Electronic Flight Bags is a term used to describe a computer-based system The WritePass Journal

Electronic Flight Bags is a term used to describe a computer-based system INTRODUCTION Electronic Flight Bags is a term used to describe a computer-based system INTRODUCTIONCLASSIFICATION OF ELECTRONIC FLIGHT BAGSApplications that run on Electronic Flight BagsType AType BType CBENEFITS OF ELECTRONIC FLIGHT BAGSFEATURES OF LATEST TYPES OF ELECTRONIC FLIGHT BAGSDISADVANTAGES OF ELECTRONIC FLIGHT CONTROL BAGSFACTORS THAT MAY AFFECT THE SELECTION OF EFB SYSTEMSCONCLUSIONREFERENCESRelated INTRODUCTION Electronic Flight Bags is a term used to describe a computer-based system that replaces or augments the traditionally paper-based reference materials and documents used on a flight deck. EFB comprises of both the harware and software used to provide this service. It however does not include Personal Data Assistants (PDAs), Calculators etc which are personal belongings of crewmembers. These personal belongings are tagged Personal Electronic Devices (PED).[1] EFBs were developed in the early 1990s. The market for EFBs underwent a geometric increase after the US Federal Aviation Administration (FAA) published a circular on EFB giving guidelines for certification, airworthiness and operational approval. [2] Today, EFBs come in a variety of forms with variying software/harware capabilities. They have not only provided the basic information needed on the flight deck but also serve as   a medium to communicate new information to the flight deck. The EFB is an integral part of flight operating procedures and full training is required to utilise all its functionalities. The sensitivity of information derived from the EFB cannot be overemphasised and as such care must be taken by its operator to verify that such information are accurate and derived from verifiable and reliable sources. The EFB is manned by an EFB Administrator. EFB Administrator is in charge of the EFB hardware and software. His responsibilities include ensuring that the hardware meets the required specifications and also that the current software applications for maximum yield is installed. He is also in charge of the EFB’s hardware that no unauthorised user accesses it and that no unauthorised user amends information on the EFB’s software. The latest EFB are broad in their mode of operations. They correspond in near real-time to ground structures for example maintenance management, crew roaster and briefing, flight scheduling and safety organization. Pilots could have the capability to annotate and archive electronically distributed flight plans post-flight and read/acknowledge electronic noticies; provide two-way messaging between pilots and ground staff; allows flight support staff to wirelessly transmit last-minute updates or revisions to aircraft anywhere in the world. CLASSIFICATION OF ELECTRONIC FLIGHT BAGS Electronic Flight Bags fall into three hardware classes: Class 1: Considered as a controlled Personal Electronic Devices, these are generally commercial-Off-The-Shelf (COTS)-based computer systems used for aircraft operations e.g. a laptop or pen tablet PC loaded with appropriate electronic approach plates, charts and other flight planning software. They are portable and are loaded with data (such as chart updates, weather forecasts and flight reports) outside the aircraft and carried on board by the pilot. They are not attached to an aircraft mounting device but can connect to aircraft power through a certified power source. They are normally without aircraft data connectivity except under specific condition. This class of EFB systems do not require airworthiness approval. Class 2: Considered as controlled PED, these are commercial-Off-The-Shelf (COTS)-based computer systems that have been modified by their resellers to include appropriate software and hardware to enable them work with the avionics, particularly the GPS. They are portable and pilots can take them outside the aircraft, they are connected to an aircraft mounting device during normal operations. They provide access to aircraft data and to an optional airborne network server that can be connected to an Airport Terminal Wireless LAN Unit and satellite avionics as well as the ACARS unit. This class of EFB systems require airworthiness approval. Class 3: These are EFB systems purposely designed and built for use in the cockpit, they are able to access critical systems requiring heavier certification. These: display the aircraft position on airport runways and the position of surrounding aircraft connect to airborne file servers linked to various aircraft communication systems, providing real-time weather information   integrate into the airline’s operational systems, providing performance information, technical data and crew information. Applications that run on Electronic Flight Bags The applications run on Electronic Flight Bags are categorized in three software categories which are Type A, Type B and Type C. Type A These include: Static applications, such as document viewer (PDF, HTML, XML formats); Electronic checklists (ECL); Flight Crew Operating Manuals, and other printed documents like airport NOTAM; Flight performance calculation; Type B These include: Non-interactive electronic approach charts or approach charts that require panning, zooming, scrolling; (AC120-76A, App B) Head-down display for Enhanced Vision System (EVS), Synthetic Vision System (SVS) or video cameras; Real-time weather data display, including weather map; Type C Can be used as a Multi-function display (MFD) in at least one case as part of an Automatic Dependent Surveillance-Broadcast system. Type C applications are subject to airworthiness requirements, such as software certification. Type C applications must run on Class 3 EFB. BENEFITS OF ELECTRONIC FLIGHT BAGS The following are some of the benefits derived from the use of EFB systems: Weight reduction: The incorporation of EFB systems reduces the amount paper in the cockpit, which decreases weight and cuts down clutter: Indexing: This allows quick and easy access to information Improved maintenance readiness Increased efficiency of operations Improved aircraft-to-ground data transfer that is near real-time, highly resilient and secure Keep information up-to-date, enabling easy document revision (e.g., through wireless data transfer) Reduce time, cost and workload required to update documents Reduce fuel and maintenance costs by using accurate take-off and landing calculations Improve safety and punctuality with onboard performance calculations Increase payload with real-time performance calculations Improve routing decisions by accessing real-time weather information FEATURES OF LATEST TYPES OF ELECTRONIC FLIGHT BAGS Some of the features and advantages of the latest types of EFB systems are: They are designed to offer exceptional readability in all cockpit ambient light conditions for charts, documents, weather data or other electronic data. They increase situational awareness in-flight with en-route, approach charts, moving map