Even, Yet, and Still

Even, Yet, and Still Even, Yet, and Still Even, Yet, and Still By Maeve Maddox Until recently I thought that the pleonasm even still was to be found only in the uncertain writings of college freshmen. Then I read this in the current issue of my favorite writers magazine: Traditionally published books get the nice displays, posters and extra attention from store managers. Even still, many of the titles end up in the bargain bin. I did a Google search and found millions of examples of the wretched expression. It seems to be especially popular in the titles of songs, poems, and blogs. Here are some examples: . even still, Id happily do it all over again. even still, Safari sucks. Even still we lose our way Is Anyone Even Still Blogging Anymore? At the risk of beating a dead horse, Ill try to explain why even still does not belong in careful writing. As adverbs modifying comparatives, the words are virtually interchangeable: She is even happier today than she was yesterday. She is still happier today than she was yesterday. Fans want still more details of their favorite celebrities. Fans want even more details If the expression is intended to mean still, then still is enough: Is anyone still blogging? If it is intended to mean yet, then yet or one of its synonyms should serve: nevertheless, however, notwithstanding: Nevertheless, Id happily do it all over again. Notwithstanding, Safari sucks. Nevertheless, we lose our way. That being said, sometimes the words even and still can come together correctly when the even is being used as an intensifier and the still is an adverb of time: Do they even still make Zima? Why Hilary is even still in the race†¦. Finally, heres a dilly of a headline that Ill leave to our readers to sort out: Yet Even Still More U.S. Presidential Election Maps Already Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Idioms About Numbers5 Lessons for Mixing Past and Present Tense10 Functions of the Comma

Learn the Conjugations for Sourire (to Smile)

Learn the Conjugations for Sourire (to Smile) Sourire  is a great French verb because it means to smile. When you want to say the past tense she smiled or the present tense we are smiling, the verb will need to be conjugated. In order to do this, youll need to memorize quite a few words and this lesson will introduce you to the essentials youll need. The Basic Conjugations of  Sourire Some French verbs are easier to conjugate than others. Unfortunately, sourire is not one of the easy ones. Thats because its an irregular verb and it does not follow any common rules. However, a verb such as rire (to laugh) does share the same endings. If you study smiling and laughing at the same time, both will be just that much easier to remember. Who knows, you might even have a little fun! The first step in any French verb conjugation is to identify the verb stem (or radical). In this case, that is  sour-. With that, you can use the table to find the correct ending to use. Simply find the subject pronoun needed and choose either the present, future, or imperfect past tense. For example,  I am smiling is  je souris  and we smiled is  nous souriions. Present Future Imperfect je souris sourirai souriais tu souris souriras souriais il sourit sourira souriait nous sourions sourirons souriions vous souriez sourirez souriiez ils sourient souriront souriaient The Present Participle of  Sourire Beyond the verb usage, the present participle of sourire can be used as an adjective or noun. Its easy to form as well. Simply add - iant to the radical and you have souriant Sourire  in the Compound Past Tense The passà © composà © is a compound past tense and its used frequently in French. In order to construct it, you will conjugate avoir into the present tense and follow it with the past participle souri. That gives you jai souri for I smiled and nous avons souri for we smiled. More Simple Conjugations of  Sourire If you need to question to the act of smiling,  the subjunctive verb mood  can be used. When the act is dependent on something,  the conditional  is useful.  The passà © simple  and  imperfect subjunctive  are both literary forms, so youll find those most often in written French. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je sourie sourirais souris sourisse tu souries sourirais souris sourisses il sourie sourirait sourit sourà ®t nous souriions souririons sourà ®mes sourissions vous souriiez souririez sourà ®tes sourissiez ils sourient souriraient sourirent sourissent The imperative  is the one time when its acceptable to skip the subject pronoun. Its useful for short sentences, such as commanding someone to Smile!   Imperative (tu) souris (nous) sourions (vous) souriez

Discussion Assignment Example | Topics and Well Written Essays - 1750 words

Discussion - Assignment Example A good leader to be followed has to possess profound human traits even that are above conventional concept of authority. The qualities of a good leader require skills and knowledge applied in a reliable manner. Leadership is a profound concept, which has more increased complex implications; these are driven by the fast changing world. The leadership role is inevitable reflection of a person’s requires analysis of life’s challenges. In business he have faced numerous challenges one of them being government regulations which include vehicle registration, renewal fees which are sometimes restrictive to new car owners, this may be prohibitive to our business growth. Place licenses are not easy to come by since there are many requirements to be fulfilled before acquiring them. Car inspections have to be done regularly and these may be a problem since it requires a lot of money to achieve it (Ellis 56). Discussion 1b Science and Technology Even, though, technology is on the r ise, it gives them extra work of developing software’s in languages understood by people from certain languages. If not attained, then it is only normal that people will not be able to communicate hence reducing global contact. Science differences range from organization culture to culture of a given community. The given organization is likely to have cultures that do not support the use of internet for communication purposes. Many employees spend many hours in social networking sites that just make them unproductive in terms of their work. On the other side some cultures in communities do not embrace technology use and still embrace the modes of communication that were used in the olden days. It is through such problems that social media does not go to lengths that it would probably reach. The level of education of the user of these technologies off communication also matters in that various gadgets may be produce to ease communication, but not all the people will understand the technology. The individual linguistic activity comes in as, they use difficult terms that may not be conversant with people from older generations are likely to slow down communication process. Misinterpretation may also come in; most people are like to try to interpret the wrong thing to the new trends, people do not like to look outdated. The fact that technology is dynamic everyone will not be able to grasp the new technologies (Ellis 72). Discussion 2a Ethics Business ethics has been defines many researchers differently one being the ability of a business to run without breaking the given laws. This definition shows the link between ethics and legal aspects and how they come in handy. Others have described it as the ability to avoid habits that may tarnish the image of the company to its consumers. On looking at this, it is important for any person planning to venture into a foreign country especially those that are undeveloped to have in mind that the definitions above can act as an important point to note because this could easily result into big losses of money in terms of lawsuits or customer withdrawal. So as the new investor plans to venture into the new country it is important that he trains his employees so that when they go to the new market they are able to work with the new rules that govern business there. The link between business ethics and law is

