MOREL Surname Meaning and Family History

MOREL Surname Meaning and Family History The Morel family name is a little from the Old French increasingly, which means dim and dark (as a field). A French variation of Moor and Moore. Morel is the 21st most basic last name in France. Family name Origin: French Exchange Surname Spellings: MORELL, MORILL, MORRELL, MORRILL Popular People with the MORELSurname Guillaume Morelâ -French old style scholarOlivier Morel de La Durantaye - Colonial official in New FranceGeorge W. Morellâ â -structural architect; Union General in U.S. Common WarTheodor Morell - Adolph Hitlers individual physicianBà ©nà ©dict Morelâ - Austrian-French psychiatristAntoine Lã ©on Morel-Fatioâ -French painter Where is the MORELSurname Most Common? As per last name dispersion from Forebears, the Morelâ surname is generally normal in France, where it positions 22nd in the country, trailed by Monaco (68th), Dominican Republic (87th) and Paraguay (109th). The Morellâ spelling of the last name, then again, is generally pervasive in Spain, and furthermore basic in Puerto Rico (395th) and Cuba (413th). WorldNames PublicProfiler demonstrates a comparable dispersion, with the best level of people named Morelâ in Austria, trailed by Switzerland, Argentina and Belgium. Inside France, Morel is found in the best numbers in the Franche-Comtã © area (presently Bourgogne-Franche-Comtã ©), trailed by Rhã'ne-Alpes (now Auvergne-Rhã'ne-Alpes), Haute-Normandie (presently Normandy), Basse-Normandie (presently Normandy) and Bretagne. Family history Resources for the Surname MOREL Implications of Common French SurnamesUncover the significance of your Frenchâ last name with this free manual for the four sorts of French family names, and the implications and starting points of normal French last names. Morel Family Crest - Its Not What You ThinkContrary to what you may hear, there is nothing of the sort as a Morelâ family peak or crest for the Morel surname. Coats of arms are allowed to people, not families, and may legitimately be utilized distinctly by the continuous male line relatives of the individual to whom the crest was initially conceded. MOREL Family Genealogy ForumThis free message board is centered around relatives of Morelâ ancestors around the globe. FamilySearch - MOREL GenealogyExplore over 2â million outcomes from digitizedâ historical records and genealogy connected family trees identified with the Morel last name on this free site facilitated by the Church of Jesus Christ of Latter-day Saints. MOREL Surname Mailing ListFree mailing list for specialists of the Morelâ surname and its varieties incorporates membership subtleties and an accessible chronicles of past messages. DistantCousin.com - MOREL Genealogy Family HistoryExplore free databases and ancestry joins for the last name Morel. GeneaNet - Morel RecordsGeneaNet incorporates chronicled records, family trees, and different assets for people with the Morelâ surname, with a focus on records and families from France and other European nations. The Morel Genealogy and Family Tree PageBrowse lineage records and connections to genealogical and chronicled records for people with the Morelâ surname from the site of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David. Scottish Surnames. Collins Celtic (Pocket release), 1998. Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Why Hercules Had to Perform the 12 Labors

Why Hercules Had to Perform the 12 Labors For the vast majority of his life, Hercules (Greek: Herakles/Heracles) was in bondage to his cousin-once-evacuated, Eurystheus, the King of Tiryns, yet it was not until Hercules submitted unspeakable acts that Eurystheus got the opportunity to have a ton of fun at his cousins cost with the assistance of Hera. Hera, who had been irate with Hercules since even before he was conceived and had over and again attempted to annihilate him, presently made the legend frantic and whimsical. In this state, Hercules envisioned he saw Lycus, the despot of Thebes who murdered Creon and plans to slaughter Hercules family, joined by his family. Here is a segment on the butcher, from a 1917 English interpretation of Senecas disaster (Translated by Miller, Frank Justus. Loeb Classical Library Volumes. Cambridge, MA, Harvard University Press; London, William Heinemann Ltd. 1917): [He gets a quick look at his children.][987] But look! here prowl the offspring of the lord, my foe, the loathsome produce of Lycus; to your hated dad this hand forthwith will send you. Let my bowstring release quick bolts so it is meet that the poles of Hercules ought to fly.... THE VOICE OF MEGARA[1014] Husband, save me now, I ask. It couldn't be any more obvious, I am Megara. This is thy child, with thine own looks and bearing. It couldn't be any more obvious, how he loosens up his hands. THE VOICE OF HERCULES:[1017] I have gotten my stepdame [Juno/Hera]. Come, pay me thy obligation, and free o’ermastered Jove from a debasing burden. Yet, before the mother let this little beast perish.Seneca Hercules Furens As a general rule, the figures the Greek legend saw were his own youngsters and his all around cherished spouse, Megara. Hercules slew them all (or the vast majority of them) and burned 2 of the offspring of his sibling Iphicles, also. In certain records, Megara endure. In these, when he woke up, Hercules moved his significant other, Megara to Iolaus. [To get familiar with Hercules deadly fierceness, you should peruse the Hercules Furens catastrophes of Seneca and Euripides.] Here is an all-inclusive entry from a similar interpretation of Hercules Furens, on the inspiration of Juno: [19] But I mourn antiquated wrongs; one land, the evil and savage place that is known for Thebes, dissipated thick with bold special ladies, how oft has it made me stepdame! However, however Alcmena be lifted up and in triumph hold my place; however her child, moreover, get his guaranteed star (for whose siring the world lost a day, and Phoebus with late light shone forward from the Eastern ocean, bidden to keep his brilliant vehicle sunk underneath Oceans waves), not in such design will my scorn have its end; my furious soul will keep up a long-living fury, and my seething savvy, banishing harmony, will wage ceaseless wars.[30] What wars? Whatever fearsome animal the unfriendly earth delivers, whatever the ocean or the air has borne, marvelous, frightful, poisonous, savage, wild, has been broken and quelled. He rises again and experiences flourishes with difficulty; he makes the most of my fury; to his own credit he turns my abhor; forcing too merciless assignments, I have however d emonstrated his sire, yet give space for greatness. Where the Sun, as he brings back, and where, as he excuses day, hues both Ethiop races with neighboring light, his unconquered valor is venerated, and in all the world he is celebrated as a divine being. Presently I have no beasts left, and tis less work for Hercules to satisfy my requests than for me to arrange; with satisfaction he invites my orders. What barbarous biddings of his dictator could hurt this careless youth? Why, he bears as weapons what he once battled and survived; he goes equipped by lion and by hydra.[46] Nor is earth huge enough for him; observe, he has separated the entryways of diabolical Jove, and takes back to the upper world the spoils7 of a vanquished lord. I myself saw, truly, saw him, the shadows of under night scattered and Dis toppled, gladly showing to his dad a siblings ruins. For what reason does he not drag forward, bound and stacked down with chains, Pluto himself, who attracted a great deal equiv alent to Joves? For what reason does he not rule over vanquished Erebus and reveal the Styx? It isn't sufficient simply to restore; the law of the shades has been abrogated, a route back has been opened from the most minimal phantoms, and the riddles of fear Death lie exposed. In any case, he, happy at having blasted the jail of the shades, triumphs over me, and with self-important hand leads through the urban areas of Greece that shadowy dog. I saw the light psychologist at sight of Cerberus, and the sun pale with dread; upon me, as well, fear came, and as I looked at the three necks of the vanquished beast I trembled at my own command.[63] But I mourn an excess of oer inconsequential wrongs. Tis for paradise we should fear, in case he hold onto the most elevated domains who has beaten the least he will grab the staff from his dad. Nor will he go to the stars by a serene excursion as Bacchus did; he will look for a way through ruin, and will want to control in a vacant universe. He expands proudly of tried may, and has learned by bearing them that the sky can be vanquished by his quality; he set his head underneath the sky, nor did the weight of that boundless mass twist his shoulders, and the atmosphere laid better on the neck of Hercules. Unshaken, his back upbore the stars and the sky and me down-squeezing. He looks for a path to the divine beings above.[75] Then on, my fury, on, and pulverize this plotter of huge things; close with him, thyself tear him in pieces with thine own hands. For what reason to another endow such despise? Release the wild monsters their ways, let Eurystheus rest, himself tired with forcing undertakings. Set free the Titans who set out to attack the magnificence of Jove; unbar Sicilys mountain cavern, and let the Dorian land, which trembles at whatever point the mammoth battles, set free the covered edge of that fear beast; let Luna in the sky produce still different colossal animals. Be that as it may, he has vanquished, for exam ple, these. Dost then look for Alcides coordinate? None is there spare himself; presently with himself let him war. Energize the Eumenides from the most reduced chasm of Tartarus; let them be here, let their flaring locks drop fire, and let their savage hands display twisted whips.[89] Go now, glad one, look for the habitations of the immortals and scorn keeps an eye on bequest. Dost feel that now thou hast got away from the Styx and the savage apparitions? Here will I show thee fiendish shapes. One in profound haziness covered, far down beneath the spot of expulsion of blameworthy spirits, will I call up-the goddess Discord, whom an immense sinkhole, banished by a mountain, monitors; I will deliver her, and drag out from the most profound domain of Dis whatever thou hast left; contemptuous Crime will come and wild Impiety, recolored with related blood, Error, and Madness, equipped ever against itself-this, this be the clergyman of my hurting wrath![100] Begin, handmaids of Dis, mak e scurry to display the copying pine; let Megaera lead on her band bristling with snakes and with venemous hand grab a colossal faggot from the bursting fire. To work! guarantee retaliation for insulted Styx. Break his heart; let a fiercer fire singe his soul than seethes in Aetnas heaters. That Alcides might be driven on, looted of all sense, by strong fierceness stricken, mine must be the free for all first-Juno, why ravst thou not? Me, ye sisters, me first, deprived of reason, drive to franticness, in the event that I am to design some deed commendable a stepdames doing. Leave my solicitation alone changed; may he return and discover his children safe, that is my petition, and solid of hand may he return. I have discovered the day when Hercules abhorred valor is to be my euphoria. Me has he survived; presently may he conquer himself and long beyond words, late came back from the universe of death. In this may it benefit me that he is the child of Jove, I will remain by him and, t hat his poles may fly from string unerring, Ill balance them with my hand, control the madmans weapons, thus finally be in favor of Hercules in the quarrel. At the point when he has done this wrongdoing, at that point let his dad concede those hands to heaven![123] Now should my war be gotten under way; the sky is lighting up and the sparkling sun takes up in saffron sunrise. Hercules Seeks Purification for His Crimes Frenzy was not a reason for the massacre not even franticness sent by the divine beings so Hercules needed to present appropriate reparations. To begin with, he went to King Thespius on Mt. Helicon [see a guide of northern Greece, Dd, in Boeotia] for purging, however that wasnt enough. Hercules' Expiation and Marching Orders To realize what further course he should take, Hercules counseled the prophet at Delphi where the Pythian priestess advised him to appease his wrongdoing by serving King Eurystheus for a long time. During this 12-year time frame, Hercules needed to play out the 10 works the lord would expect of him. The Pythian additionally changed Hercules name from Alcides (after his granddad Alcaeus) to what we ordinarily call him, Heracles (in Greek) or Hercules (the Latin structure and the one most generally utilized today whether or not the reference is to a Greek or Roman legend). The Pythian likewise advised Hercules to move to Tiryns. Ready to effectively make up for his dangerous fierceness, Hercules obliged. The Twelve Labors-Introduction Eurystheus set before Hercules a progression of unthinkable undertakings. Whenever finished, some of them would have filled a helpful need since they expelled the universe of hazardous, savage beasts or stool, however others were impulsive impulses of a ruler with a feeling of inadequacy: Comparing himself with the legend will undoubtedly cause Eurystheus to feel lacking. Since Hercules was carrying out these responsibilities to make amends for his wrongdoings, Eurystheus demanded there be no ulterior thought process. On account of this limitation, when King Augeas of Elis [see Peloponnese map Bb] guaranteed Hercules an expense for cleaning his pens (Labor 5), Eurystheus denied the accomplishment: Hercules needed to do another to fill his share. That King Augeas reneged and didn't pay Hercules had no effect to Eurystheus. Different undertakings the ruler of Tiryns set his nephew were make-work. For example, when Hercules recovered the apples of the Hesperides (Labor 11), however Eurystheus had