display, graphical weather information. Enabling pre-flight scheduling and efficient right of entry to up-to-date aircraft documentation, checklists, and operational scheduling information improves productivity Compact, light weight design enables easy installation in a variety of cockpits. There is also additional   line select keys, which   the EFB offers a film-on-glass touch-sensitive screen giving pilots   a choice when accessing or navigating through EFB software applications The functionalities of the Application Manager capabilities include the following: Electronic Tech Log – this a log with all technical a data entries, pattern of workflow control to guarantee quality of the aircraft release procedure and quick-entry tools for fault logging; ARINC 429 compatible Journey Log – this section of the log keeps records of crew hour, tracking the location and time left on the journey and it also records data and data capture, including ground-service usage, block times and fuel uplifts Flight Library –. There’s a complete navigational support which is reliable and booked marked with search facilities that will reduce pilots’ time to find and access necessary information Flight Folder – this is a folder has capacity for pilots to make notes on and   this archive is electronically distributed flight strategy post-flight and read / accept electronic notices; it   is also endow with two-way messaging between pilots and ground staff; permits flight support staff to wirelessly transmit last-minute updates or revisions to aircraft anywhere in the world Forms Library – with these flexible data-capture through airline-configured form templates it allows keyboard or pen entry, attachments, comments and pictures; with   simple validation rules certify data quality; form data is sent wirelessly to the proper recipient Charts, Weather, and CCTV – An easy and fast integration of specialist tools for performance, charts, weather and closed-circuit TV allow you to change stuff whenever you choose. DISADVANTAGES OF ELECTRONIC FLIGHT CONTROL BAGS Usability: EFB systems come in different shapes and forms and because there are no â€Å"standard† or â€Å"fixed† specifications with respect to dimensions, some may be difficult to use by the pilot during flight. For example, a large flip-top laptop used as EFB may be too bulky and awkward to work with in the cockpit; similarly, a tiny PDA may have a keypad which pose a difficulty in data entry or a screen size too small to be read at a particular distance. Some EFB systems may even have greater advantages in some situations than others. Complexity: EFB systems incorporate several functions into their make up, thus making it complex. This complex nature may make it difficult to use. Some may even require their users to undergo special training sessions before using them. Costs: EFB systems can have high initial/installation costs, especially class 3 EFB. Some EFB systems may require the purchase and installation of additional software to make them work. Legal requirements: Legal issues such as non-interference requirements, evaluation and certification approval have to be taken into account in the use of EFB systems. For example, Class 3 EFB systems are required to meet the same certification requirements of any avionics product. Technical issues: As with almost all electronic devices, some technical difficulties may be encountered in their use e.g. battery life, availability of backlight in case of use in the low lighting conditions, usability in certain weather conditions, etc. Data integrity: Typically, EFB systems accept data as input, processes the data and gives result as output. If the data fed into it is inaccurate, it gives wrong results. FACTORS THAT MAY AFFECT THE SELECTION OF EFB SYSTEMS The non-standard and personalised nature of some of EFB systems can make the process of selection of an appropriate system a challenge. The high initial and/or installation costs of EFB systems do not make this process any easier. While EFB systems are designed to have the primary objective of replacing or augmenting the traditionally paper-based reference materials and documents used on a flight deck, other factors are worth considering before investing in them. Bitterfield (2010) shows a â€Å"decision matrix† which is a compilation of factors in the form of questions to consider before selecting an appropriate EFB system: Questions to ask before selecting an EFB system: Initial purchase cost Annual subscription cost Software Features that you must have? Flight Planning (on/offline)? VFR Charts IFR Charts Low Enroute Approach Plates/Procedures Airport Directory of one kind or another (AFD or AOPA)? Do you fly above 18K? If so high-enroute. Good to have if you have a turbo and might need one day. How long does it take to update the information? Subscription What is included? Is it priced by region/country Do I pay for everything ala-carte? Hardware Features Can I buy my own hardware? What is the warranty? How is warranty work done? What platform? (PC/iPAD/Proprietary) Is an SSD Required (Do you fly above 10k’ regularly?) External USB port for Jeppesen / King updater? Screen Brightness SUPER BRIGHT for Canopy Moderate Bright for Low Wing Regular screen for High Wing GPS Can the GPS be used in flight? (AC 92.21) Does it work with your aircraft (Hi/low wing) How long does the battery last? (Recommend a 4hr). Heavy use of transmitters Bluetooth , WiFi, or 3G limit battery life Weather (Is it an option)? XM  Ã‚  Ã‚   [ Paid ] ADS-B   [Free ] What does the receiver cost? Terrain(Is it an option)? Do I need it? Might already be in my 430/530. What is my total cost of ownership for the year? CONCLUSION Since the advent of the computer age, the world has been tending more and more towards digitization and computerization of systems. The aviation industry has not been an exception to this and among the evidences that support this opinion is the emergence of EFB systems. While the total replacement of the use of traditional paper-based documents and reference material in the cockpit may not immediately be in sight, current trends seem to show that EFB systems are here to stay. Based on the arguments presented in this essay, it is safe to say that the implementation of EFB systems takes other factors into consideration in order to be effective and it will be of use for the aviator to be aware and consider some of those factors before venturing into investing in EFB systems. REFERENCES Isle of man Aircraft Registry 27th International Congress of the Aeronautical Sciences Bitterfield, Colin (2010) How to Select an Electronic Flight Bag (EFB) Available at: http://mooniacs.blogspot.com/2010/09/how-to-select-electronic-flight-bag-efb.html (Accessed: March 31, 2011) Smith, Dale (no date) What’s New With Electronic Flight Bags? [Online] Available at: aeapilotsguide.com/pdf/03_Archive/AEAPG03EFBs.pdf (Accessed: March 31, 2011) Teledyne Controls (2010) Electronic Flight Bags (EFB) Available at: teledyne-controls.com/productsolution/efb/benefits.asp (Accessed: March 31, 2011)