Literature Essay Example | Topics and Well Written Essays - 750 words

Literature - Essay Example This passage is from Devora Baron’s â€Å"Bill of Divorcement† on page 55. The language is a translation of a Jewish author’s work. The length of sentences varies to slowly build up the action. The first sentence has 37 words and active voice shows the woman’s sense of control over her life. The second sentence has twelve words. It signifies how much she loves and adores her husband. The word â€Å"boil† seems to be a metaphor for her â€Å"boiling.† It foreshadows her fate as the one who will be cooked. The last sentence has sixty words and reads like a death sentence. Indeed, the word â€Å"sentence† is mentioned. Furthermore, the â€Å"hardness† or harshness of what happens to her can be summarized in how Isser Ber cannot look at her. He is guilty for what he will deliver to the woman who loved him too much. This passage is significant to the story, because it shows the hardships of women as wives in any patriarchal society, where they are supposed to play specific traditional gender roles. They must fit certain social expectations, or else, they will get sacked and get the Bill of Divorcement. The home that they painfully and patiently built will be gone in an instant that society decrees them unfit as a wife. This passage summarizes how society treats women who cannot be exactly what men want them to be. No matter how much a woman loves or sacrifices for her man, she will get no mercy for not being the woman that society wants her to be. ______________________________________________________________________________ 2. H. On the day I became thirteen years old and a member of the congregation, my mother, peace be with her, bound her kerchief around my neck. Blessed be God, who has given His world to guardians. There was not a spot of dirt to be found on the kerchief. But sentence has already been passed on the kerchief, that it was to be lost through me. This kerchief, which I had observed so much and so long, would vanish because of me. This passage is from Agnon’s story, â€Å"The Kerchief† at page 64. The language comes from the viewpoint of a deeply religious person. The sentences vary in length. The first sentence talks about the rite of passage of a Jewish adolescent. His mother must be proud of him to use her best kerchief for him. Agnon believes that God gives His world to His people. The kerchief is also described as spotless, a sign of purity. It is a metaphor for goodness. However, the last two sentences show guilt for losing the kerchief. This passage is significant to the story, because it stands for the meaning of purity. Purity is not something people wear like a kerchief during Sabbath. It is not like an accessory that people can choose to wear or not to wear as they please. Agnon depicts that purity is about following God’s words every day of one’s life, even if it means giving a precious kerchief to a beggar. Through his action of com passion, he shows that indeed, God has â€Å"given His world to guardians,† if these guardians know how to show love and mercy to those who need it the most (Agnon 64). ______________________________________________________________________________ 3. J. The rabbi’s son needs only a single moment to pass silent judgment on the woman who was intended to be his bride: Her dress hangs from her like a sack, her eyes are large, black, and pretty, but she flutters her eyelids