The Art and Craft of Taking Notes

The Art and Craft of Taking Notes One of the habits I developed in high school is carrying a notebook and pen wherever I go. Its kind of like a journal, but I dont exactly like the idea of a journal a book just about what I do or feel every day would be fairly dull to keep up, at least in my opinion. Its really more of a idea book. Let me explain. Have you ever had an amazing idea about something, in the shower or while walking home from school, and then lost it before you could get it down on paper or somewhere else youd remember? Notebooks were my solution to that. I have pages of melodic fragments and bits of rhyme and little sketches of silly little science projects to try. There are names of books and movies and songs to read because someone or another recommended them to me. The notebook also means Im never bored. Do I have a few minutes? Pop out the notebook and flip through the pages, maybe jot down some thoughts about earlier entries, or look around and sketch my surroundings, or try to add a stanza to a poem from last week. Now, you might ask, whats the point of a notebook if you have a smartphone? Understand that I didnt have a smartphone in high school. Im also kind of old-fashioned-hipster-ish about notebooks. I love the feel of ink on paper, and theres a sort of thrill in physical sketching something out and labeling it with your own handwriting and adding your own signature to the bottom and carefully putting the date in the corner. Its a sort of art form in itself, and for some reason I get an inordinate amount of pleasure from it. If youre a Redditor, check out the Penmanship Porn subreddit and youll get a sense of exactly how nice ink can be. Now that Ive proudly proclaimed one of the dorkiest parts of myself, Ill say this: simply living at MIT is a huge source of inspiration. The entire place is an idea farm more than anything else. Last week at lunch, I found myself in an animated discussion about ways to improve bicycle security. And Im not just talking about sciencethe atmosphere is rich with fodder for music, art, and poetry. Youd think a place labeled an Institute of Technology would be pretty focused on technology, but I was so absolutely blown away by the MIT Musical Theater Guilds performance of Avenue Q (complete with puppets) that I went to see it twice, and I wont even start about all the bands, symphonies, orchestras, opera groups,  a capella groups, improv comedy clubs, dance teams For instance, heres a page of poetry from my notebook inspired by something I saw while I was crossing Massachusetts Avenue on my way back from class. As I said before, I consider writing in notebooks an art. I mean, the point of taking notes is future reference, after allwhy not make it as pretty as possible and give your future self a treat? Its a lot more fun to study for the 8.022 exam when your notes are neat and have pretty pictures in immaculate, non-smudgable Sharpie pen. And I had to include this one even though it was technically in a problem set and not in my notebook, because I had more fun than I probably should have drawing four integrals in a row: Okay, I just wrote an entire blog post about taking notes. I think Ive filled my dorkiness allowance for the day. Allan out!

John Locke And Personal Identity - 1224 Words

John Locke states that personal identity is a matter of physiological continuity that is based on the consciousness of a person rather than the individual’s body. Personal identity is constituted by memory connections; specifically the depiction of autobiographical memory connections that result in constituting personal identity. John Locke states that a person’s personality and psychology can be transferred to another body and that individual can still stay the same person because the consciousness of the person did not change. This idea is known as transplant intuition. This intuition is the basis of the account of personal identity. If a cerebrum was removed from one body and transplanted into a different body, the transplant intuition†¦show more content†¦Even if only a person’s body changes and the mind stays the same, the person’s physical identity changed, therefore a person’s entire identity experienced a change as well. Some errors of personal identity include the following; that since we change over time, our mind undergoes change as much as our body, so there will always be change occurring in the mind and the body. Thomas Reid’s argument is that identity is attributed only to the things that have continued existence, and since consciousness is transient and often interrupted, it cannot constitute personal identity. Reid gives an example of consciousness being transient when a person is either asleep or unconscious. Reid states that when a person is sleeping or unconscious, his/her consciousness is interrupted temporarily during that period of time. Locke can respond to this objection by questioning if consciousness is really transient. He can question if it is undeniably the case that we are unconscious when we are sleeping. Many other philosophers and psychologists argue that even though our conscious may be numbed during sleep, it is still functioning and has not been interrupted, that is why we are able to hear loud sounds and wake up from our sleep. Secondly, Locke only requires that it be possible and that there is a disposition to remember theShow MoreRelatedJohn Locke on Personal Identity906 Words   |  4 Pagesbetween them. What is it for A and B to be the same person. That is the issue of person identity. For example what is it for me to be the same person now and when I was a baby. Is that justified to be the same person? Why? How? Locke more or less invented this topic. He came up with a idea that was really impressively sophisticated, given that he started from scratch. He took the view that appropriate criteria of identity, that is what it is that constitute sameness over time, depends on the kind of thingRead MoreJohn Locke on Personal Identity950 Words   |  4 Pagesthat Locke believed that if you remain the same person, there are various entities contained in my body and soul composite that do not remain the same over time, or that we can conceive them changing. These entities are matter, organism (human), person (rational consciousness and memory), and the soul (immaterial thinking substance). This is a intuitive interpretation that creates ma ny questions and problems. I will evaluate Lockes view by explaining what is and what forms personal identity, andRead MorePersonal Identity, By John Locke1169 Words   |  5 Pagesquestions surrounding personal identity: whether it consists in consciousness, whether we are just a soul or a mind and are we only who we can remember being? Locke claims that our personal identity is found in our identity of consciousness, yet can this be true if a person can change bodies, or one mind can be inhabited by various persons? In this essay, I will first be looking at Locke’s account of personal identity and how he comes to the conclusion that personal identity consists over time. FromRead MoreReflection Of Identity In Locke And John Lockes Personal Identity954 Words   |  4 PagesJohn Locke in â€Å"Personal Identity† argues that, identity is a function of the mind and not the body. In simple terms, Locke considers personal identity as a matter of psychological continuity, founded on consciousness and not on the substance of either the soul or the body. Locke, is an empiricism which means that his theories must be built on experiences. This is why he states that consciousness is the experience we create, which then creates the personal identity of a person. Locke says that theRead MoreLocke And John Lockes Theory On Personal Identity860 Words   |  4 Pages Personal Identity or ‘Self’ has been a very important topic for philosophers for many years. Personal identity is how you describe or think of being which is derived from memories that have taken place over the years. John Locke was a philosopher who believed that your ‘Self’ or personal identity come from memory which is also referred to as consciousness in Locke’s writings. Locke believed that you are who you are, because your thoughts are yours alone no matter the vessel. However, in this paperRead MoreAnalysis Of John Locke And The Problem Of Personal Identity1622 Words   |  7 PagesProblems in Philosophy John Locke and the Problem of Personal Identity Personal identity, in a philosophical point of view, is the problem of explaining what makes a person numerically the same over a period of time, despite the change in qualities. The major questions answered by Locke were questions concerning the nature of identity, persons, and immorality (Jacobsen, 2016). This essay will discuss the three themes John Locke presents in his argument regarding personal identity, which are, the conceptRead MoreJohn Locke s Argument For Personal Identity Essay1547 Words   |  7 Pagespurpose of this essay is to define what Personal Identity is by analyzing John Locke’s argument for Personal Identity. John Locke’s argument for Personal Identity will be examined, in order to establish a better understanding of whether or not the argument for personal identity could be embraced. In order to do so, the essay will i) State and explain Locke’s argument that we are not substances or mere souls and ii) State and explain Locke’s con cept of personal identity and its relations to what he callsRead MoreJohn Locke s Theory Of Self And Personal Identity Essay1449 Words   |  6 PagesJohn Locke a seventeenth century Philosopher uses a number of thought experiments in his 1690 account, ’An Essay concerning Human Understanding’. He uses these thought experiments to help explain his definition of the self and personal identity. The thought experiments that are used, go some way in explaining his opinions and in clarifying the role that memory plays in defining the term. Although defining personal identity was and still is a complex subject and not all philosophers share the sameRead MoreJohn Locke s Theory Of Personal Identity And Diversity1046 Words   |  5 Pagesthis has happened and therefore cannot be blamed for such a crime. Locke is known to believe in his theory of personal identity and diversity. Locke’s theory talks about consciousness and how our consciousness makes our identity throu gh our experiences. Locke states that we are only considered guilty of committing a crime if we were aware of it and remember doing it. Although I agree with Locke in some terms regarding our identity having something to do with our consciousness, I do not fully agreeRead MoreDescartes And John Locke s Views On Consciousness, Self, And Personal Identity1475 Words   |  6 PagesDescartes and John Locke endeavored to question the views on consciousness, self, and personal identity. They examined belief in God, the certainty of knowledge, and the role of mind and body. The goal of this paper is to deliberate John Locke’s and Renà © Descartes views on â€Å"self† and personal identity and how each come to examine how knowledge is captured. Renà © Descartes and John Locke both present arguments that are rational in the discussion of consciousness, self, and personal identity, but each lack

