adorno, technology does not provide concepts, ideas, or the simple joy of understanding, but rather suppresses the individual to docility. Further, Adorno explains the nature of Enlightenment as a movement dispelling the myths of old. As observed from the pre-Platonic and classical philosophers themselves, they were the ones who pioneered the use of reason or logos as the truthful method of acquiring knowledge rather than basing on mythological narration. As the development of reason became the foundation of science, man discarded meaning to be replaced by formula, causal rules, and probability. The obsession on the use of empirical basis as a method of acquiring universal truths led to the false formation of an industry that not only caters to the need of its consumers but also subjects them into docile and content buyers that guarantee success through monetary return (Ray 1992). The Culture industry, in essence, is the product of the false notion of Enlightenment and reason. Everything has to be proven in order to be verifiable and accepted. Laws, beliefs, and thinking are systematized; they are now bound to the governing laws of reason and empirical knowledge. Though the movement still has its positive effects on development, and the start of a radical change in thinking has definitely brought about breakthroughs in modern science and technology, it also has an adverse effect on society. Adorno suggests: â€Å"For culture now impresses the same stamp on everything† (1997: 120). This widespread movement also relates to the culture industry, where everything loses its individuality for the sake of standardization and acceptance in return for economic benefits of the industry. The whole world is passed through the filter of the culture industry. Everything is affected by such change. The formation of the industry in our context has becoming the mould in which culture is formed and trimmed. Things that had once an aesthetic value lose their real sheen and become mere cliches. Today, our actions fall under what we know as popular and will serve the general purpose of the culture industry: mass producing in order for the economy to function properly (Adorno, 1992: 8). The standardization of things that are produced in order to serve the general interest of the public is quite ironic. The public, which is supposed to be the providers in the economy, become the subjects of the industry itself. In turn, the industry is the big shot boss that makes use of every need of the employee in order to bloom. Society is then the false blood that gives life to the industry, which continues to exploit every aspect of our need, in order to grow and develop an unbreakable barrier in which our supposed-to-be powerful freedom may never break. By continuing to patronize what the industry keeps on producing, it then forms consciousness of popularity — the general idea that the mass accepts. â€Å"It is claimed that standards were based in the first place on consumer’s needs, and for that reason were accepted with so little resistance† (Adorno 1997: 100). The cycle continuous; from fashion trends, food, lifestyle, music, and the arts, these modes of expressions has fallen to this false notion of culture. It loses its identity to become a standard among the people that once used to uphold its individual essence. â€Å"The familiar experience of the moviegoer, who perceives the street outside as a continuation of the film he has just left, because the film seeks strictly to reproduce the world of everyday perception has become the guideline for production† (Adorno 1997: 99). What the people want to see is the continuation of the reality he lives in but only decreased to a lighter note as a means of escape from the hustle and bustle of the corporate world. Entertainment has become a means of escape. The only escape from the work process in the factory and office is through entertainment. Amusement then becomes boring, since to be amusing, it must cost no effort to think. The spectator must need no thoughts of his own. Amusement is then a mindless reel of farce that acts as a distraction from reality. It has no real meaning because the spectator does not need meaning in order to be distracted from the pressure of everyday work (Adorno 1997: ). The same goes with films. â€Å"Film denies its audience any dimension in which the mind might roam freely in imagination† (Adorno 1997: 100). Movies present an alternate reality as a means of escape from the business of the industry. Man, tired from work, resorts to amusement and film to produce a necessitated concept of another reality. That it presents the ideal world inside the theatre and the moviegoer is presented with reality after the film is finished. Thus, films in our context today serve as a basis of lifestyle. From the alternate reality presented by the movies, human behaviour is influenced through an unconscious effort of influence. The industry, apart from the standardized goods and ideologies, also feed the only retribution of man from the pressure of material capitalism. Ideas and concepts are also manipulated to standardization. Thus, placidity is not also applied in the individual’s actions but also to the natural system of consciousness and thought. The ultimate purpose then is for benefit and popularity rather than the art of making a movie. That is why the formation of indie (independent) films attempts to break from such typical notions of Hollywood movies in order to preserve the real essence of movie-making. However, in comparison to major blockbuster films, indie films never achieved the same level of popularity and income even though the indie directors and producers never intended for their movie to be even recognized. That is because such actions are against what is generally accepted and popular. The Madness of Music As a student of music himself, Adorno characterizes the notions brought about the effect of the culture industry with regard the arts, especially on music. He characterizes popular music from serious music. Music is defined as the arrangement and accordance to its form and arrangement. To Adorno, classical music is considered as serious music, for it strictly follows the laws from which they are based and made. The rigidity in the discipline makes the composition itself bound to the parameters of perfection; hence, music is a masterpiece. It follows time signature, tempo, harmony, tone construction, etc. that when such composition is first heard, it is appreciated as a whole and even more appreciated when the parts are examined specifically. On the other hand, the distinction between serious music and popular music lies within its formative structure. Popular music, based on the culture industry’s precepts, capitalizes on standardization. Pop music is predictable upon close observation. Its predictability lies with its musical structure. At first, it may fool the listener of its catchy and creative theme, but, contrary to serious music when parts are examined specifically, its harmonics are built on simple and almost simplistic tone structure that it cannot be left alone without the other. The essence of the music is lost as it lacks the qualities of a ‘serious’ music that may have otherwise refined its colour (Adorno 1997: 104). In our present context, the rise of the music industry has become the ambition for most music artists today. Songs are composed in order to gain widespread popularity, especially among the youth. If we are to look closely at each band’s composition and harmony of their songs, it has rather simple arrangement of chords and repetition of melody from the start up until the beginning. The flimsy form of the music is compensated by the loud execution and performance of their songs and electrifying guitar solos in order to cover up the repetition. It lacks creativity and limits the music to only a few chords. Plus, such simplicity is also the key of some rock bands of not ‘making it’ or not enduring an imprint of legacy from their music. They only enjoy a brief period of popularity that does not leave a lasting impression on the target audience they wish to capture. Standardization extends from the most general features to the most specific ones. Pop music is refined to suit the untrained ear of the masses. It is also mass-produced in order for the artist and the recording company to achieve its benefits. In order for people to like it, music is arranged which is appealing to the public, for music, the same with art, cannot be reproduced without any guarantee of economic remuneration. Novelty and creative are not emphasized since novelty cannot be applied to what is already standard and generally accepted by the people. It is also a form of entertainment and escape; simplified and catchy so as to serve a distraction rather than stimulating oneself in Symphonies or Sonatas (Adorno 1997: 101). Ultimately, for Adorno, the main point of the critique is focused on the development of the individual’s creative tendencies – especially on the arts. According to Witkin, Adorno did not give a blatant connotation that to appreciate art means sophistication in the individual’s part but rather the use of the arts as perpetuated in the industry. â€Å"However, it was not skill or talent that mattered to him, here, but the interests it served and the use to which it was put† (Witkin 2003: 2). As the age of Enlightenment ushered in the development of science, the process of acquiring knowledge developed from a mystical and contextual approach to an empirical and experiential process. Ironically, enlightenment meant that the individual is self-aware of his or her own actions and liberated of fear from the human consciousness. However, as science led the way to the development of newer systems of thought, it produced the development of media (film, music, print) that became ‘standard’ products of consumption. To Adorno and Horkheimer, society becomes placid consumers to these forms; music becomes ‘popular’ and depends on record-breaking sales in order to sell. Films present an alternative to reality, distracting the individual from the bustle of the industry as a means of escape, and print/visual media becomes accessible to all. What the culture industry produces consequently influences behaviour. Standardization in the culture industry meant that the process of invention and innovation is in lieu with the needs of society. What society wants, the industry produces. Freedom, according to the Dialectics of Enlightenment, is sacrificed, as consumers are ‘tamed’ into cooperation. Thus, the industry thrives on income and profit, without any thought or conscience. For the industry, it does not matter for the products to be morally or ethically acceptable as long as the consumer accepts it and benefits the industry in turn. Contemporary Critique The pioneering efforts of Adorno and Horkheimer in the critique of the culture industry gave rise to the formation of contemporary theories on the said subject. On the subject of the culture industry’s critique, David Hesmondhalgh provides a technical explanation of the processes the culture industry undergoes. His arguments retain the critique presented by Adorno but focus more on the shift changes and patterns of continuity in the cultural industries. Hesmondhalgh presents a different viewpoint on Adorno’s subject, as he attempts to bridge the cultural industry as a main distributor of information as well as an unconscious influence over society. Today, cultural industries have changed radically. â€Å"The largest companies no longer specialise in a particular cultural industry such as film, publishing, television, or recording; they now operate across a number of different cultural industries† (Hesmondhalgh 2002: 1). The scope of the cultural industry is not anymore specified into one criterion of the arts; rather, through the development of technology and information systems, the industry now focuses on print, media, and information through the internet, publications, etc. However, contrary to Adorno’s viewpoint, the cultural industries and the goods that it produces, according Hesmondhalgh, are â€Å"complex, ambivalent, and contested† (2002: 3). He argues that the text and information disseminated by the industry do not adhere to the doctrine of capitalism or structured domination. In addition, Hesmondhalgh also differs from the arguments presented by Adorno that the culture industry subjects consumers into passivity, wherein there is no room for the imagination to play. Adorno gives importance to the deeper aesthetic appreciation of art, which he differentiated into ‘serious’ and ‘popular’. For Hesmondhalgh however, there is still creativity in the cultural industry: â€Å"The invention and/or performances of stories, songs, images, poems, jokes, and so on, in no matter what technological form, involves a particular type of creativity – the manipulation of symbols for the purposes of entertainment, information and perhaps even, enlightenment† (2002: 4). Further, he separates art into symbolic creativity and artists into symbol creators and these different kinds of artists reflect the extremities of society in which they live in (2002: 4) Paradoxical Ideology In the Dialectics of Enlightenment, society has this unanswered and unnoticed threat growing in the background. The industry and the generally ‘popular’ things are becoming the basis of everyday life. Adorno and Horkheimer suggest that popular culture is like a â€Å"factory producing standardized cultural goods to manipulate the masses into passivity; the easy pleasures available through consumption of popular culture make people docile and content, no matter how difficult their economic circumstances† (Adorno 1997: n. p. ). The different viewpoints presented by contemporary thinkers support the arguments presented by Adorno, contradict them, or simply expound the different ideologies and applying it into a more modern perspective. Hesmondhalgh especially notes the cultural industry’s motivation in cultivating imagination and creativity for there is still creativity through innovation of new ideas and symbols even though they ultimately influence society in the end. However, the main idea still exists — that the culture industry is a by-product of the Enlightenment and the capitalist mode of production. Hesmondhalgh’s arguments still present the ideas of capitalist multinational corporations that manipulate symbols in order to disseminate such into society. His use of the term ‘symbols’, instead of ‘art’, necessarily perpetuates his notion on manipulation of ideas. Art is essentially the expression of human nature, but in the culture industry, essence does not exist. Thus, Hesmondhalgh’s arguments necessarily imply that symbolism is still creativity, although on a much lower scale. Capitalist companies, especially in modern scenarios, not only manipulate art but also communication and the media. For Hesmondhalgh, the control of the cultural industries over text and information are more pronounced than ever (2002: 7) Thus, the cultural industry’s shift change of scope has greatly differed from Adorno’s time, yet still maintains the capitalist coercive nature. What remains is that society’s needs are still catered by the culture industry. Furthermore, it is claimed that standards produced by the culture industry are based on consumers needs, and that is why accepted with little or no resistance at all. â€Å"The result is the circle of manipulation and retroactive need in which the unity of the system grows ever stronger. No mention is made of the fact that the basis on which technology acquires power over society is the power of those whose economic holds over society is greatest. A technological rationale is the rationale of domination itself. It is the coercive nature of society alienated from itself† (Adorno 1997: 121). The capitalist structure still maintains its firm hold over society as it influences behaviour through catering specific needs of its consumers while transcending a different level of consumerism. The essence of human expression is lost through standardization of art, music, film, and such. Society becomes docile, leaving no room for imagination, and the culture industry grows because of this ignorance. References Adorno, T. and Horkheimer, M. (1997) Dialectic of Enlightenment. London: Verso. Curran, J. (1979) Mass Communication and Society. Beverly Hills, California: Sage. Garnham, N. (1990) Capitalism and Communication: Global Culture and the Economics of Information. London: Sage Publications Garnham, N. (2000) Emancipation, the Media, and Modernity: Arguments About the Media and Social Theory Oxford: Oxford University Press. Hesmondhalgh, D. (2002) The Cultural Industries London: Sage. Martin-Barbero, J. (1993) Communication, Culture and Hegemony: From the Media to Mediations. London: SAGE Publications. McGuigan, J. (1996) Culture and the Public Sphere. London: Routledge. Miege, B. (1989) The Capitalization of Cultural Production. New York: International. Ray, L. (1993). Rethinking Critical Theory : Emancipation in the Age of Global Social Movements. London: Sage. Witkin, R. (2003) Adorno on Popular Culture. London: Routledge.