Quantitative research Essay Example for Free

Quantitative research Essay Isaac and Michael described quantitative research as allowing the researcher to formulate research questions or hypotheses and then to test each under controlled conditions. They decided its greatest merit is the convincing nature of hard data collected that can speak for itself (1974, 354-355). PROCEDURES To conduct this study, the following actions will be taken regarding each of the objectives: First objective: To identify and report the desired behaviors required for future Christian education leaders. 1. The literature of the field will be reviewed in the following areas: (a) Biblical context, (b) Church History, and (c) contemporary ministry. 2. The findings of the literature will be reported in chapter 2. Second objective: To validate the behaviors identified in the literature review. In order for the inventory of behaviors to be comprehensive, Flanagan stated that it is necessary to obtain a sufficiently representative sample (1949, 343). a) The degree of mutuality existing among the behaviors reported will be identified with respect to the different clusters. b) The number of behaviors will continue to be reduced by combining similar behaviors and writing new descriptions without regard for specific categories. c) The final inventory of administrative behaviors will be produced by the researcher. 2. The findings of the inventory of behaviors will be reported in chapter 3. Third objective: To make appropriate recommendations on the selection and training of future education administrators. 1. The study, including the findings of objectives 1 and 2 will be reviewed and summarized. 2. Appropriate conclusions will be drawn. 3. Specific recommendation which emerge from the study will be made, including suggestions for utilization of the competency areas recommended by the study, and suggestions for further research. 4. The summary, conclusions, and recommendation including check list will be reported in chapter 4. ORGANIZATION OF THE STUDY The study will be organized into four chapters in accordance with the Action Research, as table 1 displays. TABLE 1 Organization of the study based on action research Action Research Steps Chapters 1 2 3 4 Planning/Conceptualization X Fact Finding X X X Evaluation X Chapter 1 has stated the problem and purpose, explained the importance of the study, and stated the method. Chapter 2 will survey the literature to identify and report behaviors required to effectively analyze the characteristics of the church leaders, church members and surrounding neighborhood. Chapter 3 will report the validated behaviors for the role of the church. Chapter 4 will review and summarized the study, offer appropriate conclusion and discuss recommendations for change and future study. CHAPTER 2 CHARACTERISTICS We expect every church planter either black or white to be a good leader. Everyone else who knows about leader and his ministry, even including his group people expect it too. This is truly right no matter who a church planter is, may be any man or woman, may be a minister having both in church and outside of the church jobs. He may be a permanent pastor. Every church planter must enquire about his personality by self-questioning in such a personal way so that obtaining answers can help him to be sure about his decision and can help him to find out his true calling these answer can also help planter to know his future as a leader of his group. Our own understanding taught us about good leaders and leadership which we learned by working with different leaders. These leaders are the ones that people have known, read or watched about them. A successful leader has four elements including organization second program third morale and forth leadership. The greatest of four is leadership. Although morale is condition of mind and character that shows the person is brave. It also includes ability to do things with full trust on your self. The organizational element is based on morale followers; program of a church goes where the leadership goes. People have studied different kinds of leaders in secular history and in the Bible. The Lord Jesus Christ is their example as a true leader in Christian service. In the Bible God chose many people as leaders in His work for example Abraham, Noah, Nehemiah, Joseph, Paul and Daniel. Whenever the God leads anyone to think, about going into the Christian ministry he must look for a person who could demonstrate Him, what His person really used to be. A question also rises of what does God require of that person as His leader? And what it takes to be a good leader? The needed qualities of a Christian leader or a church planter should be as the Joseph had he even became a picture or copy of Jesus Christ. Josephs acts and character were good qualities for a church leader any church leader with these characteristics will definitely have success. â€Å"It is vital that counselors who collaborate with African American congregations understand that titles and the values assigned to them can be very important in the Black church and within many African American families. Counselors who do not use the formal titles of ministers, church leaders, older church members, and members who have earned doctoral degrees run the risk of hampered rapport. † (2005, 147) The God selected some of His people to be prophets, apostles, pastors, missionaries, and teachers, so that His people would be taught to serve and would become strong. This will carry on until we are united on accepting the Son of God by our faith. All the church has realized the need for leadership; they spend a big part of their life with the life of the church. People often think about the job of church leaders without attempting to connect their roles to the nature and purpose of the church. It means that church leaders become functionaries rather than ministers and become organization maintainers rather than church mission leader. But true black church leader as a person is that who uses his gifts to facilitate others in ministry, and then making suggestions and observations for implications to church.

Australian Broadcasting Commission Essay -- Media

INTRODUCTION ABC is an acronym referring to the Australian Broadcasting Commission established in 1932 and undertook its first radio broadcast on 1 July that 1932. Television broadcasting took place in 1956 and its independent incorporation was in 1983. The SBS refers to the Special Broadcasting Service took its operations first in 1975 and 1980 saw its first television broadcasting. It however became fully incorporated in 1991 as an independent broadcasting corporation. The ABC and SBS became statutory broadcasting bodies that were established through legislation through the ABS and SBS charters. The two charters provides for the specific functions and roles to be played by ABC and SBS. The ABC Charter for instance provides that the ABC should ensure that it provides innovative and comprehensive and innovative services in broadcasting. They should also ensure that in their provision of high standards of entertainment they maintain and reflect the diversity of Australia’s culture and Australian community. Moreover it is mandated to provide educational programs in nature to ensure promotion of musical, performing arts and drama of the Australian people and transmit it to other countries. The role of dissemination of information on news, current affairs and entertainment should be for encouragement of awareness of Australia’s understanding of world affairs and attitudes. The provision of multilingual and multicultural radio broadcasting forms part of the SBS Charter in its role as a national broadcaster. It goes on to provide that television services should be created to inform, educate and entertain all Australians and should seek to reflect Australia’s multicultural society . Moreover specific functions include, contributing ... ...leem, Saed, and Stephen Shellhammer. TV White Space Sectrum Technologies. Florida: CRC Press, 2011. Campbell, Dennis. International Securities Law and regulations. Sydney: York Hill Law, 2007. Conroy, Stephen. ABS and SBS. Australian Government, Sydney: Department of Broadband, Communications and the Digital Economy, 2008. Digital Broadcasting Australia. "SBS chooses 720p High Definition." Digital Broadcasting Australia. Sydney, December 14th, 2006. Grant, Alsadai. Australian Telecommunications Regulation Communications Law Centre. Sydney: UNSW Press, 2004. Murray, Lisa. "SBS caves in over ad breaks." The Sydney Morning Herald, June 2, 2006. Pan, Hui. Asia-Pacific Telecom Monthly Newsletter. Boston: Information Gatekeeper Inc, 2010. Stuart, Cunningham, and Graeme Turner. The Media and Communications in Australia. Singapore: KHL Printing Company Ltd, 2010.