Food is an essential requirement for living

Food is an essential requirement for living. When it comes to food; nutritional value and taste are the main concerns of most people. But what about how the food was produced, who produces it and where it is being sold. These subjects usually do not factor into the average consumers grocery decisions. Given the current struggle of Canadas agricultural community it may be time to reconsider the choices one makes concerning the purchase of food. The convenience of shopping at supermarkets may have caused one to turn a blind ye to local farm markets. Shopping at farm markets is beneficial to both farmer and consumer. I n terms of organic farming the consumer know they are getting pure organically produced food. The farmer whom grow organic produce will be more likely to sell organic products ant a farm market because grocery stores do not stock a great deal of organic products. There is also a financial aspect. Shopping at farm markets keeps money in the community and! farmers get a larger share of the profit. Finally, there is the issue of pollution. Transporting food across the country involves large trucks that emit exhaust into the atmosphere. Many farm markets are close to the farms, which means little or no transportation of products. Ultimately, an increase in shopping at farm markets would benefit both consumer and farmer. The most obvious gains for a consumer shopping at a farm market are greater knowledge about the food being purchased. The chances of purchasing 100% organically grown food is much higher at a farm market where the patron has the opportunity to discuss the methods used to grow the food with the farmer. At a supermarket the consumer does not have such luxuries. In Canada, an estimated 55% of canola, 45% of corn and 25% of soybeans grown are genetically engineered. Now, genetically modified soy, canola, corn, potatoes, cotton and other crops are mixed rando

Language, Communication and Culture Essay Example | Topics and Well Written Essays - 2250 words

Language, Communication and Culture - Essay Example This establishes a unique identity for the assemblage of inhabitants. Language can also be perceived as a platform for communication not only among a group of people, but also among different people with unique cultural backgrounds and ethnicity. A single language can form a link between different communities since it establishes a channel of communication hence enhancing understanding between different groups with unique ideologies. Therefore, language can be perceived as a tool that enhances inter-cultural interactions and co-existence between different communities and races through communication. Although there are different forms of languages across the globe, any language is characterized by certain features. These should be present for a language to conform to acceptable standards. The features that define any language include its grammatical structure, diction, dialect, and others which are unique to various communities. Language is a mental function that is among other functi ons of human beings. Language is associated with all the other mental functions of human beings but in different ways. The other higher mental functions have an impact on language or language has an influence on them. Language and Self-consciousness Consciousness is a feeling in a human being that is initiated through various modes. It can be initiated either internally or externally depending on the actions that lead to its initiation. Although it is difficult to establish a strong relationship between language and self-consciousness, researches have shown that a strong link exists between the two elements. The development of conscience has been shown to result from the response by others to our actions or from personal reactions to our own actions. This development is what defines either internal or external consciousness. Internally, self-consciousness can be perceived as personal reflection. This is the ability of human beings to think of themselves as doing or feeling something , and then initiate personal reflection that will eventually lead to communication. Externally, human beings communicate through actions, thus people will react differently to their actions based on the response given to their actions by others. It is therefore, evident that other people play a vital role in shaping an individual’s conscience. Either internally or externally, self consciousness is stirred by thoughts, which are basic structural units of a language. Thoughts are therefore, the link between language and self-consciousness. According to (Fromkin 111), language forms the key components for the infrastructure of thoughts of human beings. Human thoughts are thus the link that demonstrates the relationship between language and self-consciousness. It is still difficult to establish which element has a greater authority on the other, but it is apparent that a strong relationship between the two exists. Language and Autonomy Independence and freedom in decision making is what defines autonomy of an individual. Research has been conducted by various researchers that try to establish the relationship between autonomy and language. The aspect of language that focuses on this relationship is communication. Decision making is a critical process in any human being that requires a deep understanding which in turn

On-Boarding Invervention in Bank of America Case Study

On-Boarding Invervention in Bank of America - Case Study Example Its 2008 Merrill Lynch acquisition made it the largest corporation in wealth management in addition to making it a crucial player in investment banking. As of 2009, it held at least 12.2% of all US bank deposits. Its main competitors are wells Fargo, JP Morgan Chase, and Citigroup. As well as operating in all 50 states, it its retail banking footprint covers at least 80% of the United State’s population and serves up to 57 million consumers. The premise of this paper is to study the Bank of America’s talent management program that has a vital part to play in the bank’s phenomenal success, identify its strengths, how it can be improved, and finally to suggest other effective approaches to meet future challenges. In today’s corporate market, the bank of America probably has the best approach to on-boarding, its main form of executive talent management (Goldsmith& Carter, 2009). This has led to a 12% turnover in hiring of executives, having fired 24 out of 19 6. Some higher corporations have a 405-turnover rate for hiring. The program is designed to aid just hired executives in learning facility, build, and leverage relationship networks for company initiative implementation and career success. On taking the job, the executive, is faced with three dilemmas: mastering a demanding ad complex role, high expectations, and a high derailment probability. On-boarding interventions are underpinned by fundamental assumptions (Goldsmith& Carter, 2009). The baseline assumption contends that it occurs over time that is, specifically in the executive’s initial 12-18 months. Interventions occur at given intervals in the 12-18 month period, not the first couple of months on the job. The on-boarding also should be supported via multiple resources, that is, stakeholder resources. Finally, these interventions are dependent on the stakeholder- executive interaction. On-boarding consists of four major phases. The first is the selection phase, which c onsists of the selection process. At the Bank of America, cultural fit and leadership ability are added dimensions to the usual criterion of experience and expertise. The HR function thus gives added attention to its executive search firm’s partnerships to avoid derailment of executives lacking cultural sensitivity, interpersonal skills, and leadership ability. The bank’s leadership development partner assesses the candidate’s leadership approach, team value, and cultural fit. The LD partner then formulates questions for the interviewers that provide insight into the misfit or fit potential of the candidate into the bank’s culture, and their leadership credibility. On hiring, the candidate is given the interview questions and answers, though the feedback source is kept anonymous. The LD partner acquires a calibrated and clear job specification supported and spelled out by the stakeholders about what is required for the job (Goldsmith& Carter, 2009). The n ext phase is the entry phase. The first few weeks are critical for the new executive. He or she must complete four outcomes: develop specific business acumen for the role, learn the culture of the organization, master leadership demands of the role, and build relationships critical to the organization. In order for these demands to be met, three intervention categories are utilized. These are support and coaching, operational forums, and processes and tools. There are three primary givers of support and coaching; the LD collaborate, HR generalist, and hiring executive.