The Esoc Board Essay Example for Free

The Esoc Board Essay As mentioned in Lecture 3 and the textbook, most logic circuits today are built using programmable logic devices (PLDs). These devices allow circuits to be built directly onto single chips, without the need for interconnection of separate, single purpose ICs. The eSOC II (electronic System-on-a-Chip) board is designed to allow a direct interface between the Quartus II software and the Altera Cyclone II EP2C8 FPGA. The board provides an interface to the chip, along with supporting interface hardware. Details about the construction and use of the eSOC II board are available in the eSOC II Users Guide supplied with the board. The following is a summary of data taken from that Guide. The eSOC II board is shown in Figure 1 (taken from the User Guide from Arches Computing Systems). The board contains the Altera FPGA (in the center), a 24 MHz clock source (U8 to the left of the FPGA), and numerous input switches and output displays. Figure 1 – eSOC II Board (from User Guide September 6, 2006) There are three types of input switches, single-pole-double-throw (SPDT) toggle switches (S1 and S2), debounced push-button (SPST) switches (DB0 and DB1), and non-debounced push-button switches (B0 – B3). Bouncing is a mechanical effect where a switch rapidly alternates between â€Å"on† and â€Å"off† when pressed as the metal contacts make and break connection as the parts â€Å"bounce† off each other. A debounced switch is designed so that any closure produces a single on to off or off to on indication. The output features include red LEDs (RED0 – RED7), green LEDs (GRN0 – GRN7) and two seven-segment displays (Digit0 and Digit1). The FPGA uses a random access memory (RAM) technology. This will be explained in a later course, for now the key concept is that a program is stored and maintained only as long as the power is applied (like a document you forget to save, the data disappears when the power is removed). This means that every time the eSOC II board is turned off, the program in the FPGA is lost. There is a method to save a program using a different type of memory that is on the board. This memory, U3, stores the program even after power is removed. This feature will be explored in a later course.