Cinema Paradiso Analytical Paper

These also gave him hope in real life. But, movies were more detrimental to Toto. It made him blind to what reality is. He had less focus on life because of the movies. Movies became blurred between reality and fantasy. One example was when his mother told him his father died. It is expected when a loved one dies, people mourn. However, Toto even smiled when he saw a particular film poster. 2. The rusty anchors by the seashore symbolized Tot's views on life and love that were greatly influenced by films, and his loyalty and commitment to films.He was severely attached to his love or Elena, being and his village life, even when clearly there were a lot of other opportunities to pursue his passion. Alfred tried to explain that like the deep blue sea beyond there is a bigger world for Toto to explore, a world which will develop his passion and talents fully, and reach his potential. The unwinding yarn that was knitted by Salvatore mom symbolized Tot's life unwinding itself as he was bac k where he came from. It hinted that he came back to search himself for unsettled questions.He looked back to his life that was once a dream. Finally, fortunately he got answers and remembered where e came from. The demolition of Cinema Paradise symbolized a new beginning for the townspeople of Canonical, and new advancement in technology which was the television. Let symbolized the destruction of the old way of living of the Canonical community. Because this structure served as the heart of the tofu wherein people gathered and bonded with each other, the demolition symbolized the end of Alfalfa's life and the increased distance among the townspeople like Tot's life.But, even though the building was destroyed, the townspeople gathered one last time to mourn, heirs and relive the memories of Cinema Paradise. Their tradition may be lost, but it has opened new opportunities to build a new tradition. 3. Think his act of breaking up Salvatore and Elena was wrong though he was filled with good intentions. He thought this was the right thing to do for Toto to have a good life. With this act, it seemed like he truly cared for Tot's future, like a father would care for his children. But, he did not give Toto to freely decide for his destiny He forced him to choose only one option.Their relationship was not even hurting anyone. If he purely and truly loved Toto, he would have guided him better, let him learn, grow, decide for himself and with the risk of mistakes. Even though what he did was wrong, somehow viewers can sympathize to Alfalfa's good intentions and as to why he did this: he lived a life of regret because he did not have the good life he aspired for. Yet, I think he was a possessive selfish father that caused more harm than good to Toto. 4. I think the scene where teary-eyed Salvatore was watching the montage of kissing scenes gave us a look at his relationship with Alfred and Elena.Movies were an essential part of his life. The kissing scenes in movies were censored so it led him to be fascinated and curious. When he finally watched the kissing scenes, it made him wistful, happy, and teary-eyed because he felt Alfalfa's love for Toto, and his overwhelming praise to Tot's achievements. Let served as a gift, a prize and a reward to Toto. Also, the scene interpreted the ephemeral passionate and glorious past and unfortunate future with Elena. Elena was his one and only true love. It stirred up his emotions and his passionate memories of youth and love with Elena.

Analyzing Both Sides of the Conflict Theory Essay

Conflict theory was the first radical criminological theory proposed by the scholars in the 1960s (Barkan, p. 254). It particularly analyzes the role of conflicts in class, gender, and power in the incidences of crimes in a particular society. It tells that these conflicts are the reasons why people commit crimes.   This specific thought opposes the view of the consensus theory which perceives crime as â€Å"any behavior that violates criminal law† (Barkan, p. 14). To compare, Conflict theory believes that a crime is far more complex than the first definition, assuming that people do not share the same values, beliefs, and dispositions. Because of this, the conflict theory becomes one of the theories that are applicable for larger contextual conditions. In fact, the theory encompasses a wide range of areas which makes it divided into sub- categories, such as radical criminology, peacemaking criminology, radical feminism, and left realism. (Greek, 2005). These minorities—the poor, Blacks, Hispanics, to name a few—are being given focus and importance through the theory. Marx and Engels specified that justice is not attainable and is unfairly being administered to the minorities. Through the conflict theory, an explanation on why minorities get involved with crimes is provided. The theory explains that laws against crimes are made not for the interest of everyone but only for themselves. Laws are made to serve the interest of the powerful who knows that their illegal malpractices can only become legal if the laws will be made based on their needs.   This made conflict theory sounds more realistic with consensus theory. It has able to portray the problem with power struggles as a source of crime motives that other theories disregarded or missed to see. However, proponents of the conflict theory also got blinded and missed to see some of the criticisms regarding the conflict. First of all, it is said that the conflict theory is too generalized and assuming with its discussion on the implementation of laws in societies. Laws connected to the prevention of street crimes such as robbery and murder do not necessarily serve the purpose of the powerful and neglects the less powerful minorities. In fact, such kinds of laws are directed to serve the security of everyone, and not just a little percentage of the people. The theory seems to forget that although people are different in some aspects, they still posses the same characteristics and needs. In this particular situation, all people need security for their lives. The laws protecting people’s lives could not be considered as law protecting only the interests of those who are in power; it is also for the benefit of other people. In addition to this criticism, the theory of conflict also shows a weak spot in terms of labeling disparities. There has been inconsistency in the evidence of such gaps tackling how dominant groups use the law to support their personal interests. In this way, the theory, in some ways, lose slightly its credibility. Nevertheless, the greatest strength of the theory is its vast and radical way of exploring the reason behind crimes in societies. These crimes are deeply rooted in the skins of the people who commit them. Although committers of crime are being treated as lowly kind of persons, their condition is being protected by the conflict theory. The theory will simply said that instead of committers, the minorities are victims of a much bigger crime brought about by the powerful groups to them. The theory, instead of prosecuting them, is aiming to reason out their main reason why they have done such crimes. Conflict theory acts like a lawyer who defends a person who has valid reasons behind the crime he committed. The lawyer may lack reliable and consistent evidence to prove the innocence of his client, but still, he believes in the accountability of the person. References Barkan, S.E. (2005). Criminology:   Sociological Understanding.   New Jersey: Pearson Prentice Hall   Bartos, J.O.   Wehr, P.E. and Paul Wehr. ( 2002). Using Conflict Theory. New York: Cambridge University Press Greek, C.E. Criminological Theory.   November 2005. Retrieved on 4 June 2008. http://www.criminology.fsu.edu/crimtheory/conflict.htm Lenski, G.E. (1966). Power and Privilege: A Theory of Social Stratification. McGraw-Hill.   