Ghana The Autobiography of Kwame Nkrumah - 568 Words

â€Å"Ghana: The Autobiography of Kwame Nkrumah† is a book based on the life, struggles and achievements of Dr. Kwame Nkrumah. In the book the author who in this case is the main person the book is about gives an indebt revelation of his childhood throughout his primary education, life overseas, challenges faced as an educated African man and shifted to his political journey. Although â€Å"Ghana: The Autobiography of Kwame Nkrumah† was his major book because it ties in his whole life experience, he wrote various books such as Africa Must Unite, Class Struggle in Africa, Selected Speeches, and The Struggle Continues. According to Henry Kam Kah Nkrumah stated, â€Å"We must unite for economic viability, first of all, and then to recover our mineral wealth in Southern Africa, so that our vast resources and capacity for development will bring prosperity for us and additional benefits for the rest of the world. That is why I have written elsewhere that the emancipation of Africa could be the emancipation of Man.† In this statement, one realizes that Nkrumah knew that the benefits of unity were many and included the recovery of the massive mineral wealth of the continent to benefit Africa and not those who wanted to exploit them. The book entitled Ghana: The Autobiography of Kwame Nkrumah was first written in Ghana on 6th of March 1957. Since this book was written and published on Independence Day of Ghana, its analysis fulfils the ultimate aspirations of African people. Upon writing theShow MoreRelatedEssay William Edward Burghardt Du Bois or W.E.B. Du Bois3534 Words   |  15 Pagesshould be treated as a war criminal. After spending six months in disgrace and paying $35,150 for his defense, the government dismissed its case against him. The old man was freed and declared himself a communist 12 years later at age 93, dying in Ghana, a country that loved him. It was a sad end for an intellectual giant whom Kim Pearson, a professor of journa lism at The College of New Jersey who teaches a class on Du Bois, calls, the premier African American intellectual of the 19th and 20th centuriesRead MoreBible Versus the Toran12356 Words   |  50 Pagescrimes against black Americans. His detractors accused him of preaching racism, black supremacy, antisemitism, and violence. He has been called on of the greatest and most influential African Americans in history, and in 1998, Time named The Autobiography of Malcolm X one of the ten most influential nonfiction books of the 20th century. Malcom was born in Omaha, Nebraska. The events of his childhood, including his fathers lessons concerning black pride and self-reliance, and his own expericences