Reading Aloud: Challenges and Solutions

Reading Aloud: Challenges and Solutions This assignment is my guide to the final step of my dissertation. In this assignment, I will discuss in details about what I will do for my dissertation. First, I will discuss my topic and why I have chosen, it and I will indicate my research questions and sub-questions. Next, I will identify key areas I need to read about and I will summarize 11 books and articles that give useful theoretical background for my research. The topics I am interested include define reading, then the process, models, methods of teaching reading, strategies readers use and the miscue analysis in relation to reading strategies. This second section will help me build the literature review for my dissertation. Finally, I will describe my research procedure and research methods I am going to use. Section one: My topic and why I chose it My topic is about problems my pupils have in reading aloud and find ways of improving my pupils reading aloud. I have chosen this topic because in my experience as a teacher I faced and taught different kinds of pupils from different levels, I have found that most of them have problems in reading, particularly reading aloud. Some of them are good in reading aloud but have many do substitute other words, have omission of words or letter-sounds while reading. This could be due to lack of sight vocabulary, lack of phonic skills, lack of strategies for reading. Some of them cant produce a single word. I discovered that pupils were learning nothing if they could not read aloud. My pupils who cannot read aloud have general difficulty in decode any reading text successfully. I believe my research is important because reading aloud is very important for my pupils in grade 9, which is closer to the final school leaving examinations in grade 12. I hope it may able me and my colleges to find the diagnoses to help the participants and in future to help all my pupils with their reading problems . In my research I wil try to analyze and describe their miscues in reading aloud according to their levels good, average and week. That time I couldnt do any thing about it because I didnt have the experience to help them. After I joined the B.A course and studied EDUC 2031 TEYL, EDUC2033 Initial Literacy, EDUC2028 Language learning from these modules I realized the nature of young learners how do they learn, how do they acquire new language and how to teach reading to young learners. As I understood the older ways of teaching reading focused on letters and words and how to say them, all language books are concerning on that view only. The new researches showed a different view which rely on development of all language skills so, because reading in a second language is seen as a thinking exercise thats not only concerned on reading words, sentences and pages only but it is on developing language as a whole. Reading is the main reason to build the personality of a person as I mentioned before and it is the main thing that teaching and learning stands on because it is a communication way between the learner and the academic culture in the schools . I would like my pupils to be able to use reading for study, for pleasure , to understand and to interact with what they learning. My pupils are in grade 9 of general education school at the age of 14 years old with different ability levels. They have been studying English for five years only using Our World Through English. They started leaning English from grade 4. In addition, they are similar in many things such as pupils environment, strengths and weakness areas they have. I decided to do research for my dissertation where I will focus on finding the difficulties my pupils face in reading aloud and helping me find ways to improve my pupils in reading aloud. Although my research will focus on reading aloud, from my experience a pupil cannot read aloud well, he can have little or no comprehension when he read silently. My research question is: How can I develop the reading aloud abilities of my grade nine pupils?. My sub-questions will be: What miscues my good pupils and weak pupils make when reading aloud? Based on my miscue analysis, what reading strategies do my good pupils and my weak pupils use when reading aloud? What reading strategies can I encourage my pupils to develop to improve their reading? In my research the subjects will be six pupils from 2 of them are good , the other 2 are average and the last 2 are weak pupils) (785 words) Section 2 Summaries of relevant literature The key areas I will need to read about for my research are: reading process models of reading Methods of teaching reading. reading strategies miscue analysis How miscue analysis can be used to identify the reading strategies that pupils use and the errors they make. In this section I discuss 11 books / articles that I want to use for my dissertation because they will help me to develop my understanding of issues related to my research. The aspects that are relevant to my study are summarized below. Urquhart and Weir(1998) Urquhart and Weir discuss three models of reading and I will state them here : Bottom up approach. They say this analyses begin with the stimulus, i.e. the text, or bits of the text. They say that in Goughs (1972) model, the reader begins with letters, which are recognized by a scanner. The information thus gained is passed to decoder, which converts the string of letters into a string of systematic phonemes, then word, then sentence then text. So bottom-up models are sequential in that one stage is completed before another is begun. Top-down approaches. Since bottom-up models starts with the smallest text unit, either letters or letter features, we could expect, then, that top-down models begin with the largest unit, the whole text. According to Urquhart and Weir for top-down model of reading, readers first use their background knowledge to help them make a sense from the text. So for top-down approaches background knowledge is very important. Interactive approach. In interactive models (Urquhart and Weir refer to Rumelhart, 1977), there is no regular sequence from top to bottom or from bottom up. They quote Stanovich the best known proponent of interactive models, that in interactive models a pattern is synthesized based on information provided simultaneously from several source (1980:35). So in interactive approaches reader uses both small text units and background knowledge to make sense out of a text at the same time. Urquhart and Weir describes reading strategies to be a conscious response to difficulties in the text while reading action selected deliberately to achieve goals (Is this a Quotation?). Aebersold and Field (1997) Aebersold and Field also have sections on models of reading (bottom up , top down and interactive). They also focus on the readers experience in learning how to read and the ways reading fits into their lives. They give five common influential sources for information that affect reading development, particularly family, the community and the school influence. They mention that despite relatively small size, a family can foster a variety of experience that affects a childs reading development. They say that the community influence provides readers with a set of varied life experiences that also shape their individual knowledge. Thirdly the school can bring children into contact with communities other than their own or they can be homogeneous institution that reflect shared values. This is interesting because in Oman children learn English without much support from the family or the community and school does not bring child in contact to many other communities. Riley (1996) This article has a section on models of reading (bottom up , top down and interactive). The author discusses how schema theory describes the process by which readers combine their own background knowledge with the information in a text to help them comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and many books have pre-reading tasks that are designed to build or activate the learners schemata. The author also highlights some of the limitations of the use of the schema-theory approach and points out the importance both of developing the learners vocabulary and of encouraging extensive reading. (This sounds as if it is copied. Beware plagiarism, Saif.) Wray and Medwell (1991) This article focuses on reading process , models of reading and approaches to teaching reading. In reading process, they mentioned that reading is a highly complicated process, and there are a number of insights and concepts that the successful reader must develop. In models of reading, they discuss bottom-up models, top-down models, and interactive models and they strongly criticize the bottom up model. They also have a section on teaching reading approaches look and say, phonic methods of teaching reading and language experience approach. I discuss these under Graton and Spratt (1998) below. Graton and Pratt (1998) This book have useful sections on methods of teaching reading (whole word , phonics , language experience ) the methods teachers can use to teach pupils how to read. Most teachers use these methods to help their student in reading , sometimes they chooses one of these methods but some teachers work on two or more because they think each method is completed by the other. The phonic method as widely used from the language teachers to teach reading and writing in the English for second language learners. It is relies on children being taught the alphabet first. Then they learn to pronounce the sounds of the letters . However it is difficult to depend only to phonics