Continuing Education Essay Essays

Continuing Education Essay Essays Continuing Education Essay Essay Continuing Education Essay Essay Continuing instruction ( called farther instruction in the United Kingdom and Ireland ) is an across-the-board term within a wide spectrum of post-secondary acquisition activities and plans. The term is used chiefly in the United States and Canada. Recognized signifiers of post-secondary acquisition activities within the sphere include: degree recognition classs by non-traditional pupils. non-degree calling preparation. work force preparation. formal personal enrichment classs ( both on-campus and online ) autonomous acquisition ( such as through Internet involvement groups. nines or personal research activities ) and experiential acquisition as applied to job resolution. GENERAL CONTINUING EDUCATION General go oning instruction is similar to adult instruction. at least in being intended for grownup scholars. particularly those beyond traditional undergraduate college or university age. However. it is non usually considered to include basic direction such as literacy. English linguistic communication accomplishments. or plans such as vocational preparation or GED readying. Alternatively. as the term suggests. it is assumed that the pupil already has an instruction and is merely go oning it. Frequently. in the United States. go oning instruction involves registration in college/university credit-granting classs. frequently by pupils enrolled parttime. and frequently offered through a division or school of go oning instruction of a college/university known sometimes as the university extension or extension school. Besides often in the US. it can intend registration in non-credit-granting classs. frequently taken for personal. non-vocational enrichment ( although many non-credit classs can besides hold a vocational map ) . Besides. in the US. many such non-credit classs are offered by community colleges. The University of Wisconsin–Madison. in 1907. was the first academic establishment in the US to offer what today would be considered an identifiable go oning instruction plan. [ 1 ] [ 2 ] In 1969. Empire State College. a unit of the State University of New York. was the first establishment in the US to entirely concentrate on supplying higher instruction to adult scholars. In 1976 the University of Florida created its ain Division of Continuing Education and most classs were offered on eventides or weekends to suit the agendas of working pupils. [ 3 ] In the spring of 2009. Eduventures. a higher instruction confer withing house. released the consequences of a survey that illustrated that the recession had made a important impact on the positions of prospective go oning instruction pupils. A study of 1. 500 grownups who planned to inscribe in a class or plan within the following two old ages determined that while about half of respondents believed that the value of instruction had risen due to the recession. over two-thirds said the province of the economic system had affected their programs to prosecute go oning instruction. CATEGORIES OF CONTINUING EDUCATION. Continuing instruction can be broken down into three classs: Formal instruction * Structured and organized instruction. preparation or professional development that takes topographic point in a school. in the workplace or through a professional credit-granting organisation. * Learning takes topographic point under the set regulations of the school and the instruction must be completed within specific clip lines. * Results in a formal enfranchisement. Non-formal instruction * Education. preparation or professional development activities that are provided by by instruction establishments. community organisations and preparation bureaus. * More flexible about run intoing the student’s needs. * Depending on the plan. this sort of instruction does non ever ensue in a formal enfranchisement. Informal instruction * The procedure of deriving cognition. accomplishments and values from day-to-day experiences at place. in the community or at work. * Persons learn in order to enrich themselves. * May consequence in a enfranchisement. but non ever. To larn out more about go oning instruction policy. explore these studies and documents: * Harnessing the power and potency of grownup acquisition and instruction for a feasible hereafter – Sixth International Conference on Adult Education ( CONFINTEA VI ) . UNESCO. December 2009. * Qualifications Systems: Bridges to Lifelong Learning – Organisation for Economic Co-operation and Development. April 2007. CONTINUING EDUCATION FOR PROFESSIONALS Within the sphere of Continuing Education. professional go oning instruction is a specific acquisition activity by and large characterized by the issue of a certification or go oning education units ( CEU ) for the intent of documenting attending at a designated seminar or class of direction. Licensing organic structures in a figure of Fieldss impose go oning instruction demands on members who hold licences to pattern within a peculiar profession. These demands are intended to promote professionals to spread out their cognition base and remain up-to-date on new developments. Depending on the field. these demands may be satisfied through college or university coursework. extension classs or conferences and seminars attendance. Although single professions may hold different criterions. the most widely recognized criterion. developed by the International Association for Continuing Education A ; Training. is that 10 contact hours equals one Continuing Education Unit. [ 5 ] Not all professionals use the CEU convention. For illustration. the American Psychological Association accredits patrons of go oning instruction such as PsychContinuingEd. com and uses merely a CE attack. In contrast to the CEU. the CE recognition is typically one CE recognition for each hr of contact. METHOD AND FORMAT OF CONTINUING EDUCATION The method of bringing of go oning instruction can include traditional types of schoolroom talks and research labs. However. many go oning instruction plans make heavy usage of distance acquisition. which non merely includes independent survey. but can besides include videotaped/CD-ROM stuff. broadcast scheduling or Online Education which has more late dominated the distance larning community. Many universities such as Southern New Hampshire University. hold begun to offer intercrossed classs ; where grownup scholars have the option of in-classroom acquisition. every bit good as taking on-line classs. [ 6 ] Online classs have brought the possibility of obtaining an low-cost college instruction to many of those of to whom it was antecedently out of range. In add-on to independent survey. the usage of conference-type group survey. which can include survey webs ( which can. in many cases. run into together online ) every bit good as different types of seminars/workshops. can be used to ease acquisition. A combination of traditional. distance. and conference-type survey. or two of these three methods. may be used for a peculiar go oning instruction class or plan. CONTINUING EDUCATION UNIT A go oning instruction unit ( CEU ) or go oning instruction recognition ( CEC ) is a step used in go oning instruction plans. peculiarly those required in a accredited profession in order for the professional to keep the licence. Examples of people who need CEUs include: instructors. interior