Security Planning for Airlines Control and Safeguard Systems Essay Example for Free

Security Planning for Airlines Control and Safeguard Systems Essay Scenario 1 FlyWithUs Airlines has started a new low-cost carrier service to link major cities such as New York City with small towns. A few of the airports that service FlyWithUs are located in remote areas and are ill-equipped to handle emergencies. The airline also has a charter service that flies to locations around the world. In some remote areas, where the airports are small, help may not be immediately available in the event of an accident or some other crisis. Due to a failure of the air traffic control information system, a FlyWithUs pilot is forced to make a manual emergency landing. The plane skids off the runway and finally comes to a halt in the wilderness lining it. Five people are hurt, and one woman is critically injured. The airport does not have an ambulance on standby. By the time an ambulance arrives from the nearest hospital, which is 150 miles from the airport, the woman is dead. Question: Could this have been the result of a cyberattack on the transportation industrys critical infrastructure? Could FlyWithUs have prevented this situation? If yes, what measures could they have taken? Could they have stationed their own ambulance at the airport to handle emergencies? Should their pilots have been better trained to make emergency landings? Select one of the three case studies discussed at the end of Module 6 and respond to the reflection questions. Scenario 2 The U.S. Army has chartered a flight to Afghanistan in order to transport soldiers needed because of a recent rise in attacks by the Taliban. At a stopover point, FlyWithUs discovers that refueling is not possible because fuel supply lines have been cut due to rebel activity. The team and the plane are now stranded and are waiting for help. Question: How could information systems have been used to prevent this from  happening? What types of security measures are now needed to secure the airplane, its passengers, and its cargo in this dangerous situation? Is there any way in which FlyWithUs could have ensured a fuel supply? Could the airline have arranged to carry extra fuel? Scenario 3 The IT department has updated the antivirus software on all computers except for this one, because this computer was placed outside the firewall for a short period for trial purposes. Although the computer was brought back within the firewall, the system administrator failed to update the antivirus. Question: How do you think this situation could have been prevented? Could the IT department have conducted regular inventories of the software on each computer to identify missing patches? Could the IT department have implemented a process to ensure that no computer is moved outside the boundaries of the firewall?

Refuge: An Unnatural History of Family and Place by Terry Tempest Willi

Refuge: An Unnatural History of Family and Place by Terry Tempest Williams Refuge; An Unnatural History of Family and Place, by Terry Tempest Williams, is a thought-provoking, sentimental book that explores both the unnatural and the natural events that take place in her life. The deception and lies of the reports presented by the United States government, which lead to the fall out of atomic bomb testing in Utah in the 1950's and the rise of the Great Salt Lake and its effect on bird’s serve as the backdrop of this book. As Williams struggles to deal with the ramifications of her mother’s terminal cancer, she seeks sanctuary at the Bear River Migratory Bird Refuge. Her family and their well-being is a major priority in her life. When the world around Williams seems overwhelming, her only escape is the Great Salt Lake Basin where she can find. In fact, Williams either unwittingly or wittingly overemphasizes her intimacy with the birds and under emphasizes the direct, devastating effect the atomic fallout of September 7, 1957 had on the health of her family, thereby losing a prime opportunity to make a dramatic statement about the relationship between cancer related illnesses and atomic bomb testing. This story begins in 1983 as the Great Salt Lake in Utah was rising to above normal heights. Over the course of the next seven years from 1983 Williams closely followed the lake levels and the impact on the various species of birds. The Great Salt Lake is a remnant of the ancient Lake Bonnevile which had covered 20,000 square miles of Utah, parts of eastern Nevada, and southern Idaho(Great Salt Lake, 3): â€Å"The lake ecosystem is one of the most important wildlife habitats in the Western Hemisphere and has been for at least 8,000 ... ... Alexander, G. Thomas. Radiation Death and Deception. Retrieved April 5, 2005 from www.historytogo.utha.gov/radiation.html. Great Salt Lake: More Than Meets the Nose. Retrieved April 8, 2005 from http://www.cnnn.com/2003/TravelDestinations/11/05great.salt.lake.ap// Seegmiller, Janet Burton. No Clear Testing and the Downwinders. Retrieved April 5, 2005 from www.historytogo.utah.gov/nuctest.html. Stum, Marlin. Great Salt Lake-Haven for Birds. Retrieved April 8, 2005 from http://www.stoplegacyhighway.org/gsl.htm Summer, David Thomas. Testimony, Refuge, and the Senses of Place-A Conservation with Terry Tempest Williams. Retrieved April 16, 2005 from http://weberstudies.weber.edu/archive/archive%20D Ward, Chip. Cowboys in Gas Masks Find a Damn Good Place to Dump Used Razor Blades. Retrieved April 8, 2005 from http://home.comcast.net/~kknowlto/orion.htm