because English is not a regular spelling language. The second method is look and say or whole word method. Here pupils learn to recognize whole words or sentences rather than individual sounds. The pupils will look at a word which the teacher sound, often with a picture, and in turns will repeat the word. The problem is that it does not teach children to work out new words for themselves. The context support method can be used when the pupils are just learning to read and it is important to choose exercises or activities that really interest them. If the pupils like cars, choose an activity or exercises with pictures and simple words about cars. This will keep their interest and they will enjoy learning with the teach. OMalley and Valdez Pierce (2001) OMalley and Valdez Pierce give a useful part about miscue analysis (p 124-5). They say it involves listening to a student reading aloud and recording the miscues. In types of miscues, they mention repetitions, substitutions, insertions, omissions and self-corrections. They also recommend the teacher must get the student to answer reading comprehension questions. They say miscue analysis can provide information about (1) the readers ability to use language and the reading process (2) it can be used for assessing reading, the readers approaches to reading and reading comprehension (3) information for revising approaches to teaching reading, how it can be used by teachers effectively to improve their learners reading. This book has useful lists of reading strategies (p 121-123) and suggest how miscue analysis can be used to identify reading strategies readers are using. The authors talk about reading in the native language then reading in second language, which I am interested in. The writers said that learners who do have native language literacy skills might not know how to transfer their skills to the second language without specific strategy instruction. Carter and Nunan (Eds.) (2001) Carter and Nunan (Eds) (2001) define reading strategies as Ways of accessing text meaning which are employed flexibly and selectively in the course of reading. In teaching, attention is paid to the manner in which the reader is able to draw effectively on existing linguistic and background knowledge. They list the good reading strategies that learners use to help them read in a very efficient way, to get maximum benefit from their reading with minimum effort. These include drawing inferences, predicting and using information in the text such as pictures. They also discuss miscue analysis in relation to reading strategies: As they say, miscue analysis refers to the study of the text alterations conducted by the subject while the pupil reads the text and would be very impossible without reading aloud. Carter and Nunan (Eds) (2001) assert that for early readers miscue analysis can be used by teachers to assess the quality and quantity of learners errors in their processing of text. First, this is especially useful for L2 learners who because of their interlanguage system may show systemic syntactic and phonological departures from Standard English. In addition, they argue that miscues will be based on learners current interlanguage rather than because of misunderstanding the text. Wallace (2001) p26 in Carter and Nunan (2001) Wallace discusses miscue analysis and she focuses on how miscue analysis can be used for early readers to assess the quality and the quantity of learners errors. Beard (1987) Beard has a section on miscue analysis and methods of teaching reading (whole word , phonics , language experience). The author focuses on miscue analysis and gives some models of how to use miscue analysis to develop pupils reading and how miscue analysis can fulfill an important diagnostic function of a kind not readily offered by other more established means of reading assessment. Cameron (2001) The author has sections on reading strategies , models of reading (bottom up , top down and interactive) , methods of teaching reading(whole word , phonics , language experience ) and discusses how miscues can help the teacher identify the reading strategies a reader is using . The author gives an example from her experience of reading with a little Malaysian girl. The author mentioned that she had introduced her to the strategies such as: With the word bar, I pointed to the first letter , the sound of which she knew, and then she managed to sound out the word. With the word rather I just told her the word and did not spend any time on it , because it was not crucial to the meaning of the story and is not a particularly useful word to learn at her stage. ith the word meals I told her the word and then explained the meaning as the story progressed and the heroine moved from break fast to tea. When she came to watching TV she said washing . From this miscue I could see that she was making a good attempt at the word and had noticed the initial consonant and the final rime. www.mindtools.com/pages/articals/ According to www.mindtools.com/pages/articals/ miscue analysis refers to the study of text alterations made by the subject while s/he reads the text aloud. They summarise the research of Clay, Goodman and Weber (Davies 1995, p13) and they give a useful list of types of miscues. They say that the alterations often made by a reader are: Substitution (another word is pronounced instead of the printed word) Self-correction (the reader realizes his/her mistake and corrects by him/herself.) Repetition (the printed word is repeated orally) Omission (a word is missed from the text) Insertion (a word not in the text is added by the reader) Reversal (the word order gets changed or inverted) Hesitation (the reader pauses or makes a sound indicating hesitation) A long pause. The article also relates the miscues to approaches. It says that if a reader shows more hesitations, long pauses and self-correction, this shows a bottom up approach with the reader giving most attention to pronouncing the printed words. If a reader shows more miscues such as omission, insertion, reversal and substitution, this shows a more top-down approach where the reader is paying attention to the meaning of the whole text, not reading word by word. (Check this is not plagiarized. Can you give authors?) (1,910 words) How I will investigate my research question As discussed above, my research question will be How can I develop the reading aloud abilities of my grade nine pupils ? My Approach: For my approach and method, I read Blaxter, Hughes, Tight, (2000), Cohen, Manion, Morrison (2000), Nunan (1992). For my research approach, I will use an action research approach enabling me to investigate my own pupils over a period. Action research grows from the idea that a good teacher is one who reflects on what happens in the classroom à ¢Ã¢â€š ¬Ã¢â‚¬Å" possibly with a view to changing it. (EDUC3079 session3). My Method For my research I will plan to use miscue analysis and interviews. The miscue analysis will provide quantitative data and the interviews will provide qualitative data. I will select a text from the course book which is not familiar to my pupils , I will let them each to read aloud this text , I will record them while reading , then I will use miscue analyses to help me analyse their mistakes. Finally I will interview each pupil, I will ask questions to to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they failed to read certain words correctly. The research Procedure My research will include an unknown reading text from the OWTE course book that the six pupils will read it in order to have effective and organized results for my research question. This text from the course book OWTE that I think will be not familiar for the pupils because I gave it to them for the first time (See the appendix). First I will use pre-reading questions to prepare each pupil for the reading. Pre-reading is a way of sampling where the students are familiar to the content that you are going to give them. It is a useful strategy for beginning with a class, especially when classes contain students with mixed abilities coming from a diversity of backgrounds. Then each pupil will read the text and I record it. Then I will note down all the miscues. Finally I will interview them to examine their understanding, to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they faile d to read certain words correctly. My Expectations: I expect some problems, and here I discuss how I will overcome them: Miscue analysis, I cannot assume that any two pupils will have the same miscues. In addition, anxiety may cause artificial results. To overcome these problems, I will choose six pupils from different levels. I will try to get them relaxed, so I will tell them about the reason for my research, and I will do the recording in a quiet place, so we are undisturbed. Pupils may feel boring from doing reading every time, so I must prepare a good situation for them to feel comfortable. The main problem I think it is the time. These kinds of studies should not used in a short period because the researcher need to try many ways to investigate his pupils and his study in order to collect a valid, reliable data. Conclusion: The EDUC 3079 helped me a lot on finding solutions for many problems that I will face in future in my life as a teacher to help my pupils to reach the successes in their life as students. I learned how to read a lot and how to use the linguistics theories to help my pupils and to learn and discover the problems. The use of miscue analysis is a very useful way to solve pupils weaknesses in reading because it is allows me to focus on the problem it self , and how to deal with each problem individually.