The Vampire Diaries Dark Reunion Chapter Twelve Free Essays

Stefan heard a voice whisper, soft with pain, â€Å"Oh, no.† A voice that he’d never thought to hear again, that he would never forget. Ripples of chills poured over his skin, and he could feel a shaking start inside him. We will write a custom essay sample on The Vampire Diaries: Dark Reunion Chapter Twelve or any similar topic only for you Order Now He turned toward the voice, his attention fixing instantly, his mind almost shutting down because it couldn’t cope with so many sudden driving emotions at once. His eyes were blurred and could only discern a wash of radiance like a thousand candles. But it didn’t matter. He could feel her there. The same presence he had sensed the very first day he’d come to Fell’s Church, a golden white light that shone into his consciousness. Full of cool beauty and searing passion and vibrant life. Demanding that he move toward it, that he forget everything else. Elena. It was really Elena. Her presence pervaded him, filling him to his fingertips. All his hungry senses were fixed on that wash of luminance, searching for her. Needing her. Then she stepped out. She moved slowly, hesitantly. As if she could barely make herself do it. Stefan was caught in the same paralysis. Elena. He saw her every feature as if for the first time. The pale gold hair floating about her face and shoulders like a halo. The fair, flawless skin. The slender, supple body just now canted away from him, one hand raised in protest. â€Å"Stefan,† the whisper came, and it was her voice. Her voice saying his name. But there was such pain in it that he wanted to run to her, hold her, promise her that everything would be all right. â€Å"Stefan, please†¦ I can’t†¦Ã¢â‚¬  He could see her eyes now. The dark blue of lapis lazuli, flecked in this light with gold. Wide with pain and wet with unshed tears. It shredded his guts. â€Å"You don’t want to see me?† His voice was dry as dust. â€Å"I don’t want you to see me. Oh, Stefan, he can make anything happen. And he’ll find us. He’ll come here†¦Ã¢â‚¬  Relief and aching joy flooded through Stefan. He could scarcely concentrate on her words, and it didn’t matter. The way she said his name was enough. That â€Å"Oh, Stefan† told him everything he cared about. He moved toward her quietly, his own hand coming up to reach for hers. He saw the protesting shake of her head, saw that her lips were parted with her quickening breath. Up close, her skin had an inner glow, like a flame shining through translucent candle wax. Droplets of wetness were caught on her eyelashes like diamonds. Although she kept shaking her head, kept protesting, she did not move her hand away. Not even when his outspread fingers touched it, pressing against her cool fingertips as if they were on opposite sides of a pane of glass. He couldn’t think. His heart was threatening to come through his chest. Nothing mattered except that she was here, that they were here together. He didn’t notice the strange surroundings, didn’t care who might be watching. Slowly, so slowly, he closed his hand around hers, intertwining their fingers, the way they were meant to be. His other hand lifted to her face. Her eyes closed at the touch, her cheek leaning into it. He felt the moisture on his fingers and a laugh caught in his throat. Dream tears. But they were real, she was real. Elena. Sweetness pierced him. A pleasure so sharp it was a pain, just to stroke the tears away from her face with his thumb. All the frustrated tenderness of the last six months, all the emotion he’d kept locked in his heart that long, came cascading out, submerging him. Drowning both of them. It took such a little movement and then he was holding her. An angel in his arms, cool and thrilling with life and beauty. A being of flame and air. She shivered in his embrace; then, eyes still shut, put up her lips. There was nothing cool about the kiss. It struck sparks from Stefan’s nerves, melting and dissolving everything around it. He felt his control unraveling, the control he’d worked so hard to preserve since he’d lost her. Everything inside him was being jarred loose, all knots untied, all floodgates opened. He could feel his own tears as he held her to him, trying to fuse them into one flesh, one body. So that nothing could ever separate them again. They were both crying without breaking the kiss. Elena’s slender arms were around his neck now, every inch of her fitting to him as if she had never belonged anywhere else. He could taste the salt of her tears on his lips and it drenched him with sweetness. He knew, vaguely, that there was something else he should be thinking about. But the first electric touch of her cool skin had driven reason from his mind. They were in the center of a whirlwind of fire; the universe could explode or crumble or burn to ashes for all he cared, as long as he could keep her safe. But Elena was trembling. Not just from emotion, from the intensity that was making him dizzy and drunk with pleasure. From fear. He could feel it in her mind and he wanted to protect her, to shield her and to cherish her and to kill anything that dared frighten her. With something like a snarl he raised his face to look around. â€Å"What is it?† he said, hearing the predator’s rasp in his own voice. â€Å"Anything that tries to hurt you-â€Å" â€Å"Ask me anything else and I’ll do it,† Stefan said. The killer would have to shred him nerve from nerve, muscle from muscle, cell from cell to make him leave her. â€Å"Stefan, it’s only a dream,† Elena said desperately, new tears falling. â€Å"We can’t really touch, we can’t be together. It’s not allowed.† Stefan didn’t care. It didn’t seem like a dream. It felt real. And even in a dream he was not going to give up Elena, not for anyone. No force in heaven or hell could make him†¦ â€Å"Wrong, sport. Surprise!† said a new voice, a voice Stefan had never heard. He recognized it instinctively, though, as the voice of a killer. A hunter among hunters. And when he turned, he remembered what Vickie, poor Vickie, had said. He looks like the devil. If the devil was handsome and blond. He wore a threadbare raincoat, as Vickie had described. Dirty and tattered. He looked like any street person from any big city, except that he was so tall and his eyes were so clear and penetrating. Electric blue, like razor-frosted sky. His hair was almost white, standing straight up as if blown by a blast of chilly wind. His wide smile made Stefan feel sick. â€Å"Salvatore, I presume,† he said, scraping a bow. â€Å"And of course the beautiful Elena. The beautiful dead Elena. Come to join her, Stefan? You two were just meant to be together.† He looked young, older than Stefan, but still young. He wasn’t. â€Å"Stefan, leave now,† Elena whispered. â€Å"He can’t hurt me, but you’re different. He can make something happen that will follow you out of the dream.† Stefan’s arm stayed locked around her. â€Å"Bravo!† the man in the raincoat applauded, looking around as if to encourage an invisible audience. He staggered slightly, and if he’d been human, Stefan would have thought he was drunk. â€Å"Stefan, please,† Elena whispered. â€Å"It would be rude to leave before we’ve even been properly introduced,† the blond man said. Hands in coat pockets, he strode a step or two closer. â€Å"Don’t you want to know who I am?† Elena shook her head, not in negation but in defeat, and dropped it to Stefan’s shoulder. He cupped a hand around her hair, wanting to shield every part of her from this madman. â€Å"I want to know,† he said, looking at the blond man over her head. â€Å"How long?† said Stefan, unimpressed. â€Å"A long time†¦Ã¢â‚¬  The blond man’s gaze turned dreamy, as if looking back over the years. â€Å"I was tearing pretty white throats when your ancestors were building the Colosseum. I killed with Alexander’s army. I fought in the Trojan War. I’m old, Salvatore. I’m one of the Originals. In my earliest memories I carried a bronze ax.† Slowly, Stefan nodded. He’d heard of the Old Ones. They were whispered about among vampires, but no one Stefan had ever known had actually met one. Every vampire was made by another vampire, changed by the exchange of blood. But somewhere, back in time, had been the Originals, the ones who hadn’t been made. They were where the line of continuity stopped. No one knew how they’d gotten to be vampires themselves. But their Powers were legendary. â€Å"I helped bring the Roman Empire down,† the blond man continued dreamily. â€Å"They called us barbarians-they just didn’t understand! War, Salvatore! There’s nothing like it. Europe was exciting then. I decided to stick around the countryside and enjoy myself. Strange, you know, people never really seemed comfortable around me. They used to run or hold up crosses.† He shook his head. â€Å"But one woman came and asked my help. She was a maid in a baron’s household, and her little mistress was sick. Dying, she said. She wanted me to do something about it. And so†¦Ã¢â‚¬  The smile returned and broadened, getting wider and impossibly wider, â€Å"I did. She was a pretty little thing.† Stefan had turned his body to hold Elena away from the blond man, and now, for a moment, he turned his head away too. He should have known, should have guessed. And so it all came back to him. Vickie’s death, and Sue’s, were ultimately to be laid at his door. He had started the chain of events that ended here. â€Å"Katherine,† he said, lifting his head to look at the man. â€Å"You’re the vampire who changed Katherine.† â€Å"To save her life,† the blond man said, as if Stefan were stupid at learning a lesson. â€Å"Which your little sweetheart here took.† A name. Stefan was searching for a name in his mind, knowing that Katherine had told it to him, just as she must have described this man to him once. He could hear Katherine’s words in his mind: I woke in the middle of the night and I saw the man that Gudren, my maid, had brought. I was frightened. His name was Klaus and I’d heard the people in the village say he was evil †¦ â€Å"Klaus,† the blond man said mildly, as if agreeing with something. â€Å"That was what she called me, anyway. She came back to me after two little Italian boys jilted her. She’d done everything for them, changed them into vampires, given them eternal life, but they were ungrateful and threw her out. Very strange.† â€Å"What was even stranger was that she never got over you, Salvatore. You especially. She was always drawing unflattering comparisons between us. I tried to beat some sense into her, but it never really worked. Maybe I should have just killed her myself, I don’t know. But by then I’d gotten used to having her around. She never was the brightest. But she was good to look at, and she knew how to have fun. I showed her that, how to enjoy the killing. Eventually her brain turned a little, but so what? It wasn’t her brains I was keeping her for.† There was no longer any vestige of love for Katherine in Stefan’s heart, but he found he could still hate the man who had made her what she was in the end. â€Å"Me? Me, sport?† Klaus pointed to his own chest in unbelief. â€Å"You made Katherine into what she is right now, or rather your little girlfriend did. Right now, she’s dust. Worm’s meat. But your sweetie is just slightly beyond my reach at present. Vibrating on a higher plane, isn’t that what the mystics say, Elena? Why don’t you vibrate down here with the rest of us?† â€Å"If only I could,† whispered Elena, lifting her head and looking at him with hatred. â€Å"Oh, well. Meanwhile I’ve got your friends. Sue was such a sweet girl, I hear.† He licked his lips. â€Å"And Vickie was delectable. Delicate but full bodied, with a nice bouquet. More like a nineteen-year-old than seventeen.† Stefan lunged one step forward, but Elena caught him. â€Å"Stefan, don’t! This is his territory, and his mental powers are stronger than ours. He controls it.† â€Å"Precisely. This is my territory. Unreality.† Klaus grinned his staring psychotic grin again. â€Å"Where your wildest nightmares come true, free of charge. For instance,† he said, looking at Stefan, â€Å"how’d you like to see what your sweetheart really looks like right now? Without her makeup?† Elena made a soft sound, almost a moan. Stefan held her tighter. â€Å"It’s been how long since she died? About six months? Do you know what happens to a body once it’s been in the ground six months?† Klaus licked his lips again, like a dog. Now Stefan understood. Elena shivered, head bent, and tried to move away from him, but he locked his arms around her. â€Å"It’s all right,† he said to her softly. And to Klaus: â€Å"You’re forgetting yourself. I’m not a human who jumps at shadows and the sight of blood. I know about death, Klaus. It doesn’t frighten me.† â€Å"No, but does it thrill you?† Klaus’s voice dropped, low, intoxicating. â€Å"Isn’t it exciting, the stench, the rot, the fluids of decomposing flesh? Isn’t it a kick?† â€Å"Stefan, let me go. Please.† Elena was shaking, pushing at him with her hands, all the time keeping her head twisted away so he couldn’t see her face. Her voice sounded close to tears. â€Å"Please.† â€Å"The only Power you have here is the power of illusion,† Stefan said to Klaus. He held Elena to him, cheek pressed to her hair. He could feel the changes in the body he embraced. The hair under his cheek seemed to coarsen and Elena’s form to shrink on itself. â€Å"Stefan, I don’t want you to look at me-â€Å" Eyes on Klaus, Stefan gently pushed the coarsened white hair away and stroked the side of Elena’s face, ignoring the roughness against his fingertips. â€Å"But of course most of the time it just decomposes. What a way to go. You lose everything, skin, flesh, muscles, internal organs-all back into the ground†¦Ã¢â‚¬  The body in Stefan’s arms was dwindling. He shut his eyes and held tighter, hatred for Klaus burning inside him. An illusion, it was all an illusion†¦ â€Å"Stefan†¦Ã¢â‚¬  It was a dry whisper, faint as the scratch of paper blown down a sidewalk. It hung on the air a minute and then vanished, and Stefan found himself holding a pile of bones. â€Å"And finally it ends up like that, in over two hundred separate, easy-to-assemble pieces. Comes with its own handy-dandy carrying case†¦Ã¢â‚¬  On the far side of the circle of light there was a creaking sound. The white coffin there was opening by itself, the lid lifting. â€Å"Why don’t you do the honors, Salvatore? Go put Elena where she belongs.† Stefan had dropped to his knees, shaking, looking at the slender white bones in his hands. It was all an illusion-Klaus was merely controlling Bonnie’s trance and showing Stefan what he wanted Stefan to see. He hadn’t really hurt Elena, but the hot, protective fury inside Stefan wouldn’t recognize that. Carefully, Stefan laid the fragile bones on the ground and touched them once, gently. Then he looked up at Klaus, lips curled with contempt. â€Å"That is not Elena,† he said. â€Å"Of course it is. I’d recognize her anywhere.† Klaus spread his hands and declaimed, † ‘I knew a woman, lovely in her bones†¦Ã¢â‚¬â„¢ â€Å" â€Å"No.† Sweat was beading on Stefan’s forehead. He shut out Klaus’s voice and concentrated, fists clenched, muscles cracking with effort. It was like pushing a boulder uphill, fighting Klaus’s influence. But where they lay, the delicate bones began trembling, and a faint golden light shone around them. â€Å"‘A rag and a bone and a hank of hair†¦ the fool he called them his lady fair†¦ ‘ â€Å" The light was shimmering, dancing, linking the bones together. Warm and golden it folded about them, clothing them as they rose in the air. What stood there now was a featureless form of soft radiance. Sweat ran into Stefan’s eyes and he felt as if his lungs would burst. † ‘Clay lies still, but blood’s a rover†¦Ã¢â‚¬â„¢ â€Å" † ‘And the crack in the teacup opens a lane to the land of the dead . . .’ â€Å" â€Å"No.† Dizziness swept over Stefan as he felt the last surge of Power sigh out of him. A breath lifted the figure’s breast, and eyes blue as lapis lazuli opened. Elena smiled, and he felt the blaze of her love arc to meet him. â€Å"Stefan.† Her head was high, proud as any queen’s. Stefan turned to Klaus, who had stopped speaking and was glaring mutely. â€Å"This,† Stefan said distinctly, â€Å"is Elena. Not whatever empty shell she’s left behind in the ground. This is Elena, and nothing you do can ever touch her.† He held out his hand, and Elena took it and stepped to him. When they touched, he felt a jolt, and then felt her Powers flowing into him, sustaining him. They stood together, side by side, facing the blond man. Stefan had never felt as fiercely victorious in his life, or as strong. Klaus stared at them for perhaps twenty seconds and then went berserk. His face twisted in loathing. Stefan could feel waves of malignant Power battering against him and Elena, and he used all his strength to resist it. The maelstrom of dark fury was trying to tear them apart, howling through the room, destroying everything in its path. Candles snuffed out and flew into the air as if caught in a tornado. The dream was breaking up around them, shattering. Stefan clung to Elena’s other hand. The wind blew her hair, whipping it around her face. â€Å"Stefan!† She was shouting, trying to make herself heard. Then he heard her voice in his mind. â€Å"Stefan, listen to me! There is one thing you can do to stop him. You need a victim, Stefan-find one of his victims. Only a victim will know-â€Å" The noise level was unbearable, as if the very fabric of space and time was tearing. Stefan felt Elena’s hands ripped from his. With a cry of desperation, he reached out for her again, but he could feel nothing. He was already drained by the effort of fighting Klaus, and he couldn’t hold on to consciousness. The darkness took him spinning down with it. Bonnie had seen everything. It was strange, but once she stepped aside to let Stefan go to Elena, she seemed to lose physical presence in the dream. It was as if she were no longer a player but the stage the action was being played upon. She could watch, but she couldn’t do anything else. In the end, she’d been afraid. She wasn’t strong enough to hold the dream together, and the whole thing finally exploded, throwing her out of the trance, back into Stefan’s room. â€Å"Stefan? Are you okay?† He looked wildly around the room as if trying to find something. â€Å"Elena!† he said, and then he stopped, memory clearly returning. His face twisted. For one dreadful instant Bonnie thought he was going to cry, but he only shut his eyes and dropped his head into his hands. â€Å"Stefan?† â€Å"I lost her. I couldn’t hold on.† â€Å"I know.† Bonnie watched him a moment, then, gathering her courage, knelt in front of him, touching his shoulders. â€Å"I’m sorry.† His head lifted abruptly, his green eyes dry but so dilated they looked black. His nostrils were flared, his lips drawn back from his teeth. â€Å"Klaus!† He spat the name as if it were a curse. â€Å"Did you see him?† â€Å"Yes,† Bonnie said, pulling back. She gulped, her stomach churning. â€Å"He’s crazy, isn’t he, Stefan?† â€Å"Yes.† Stefan got up. â€Å"And he must be stopped.† â€Å"But how?† Since seeing Klaus, Bonnie was more frightened than ever, more frightened and less confident. â€Å"What could stop him, Stefan? I’ve never felt anything like that Power.† â€Å"But didn’t you-?† Stefan turned to her quickly. â€Å"Bonnie, didn’t you hear what Elena said at the end?† â€Å"No. What do you mean? I couldn’t hear anything; there was a slight hurricane going on at the time.† â€Å"Bonnie†¦Ã¢â‚¬  Stefan’s eyes went distant with speculation and he spoke as if to himself. â€Å"That means that he probably didn’t hear it either. So he doesn’t know, and he won’t try to stop us.† â€Å"From what? Stefan, what are you talking about?† â€Å"From finding a victim. Listen, Bonnie, Elena told me that if we can find a surviving victim of Klaus’s, we can find a way to stop him.† Bonnie was in completely over her head. â€Å"But†¦ why?† â€Å"Because vampires and their donors-their prey-share minds briefly while the blood is being exchanged. Sometimes the donor can learn things about the vampire that way. Not always, but occasionally. That’s what must have happened, and Elena knows it.† She expected Stefan to be deflated, but he wasn’t. â€Å"A vampire,† he said simply. â€Å"A human Klaus made into a vampire would qualify as a victim. As long as they’ve exchanged blood, they’ve touched minds.† â€Å"Oh. Oh. So†¦ if we can find a vampire he’s made†¦ but where?† â€Å"Maybe in Europe.† Stefan began to pace around the room, his eyes narrowed. â€Å"Klaus has a long history, and some of his vampires are bound to be there. I may have to go and look for one.† Bonnie was utterly dismayed. â€Å"But Stefan, you can’t leave us. You can’t!† Stefan stopped where he was, across the room, and stood very still. Then at last, he turned to face her. â€Å"I don’t want to,† he said quietly. â€Å"And we’ll try to think of another solution first-maybe we can get hold of Tyler again. I’ll wait a week, until next Saturday. But I may have to leave, Bonnie. You know that as well as I do.† There was a long, long silence between them. Bonnie fought the heat in her eyes, determined to be grown up and mature. She wasn’t a baby and she would prove that now, once and for all. She caught Stefan’s gaze and slowly nodded. How to cite The Vampire Diaries: Dark Reunion Chapter Twelve, Essay examples