Bias in Abstinence-Only Education

In addition to being an ineffective deterrent to unwanted pregnancy and sexually transmitted diseases, abstinence only education prevents young women from making well informed decisions about their sexuality. Cases of teen pregnancy and STD/HIV infections is on the rise despite the government allocating funds for abstinence only programs. This paper seeks to look at the government policies with regard to abstinence-only education programs and its relationship with unwanted pregnancies.It is a known fact that sexual abstinence is being practiced in all countries in the world as a sure way of preventing sexually transmitted diseases and pregnancy. Men and women of all ages who are not ready to accept the risks that accompany sexual activity embrace abstinence which is a normal and acceptable practice. As a way of expressing love, affection and tenderness, majority resort to intercourse and sexual activity. Sex is also being used by couples to strengthen their relationships.However, it has often been argued that using sex to cement relationships can distort one’s judgment. Among women, having sex may strengthen the feeling of love but do not actually cement or deepen the relationship. Exploring sexual behavior within an environment of deep commitment where having children is considered as a possibility is always rewarding. Majority of people are however not prepared for commitment hence opt for abstinence until they develop a stable relationship. Abstinence is 100% effective in protecting an individual from sexually transmitted.However, if the majority of the population could realize its effectiveness, then we would not be having such headlines like the ones we have seen in the past of teen births being on the rise. However, abstinence is not an easy practice considering how strong sexual drives are among humans. The rate of teen births steadily declined since 1991 and this could have been because of the intensive educational campaigns that were initiated d uring that period. These campaigns included encouraging people to use contraceptives and condoms and enlightening people on the risks of Aids and sexually transmitted diseases.However, today statistics now show an increase by 3% in teen births the first time ever in 14 years. (Wilson, Kelly, Patricia,2005) Is it that the sex education programs that the government adopted are no longer working? The government has tried to show some effort in curbing STDs and unwanted pregnancies. The first federal abstinence-only program was enacted in 1981 and this was designed primarily to support pregnant and parenting teenagers. This came through the adolescent Family Life Act which was also passed the same year.AFLA also funded â€Å"abstinence-only† programs meant to encourage responsibility and self discipline among teenagers (Abstinence Only Programs 2008, p. 2). Abstinence-only program’s purpose was to teach the general population and especially the teenagers how they stand to gain from abstinence. It also sought to teach abstinence from pre-marital to all schooling children. The abstinence-only program was supposed to teach the values of abstinence with regard to unwanted pregnancies and sexually transmitted diseases.According to this program, the expected standard of human sexual activity revolved around a mutually faithful monogamous relationship. However, with all these well clarified goals, current scientific research shows that this program is ineffective. A study of ‘abstinence-only-until marriages’ program inferred that the classes fail to serve its goal of delaying the onset of sexual activity the young people. An evaluation of 11 of these programs showed that they do not have a lasting positive effect on the asexual behavior of young people (Ibid 4).Instead of a positive effect on the young people they showed a negative willingness to use contraceptive because the program emphasized on contraceptive failure. It has often been reiter ated that abstinence-only programs endanger the youths because adolescents are denied complete information. These programs fail to provide contraception information and in some cases, they have been accused of providing wrong information which may lead to youths forgoing contraceptive use. Teens are exposed to pregnancy and sexually transmitted diseases because of lack of responsible sex education.Only safer sex intervention can reduce unprotected sexual intercourse as compared to abstinence only programs. The Federal Fund for abstinence -only programs have negatively influenced schools. Avery good example involves the Gloucester High school in Massachusetts with the summer vacations beginning 17 girls at the school are expecting babies (Kathleen Kingsbury, Wednesday June 18, 2008). This proves further the failure of the program to curb pre-marital pregnancies. In order to reduce the prevalence of this at the school a local pediatrician advocated for the prescription of contraceptiv es.However, this has been met with hostility. Amazingly it is the desire of these teens to get pregnant and this only proves how distorted their perception towards life is. An effective sex education program should include teaching teenagers about abstinence even though it is not sufficient in itself. A complete and accurate information about reproductive health should be the core of teenage education. This should include abstinence prevention of sexually transmitted diseases and HIV and above all prevention of pregnancy.Teenagers can only make informed and appropriate decisions if they have access to reliable information about their productive health. Cases like the one at Gloucester High School can only be prevented through enlightening the students on the dangers involved in early pregnancy. Schools should be at the forefront in teaching the science behind sex and factually based reproductive health education. However, much of the sex education should be done at home and young gi rls should be at the core of advice into the dangers of playing with boys.They should be taught the virtues of responsibility and accountability so they may grow up with the full knowledge of the science of reproduction and its purpose. Work Cited Abstinence Only Programs, Center for Gender Studies. 2005 Kingsbury, Kathleen. Pregnancy Boom at Gloucester High. â€Å"Time†. Wednesday June 18, 2008 Wilson, Kelly L. Goodson, Patricia Pruit. â€Å"A review of 21 curricula for abstinence-only-until-marriage programs. â€Å", Journal of School Health, March 2005 Issue