The Burdens of Lt. Jimmy Cross in Tim OBriens Story The Things They C

The Burdens of Lt. Jimmy Cross in Tim O'Brien's Story "The Things They Carried" One of the most overlooked aspects in the life of a soldier is the weight of the things they carry. In Tim O'Brien's story, "The Things They Carried," O'Brien details the plight of Vietnam soldiers along with how they shoulder the numerous burdens placed upon them. Literally, the heavy supplies weigh down each soldier -- but the physical load imposed on each soldier symbolizes the psychological baggage a soldier carries during war. Though O'Brien lists the things each soldier carries, the focal point centers around the leader, Lieutenant Jimmy Cross, and his roles in the war. Lt. Cross has multiple burdens, but his emotional baggage is the most pressing. Of all the weights burdened upon Lt. Cross, the heaviest baggage is located in his own mind. Specifically, the heaviest things Lt. Cross carries are an emotional obsession over Martha's love, the physical consequences caused by his daydreaming of Martha, and an unrelenting guilt about Ted Lavender's death. In the first paragraph of the story, Jimmy Cross' rank is noted (First Lieutenant) along with the fact that he "carried letters from a girl named Martha, a junior at Mount Sebastian College in New Jersey" (434). From the outset, the reader sees that Martha plays a pivotal role in his thoughts and actions. The fact that Jimmy Cross "would imagine romantic camping trips into the White Mountains in New Hampshire" after he marched the entire day and dug a foxhole indicates that he thinks often of Martha (434). While these thoughts of a lover back home provide some form of escape for Lt. Cross, they also burden him with the obsessive feelings of unrequited love. ... ...nal lives, but O'Brien's choice to focus one soldier, Lt. Cross, lets the reader scope the depths of the human mind during an extremely stressful situation. As a young lieutenant, this man shoulders his own longing for love, the death of a fellow soldier, the guilt he places on himself, as well as the added duties of responsibilities for a platoon of men. The narrator provides one specific quote, which perfectly summarizes the mental aspects of war: "They carried all the emotional baggage of men who might die. Grief, terror, love, longing -- these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight" (443). Indeed, the intangibles in this story do have tangible weight -- weight that Lt. Cross must carry for the rest of his life. Works Cited: O?Brien, Tim. The Things They Carried. NY: Broadway Books, 1998.