designers/interior designers. illuming interior decorators. designers. applied scientists. pedagogues. nurses. mental wellness professionals. and societal workers. By and large. a CEU is defined as 10 hours of engagement in a recognized continuing instruction plan. with qualified direction and sponsorship. CEU records are widely used to supply grounds of completion of go oning instruction demands mandated by enfranchisement organic structures. professional societies. or governmental licensing boards. The records besides provide employers with information on preparation pertinent to peculiar businesss. The term CEU is in the public sphere. Any organisation may present a traditional CEU without necessitating any accreditation. With a traditional CEU an employer or other organisation must make up ones mind on an single footing whether to honour the CEU from a preparation supplier. Due to certain CEU suppliers non adhering to high criterions. and the deficiency of criterions for specific Fieldss. there is sometimes a misgiving of the value of a CEU. and recognizing organisations have been created to standardise what a CEU means. [ 1 ] Of these. the International Association for Continuing Education A ; Training ( IACET ) offers the accreditation of CEUs for the most industries. Specific industries. such as nursing. wellness. etc. . have their ain accrediting procedures for CEUs. Any accredited CEU by and large has a foreword of the recognizing organic structure. For case preparation establishments accredited by the IACET can offer IACET CEUs. THE GOALS OF CONTINUING EDUCATION Ideally. continuing-education plans benefit both concerns and workers. Businesss encourage go oning instruction in order to prolong a extremely skilled and specialised workforce- a work force with the accomplishments to execute a assortment of undertakings or workers with â€Å"cross-functional† accomplishments. Workers. on the other manus. may have publicities. derive more power in the occupation market. or go more valuable employees by inscribing continuing-education plans. Courses are available through a assortment of channels. High schools. community colleges. universities. and trade/professional societies and organisations all provide continuing-education plans. Many offer dark classs or run weekend-only plans that provide a convenient option for those with traditional Monday through Friday agendas. Schools sometimes team up with concerns and organisations to offer plans jointly. In add-on. many companies run their ain continuing-education plans. runing from workshops and seminars to fully fledged college-credit course of studies. For illustration. Associated Spring. of Bristol. Connecticut. a division of the Barnes Group. cosponsors a voluntary on-site preparation plan for employees that allows participants to gain credits toward associate grades. The categories are run by teachers from Tunxis Community-Technical College in nearby Farmington. Classs range from basic topics such as English composing to progress managerial classs. such as organisational behaviour. concern and society ( the survey of public policy ) . and labour dealingss. By offering such classs. concerns can guarantee that they have a steady supply of qualified workers. While progressing engineering played a function in making the demand for go oning instruction. it besides created new avenues for supplying go oning instruction. The Internet. for illustration. eased the load of heightening concern accomplishments by leting professionals to larn at place whenever convenient. relieving the commutation and the clip restraints associated with traditional categories. Universities every bit good as professional societies and organisations set up Internet schoolrooms or net sites that provide audio and ocular direction in such Fieldss as insurance. accounting. existent estate. and computing machine package. Not all continuing-education classs are aimed at professionals. Some schools offer developing installations and plans for tradespeople such as pipe fitters and carpenters. Classs in such plans provide non merely practical information on the undertakings of the trades. but besides information on how to get down and pull off concerns. THE BENEFITS OF CONTINUING EDUCATION People who upgrade their work accomplishments and cognition non merely can maintain up with the latest engineerings and concern techniques. but they besides can have other benefits. such as the preparation needed to mount the corporate ladder and to recognize extra calling ends. Training installations frequently house state-of-the-art equipment such as computing machines and computer-based preparation equipment. Computers can ease synergistic preparation through computing machine webs such as the Internet. With this engineering. scholars have instant entree to experts in virtually every career. While go oning instruction is sometimes perceived as mostly a agency to career promotion. research workers in the late 1990s argued that go oning instruction was going less of an option and more of a necessity. Hence. one of the greatest benefits workers may deduce from go oning instruction is merely maintaining their occupations. However. extra instruction still can assist employees have publicities and land better occupations. Besides these basic advantages. some experts contend that go oning instruction provides extra benefits at a more abstract degree. Continuing instruction allows workers to clear up and understand the intent and ends of their businesss. In add-on. go oning instruction can assist progress assorted businesss by giving employees the chance to get both theoretical and practical occupational cognition and to better their problem-solving accomplishments. Continuing instruction besides facilitates set uping and modulating occupational criterions for some professions. Possibly the ultimate benefit of go oning instruction. nevertheless. is its ability to leave an attitude or temperament that encourages workers to happen and utilize the best techniques available at any given clip and to recognize that these techniques will necessitate to be improved or replaced. harmonizing to Cyril 0. Houle in Continuing Learning in the Professions. This attitude became all the more of import late in the twentieth century with the relentless technological progresss. the growing of competition for occupations. and the displacement from a manufacturing-based economic system to a service based economic system. Continuing instruction provides Canadians with accomplishments and cognition. Most significantly. go oning instruction provides people with options. See how continuing instruction can assist you: Career and accomplishments development * addition occupation chances * alteration callings or acquire a publicity * ascent or develop new accomplishments * acquire exposure to new thoughts and best patterns. * better your competitory border on the occupation market * maintain gait with engineering and industry tendencies * turn avocations into occupation accomplishments * get tools to get by with economic downswings * expand your professional web Academic sweetening * acquire your high school sheepskin * better basic literacy * get requirements for college or university * retake classs to better your academic class point mean * qualify for academic scholarships Personal development * explore new involvements * acquire a richer consciousness of different subjects * run