Competency Goals Essay

In order for children to feel safe away from home they need a safe environment where they can learn and play comfortably. I am always alert and continuously observe the children at all times. Children must never be left unsupervised. In the class, safety precautions such as checking all tables and chairs for damage and sharp edges is done weekly. All electrical outlets that are not being used are covered with safety caps. I guarantee that the children’s work and play areas are free of clutter. When the children are using scissors, pencils or other instruments, I make sure they carry them in an appropriate manner to prevent injury. We have on file written permission from the parent’s to take their child for any emergency medical care if the nurse isn’t on campus. Outdoor play areas are checked daily for harmful objects such as bottles, cans, or other litter items before the children go out to play. In the center, a fire drill is conducted Once a month. A Healthy Environment A healthy environment is essential for effective learning. A visual daily health check is done each day upon each child’s arrival. I respond immediately to accidents, health concerns and emergency conditions calmly. The classroom is maintained in a clean and hygienic environment. While working with parents, together we assist the children in building good grooming habits b maintaining consistent routines at school and encourage them to do so at home. Hand washing following toileting, washing hands before meals and brushing teeth is done in the center to encourage healthy needs. Children are able to flourish in an environment that influences their growth and development. A Learning Environment Children learn by doing and by imitating each other, their parents and their teachers. I respect and acknowledge each child’s ideas, concern and feelings. We provide a variety of materials in the class from the books we  use to the toys with which the children play. Participation is encouraged without any of the children feeling frustrated. An environment is provided where each child has fun during activities that are allowed and encouraged to participate in various activities to appreciate each other’s cultural differences. Each child display their work around the classroom they enjoy seeing their accomplishments. Open communication is provided for each child. I try to make sure the children’s daily schedule is followed, but sometimes we get a little behind. Transition from one activity to another is smooth. COMPETENCY GOAL II TO ADVANCE PHYSICAL AND INTELLECTUALCOMPETENCE Physical Physcial development is important for healthy development. Physical activities are designed to be fun for the children. Children like a lot of physical movement. In the class we schedule time to use both gross and fine motor skills. We plan physical activities during outside time, such as relay races, jumping rope, hula hoops, throwing a ball and just plain exercising. Play enhances learning both inside and outside. My enthusiasm is shown when I actively play with the children. In the class, we exercise to music, combining music and movement. Parents are encouraged to get involved in physical activities with their children. We plan, develop and coordinate fine and small motor skill activities such as stringing large and small beads, cutting with scissors, turning single pages in books, drawing and putting puzzles together. Sleep is also important for growth. Children need rest during the day. Quiet time with music is played in order to help the child relax. Intellectual Children want answers to their questions. Most of their questions start with â€Å"Why†. As their teacher, I know that it is important to their questions answered. It is their way of learning. They need to learn how to perceive different things. In the class we use symbols as part of comprehending.  Books are used to ask questions and think about what is being read to them. As part of our schedule, I let the children plan their own activities. They tell me what center they want to go in and what they plan to do in their centers. Children are given the opportunity to talk about their parents, friends and things happening around home and community. On some Fridays we do show and tell or idol Friday. The children bring items from home and tell the class something about the item. We also bring something to share; this way the children in turn ask us questions. In the class, we sing our Alphabet and sounds song. This helps them to learn letters of the alphabet. We play number gam es for rote counting and shape searching in the class for shapes recognition. COMPETENCY GOAL III TO SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT AND TO PROVIDE POSITIVE GUIDANCE Social Development Teachers are very important role models for a child. Promoting social skills includes helping children begin to understand the feelings and needs of others. In the class, I always model good social skills around the children. Observation is an important tool while learning how a child feels and behaves. When a child tells me no one will play with him/her, through observation, the child is monitored around his/her peers to see if there is a lack of social developing skills. Helping, sharing, showing concern and cooperation with each other is always encouraged. Children are rewarded with praise for kindness, being helpful and cooperative to each other. Each child is made to feel special. Addressing social skills, knowing the children’s cultural background and environment is very important to me. Social interactions are provided through play. Play socially helps children to cooperate and appreciate each other. Children have to be able to get along with each other in order for the day run smoothly. Emotional Development As a teacher, I try to make a great difference in developing emotional skills in the children. Children are encouraged to express love, fear, and anger. It is important for me to help the children control both negative and  positive emotions. Emotional development through play is encouraged. It helps children relieve feelings in a safe environment and promotes self-confidence. I respect each child as an individual and the natural differences in how children express their feelings. In the class, puppets and role-play are used in exhibiting emotions whether positive or negative.in the class, I plan and provide a place for the children to have some down time when they are experiencing negative emotions. Positive Guidance The way a teacher acts influences the children. I always maintain a positive attitude around the children. The climate of the class is always relaxed. My tone of voice is calm, when speaking with the children. As the teacher in the class, I use guidance techniques such as modeling appropriate behavior and allowing the children to act their age. Directions are given in a positive way. The schedule is provided and followed daily so the children will know the routine and can make transitions easier. A helper chart is put up this way, all the children share responsibility of keeping the classroom clean and orderly. As a group, we together come up with a set of class rules, which are agreeable with the students and me. Children are encouraged to feed and dress themselves. Children are praised when they cooperated and help each other, especially during clean up Time. COMPETENCY GOAL IV TO ESTABLISH POSITIVE AND PRODUCTIVE RELATIONSHIPS WITH FAMILIES It is very important to me to let parents and families of the children I work with know and feel they are a big part of our program. The parents as well as their children are important to me and the overall success of the program. I encourage a cooperative atmosphere among each child’s relationships within the family structure. Parents are always welcome in the classroom. Regular communication with the parents is important. It is important to present a united effort to the family of the children with whom I teach. Newsletters are sent home on a weekly basis t parents to inform them of upcoming events. A parent news board is set up to provide daily  updates to parents on meals, activities and important dates. In order to maintain an open, friendly and cooperative relationship with each child’s family we provide parents with opportunities to become involved in the programs. We encourage parents to volunteer in the classroom, attend workshops, serve on policy and advisory committees, attend field trips and attend parent meetings. During parent meetings suggestions are made for improving the daily program. Information about their child’s experiences and achievements in the center is provided to the parents. Reports are distributed periodically to help parents understand the progress of his or her child. Home visits are made twice throughout the school term to share activities and materials that parents can use at home with their child. Each family’s cultural background, religious and parenting beliefs are respected. Parent-Teacher conferences are another means of communication with parents they are also held twice in a school term. Parents need to know and feel they are a part of the teaching team in the classroom. Together, our common goal is always, the children. COMPETENCY GOAL V TO ENSURE A WELL-RUN PURPOSEFUL PROGRAM RESPONSIVE TO PARTICIPANT NEEDS To ensure a well-run program, I maintain an open communication with my Lead Teacher and other staff members. We work as a team to provide quality, developmentally appropriate activities and materials for the children each day. I’m always willing to work with bus monitors, parents and volunteers. It is important to me that the children can flourish well in an environment that influences their growth and development. Each child’s nutritional needs are met. Up-to-date records is maintained on each child. Each child’s record is kept confidential. Confidentiality secures the privacy of the children and their families. The parents, staff members Lead Teacher and myself work to identify the strengths and needs of each child. Records and reports concerning growth, behavior, health, and progress of each child is maintained. This information is shared with each child’s parent. Schedules are posted and followed daily they are where the parents can read them. This way, they know what their child is working on daily. By using appropriated  guidelines, I observe the children for signs of abuse or neglect and follow through if needed. Center brochures are distributed to each child’s family. Each child’s progress is discussed with his/her respective parents. Planning is essential. A great deal of time is sent on planning, so that children will have their needs met. I ensure that the classroom is clean and safe. The classroom is always prepared before the children arrive. Reference materials, are utilized as needed each day. To stimulate and motivate the children, I consistently look for new and innovative methods. I read various books and education websites to acquire acknowledge. It is important to maintain appreciation for each child’s cultural background. COMPETENCY GOAL VI TO MAINTAIN A COMMITMENT TO PROFESSIONALISM As a teacher, I enjoy teaching Pre-K. I demonstrate a positive attitude toward the children and their parents. It is important to promote quality services. I take advantage of all opportunities to improve my personal and professional growth. This growth is beneficial for the children I teach, as well as their parents. I take advantage for personal development by attending conferences, in-service trainings, staff meetings and study groups. I read books, stay in contact with other pre-k teachers and resource coordinators to help keep me informed of changes in the teaching field. Information about the children, their families and staff is kept confidential. Effective communications and working well with my co-workers is very important. I perform my duties professionally no matter where I work. While dressing in a professional manner, my hair, nails and attire are maintained clean and attractive. A positive, professional attitude is projected at all times. Cultural differences in the chi ldren are respected at all times. Parents are informed about field trips, home visits and conferences. I ask parents to volunteer in the class, each week I send home a family activity this keeps them involved in learning about their child’s experiences at school. I am committed to keeping the children safe, providing good communication, positive guidance and working with the families of the children. It is important for the children’s family and me  to work together. The key is teamwork. The common goal is that the parents and myself will do what is best for the child.