Principles of Effective Teaching free essay sample

In my research I learned that there is no simple definition for principles of effective teaching. As we all know learning is a challenge and change in each individual. In an effort to summarize principles of learning a handful of ideas come to mind. Communication, Interaction, Diversity Recognition, Program Knowledge, Teaching Techniques, Student Exercises, and Appropriate Breaks. Learning is more likely to occur if there is a realistic and attainable learning goal. Teaching principles also are effective when information is presented at the appropriate level for the students. Students must be capable of learning the information with respect to the material presented and the program objective. Learning most definitely occurs more easily when the material matches the wants, needs, or aspirations of the organization. When delivering the material via a clear communication method, we must relate the material taught and how it affects the trainees of the organization or how it will help the organization accomplish its goal. We will write a custom essay sample on Principles of Effective Teaching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trainees must see the relevance of the information being delivered and how they will apply it in their current roles. In essence when communicating in the training setting learning occurs best when practice is as close as possible to real-world phases, situations and resolutions. Interactions in training programs are essential for not only the trainers benefit but the trainee. Simulations are excellent learning techniques, but cannot replace day to day experiences. Trainees appreciate feedback on their performance as soon as possible. It gives them a sense of accomplishment and boosts their learning horizons. Interesting how trainees learn more efficiently if they are required to â€Å"look up† the information rather than being given the answer. If learning materials are too easy, trainees will not perceive the activity seriously. If learning materials are too complex, trainees will give up before trying the activity. Diversity recognition in organizations have spent untold millions on multi-cultural awareness and diversity training. (Aguinis) The goal is for organizations to value and celebrate differences as well as similarities, thereby delivering a more harmonious and productive work environment. Enlightened trainers know that diversity within the business and global workforce will continue to grow into the 21st century and that this reality must be acknowledged effectively in order for organizations to compete, survive, and thrive in this innovating and competitive market. Recently human resource managers, organizational researchers and trainers have been developing criteria to help determine what programs work and what programs dont. One approach in diversity training is to take the pulse of an organization before, during, and after the training programs. Checkering) Program knowledge comes from confidence. Preparing your own slides or paper materials forces you to master your subject program. Your knowledge improves to the degree that you approach the presentation in a visual display less argumentative and with every word and chart on that visual display the trainer will give the opportunity to support the material presented. Your knowledge also increases to the extent tha t the trainer takes the time to reorganize the presentation so that the material is delivered in a learning manner. Trainers however need to be prepared that the audience may have questions or objections. Nothing disarms an objection better than a trainer who smiles in a natural manner and states: Im glad that you have asked that that questions or have advised me of your concern! (Parker) Knowledge also increases the extent that the trainer is proud of the material and visual displays. Be proud of the fact that you have been asked to present this program. It is obvious that you have been identified for you skills and knowledge, that you have what the organization requires for the delivery of it purpose, need, or what’s. After preparing a well-argued, good-looking program, the trainer will look forward to the presentation because it will provide as much information as possible to share the visual displays with the trainees. Believing in the message and being proud of the presentation will help identify the trainer’s enthusiasm and the presentation will be off to a roaring start and ultimately in a well execute finish! Teaching techniques are also an important process. Arriving early and testing out all the equipment is essential. Locate the room lighting switches and identify the rooms seating arrangements. Arrange your program materials before the trainees arrive and familiarize yourself with the environment layout. Know how to smoothly work the room. Check sound levels and know where there are blind spots for the trainees. If you are using a wireless microphone, find out its range and all hot spots in the room are. These can cause loud feedback if you talk while standing at a distance. When delivering the program the trainer must interpret the information to the trainees in an enthusiastic, conversational upbeat tone rather than reading them which is a dull sound of boredom for all present. Welcome your trainees as they enter the room. This delivers a comfort zone for the trainer and your audience. By introducing yourself to your trainees, you become a likable, vulnerable element rather than an authority figure to be challenged or disliked. Never delay the start of your training program. Start on time! This shows you are serious about your program and so should all the trainees involved. Pay no attention if a trainee walks out during your program with a bored or annoyed look on his/her faces. The trainee may have just found out they were in the wrong session or they may be just unhappy with your presentation of the material. It is possible to predict the success of your presentation as determined by the acceptance of your ideas or trainees interactions from the analysis of the trainees and the response during your presentation of the program. (Parker) Trainees need to actively participate in any program as often as possible. The reasoning behind this technique is that employers constantly want their employees to be able to work in groups. Yet, employees often complain about working in such groups, partly because it is difficult to get along. One way to get the trainees to participate more in the program is to give mini team assignments that they have to complete in a couple of minutes. This allows for a leader selection, sub leader selection, followers and bottom line participants selection. With this process the trainees will apply this grouping technique and apply it in the real life working environment. With these techniques the trainer can help the audience develop a skill for group participation and offering a way to integrate as a whole. With these changing times many organizations find themselves having to restructure and over lapping job functions in order to keep from letting personnel go. Breaks are necessary! Keep in mind that many trainees might not work in a single environment on a daily basis. It is important to recognize when the audience starts to lose interest in the presentation. Signs of distraction and need for a break can come in many forms. Restlessness, fidgeting, sighing, side conversations and a decrease in participation are all indicators a break may be needed. It is essential that these signs are not taken personal and as an experienced trainer that you revise your program schedule if need be. Allow the break to either start earlier of extend itself slightly depending in the atmosphere perceived. Trainers usually benefit from these breaks because the audience returns reenergized and ready for business. Food, drinks or basic restroom breaks can make a negative situation into a positive one. Following the break the trainer can then proceed to execute the presentation or training and deliver the organizations goal and purpose. In conclusion there are many training techniques and principals behind effective teaching. It is up to the trainer to study, plan, prepare and deliver the program required. The ultimate goal is to ascertain that the audience has benefited from the materials and training presented and the organization has positive results from such. If this is not accomplished the trainer is in the obligation the reevaluate his/her techniques and implement a different teaching style if required.

Earthquakes Essays - Seismology, Types Of Earthquake, Free Essays

Earthquakes Essays - Seismology, Types Of Earthquake, Free Essays Earthquakes EARTH QUAKE REFERENCE FILES EARTHQUAKE REFERENCE FILES Earthquake, shaking of the earths surface caused by rapid movement of the earths rocky outer layer. Earthquakes occur when energy stored within the earth, usually in the form of strain in rocks, suddenly releases. This energy is transmitted to the surface of the earth by earthquake waves. The study of earthquakes and the waves they create is called seismology. Scientists who study earthquakes are called seismologists. (Websters p.423) The destruction an earthquake causes, depends on its magnitude or the amount of shaking that occurs. The size varies from small imperceptible shaking, to large shocks felt miles around. Earthquakes can tear up the ground, make buildings and other structures collapse, and create tsunamis (large sea waves). Many Lives can be lost because of this destruction. (The Road to Jaramillo p.211) Several hundred earthquakes, or seismic tremors, occur per day around the world. A worldwide network of seismographs detect about one million small earthquakes per year. Very large earthquakes, such as the 1964 Alaskan earthquake, which measured 8.6 on the Richter scale and caused millions of dollars in damage, occur worldwide once every few years. Moderate earthquakes, such as the 1989 tremor in Loma Prieta, California (magnitude 7.0), and the 1995 tremor in Kbe, Japan (magnitude 6.8), occur about 20 times a year. Moderate earthquakes also cause millions of dollars in damage and can harm many people. (The Road to Jaramillo p.213-215) In the last 500 years, several million people have been killed by earthquakes around the world, including over 240,000 in the 1976 Tang-Shan, China, earthquake. Worldwide, earthquakes have also caused severe property and structural damage. Good precautions, such as education, emergency planning, and constructing stronger, more flexible structures, can limit the loss of life and decrease the damage caused by earthquakes. (The Road to Jaramillo p.213-215,263) AN EARTHQUAKES ANATOMY Seismologists examine the parts of an earthquake, like what happens to the earths surface during an earthquake, how the energy of an earthquake moves from inside the earth to the surface, and how this energy causes damage. By studying the different parts and actions of earthquakes, seismologists learn more about their effects and how to predict ground shaking in order to reduce damage. (On Shifting Ground p.109-110) Focus and Epicenter The point within the earth along the rupturing geological fault where an earthquake originates is called the focus, or hypocenter. The point on the earths surface directly above the focus is called the epicenter. Earthquake waves begin to radiate out from the focus and follow along the fault rupture. If the focus is near the surface between 0 and 70 km (0 and 40 mi.) deep shallow focus earthquakes are produced. If it is deep below the crust between 70 and 700 km (40 and 400 mi.) deep a deep focus earthquake will occur. Shallow-focus earthquakes tend to be larger, and therefore more damaging, earthquakes. This is because they are closer to the surface where the rocks are stronger and build up more strain. (The Ocean of Truth p.76 & The road to Jaramillo p.94-97) Seismologists know from observations that most earthquakes originate as shallow-focus earthquakes and most of them occur near plate boundaries areas where the earths crustal plates move against each other. Other earthquakes, including deep-focus earthquakes, can originate in subduction zones, where one tectonic plate subducts, or moves under another plate. (The Ocean of Truth p.54-56) I Faults Stress in the earths crust creates faults places where rocks have moved and can slip, resulting in earthquakes. The properties of an earthquake depend strongly on the type of fault slip, or movement along the fault, that causes the earthquake. Geologists categorize faults according to the direction of the fault slip. The surface between the two sides of a fault lies in a plane, and the direction of the plane is usually not vertical; rather it dips at an angle into the earth. When the rock hanging over the dipping fault plane slips downward into the ground, the fault is called a normal fault. When the hanging wall slips upward in relation to the bottom wall, the fault is called a reverse fault or a thrust fault. Both normal and reverse faults produce vertical displacements, or the upward movement of one side of the fault above the other side, that appear at the surface as fault scarps. Strike slip faults are another type of fault that produce horizontal displacements, or the side by side sliding movement of the fault, such as seen along the