Which Comes First: The Art or the Artist? Essays -- Art Artistic Artis

Which Comes First: The Art or the Artist? A Historical Perspective The approach of the year 2000 seems a good time to think about the way the role of art and the artist has changed through history, and how modern art is interpreted by a modern audience. Writing about modern art gives me the creeps. In other types of art, clear facts can be asserted with security, public reactions are clearly documented, skills can be appreciated, and art is clearly recognized as such. Modern art defys all of these conventions. Writing about modern art bothers me because after I've said everything that I feel about a piece, I'm not sure I could defend myself if someone walked up and told me I was an idiot who missed the artist's point altogether. Am I symbolic of the piss or the crucifix, the Lady or the tiger? Amoung the things the artist has been in history are: historian, architect, scientist, propagandist, and social commentator. Is the modern artist still the same, or is the role of the artist changing completely from all the old templates and metamorphasizing into something altogether different? The Artist as Historian? For vast majority of art history, the artist has been very unimportant. Cave paintings are considered a way to learn about the lives of prehistoric man. Cave paintings are of interest to the archieologist and the curious. No painting has any signatures, at least none have been interpreted as such. No none ever tries to "get into the mind" of a prehistoric artist. No one knows who the artist is until the egyptian artist Imhotep began putting his name on his work. Until then, no none was concerned with the artist as anything but a tool to express the culture of the time. Artists often are given the duty of re... ...ortfolio. The xyz portfolio was a collection of pictures of men engaged in brutal homosexual acts. While these pictures certainly make an impact on an audience, they don't change public opinon on the subject. They change public opinon of the artists. Modern art lacks much of the subtle touch of previous art. Its statements, although more powerful than ever in history, are not accepted by mainstream society. In order for an artists to be the pivot of public opinon and social change, they have to be more acceptable to mainstream, or else art has little function in society. During the Wats;on festival held at Carnegie Mellon University, Elaine King was asked to speak on the future of art. She asserted that art was being created for "artists, art critics, curators and collectors." Surely this must change if art is ever to be the fulcrum it has the potential to be.

The Progressive Movement Essay example -- American History Essays

The Progressive Movement The progressive movement of the early 20th century has proved to be an intricately confounded conundrum for American historians. Who participated in this movement? What did it accomplish, or fail to accomplish? Was it a movement at all? These are all significant questions that historians have been grappling with for the last 60 years, thus creating a historical dialogue where in their different interpretations interact with each other. The most commonly known, and consequently most watered down, version of the progressive movement argues that this era was simply an effort by the middle class to cure many of the social and political ills of American society that had developed during the rapid industrial growth in the last quarter of the 19th century. This explanation has proven to be a woefully inadequate in the face of the complexities that characterize these times. In Richard Hofstadter’s The Age of Reform, Peter Filene’s â€Å"An Obituary for the Progressive Movement,† Richard McCormick’s â€Å"The Discovery that Business Corrupts Politics,† and Paula Baker’s â€Å"The Domestication of Politics† each author asserts their own unique interpretations of the progressive movement. These distinct examinations each chart and thus manifest the fluidity of knowledge about this particular time period and how it has been shaped reshaped by new analysis. Richard Hofstadter, the leftward leaning author of Age of Reform, in his appraisal of the progressive movement makes the central argument that the progressive movement was not catalyzed by economics or moral principal but instead by psychology. Hofstadter describes the progressives as primarily â€Å"urban, middle class, and nation wide.† He makes the case that t... ... an impact on the system as a whole. An interesting comparison can be made between Hofstadter’s â€Å"status revolution† and Baker’s suffrage movement. Both can be seen as psychologically driven movements that interacted during the progressive era. Baker and Hofstadter also both cite a vast and complex struggle to improve the status of a particular social group. Baker on one hand describes women’s fight for the right to be seen as equal to men, most definitely in a political sense if not in a social sense as well, while Hofstadter makes the case that the progressives were driven to action by the need to reclaim their former status of superiority over the emerging newly rich industrialists. Although Baker does not seem to give the amount of attention to psychology that Hofstadter does an undeniable correlation can still be made between the arguments of both authors.