Terminal Velocity and Free Fall

Terminal Velocity and Free Fall Terminal velocity and free fall are two related concepts that tend to get confusing because they depend on whether or not a body is in empty space or in a fluid (e.g., and atmosphere or even water). Take a look at the definitions and equations of the terms, how they are related, and how fast a body falls in free fall or at terminal velocity under different conditions. Terminal Velocity Definition Terminal velocity is defined as the highest velocity that can be achieved by an object that is falling through a fluid, such as air or water. When terminal velocity is reached, the downward force of gravity is equal to the sum of the objects buoyancy and the drag force. An object a terminal velocity has zero net acceleration. Terminal Velocity Equation There are two particularly useful equations for finding terminal velocity. The first is for terminal velocity without taking into account buoyancy: Vt (2mg/Ï ACd)1/2 where: Vt is the terminal velocitym is the mass of the object that is fallingg is acceleration due to gravityCd is the drag coefficientÏ  is the density of the fluid through which the object is fallingA is the cross-sectional area projected by the object In liquids, in particular, its important to account for the buoyancy of the object. Archimedes principle is used to account for the displacement of volume (V) by the mass. The equation then becomes: Vt [2(m - Ï V)g/Ï ACd]1/2 Free Fall Definition The everyday use of the term free fall is not the same as the scientific definition. In common usage, a sky diver is considered to be in free fall upon achieving terminal velocity without a parachute. In actuality, the weight of the sky diver is supported by a cushion of air. Free fall is defined either according to Newtonian (classical) physics or in terms of general relativity. In classical mechanics, free fall describes the motion of a body when the only force acting upon it is gravity. The direction of the movement (up, down, etc.) is unimportant. If the gravitational field is uniform, it acts equally on all parts of the body, making it weightless or experiencing 0 g. Although it might seem strange, an object can be in free fall even when moving upward or at the top of its motion. A skydiver jumping from outside the atmosphere (like a HALO jump) very nearly achieves true terminal velocity and free fall. In general, as long as air resistance is negligible with respect to an objects weight, it can achieve free fall. Examples include: A spacecraft in space without a propulsion system engagedAn object thrown upwardAn object dropped from a drop tower or into a drop tubeA person jumping up In contrast, objects not in free fall include A flying birdA flying aircraft (because the wings provide lift)Using a parachute (because it counters gravity with drag and in some cases may provide lift)A skydiver not using a parachute (because the drag force equals his weight at terminal velocity) In general relativity, free fall is defined as the movement of a body along a geodesic, with gravity described as   space-time curvature. Free Fall Equation If an object is falling toward the surface of a planet and the force of gravity is much greater than the force of air resistance or else its velocity is much less than terminal velocity, the vertical velocity of free fall may be approximated as: vt gt v0 where: vt is the vertical velocity in meters per secondv0 is the initial velocity (m/s)g is the acceleration due to gravity (about 9.81 m/s2 near Earth)t is the elapsed time (s) How Fast Is Terminal Velocity? How Far Do You Fall? Because terminal velocity depends on drag and an objects cross section, there is no one speed for terminal velocity. In general, a person falling through the air on Earth reaches terminal velocity after about 12 seconds, which covers about 450 meters or 1500 feet. A skydiver in the belly-to-earth position reaches a terminal velocity of about 195 km/hr (54 m/s or 121 mph). If the skydiver pulls in his arms and legs, his cross section is decreased, increasing terminal velocity to about 320 km/hr (90 m/s or just under 200 mph). This is about the same as the terminal velocity achieved by a peregrine falcon diving for prey or for a bullet falling down after having been dropped or fired upward. The world record terminal velocity was set by Felix Baumgartner, who jumped from 39,000 meters and reached a terminal velocity of 134 km/hr (834 mph). References and Further Reading Huang, Jian (1999). Speed of a Skydiver (Terminal Velocity). The Physics Factbook. Glenn Elert, Midwood High School, Brooklyn College.All About the Peregrine Falcon. U.S. Fish and Wildlife Service. December 20, 2007. (archived)The Ballistician (March 2001). Bullets in the Sky. W. Square Enterprises, 9826 Sagedale, Houston, Texas 77089.