An Overview of the Common Core Assessments

An Overview of the Common Core Assessments The adoption of the Common Core State Standards (CCSS) is arguably the biggest educational shift in the history of the United States. Having a set of national standards that most states have chosen to adopt is unprecedented. However, the bigger shift in traditional educational philosophy will come in the form of the Common Core assessment. While the national adoption of the standards themselves is immense, the potential impact of having a shared national assessment system is even bigger. Most states would argue that the standards they already had in place align pretty well to the Common Core State Standards. However, the rigor and presentation of the new assessments will even challenge your top tier students. Many school administrators and teachers will need to totally revamp their approach in order for their students to succeed on these assessments. What has been the norm when it comes to test prep will no longer be enough. In an age where a premium has been placed on high stakes testing, those stakes will have never been higher than they will be with the Common Core assessments. Impact of a Shared Assessment System There are several potential ramifications of having a shared assessment system. Many of these ramifications will be positive for education and many will no doubt be negative. First of all the pressure placed on students, teachers, and school administrators will be greater than ever. For the first time in educational history states will be able to accurately compare their students’ achievement to students in neighboring states. This factor alone will cause the pressures of high stakes testing to go through the roof. Politicians will be forced to pay more attention and increase funding in education. They will not want to be a low performing state. The unfortunate reality is that many excellent teachers will lose their jobs and others will choose to enter another field simply because the pressure of getting students to perform well on these assessments will be too large. The microscope for which teachers and school administrators will be under will be massive. The truth is that even the best teachers can have students perform poorly on an assessment. There are so many external factors that attribute to student performance that many would argue that basing the worth of a teacher on a single assessment is simply not valid. However, with the Common Core assessments, this will most likely be overlooked. Most teachers will have to increase rigor in the classroom by challenging their students to think critically. This will be a challenge for both students and teachers. In an age where parents are less involved, and students have information readily given to them at the click of a mouse, developing critical thinking skills will be even more of a challenge. This has been arguably one of the most neglected areas of education, and it will no longer be an option to omit it. Students must excel in critical thinking if they are to perform well on these assessments. Teachers will have to restructure how they teach to develop these skills. This will be such as massive shift in teaching and learning philosophies that it may take a generation of students to cycle through before we see a large group truly start to develop these skills. In the end, this shift in educational philosophy will better prepare our students to succeed. More students will be ready to transition to college or will be work ready when they graduate high school. In addition, the skills associated with the Common Core State Standards will prepare students to compete on the global level. Another benefit of a shared assessment system will be that costs to individual states will be reduced dramatically. With each state having its own set of standards, they have had to pay to have tests developed specifically to meet those standards. This is an expensive endeavor and testing has become a multimillion dollar industry. Now with a common set of assessments, states will be able to share in the cost of test development, production, scoring, etc. This could potentially free up more money allowing it to be spent in other areas of education. Who is developing these assessments? There are currently two consortia responsible for developing these new assessment systems. These two consortia have been awarded funding through a competition to design new assessment systems. All states who have adopted the Common Core State Standards have selected a consortium in which they are a partner with other states. These assessments are currently in the development stage. The two consortia responsible for developing these assessments are: SMARTER Balanced Assessment Consortium (SBAC) – Alabama, California, Colorado, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Kentucky, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, South Carolina, South Dakota, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming.Partnership for Assessment of Readiness of College and Careers (PARCC) – Alabama, Arizona, Arkansas, Colorado, District of Columbia, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, and Tennessee. Within each consortia, there are states that have been selected to be a governing state and others who are a participating/advisory state. Those that are governing states have a representative that gives direct input and feedback into the development of the assessment that will accurately measure student progress toward college and career readiness. What will these assessments look like? The assessments are currently being developed by the SBAC and PARCC consortia, but a general description of what these assessments will look like has been released. There are a few released assessment and performance items available. You can find some sample performance tasks for English Language Art (ELA) in Appendix B of the Common Core State Standards. The assessments will be through course assessments. This means that students will take a benchmark assessment at the beginning of the year, with the option of ongoing progress monitoring throughout the year, and then a final summative assessment towards the end of the school year. This type of assessment system will allow teachers to see where their students are at all times during the school year. It will allow a teacher to more readily cater to a particular students strengths and weaknesses to prepare them better for the summative assessment. The assessments will be computer-based. This will allow for quicker, more accurate results and feedback on the computer scored portion of the assessments. There will be portions of the assessments that will be human scored. One of the biggest challenges for school districts will be preparing for the computer-based assessments. Many districts across the United States do not have enough technology to test their entire district via computer at this time. During the transition period, this will be a priority that districts must prepare for. All students grades K-12 will participate in some level of testing. Grades K-2 tests will be designed to set the foundation for students and also give information to teachers that will help them better prepare those students for the rigorous testing that begins in the 3rd grade. Grades 3-12 testing will be much more tied directly to the Common Core State Standards and will consist of a variety of item types. Students will see a variety of item types including innovative constructed response, extended performance tasks, and selected response (all of which will be computer based). These are much more difficult than simple multiple choice questions as students will be assessed on multiple standards within one question. Students will often be expected to defend their work through a constructed essay response. This means that they simply won’t be able to come up with an answer, but will additionally need to defend the answer and explain the process through written response. With these Common Core assessments, students must also be able to write coherently in the narrative, argumentative, and informative/explanatory forms. An emphasis on balance between traditional literature and informational text is expected within the framework of the Common Core State Standards. Students will be given a passage of text and will have to construct a response based on questions over that passage in a specific form of writing that the question asks for. The transition to these types of assessments will be difficult. Many students will struggle initially. This will not be due to a lack of effort on teachers but will be based more on the overwhelming task at hand. This transition will take time. Understanding what the Common Core Standards are all about and what to expect from the assessments are the first steps in a long process of being successful.

Bank Regulations in Europe Essay Example | Topics and Well Written Essays - 4000 words

Bank Regulations in Europe - Essay Example There are currently many regulatory transitions underway which will have multifaceted effects on how Banks are run in Europe and the ultimate investments they deem as adequate for progressive growth. The controversy surrounding these regulations stems from past success as well as the impact recent recession ratios have imposed on the market. The question this analysis will attempt to address is whether or not these regulations are necessary for European banks to progress in the years to come. Basel II is the second of the Basel Accords. These are recommendations set by the Basel Committee on Banking Supervision. The point of these laws is to apply some regulation to the worldwide banking system, an international standard by which all banks may abide. These regulations are an attempt to safeguard the Banking Market against many of the risks banks face yearly. They have seen as a safety net for the international banking market in the case that one major bank collapses. The main focus of the regulations is to reduce the amount of risk all banks take on. Through rigorous risk and capital regulations, Basel II is able to ensure that Banks are not able to take on more risk than they have solvency to maintain. Despite the Basel II regulations and their proven success throughout the past years, recent developments in the global economy have pointed to a need for more strict regulations. This can largely be connected to the massive recession that has occurred over the past two ye ars in the global economy. The nature of the European Banking system and its current need for BeselIII regulations is in reaction to the state of the Economy. The CIA World Factbook notes that the United States of America has the largest economy in the globe. "The recent failure in the U.S. housing and credit markets have resulted in a slowdown in the US economy. 2007 GDP growth was estimated at 2.2% but in 2008 it is projected to be just 0.9%, down from the 10-year average of 2.8% (St Labs, p1)." According to the United States Department of Labor, The Unemployment rate as of September 2009 was 9.8%, which is the result of a progressive growth 8.9% in April 2009. The Banks have followed suit with the housing industry as well as many of the corporations gout This effect in the west has impacted the Europes. University of Maryland economist Peter Morici declares "we are in a depression (Shinkle, p1)." He signifies a recession as an economic decline from which an economy can eventually recover but poses that the state the American economy is in today is much worse and can't be resolved with a quick fix. "My feeling is that if (the president) doesn't fix what's structurally broken, what caused this, we'll be back into this after the federal stimulus has had its effect," says Morici (Shinkle, p1). Many different aspects of the American economy have come under fire as the cause of this financial crisis, most infamous of these methods to date are credit default swap contracts and short selling. The very first credit default swap contract was constructed in 1997 by JP Morgan and it is given credit for what initiated the market to balloon up to a $45 trillion value in 2007 (Pinsent, p1).

MR, empanada Internal Anaysis Research Paper Example | Topics and Well Written Essays - 1500 words

MR, empanada Internal Anaysis - Research Paper Example The organizational chain supply process is tracked by the respective branch managers thereafter everything needed is then delivered from the Headquarter. Mr. Empanada is keen to employ an automated system which is able to check on the inventory and dispatch the required inventory to the centers even before the actual order has been placed. (Empanada Operations Manual 109). The organization is also keen to take charge of crucial interests ensuring that the company serves to the customers’ demands as seen July1992 during the launch of the 4th branch. One of the breakthroughs that have been achieved is the acquisition of a modern processing machine in Dec 2013 that has enhanced the processing speed and distribution to the various branches where preservations and sale is done. The main aim of this technology adoption targeted enhancement of efficiency and quality of production in terms of capacity buying and customers’ policy satisfaction. The restaurant has designed large grills where numerous panadas can be produced at ago and a dressing station where the staffing of the condiments such meat additives and other ingredients’ is done awaiting distribution to the branches (Empanada Operations Manual 109). Marketing and sales Mr. ... However, the effect of the final decision is based on the corporation officer who is also been accredited the powers to input and implement changes in consideration to the brands at Mr. Empanada (Mr. Empanada Operations Manual 109). As a matter of rewarding customers, the organization uses gift card coupons, which are loaded at the point of sale terminal in all the outlets with some specified amount of dollars in reference to the number of purchases made by the customers. When a customer wilts to redeem the points to pay bills, the card is, therefore, swiped at the POS and the deduction is automatically made by the card processor at the headquarters, which monitor the store lineage and either debits or credits appropriately in reflex to the location (Mr. Empanada Operations Manual 110). With the new social media working platform appearing an important aspect in all areas of marketing, Mr. Empanada Franchise Corporation has considered investing time and the organizations resources int o social media strategy as a definite necessity to wards customer awareness. Through the administration of all social media, the organization has received very real measurable returns of about 40% from initial media earnings. The facilitation has been made by the discretion of additional administrators responsible for hirirng agents who manage the social media pieces. Taking considerations to a social media site like face book, a single look design has been made, which can be accessed from different quarter while it is primarily administered at central location. This has popularized company branding and improved the awareness to a vast population while increasing customers loyalty and trust to the organization about the products the projection of lifespan of a product during