Treatment Of Hyperslanting Trapezium Health And Social Care Essay

The stableness of the trapeziometacarpal joint depends chiefly on the ligamentous agreement around it, the muscular tenseness, every bit good as its constellation. Sixteen ligaments were identified stabilising the trapeziometacarpal joint.REF The dorso-radial and deep front tooth oblique ligaments play a significant function in stabilising the joint, with the deep front tooth oblique ligament operation as a pivot for the first metacarpal motion during volar abduction to let rotary motion ( pronation ) of the pollex. The hyperslanting trapezium ( which is a term given for the hypoplastic trapezium that shows an overdone angle in relation to the first metacarpal ) is an uncommon status that is associated with hurting at the base of the pollex. It is more common in the dominant manus of females in their mid-twentiess, but can impact both sexes and both custodies. It consequences in an unnatural burden distribution at the metacarpal aspect of the trapeziometacarpal articulation, with gradual fading of the back uping ligaments, ensuing in increasing dorso-radial subluxation of the first metacarpal over the trapezium. Kapandji and Heim ( 2002 ) reported that Robert ‘s position ( Robert P. Bulletins et memoires de la Societe de Radiologie medicale de France. 1936 ; 24:687. is used for appraisal of the incline angle of the trapeziometacarpal articulation. The incline angle was defined harmonizing to as the angle between the longitudinal axis of the 2nd metacarpal and the axis of the trapeziometacarpal articulation represented by the line fall ining the two distal poles of the trapezium ( Fig 1 ) . The same angle is expressed besides as trapezial joust which is the complement of the angle formed by the intersection of a line tangent to the in-between tierce of the trapezial articular surface analogue to the scaphotrapezial articulation and a line analogue to the proximal tierce of the 2nd metacarpal. For custodies without degenerative arthritis, the normal trapezial joust angle is 42 & A ; deg ; Â ± 4 & A ; deg ; .ref There has been a dearth of literature published as disciplinary osteotomy and/or trapezial abnormalcies. In this survey, we aimed at rectifying the trapezial joust in non-arthritic trapeziometacarpal articulations by a dorso-radial unfastened cuneus osteotomy and bone transplant, reconstructing the normal biomechanics around the joint and get rid ofing the unnatural tonss sustained by the ligaments, taking to forestall the development of creaky alterations.Patients and MethodsBetween 2001 and 2007, 135 immature grownup patients in their mid-twentiess and early mid-thirtiess who conequectively presented with radial side carpus jobs were studied sing the grade of the trapezial joust and trapezial incline. Eleven patients were operated upon depending on both clinical and radiological appraisal for the trapeziometacarpal articulation. The patients were followed up at an norm of 53 months with a scope of 37 to 93 months. They were 8 females and 3 males. Seven patients had bilateral processs ( 18 custodies in entire ) . The age at surgery ranged from 18 to 34 old ages ; the norm was 25 old ages. All patients who were operated upon presented with radical pollex hurting, diminishing their public presentation at work and impacting their day-to-day life activities. DASH and modified DASH tonss were used to asses our patients. The trapeziometacarpal stableness was assessed harmonizing to the Eaton method. In each instance the tester stressed the basal articulation radially and ulnarly and assessed the sum of interlingual rendition of the base of the first metacarpal relation to the trapezium at the CMC articulation in millimetres. Besides we applied the metacarpal base compaction trial by using palmar directed force per unit area on the pollex metacarpal base while the CMC articulation is extended utilizing the opposite manus, and the shear manoeuvre as a trial of sidelong stableness of the CMC articulation. A cuneus corticocancellous bone transplant is obtained from the iliac crest with the base 8 – 12 millimeter harmonizing to the preoperative computations to rectify the grade of the trapezial joust. A 14 millimeter broad osteotome is inserted in the gap cuneus osteotomy and used to pry the trapezium unfastened. The bone transplant is inserted in the unfastened cuneus and the transplant is impacted into the osteotomy site and checked with fluoroscopy. A individual K wire is used for arrested development and inserted through the base of the first metacarpal, the trapezial fragments with the bone transplant in between. A POP slab is applied and left on for five to seven yearss so replaced by a pollex Spica dramatis personae for six-to-eight hebdomads. A rehabilitation plan for the thumb scope of gesture. Treatment of the painful, unstable, prearthritic basal articulation of the pollex has received comparatively small attending in the literature. Patients with prearthritic diagnostic TMJ hurting and instability, are by and large underappreciated, and are ab initio misdiagnosed as status other than radical joint instability. Extension osteotomy of the pollex metacarpal has been proposed to counterbalance for the incompetency of the anterior oblique ligament and cut down laxness in the dorsal-palmar way. An extension osteotomy of 30 & A ; deg ; is reported to give more than 90 % good consequences in footings of hurting alleviation and improved clasp and pinch strength at two old ages follow-up ( Tomaino, 2000 ) . The extension osteotomy shifts mechanical burden at the TMC articulation more dorsally and redirects force vectors, therefore a fixed subluxation and/or multidirectional instability should be a contraindication to the process. Besides the metacarpal osteotomy does non take into history the grade of trapezial incline. A more planetary instability may reflect a greater grade of capsuloligamentous hurt and may ask ligament Reconstruction. Theoretically, moderate to severe hyperextension and accompaniment metacarpal adduction would be expected to increase the tonss in the palmar compartment of the TM C articulation and emphasize the POL. For most writers, ligamentoplasty has been the preferable line of intervention to forestall trapeziometacarpal subluxation and early arthritis of the TMC Joint ( Eaton phase 1 or 2 ) . With more than 90 % good consequences reported with 5-7 old ages of follow-up The Eaton process uses a strip of the flexor wrist radialis sinew passed through a tunnel at the first metacarpal base perpendicular to the nail axis. Brunelli et Al. ( 1991 ) use an kidnapper pollicis longus transplant passed through a similar tunnel with first-class consequences. A good consequence can non be obtained utilizing this technique entirely in instances of trapezial dysplasia, as this dysplasia is the primary pathology and the ligamentous fading is secondary, and ligamentoplasty entirely will non keep the place of the pollex metacarpal in relation to the dysplastic trapezium. Trapezial osteotomy has been proved through experimental survey done on cadaverous limbs ( Ropars et. Al. 2009 ) to reconstruct the normal incline angle of the TMC articulation. That survey has emphasized that trapezial osteotomy is technically demanding with several possible complications but most of them can be avoided by a meticuolous technique and careful pick of the patients.

Long Day’s Journey Into Night

In Eugene O’Neill’s play A Long Day’s Journey into Night, the main protagonist, Mary Tyrone, functions as an instrument of suffering of others. Her sons Jamie and Edmund both suffer internal tragedies that could easily be blamed on her. Like her sons, her husband Tyrone faces his own internal conflicts, some of which are because of Mary. Mary Tyrone is a â€Å"recovering† addict who has an extremely hard time admitting her problem and is sometimes in denial about her problem. Her denial is a huge factor in the suffering that her sons and husband have.Jamie, Mary’s eldest son, is an alcoholic that undermines his brother. In the earlier half of the play the reader learns from Tyrone that Jamie hates Edmund and is extremely jealous and angry towards him. This becomes evident later on the in the play when Jamie tells Edmund how he feels using terms such as â€Å"Mama’s baby and Papa’s pet†¦Ã¢â‚¬  (167), showing the reader his enviou s feelings. Jamie is jealous towards Edmund and resents the fact that he was ever born. Because all of Jamie’s jealousy is due to Edmund’s birth, the true blame and jealousy is toward Mary for giving birth to Edmund.Jamie knows, as well as Mary, knows that the reason for Edmund’s birth was due to the loss of her second son Eugene. After Eugene died Mary felt lost and empty and decided to give birth to a third child, Edmund, in hopes of helping her cope with the loss of her second son. Knowing this adds to Jamie’s jealousy towards Edmund and his bitterness towards his mother. Not only is Jamie angry at his mother for having Edmund, he is angry at her for being in denial of her problem.He knows that his mother is a morphine addict but cannot accept the fact that she won’t admit she is back into her habit. Her addiction causes his addiction. Jamie’s anger towards his mother’s obsession causes him to drink. The more Mary denies her action the more Jamie drinks. Although he is aware of her addiction, he tries cover for her by making up little excuses to her whereabouts and or her physical appearance. Edmund, like Jamie, is also aware of his mother’s morphine addiction but makes excuses of Mary’s actions and appearances to his brother and father.Both Edmund and Jamie hope that by covering for their addicted mother, they will be able to salvage what is left of their broken family. During the play Edmund learns that he has consumption or tuberculosis. This means that he will have to spend up to one year in a sanitarium. After it is learned that Edmund got consumption when he went to foreign lands earlier in life to escape the troubles of his family, it is easy to blame Mary Tyrone for his illness. There would have been no reason for Edmund to escape his family if his mother was not addicted to morphine.If Mary wasn’t an addict than it is highly probable that Tyrone and Jamie would not be alcoholics and Edmund would not be ill and an alcoholic-in-training. After Edmund is diagnosed with consumption, the family must decide on which sanitarium to send him to. Mary and Jamie try to say that Edmund’s consumption is due to the previous sanitariums that Edmund’s cheap father Tyrone decided upon. However, Tyrone’s being cheap is not to blame for Edmund’s illness, his mother is.Mary Tyrone brings about the suffering of her sons and husband through her own morphine addiction. Her addiction contributes immensely to Tyrone’s and Jamie’s alcoholism as well as Edmund’s illness. Their sufferings allow for this play to be a tragedy and for the reader to establish the theme that family-dynamics can hold us back if someone cannot take personal responsibility and move on. Mary Tyrone is a tragic figure in the tragedy A Long Day’s Journey into Night who functions as an instrument of the suffering of others.