into new people and spread out your web * become engaged with your community. * better understand issues impacting you and your community * better self-pride CONTINUING EDUCATION CENTRE ( IITR ) Learning is a womb-to-tomb procedure It is a pioneering Centre in the country of go oning instruction in the state. It has completed more than 50 old ages of service and has played a really of import function in the publicity of cognition upgradation activity in our state by forming refresher/specialist classs for in-service proficient and professional individual from assorted Govt. /Semi Govt. administrations. public and private projects. research establishments and industries. The Centre conducts approximately 60 to 70 short term developing programmes in Continuing Education every twelvemonth in assorted subjects of direction. technology. scientific discipline and engineering in which the professionals are trained from all parts of the state every bit good as from the neighbour states. The Centre is to the full equipped with the installation of conference hall. adjustment. dining and diversion. This Centre acts as a window to circulate information and awarenedd of latest technological developments. Courses organised by this Centre are advanced. accessible and stimulating and reference to the current demands of the professionals. Programs reach pupils in all corners of the country/from all walks of life. To run into a assortment of demands. Centre offers flexible. comprehensive class course of study in many formats. In the face of rapid technological promotion taking topographic point around the Earth. go oning instruction of in-service professional to new engineerings is the demand of the twenty-four hours to update cognition much after finishing formal instruction. Courses are being organised through the proficient expertness available in the sections and Centres of the Institute. Experts from industries and R A ; D administrations are besides invited to present talks wherever necessary. Centre organizes the classs in the beautiful campus of the Institute and besides outside the Institute in consultancy every bit good as in sponsored manner that respond to client’s go oning professional development demands. Who comes to go to the classs Participants who enroll in our classs are interested in womb-to-tomb acquisition. Many participants attend classs to develop professional accomplishments. many because they love larning and many for both of these grounds. The participant of the classs are in-service proficient individuals from assorted Govt. /Semi Govt. administrations. public and private projects. research establishments and industries. CLIENT ORGANISATIONS An exemplifying List ALSTOM Projects India Limited Associated Cement Company Bharat Heavy Electricals Ltd. Central Pollution Control Board Central Water Commission Centre of Excellence in Disaster Mitigation A ; Management Construction Industry Development Council Damodar Valley Corporation Department of Science A ; Technology Electricity Board Utility Ethopian Electricity Agency Ghana Irrigation Development Authority HAUC. Sweden HIMC Hindustan College of Science A ; Technology HPGEDA Indian Railway Irrigation Management Training Institute. Japan International Cooperation Agency LEA Associates South Asia Pvt. Ltd. Ministry of Home Affairs Ministry of Human Resource Ministry of Non Conventional Energy Sources Ministry of Power Ministry of Water Resources Moradabad Institute of Technology National Bank for Agriculture A ; Rural Development National Hydropower Corporation Ltd. National Programme on Earthquake Engineering Education National Rural Roads Development Agency National Thermal Power Corporation Oil A ; Natural Gas Corporation PBSTI Power Finance Corporation PRAGYA Prasar Bharti Project Management Unit Punjab State Electricity Board Research Designs A ; Standard Organisation Rural Engineering Services Security Paper Mills Smt. Ram Rati Gupta Women’s Polytechnic Tamil Nadu News Print and Papers Ltd. TIFAC-CORE Uttaranchal Academy of Administration Uttaranchal Gramin Sadak Vikas Abhikaran Uttaranchal Renewable Energy Development Agency Water Management Institute. Sri Lanka Xerox Modi Corp. Ltd. BACKGROUND This Centre provides high quality. professionally delivered short term classs covering a broad scope of topics. Provision is made for persons. administrations. and professional groups. The present rate of development in any scientific country makes the specialised cognition of a individual in that country disused really shortly. Continuing Engineering Education plays a critical function in the instruction and preparation of professionals which will maintain them more productive and originative throughout their professional calling. The end of the country’s instruction system is to supply a really good basic instruction. develop the pupils in a broad scope of academic and professional subjects to carry through personal. social and national demands. It is hence the duty of companies and administrations to construct a work force of their ain on this foundation by supplying preparation. go oning instruction and re-education. Developed states have demonstrated that Continuing Engineering Education leads to better occupation public presentation and occupation satisfaction lending to higher degrees of economic development. The demand for Continuing Engineering Education at the present occasion is all the more apparent because the Indian technology industry has to last planetary competition in the visible radiation of new economic reforms proposed by opening our industrial sector for foreign investors. Vision A front line Centre in scientific discipline. technology. engineering and direction devising important parts to human resource development imagining dynamic demands of the professionals Objective To create chance for deriving experience and more cognition in a peculiar field. To create consciousness in the proficient community sing the progresss in their country of involvement and expertness of IITR. To provide a platform for interaction of Faculty. Advisers. Industries and users. To provide an chance to analyze at IIT Roorkee for a short period of clip. To supply needed inputs for betterments. CONCLUSION Continuing instruction refers to any type of post-secondary instruction. used to either obtain extra enfranchisements. or as credits required to keep a licence. Almost anybody can take go oning instruction classs for personal or professional enrichment ; fittingness trainers. nurses. and safety teachers are illustrations of professionals who fall into the 2nd class. This type of instruction is aimed entirely to grownups who already possess a college or university grade. Peoples take go oning instruction in the signifier of workshops. seminars. home-study or online classs. conferences. and hands-on preparation. There is no specific format or length for this type of plan: some may take a weekend. while others can cross hebdomads or even months. In the instance of instruction for personal promotion merely. pupils normally don’t receive college credits. as the classs are non considered portion of the standard educational system. A common feature to all go oning instruction plans is a enrollment procedure. Attending a conference or cultural event that is unfastened to the general populace does non give attenders any type of instruction credits. and can non be considered formal preparation.