Report On Military Applications Of Gnss Information Technology Essay

Report On Military Applications Of Gnss Information Technology Essay Recent years have witnessed an increasingly use of GNSS technologies in diverse areas of human endeavours. Governments, organisations, individuals etc. are beginning to rely upon GNSS technology in finding solutions to problems in different fields of life (Spirent, 2002: 17). One obvious area where GNSS technology has been deployed successfully since the launching of satellite navigation is in military applications. Military applications of GNSS date back in 1978 when the first Global Positioning System was launched by US Department of Defence. Since then, many GNSS and associated navigation systems are being used in military mission fields. This report examines past and present military applications of GNSS; it also attempts to look into future of military applications in the context of emerging trends and developments in GNSS world. 1.2 Global Navigation Satellite Systems (GNSS) Global Navigation Satellite Systems (GNSS) is generic term encompassing all satellite navigation systems that allows users to determine their locations by observing radio signals transmitted by GNSS satellites. First among them is the US Navigation by Satellite Ranging and Timing (NAVSTAR) Global Positioning System (GPS). Russian Global Navigation Satellites System (GLONASS) is the second generation of GNSS, conceived also as a military system.. The next generation of GNSS is the European Unions Galileo which is expected to be in full operation by early 2014. GNSS market is poised for revolution with the full deployment of Galileo constellation of satellites. Other Regional GNSS include Beidou operated by China, although through its Compass, China has planned to launch satellite navigation system with global coverage. Indian Regional Navigation Satellite System (IRNSS) is another GNSS in the development. Uncertainty still trail IRNSS project since India entered into partnership with Russian GLONASS. QZSS is another regional navigation system operated by Japan. It is developed to supplement GPS signals in Japan and neighbouring areas. Besides these, there are other regional GNSS space-based augmentation systems aim to improve the performance of GPS/GLONASS. The major regional augmentation systems are WAAS, EGNOS (European Geostationary National Overlay Service), MTSAT-Based Satellite Augmentation System (MSAS) in Japan and Indian GPS Aided Geo Augmented Navigation (GAGAN) GPS and GLONASS stand out among the list when it comes to military applications. GPS and GLONASS have been used in many military operations. 1.3 Global Positioning Systems (GPS) US Global Positioning System (GPS) was designed as a dual-use technology (civilian and military use). The positioning service available to civil users is called Standard Positioning Service, while that of the military is called Precise Positioning Service. GPSs Precise Positioning Service (PPS) is used for most military applications. Precise Positioning Service is restricted to only US military, NATO forces, and other users licensed by US Government. The encrypted precise code signals P(Y) and M-code are used for military applications. M- Code is a new signal being to realise the fundamental aim of achieving precise and accurate navigation services for military applications. These signals are broadcasted in link 1 (L1) and link 2 (L2) bands. L1C-d and L1C-p signals will be added to the PPS users under the GPS phased modernisation programme (Groves, 2008: 12). In times of navigation data messages, MNAV message broadcasts are broadcast on M-code signals. GPS is presently undergoing p hased restructuring and modernisation and it is expected that new programme will ensure that existing users are transmitted P(Y) code while the new users are transmitted new M code (Kaplan and Hegarty (2006: 654). 1.4. GLONASS Like GPS, GLONASS was conceived as a military system but designed to offer both military and civil positioning service (Groves 2008: 17). GLONASS P code signals are used for military applications and transmitted in both bands LI and L2 with frequencies 1592.95MHz 1613.86MHz and 1237.83 MHz 1256MHz respectively (Groves, 2008: 19). GLONASS K, fully modernised satellites are set to broadcast new signals that will improve the accuracy of military operations. 2.0 GNSS Positioning Requirements: The positioning principles are basically the same for GNSS systems. Generally, a GNSS receiver records three or more satellites signals to determine a 2 dimensional coordinates, while four or more signals are needed for 3 dimensional coordinates. The accuracy of GNSS position solution depends on the type of GNSS device used and application under consideration. Accuracy: Accuracy is a critical factor in military applications. GPS was launched because of the military requirements for high accurate global navigation (Len, 2007:185). In case of timing service, military operations require precise time transfer for synchronization of equipment and various operations (Len 2007: 184). The GPS PPS offers horizontal accuracy of 1.2m and vertical accuracy of 1.9m based on 24 satellite constellations (Groves, 2008). With its modernisation program, GLONASS is set to compete with GPS as it planned to achieve the same positioning accuracy with GPS. The Galileo Public-Regulated Service (PRS) has a lower accuracy when compared to that of GPS PPS; it has horizontal accuracy of 3m and vertical accuracy of 6m, much more lower to its Open Service (Groves, 2008: 20) Availability: Availability is also of the important characteristics of GNSS performance. Availability of navigation system is defined by US Federal Radionavigation Plan (FRP) as the percentage of time that the services of the system are within the required performance limits (Wang et al 2006: 1). Global availability of GNSS for military applications is expected to increase with the ongoing modernisation of GLONASS. GLONASS K satellites when fully launched will improve the accuracy of P code for military applications. India has partnered with Russia in the GLONASS project, and it is expected that India and other countries will have access GLONASS military signals for their mission operations and equipment testing. Aside from GPS military signals, more countries are today using civil signals in many military missions and equipment testing. Integrity: GPS will have full integrity monitoring and alert system as the fourth segment when the modernisation programme is completed. GLONASS K satellites will broadcast integrity information and differential corrections in L3 band. Similarly, Galileo will broadcast integrity alerts and some differential corrections. 2.1 GNSS Markets GNSS technology is naturally divided into two broad markets/applications civil / commercial markets and military markets. The user equipment used in military applications can be classified into two types: (i) GNSS receivers operated by human beings such as handheld type, human operated receivers on ships, aircrafts and vehicles (Len, 2007: 184 -185) (ii) Autonomous receivers these are not dependent of any human operation and usually integrated with inertial sensors. They are used in guided missile programs and newer military applications. Comparison between Military and Civil Receivers Military Civil Frequencies L1, L2 L1 and /or L1, L2 (L5 on 11F satellites Codes P(Y), M, C/A, C C/A and C (on modernised satellites Size/weight/power Card, handheld, receiver unit Chips, handheld, receiver unit Navigation accuracy 1m to 5m 5m to 10m Anti interference Greater than 54 dB Usually not more than 24 dB Integration A/J antennas, communications, inertial sensors Speed/heading sensors, communications, GIS, inertial sensors Adapted from (Len 2007: 183) 3.0 Military Applications of GNSS Of all GNSS, GPS has been most widely used in military applications. Essentially, GPS was developed to satisfy military requirements for a global positioning, navigation and timing service. (Kaplan, and Hegarty, 2006: 654). Military application of GPS started in late 1970s when GPS was used for weapon testing in the then US Navy Submarine Launched Ballistic Program (SLBM). GPS was used to track the Submarine Launched Ballistic Missiles from a ship as the missile travelled down the Atlantic (Len, 2007: 174). The GPS military equipment used for the missile testing then made use of translator. Subsequently, other weapon testing was conducted in the air and ground vehicles (Len, 2007: 177). Today, GPS can be deployed to variety of military applications. Some of these include: target acquisition; missile guidance, search and rescue; coordinate bombing; precision survey, instrument approach; antisubmarine warfare; range instrumentation; remotely piloted vehicle operations; barebase operati ons; close air support; en route navigation; command and control; field artillery and shore bombardment; rendezvous, sensor emplacement etc. (Len, 2007: 177 -178). Other military applications of GNSS include mine location, enemy radar location, Special Forces intelligence gathering etc (Dye and Baylin, 1997: 82). 3.1 GNSS/ Inertial Integration Systems: GNSS such as GPS has been proved to be weak in term of providing high quality and reliable position solution (Spirent, 2010). Thus inertial sensors are being used in many applications to complement GNSS. Inertial navigation system is a small, self contained device that uses inertial sensors (accelerometers and gyroscopes) to calculate position and velocity solution of a moving object (Logsdon, 1995: 39). It makes use of dead reckoning navigation system (Groves 2008: 7). Using GPS measurements, INS navigation solution is calibrated and corrected via integration algorithm (Groves and Long, 2005: 2). GPS/INS integration is popular in the guided weapons and unmanned air vehicles (UAVs) where low cost sensors are used (Groves and Long, 2005: 2). INS function independently of GNSS signals susceptible to jamming, interference, enemy manipulation and other distortions and are therefore used in many military applications (Dye and Baylin, 1997: 13). Examples of practical applications of GNSS/ INS based solutions are given in the report. Advantages of GNSS/INS based solution: INS offers continuous navigation operations; it provides high-bandwidth output (50 Hz) and low short-term noise; it also provides attitude, angular rate, and acceleration measurements as well as position and velocity (Groves and Long 2005: 419) (Groves 2008: 8). GPS provides a high accuracy which does not drift with time(Groves and Long, 2005: 419) Disadvantages of GNSS/INS based solution: The accuracy of INS output is degraded with time thus necessitating the need to calibrate the errors (Groves 2008: 8). Unlike INS, GNSS has lower bandwidth (1Hz), more noisier than that INS and does not usually include altitude (Groves and Long 2005: 419, 420) One obvious challenge in the military use of GNSS is issue of deliberate jamming and interference by the enemies. GPS receivers have been found to be susceptible to jamming due to low signal power of GPS signal. This trend has raised a concern to US Department of Defence in the recent years thus signalling the programme of developing various anti-jamming techniques to mitigate these effects. Recent anti jamming technologies include nulling of antennas and ultra tight coupling of the GPS and the inertial sensors (Kaplan, and Hegarty (2006: 656). 3.2 Practical Applications of GPS in Precision Guidance In 1991, US army and its allies successfully deployed GPS in the attack to rescue oil rich Kuwait after its invasion by Iraq in an operation tagged Operation Desert Storm. GPS receivers were fitted in the military aircrafts and helicopters, bombs were dropped from these aircrafts as targeted thus eliminating unwanted casualties. GPS receivers were used to know the coordinates of the targets so that the weapons can be delivered accurately. In 1995, GPS was also deployed during the Bosnia war by the combined US and NATO forces in a campaign tagged Operation Deliberate Force. Military aircrafts operating from their base in Italy were fully equipped with GPS equipment in the strike against the Bosnia Serb forces. Perhaps, the Joint Direct Attack Munition (JDAM) is the most impressive breakthrough GPS has achieved in area of precision guidance. JDAM is an independent, tail kit with gravity bomb; it is usually mounted on the military fighter jets and uses GPS/INS guidance to deliver the target (Cozzens, 2006). JDAM has the capability of working in all weather conditions and its accuracy is not dependent on the altitude (Cozzens, 2006). JDAM recorded 9.6m accuracy during their testing. JDAM have been successfully deployed in many operations. For example, in June 2006, US Air Force successfully used GBU-38 Joint Direct Attack Munition equipped with GPS precision guidance to kill former Iraq terrorist leader Abu Musab al Zarqawi in his house (Cozzens, 2006). Once on the air, GPS/INS guidance enables the gravity bomb to be delivered accurately at the targets (Cozzens, 2006). In case of GLONASS, Russian military has deployed GLONASS military signals in many missions (Len, 2007: 189). Russian Federation Airforce recently developed latest KAB family of weapons called KAB 500S. KAB 500S is a guided bomb similar to that of US JDAM. KAB 500S can be dropped from aircraft at altitudes of 500 to 10,000 metres and airspeeds of 550 to 1,100 kilometres per hour (Deagel, 2007). It uses GLONASS Military code and INS to strike the targets (Len, 2007: 189). The third generation GNSS, Galileo has encrypted signal Public Regulated Service that may be used for military applications in the near future. 4.0 GNSS Future and Military Applications: The GNSS have made giant strides in military applications particularly in area of guided weaponry and smart bombs. GPS-aided munitions, ranging from artillery shells to smart shells have proved to be a reliable technology in recent time in times of accuracy (Lucio, (2002), (Wells, (2001). Countries all over the world will continue to embrace these technologies as cheaper GPS/INS coupled munitions are being produced to meet the requirements for accurate, precise timing and navigation solutions in the land, air and sea in near future. Current developments in GNSS industry like new signals and constellations acquisition will usher new era of high accurate military based satellite navigation. The separation of GPS signals for military and civilian use will lessen the effects of jamming and interference in military operations coupled with high signal power of new M code. GPS new military code will improve the anti-jamming capability of the system as current modernisation programme will make it autonomous. Non coherence integration of the acquisition circuit of the new military code will enhance the performance of the system in the presence of noise and jamming (Betz et al, 2005: 45, 46). In the area of system integrity, modernization programme of GPS and GLONASS will offer users more reliable measurements as they will have options to validate GNSS measurements. Presently, only GPS and GLONASS are used for military applications. I look at future where GNSS will be more available for military applications. More countries will be authorised to have access to GPS P(Y) code in near future and others will want develop their own SBASs. For example, Nigeria has developed its own SBAS called NIGCOMSAT with coverage only in Nigeria for now. Modernised GPS civil signals will continue to be used by countries not authorised to use P(Y) code. Only, recently, Russian Government announced that GLONASS military signals will be freely made available to any country that want to use them. Already, India and Russian have agreed to collaborate on GLONASS project (Len, 2007: 190). It is expected that more Countries will enter into agreements with Russian when GLONASS constellation of satellites are fully deployed in the orbit. China is making steady progress on its Compass project and is poised to use the system to strengthen its national security. Finally, GNSS industry is geared for revolution when Galileo is fully operationalised in next few years. Galileo has an encrypted signal PRS which has potentials for military applications. It is already been speculated that this may be used for military applications in the near future, although Galileo is purely conceived as a civilian system.