Developing the Future of Flight (Aerospace Engineering)

Developing the Future of Flight Aerospace engineering is the field of engineering dealing with the design, development, construction, testing, and operation of vehicles operating in the Earth’s atmosphere or in outer space (Stanzione). Aerospace engineers can work on many different vehicles from aircraft to deep diving vessels to high speed trains. The vast knowledge in aerodynamics, propulsion systems, structural design, materials, avionics, and stability allows them to work on just about anything. To become an aerospace engineer one must complete a bachelor’s degree program, usually in aerospace or aeronautical engineering.Then college graduates must take two examinations and accumulate four years of work experience in order to become a licensed professional engineer (PE). Graduates earn the title of engineer in training (EIT) after completing the first exam, which can be taken any time after schooling is complete. EITs may then begin on-the-job training to further th eir experience and understanding of aeronautical engineering. Once EITs have completed the required experience, the next step would be taking the second exam to become a professional aerospace engineer (education-portal. om). According to engineeringdegrees101. com, the median salary for aerospace engineers in 2011 is $92,000. When one first enters the world of aerospace engineering, one will start out as an aerospace engineer I. This is called the entry level. The average salary for an entry level engineer is $62,213 per year. After one has worked in this field for two to four years, an aerospace engineer II will be the next step up. Anyone at this stage is now considered an intermediate level engineer and will take home an average salary of $84,537 per year.Soon after this promotion comes the next promotion, and aerospace engineer III. At this point people at this level now earn $91,945 per year. After working in this career for five to eight years one will move up to an aerospace engineer IV where the yearly salary is $98,630. Three years later and the final promotion comes, an aerospace engineer V. At this level the annual take home pay is $119,993 in one year (1. salary. com). As an aerospace engineer I-V, one will design and supervise the construction of aircrafts and the parts that make these monsters.These engineers will be given the task to analyze results of stress tests on various aircraft and missile parts and conduct research to determine flight characteristics. As a level one engineer, one will rely on instructions and pre-established guidelines to perform the functions of the job, and can plan on working under immediate supervision. Level two engineers will rely on limited experience and judgment to plan and accomplish goals, and perform a variety of tasks while working under general supervision.As a level three engineer, one will rely on experience and judgment to plan and accomplish goals while performing a variety of complicated tasks. As a l evel four and five, engineers will rely on extensive experience and judgment to plan and accomplish goals and perform a variety of tasks, and now get to lead and direct the work of others as a reward for all the hard work put in through out the years (1. salary. com). Sciencebuddies. org says that most aerospace engineers work in office buildings, laboratories, or plants, but not all work indoors.Some may work outdoors at construction or test sites monitoring or directing operations. Other engineers spend countless hours away from home traveling from worksite to worksite all around the world overseeing the production of things or having to fix problems. Many engineers work forty hour weeks, but sometimes deadlines on a project will force them to work longer hours in order to get the project done on time. When students are in college, or fresh out of college, and do not have a job or any extra money, one solution would be doing an internship.Internships will often offer several thous and dollars to be used for education related expenses, or just to spend however the intern wishes. Students that are planning to go into aerospace engineering can do internships with related companies such as NASA, Boeing, and Lockheed. Such companies would love to have a young adult come in and start learning the way things are done, knowing that some of the best workers are going to be leaving and are in need of people to take these veterans’ place.Perhaps the greatest benefit of the aerospace industry for professionals is in terms of annual salary. Aerospace engineers, for example, make $92,000 annually on average. This salary is the base salary for engineers, with many companies providing profit sharing and other plans that bring the annual salary up. Another important benefit for aerospace professionals of all types is the basic health, dental, and vision benefits. Most major aerospace companies provide extensive health and medical benefits, which are investments on the company’s part toward a healthier and more productive workforce.Dental and vision benefits are nice perks for aerospace professionals and those with families can usually include children and spouses on their plans. While salary and basic benefits are great ways for aerospace professionals to offset the stresses of the job, there are a number of other perks that keep talented workers in the industry. Many aerospace companies provide consumer loans to the employees for the purchase of automobiles, condominiums, and other living necessities. Finally, commercial and civilian aerospace companies will often provide airline discounts for workers and immediate families.Finally, there are two mainstays of the aerospace industry which are crucial for professionals to stay at jobs over a long period of time. Most aerospace companies provide paid leave, typically four to six weeks annually, which is meant to give professionals time to unwind and leave the desks or work stations for a lit tle while. As well, a long term human resources investment for these companies comes with the pension program. Aerospace companies will often match a certain level of employee contributions in order to keep skilled workers from leaving for jobs with rival companies.Works Cited Page â€Å"Aerospace Engineering — Britannica Online Encyclopedia. † Encyclopedia – Britannica Online Encyclopedia. Ed. Kaydon A. Stanzione. Web. 20 Nov. 2011. . â€Å"Aeronautical Engineer: Educational Requirements. † Research Schools, Online Courses, Degrees and Careers at Education Portal. Web. 20 Nov. 2011. . â€Å"Engineer Salary – How Much Do Engineers