4 Ways to Increase your Hireability as a Medical Coder and Biller

4 Ways to Increase your Hireability as a Medical Coder and Biller In order to remain marketable as a medical coder and biller, you must keep your skills sharp and your head in the game. Here are 5 steps that will keep your resume at the top of any hiring pile: 1. Stay on top of industry newsDo your best to be an informed professional. Read everything you can get your hands on about industry trends and changes, subscribe to any available newsletters, and attend local gatherings of peers.  Doing so will lead you to the next tip:2. Network–and not just onlineWhile you should definitely play an an active role on online industry boards and keep in touch via social media, there’s no substitute for face-to-face meetings. The more people who know and respect your skills, the higher the chances someone will remember your face and name and recommend you when there’s a position up for grabs.3. Increase your earning potentialThe more experience you have, the more industry credentials you’re able to earn (such as RHIT, HRHIA, and C PC-P). Adding certifications to your resume means you’re more attractive to potential hiring managers and are available to take on higher ranking positions.4. Prioritize ICD-10Don’t get left behind come this October, when the U.S. transitions to the ICD-10 coding system. If you haven’t started learning the new system’s coding and billing, start now.Treat maintenance of your coding and billing skills and industry contacts as a major part of your job to leave no doubt in employers’ minds that you’ll be a dedicated and knowledgeable hire.5 Ways to Keep Your Medical Billing and Coding Career CurrentRead More at www.careerstep.com

The Manhattan Project Based on the Factors of Time, Cost and the Essay

The Manhattan Project Based on the Factors of Time, Cost and the Achievement of an Object - Essay Example This research will begin with the statement that the success of a project is measured in relation to the three major constraints namely time, quality and cost which depend on each other. Adjustment of one element requires that you adjust the other two elements. Proper balancing of the three elements ensures successful scheduling, resourcing and implementation of the project. The quality of the project indicates the desired result objective of the project. The cost includes all the resources need for the accomplishment of the stated objective that may include capital, labor, materials, and risk management among other requirements. Time is the duration of the project which can be broken down to the time required to accomplish every task within the project. The Manhattan Project, like all other projects, was based on the factors of time, cost and the achievement of an object. The project was a military-funded research project responsible for the creation of an atomic bomb. Most of the p hases were carried out within the United States thus the main stakeholder was the United States Government. Other stakeholders included the rest of the Allied nations with Canada and United Kingdom providing support to the program. The project started on a small scale but eventually grew to employee more than 130,000 people and the cost exceeding that of $2 billion, cost of which estimated in 2013 would have been $26 billion. At the time of the start of this project the world was engaged in a fierce war. The Allied nations were doing everything in their power to end the war as soon as possible with as little few casualties as possible. The activities of the project and their time limit have been given in the Gantt chart below. The project has three main stages. First stage was Uranium 235 enrichment through gaseous diffusion, electromagnetic separation and thermal diffusion until 1945 when efficiency was raised to12730 pounds. The second stage was plutonium enrichment which was to b e used as substitute for uranium 235. 95% pure plutonium was produced in February 1945. The final stage of bomb designed using plutonium and uranium. The first bomb was tested in the year 1594. The project was later transferred to Atomic Energy Commission and in August 1947 Manhattan Engineer District was ended. The Manhattan project used the theory of production in the construction of the bomb. Three basic phases were used in its construction planning, execution and control. These phases are measured in relation to the factors of productions that include time, resources and the scope of the project. Planning phase included a number of technical activities that needed to be addressed before the start of the construction. The first issue was the enrichment of fissile materials Uranium and Plutonium. Second phase was the structure and design of the bomb while third phase was the testing of the atomic bomb. Evaluation of the project Over several decades the success of projects has been assessed by the Iron Triangle that consists of time, quality and cost. Project management involves use of resources, tools and techniques to achieve a specific assignment within the limits of cost, time and qualities. Project managers has a responsibility of managing, planning, coordinating various activities in a project as well as managing the changes that occur in the duration of the project. According to Atkinson, success of the project should also be measured in relation to benefits to all the stakeholders of the project as well as the final product and thus the success of a project should be measured at different stages of the project. Some projects have a positive impact at the initial stages but the set objectives are not achieved in due to time, quality and cost constraints.

The Vietnam War Essay Example | Topics and Well Written Essays - 750 words

The Vietnam War - Essay Example The public became more and more concerned about their future and started questioning about the merits and demerits of prolonging the war. More importantly, the American government instituted a draft to send the young men and women to war, the very same war that was being questioned for American involvement. Statistics of 1960s and 1970s indicate that around 0.125 million young American migrated to Canada and 55000 service men went off the radar. There were exemptions for the students in college and therefore, everyone of the age tried to put themselves to college in an attempt to avoid the draft (Klimke, 2010). However, they knew that as soon as their education ends, they would be standing in the same line in which the 38000 civilians and soldiers were standing and had lost their lives (the total deaths caused by the conflict were over 58000 but by the time, the draft was signed, the death toll stood somewhere near 38000). Furthermore, the rising inflation, unemployment, mounting fis cal deficits and other economic problems also forced the youth so register their protests. On top of it, with the ongoing events in the political arena, Johnson’s policies, Nixon’s Watergate scandal, appointment of President Ford, complete pardon to Nixon by Ford and others created an environment of complete distrust of politicians by the public. The result of all these appeared in the form of mass protests by students and nationwide student unrest (Gilbert, 2001). Historians agree to the fact that it was the student protests, which ignited the mass protests of Americans throughout the United States. Activists, celebrities and musicians like â€Å"Abbie Hoffmann, Timothy Leary, Allen Ginsberg, Jane Fonda, Jefferson Airplane and other soon joined the cause and the students protesting on the streets of New York, Washington, San Francisco, Los Angeles and others† (Klimke, 2010). Without any doubts, the United States paid a huge price for engaging itself into the Vi etnam War for over two decades. Despite his domestic policies of Great Society and other plans, President Johnson had to leave his post due to the immense pressure of the general public (Kissinger, 2003). President Nixon’s promise to the nation was the systematic withdrawal of troops from Vietnam; however, the same did not happen. In fact, during the Nixon era, both death and influx of soldiers and civilians remained high (Lawrence, 2010). The country lost more than 120 billion US dollars on the war during 1965-1973. This increased the fiscal deficit and diverted the attention of the federal government from many domestic plans and policies. Furthermore, the economic strains caused by the war played an important role in limiting the US government’s ability to cope up the economic recession of early 1970 caused by the oil crisis (Kissinger, 2003). The country also learned important lesson about the future military conflicts. They learned a lesson that they could not beat any enemy on their own land without any enough information about those enemies. Furthermore, Americans also learned the lesson that despite of them being a superpower, they cannot