CACHE Early Years Education And Care Essay

1.1 and 1.2: Physical care needs for children in relation to nappy changing, would be keeping children clean and dry, by changing soiled nappies as soon as possible. Making sure to wear an apron and gloves, use the right sized nappy and by using the appropriate wipes and creams (if needed). Toilet training routine care needs would be asking children to go to the toilet at regular intervals. Learning to wipe, clean them selves up and to flush. Making sure they wash and dry their hands after use of toilet. Washing and bath time care needs would be to make sure water is not to hot or cold. Seeing that hands, face and body are thoroughly cleaned with appropriate soap and either sponge or flannel. Skin care would include making sure it is clean. Seeing that the right creams and ointments are used for cuts, sores and certain skin conditions (eczema, psoriasis etc). Having noses wiped, and tissues then being put into a bin and making sure coughs and sneezes are covered then washing hands af ter. Teeth care is to make sure that teeth are brushed at least twice a day with a suitable toothbrush and toothpaste that is appropriate for each age group and needs of each child. Hair care includes having hair washed with a suitable shampoo and conditioner ( if conditioner is needed). Having hair brushed everyday at least once. Making sure hair is cut and maintained regularly (checked for head lice etc). Mealtime care routines differ between ages of children. Babies would require temperature-controlled formula in a sterilised bottle around every 3-4 hours, with them being winded during and after each feed. Toddlers would require food easy to chew (blended or soft foods), at least 3 times a day with plenty of fluids in between. Young children would eat a variety of normal foods, and would learn how to eat with a fork, knife and spoon etc. They would be taught to wash hands before eating and to sit appropriately at a table. The children would be encouraged to ask for more should they want it and help themselves to pouring drinks etc. 1.3: Non- routine physical care would be required if a child was to have an accident, e.g. wet or soiled themselves, fall over or split something which  needed cleaning or clothes changing. Other non-routine care would be if a child was to become ill e.g. be sick, has an allergic reaction etc. 1.4: Benefits in working in partnership with parents/carers is the information received for each individual child and creates a good relationship which builds confidence for everyone.. Parents can learn from you and you can learn from parents. For example knowing which child has allergies or certain medical conditions. Which child takes medication or has behavioural issues. Also to find out if there are any cultural issues or language barriers. Children can be different at home/school therefore there is a need to work together to reduce this effect, by working together can help with synchronising routines, e.g. no good doing something one way at home and another way at setting. Having care plans set in place for each child and having all issues, needs and likings/dislikings for each child can be maintained and can continue at home during holidays, weekends etc. Good working partnership helps parents feel empowered and not excluded from treatment plans etc. Unit 1.3 Y/505/9283 Support physical care routines for children 2.1: Hygienic practice to sterilising equipment is to make sure ands and surface areas around sterilised equipment are washed. Then make sure all feeding and preparation equipment is washed in hot soapy water. Use bottle/teat brushes to clean and make sure all previous feed is removed from inside and outside of bottles/teats, then rinse all under tap once cleaned. If using a commercial steriliser then you would need to follow the manufactures instructions. If boiling then make sure all bottles, teats etc are fully submerged with no air bubbles. Cover and boil at least for 10mins. It is best to remove equipment. Hygienic practice for preparing formula feeds is to clean hands and all surfaces before preparation. It is best to make up feeds just before use. Use fresh boiled water and then leave to cool. Once cooled, use the exact amount of formula as instructed then re-assemble bottle. Shake bottle making sure everything well mixed. Holding under tap or put in container cool formula to right feeding temperature. Always check temperature of feed on the inside of wrist by squirting a few  drops, before giving it to baby. Always discard any left over feed after 2hours. 2.2: There are all varieties of formula milk, so they should be used in accordance to the needs of each child, as certain children may need a different formula to another child. Using the wrong formula, adding to much/little or not having the feed, at the right temp can affect the health of babies. If the feed has been left or stored to long it can cause the growth of bacteria. If the person or surrounding areas have not been washed/cleaned thoroughly that can also cause bacteria growth, and bacteria transfer onto sterilised equipment. If equipment has not been cleaned or sterilised properly then that can also cause bacteria to grow and not be eliminated. Unit 1.3 Y/505/9283 Support physical care routines for children 3.1: The role of an early years practitioner in relation to hand washing would be to make sure hands are washed thoroughly before preparing meals/snacks times and also afterwards. Hands should also be washed after changing and toileting. In relation to food hygiene hands must always be washed, then put on gloves and apron before handling/preparing foods. Food should stored in the correct tubs etc and at the right temperature. Food preparation areas should be cleaned thoroughly and different equipment should be used for different food types, to stop cross-contamination. Spillages should be cleaned up straight away to prevent accidents, staining and contamination etc, with the appropriate equipment (cloths, paper towels, mops). All waste should be disposed into the right bins, bags etc and then removed into an outdoor bin at the end of each day. When preparing foods, changing children, cleaning spillages and disposing of waste, an early years practitioner should always make sure hands have been washed before and after. They should always wear an apron and gloves where appropriate. Unit 1.3 Y/505/9283 Support physical care routines for children 5.1: Rest and sleep needs differ from each child and each age group. For  example a 6-week-old baby will usually require around 15-16 hours per day. Most of these would be during the night and baby would probably be having around 3-4 naps per day. At 6 weeks, a baby will more than likely still be waking for feeds during the night. At 7 months a baby would be falling into a sleep pattern of around 11 hours each night, with around 2 naps during the day consisting of around 1-2 hours each. Most 7 month olds would be sleeping through the night. When it comes to children of 15 months old, sleep patterns change again. Most 15 month olds will be sleeping through the night for around 13 hours. They will need 1 nap during the day or 2 quick rest naps. These sleep patterns will usually stay the same till around the age of 3 years. Sleep and rest patterns for children aged 4-5 years would be around 10-12 hours a night without day naps. By the age of 6-7 years children would have around 8-10 hours a night also without daytime naps. All children will rest and sleep better if they have the same routine nap an bedtime each day/night. The sooner a child gets into a routine the better it can be for them settling. 5.2: Sudden Infant Death Syndrome (SIDS) is the sudden and unexplained death of a baby, where no cause is found. While SIDS is rare, it can still occur and there are steps parents and take to help reduce the risks. Things you can do would be to always place your baby on their back to sleep. Keep your baby smoke free during and after birth. Have covers no higher than baby’s shoulders and tuck them in. Have baby sleep in your room for the first 6 months in a cot, crib or moses basket. Use a firm, flat and waterproof mattress in good condition and place baby in â€Å"feet to foot† position. The things to avoid would be to never sleep in a chair or on a sofa with your baby. Don’t sleep in the same bed as your baby, if you smoke or have been drinking or taking drugs etc. Don’t let your baby get to hot or cold and don’t use loose coverings. Unit 1.3 Y/505/9283 Support physical care routines for children N1: 6.1: Measles is a highly infectious viral illness that can be very unpleasant and can sometimes lead to serious complications that can sometimes be fatal.  These include bacterial infection in the lungs (pneumonia) and the brain (encephalitis). Measles is caused by a virus spread in droplets and is very easy to be caught by those who have not been vaccinated. Typical symptoms of measles include fever, cough, conjunctivitis and a rash. Complications are even quite common in healthy people, and about 20% of reported measles cases experience one or more complication. Most people who are at risk of developing serious complications are babies younger than 12 months, children in poor health, teenagers and adults. 6.2: The first MMR vaccinations are usually given when your child is about 13 months old. A second is usually given before your child starts school. Adults and 6-13 month old children can also have the MMR vaccine if they are at risk of catching measles, if there is an outbreak of measles in your local area, or if you have been in close contact with someone who has measles. 6.3: There are parents who decide against having their children immunised, for a variety of reasons. For example some cultures or religions do not like or believe in having immunisations. Most go against immunisation because of a published document by a Dr Wakefield, claiming that the MMR vaccine is linked to Autism. Even though Dr Wakefield’s study were found to be faked, some parents still don’t want their children to receive the MMR vaccine. Unit 1.3 Y/505/9283 Support physical care routines for children 7.1: Supporting children in physical care routines in relation to toileting, would be to have potties and toilet seats. To encourage children to use the toilet and to wash, dry and flush after toilet use. Have posters or pictures cards of actions which the children could follow,(like 1,2,3 steps Wipe,Flush,Wash,Dry etc.) on the walls or cubicle doors. In relation to washing, all children are encouraged to wash and dry their hands after toilet use, before meals/snack times and after doing certain activities (painting, sticking etc). Mealtime children are encouraged to get their own plates, cups etc, to have their hands washed and an apron on. They are also encouraged to feed themselves with the use of cutlery (if of appropriate age). Unit 1.3 question answers, 1.1, 1.2 and 5.1 also relate to the above. Unit 2.1 K/505/9286 An introduction to the role of the early years practitioner 2.1: People communicate to express needs, emotions and to share ideas. They also communicate to express feelings and to socialise. You also need to communicate to share experiences and to ask questions or to complain about things. Communication is also good for helping others to understand things. People communicate to establish and maintain relationships with others. Communication also helps with receiving and giving instructions and for getting information. It helps to share opinions and give encouragement. There are different ways of communicating either orally, hand signing or even written. Looking at body language is also a use of communication. 2.2: Communication is essential for carer to meet the needs of each individual child and their families. Communicating clearly and openly with other members of staff, the manager so as to make sure that the best possible care is provided and that this is done so reliably. This will help build your relationship and trust with colleagues and develop your role and theirs within the workplace. It ensures any health and safety or any other issues are recognised and reported accordingly, keeping others informed of current situations. It is also vital so parents and agencies/professionals, can inform or instruct their needs and issues with the carer or establishment of a child. Communication between a practitioner and child, is essential to build the childs confidence and helps promote good behaviour. Being a positive role model in the setting is vital to bond relationships to interact with others, helping the child to settle better and have an effective developments in all areas. Having good communication with parents also helps build a successful relationship with their child which then helps parents begin to have confidence and trust in us, that we can take care of their child. It is very important to have good communication with other agencies like Social Workers, Speech and Language/Therapist or other professionals who are involved in providing and  dealing with all childrens needs, to work together as part of a team, with consistency in their work. This helps by each individual knowing where they stand and where they need to progress further in helping to meet the needs of each child and their families.