Biography of Francis R. (Dick) Scobee

Biography of Francis R. (Dick) Scobee Since the Space Age began, astronauts have risked their lives to further the exploration of space. Among these heroes is the late astronaut Francis Richard Dick Scobee, killed when the space shuttle Challenger exploded on January 28, 1986. born on May 19, 1939. He grew up fascinated by airplanes, so after graduating from Auburn High School (Auburn, WA) in 1957, he joined the Air Force. He also attended night school and acquired two years of college credit. This led to his selection for the Airmans Education and Commissioning Program. He received his bachelor of science degree in Aerospace Engineering from the University of Arizona in 1965. Continuing his Air Force career, Scobee received his wings in 1966 and went on to several assignments, including a combat tour in Vietnam, where he received the Distinguished Flying Cross and the Air Medal. Flying Higher He next attended the USAF Aerospace Research Pilot School at Edwards Air Force Base in California. Scobee logged more than 6,000 hours in 45 types of aircraft, including the Boeing 747, the X-24B, the transonic aircraft technology (TACT) F-111 and the C-5. Dick was quoted  as saying, When you find something you really like to do, and youre willing to risk the consequences of that, you really probably out to go do it. So, when he had the opportunity to apply for a position with NASAs astronaut corps, he jumped at it. He was selected in January 1978, and completed his training and evaluation period in August, 1979. Besides his duties as an astronaut, Mr. Scobee was an Instructor Pilot on the NASA/Boeing 747 shuttle carrier airplane. Beyond the Sky Scobee first flew into space as pilot of the space shuttle Challenger during STS-41C on April 6, 1984. Crew members included spacecraft commander Captain Robert L. Crippen, and three mission specialists, Mr. Terry J. Hart, Dr. G. D. Pinky Nelson, and Dr. J. D. A. Ox van Hoften. During this mission, the crew successfully deployed the Long Duration Exposure Facility (LDEF), retrieved the ailing Solar Maximum Satellite, repaired the orbiting Challenger on board, and replaced it in orbit using the robot arm called the Remote Manipulator System (RMS), among other tasks. Mission duration was 7 days before landing at Edwards Air Force Base, California, on April 13, 1984. That year, NASA honored him with the Space Flight medal and two Distinguished Service awards. Scobees Final Flight The next mission was as spacecraft commander of   the shuttle mission STS-51L, also aboard the space shuttle Challenger. That mission launched on January 28, 1986. The crew included the pilot, Commander M. J. Smith (USN) (pilot), three mission specialists, Dr. R. E. McNair, Lieutenant Colonel E. S. Onizuka (USAF),and Dr. J. A. Resnik, as well as two civilian payload specialists, Mr. G. B. Jarvis and Mrs. S. C. McAuliffe. One thing made this mission unique. It was scheduled to be the first flight of a new program called TISP, the Teacher In Space Program. The Challenger crew included mission specialist  Sharon Christa McAuliffe, the first teacher to fly in space. The mission itself was delayed due to bad weather and other issues.     Liftoff was initially scheduled at 3:43 p.m. EST on January 22, 1986. It slipped to the  23rd, then to January 24th, due to delays in mission 61-C, and then to January 25th because of bad weather at transoceanic abort landing (TAL) site in Dakar, Senegal.   The next launch date was January 27th, but another technical glitch delayed that one, too.   The ​space shuttle  Challenger finally lifted off at 11:38:00 a.m. EST.  Dick Scobee died along with his crew when the shuttle exploded 73 seconds into the mission, the first of two shuttle disasters. He was survived by his wife, June Scobee, and their children, Kathie Scobee Fulgham and Richard Scobee. He was later  inducted into the Astronaut Hall of Fame. Edited by Carolyn Collins Petersen.

Philosophy - gun control article Essay Example | Topics and Well Written Essays - 500 words

Philosophy - gun control article - Essay Example However, in November 1993, legislators passed the Brady bill. The Brady bill mandated federal checks on the background of purchasers of firearms in the United States. However, has this bill been successfully instituted? Has it had tangible results? This paper aims to show how this bill, while noble in intention, has failed to address the real nature and reason for criminal activity, via the eyes of the author. The notion about linkage of violence and guns, however, immaculately documented is mistaken. Firearms and their possession do not cause a surge in crime rates. The resulting legislation of laws controlling possession of firearms causes the surge in crime rates. Violence and crime rates are currently below the monstrous rates, witnessed in the 70’s. An increase in population of 15-24 year old males, who are noted as being the at-risk population, will inevitably lead to worsening crime rates. There is certainly no evidence that this fresh criminal generation will find it more difficult to obtain firearms than their elder statesmen will. As the violence grows, call for harsher laws will escalate. However, each piece of legislation will only precede renewed frustration over seemingly un-deterred criminals (Polsby 1). The argument that gun control works is ignorant, to say the least. Markets that deal with the illicit trade of firearms will always find a way to adapt to the intense scrutiny, regulation and bureaucracy hurled at them by the legitimate world. It is also worth noting that the increased control of firearm supply infringes on privacy interests and freedom, which are the foundation of American life. Moreover, the war on prostitution, pornography and drugs should at least educate us on the methodology of illicit markets and expenses the public has to foot in a doomed effort to control them (Polsby 1). The Brady bill is an amalgam of two types of firearm control laws in the US; those that seek to the regulate