Life After High School Essay Sample free essay sample

My future calling pick is going a fireman. I ever wanted to be a fireman since I was five. when I went with my ma to her firefighter preparation category. Watching my ma do these different obstructions showed me. if my ma can make it so can I. To watch the remainder of the staff go through obstruction after obstruction was non merely entertaining and informing. but it taught me how teamwork and communicating is really of import. Firemans put out fires and aid salvage civilians in life endangering state of affairs. Fire Fighters work in 24 hr displacements. or 56 hours a hebdomad. Fire combatants normally are normally inside the fire house unless there is an exigency. Bing a fireman requires a batch of physical activities. from: working in confined infinites. utilizing power tools. or even raising or transporting victims. All firemans understand that they are at great hazard of hurt or even decease every minute they are on the occupation. We will write a custom essay sample on Life After High School Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page but most firemans are non concerned because there is a occupation at manus ( salvaging someone’s life ) . Firemans need an air battalion. asphyxiator. ladder. axe. baseball mitts. water faucet. helmet. Jaws of Life. proctors. pump. fume ousters. rope. torch. take a breathing setup. proverb. boots. oculus protection. and fire immune suits on an mundane footing. Bing a fireman you are closely supervised because the occupation has no room for deficiency of timing or any room for mistake. The slightest 2nd off or the incorrect tool or even traveling in the incorrect way can be person at that place life. In order to be a fireman you must hold a high school sheepskin. base on balls all physical and mental preparation. go through the E. M. T. enfranchisement. Firemans receive most of their preparation on the occupation. or at specialised fireman preparation centre. The typical length of preparation is normally between 3 to 4 months or even a twelvemonth. The occupation mentality of being a fireman is really good because every territory. metropolis. county. town. and province demands firemans. There is a 17 % addition of firefighter’s businesss because of the high demand of the occupation. By 2018 the projected population of firemans is 367. 900- 427. 600 and steadily lifting. To progress firemans must go through civil service trials and recommended bysupervisors. Firemans are normally paid $ 18. 43 per hr to $ 29. 21 per hr ; it all depends on your rank and educational background. The one-year wage of an Engineer is $ 48. 307 – $ 62. 265. Fire Lieutenant $ 50. 464 – $ 60. 772. Fire Captain $ 60. 605 – $ 72. 716. Assistant Fire Chief $ 65. 691 – $ 83. 748. Battalion Chief $ 66. 851 – $ 81. 710. Deputy Chief $ 69. 166 – $ 88. 571. and a Fire Chief makes $ 78. 672 – $ 104. 780.

Are Computers an Essential Feature of Modern Education Essay Example

Are Computers an Essential Feature of Modern Education Essay Example Are Computers an Essential Feature of Modern Education Essay Are Computers an Essential Feature of Modern Education Essay Essay Topic: Education With the dawn of the computer era, all aspects of the society have become influenced by technology, including education. A large number of students use computers to work on. Even though it makes our work easier, it can turn out to be a huge distraction due to things like games, social networking sites, watching movies, etc. For example, in my school, students from grade 6 have their own laptops and during the breaks or even after school on the train platforms you will find them playing games on their laptops. I think computers are not really essential for modern education. What is important, is that we know our basics. If we have a strong foundation, we could be better off in the future. Even though jobs today are largely dependent on technology, we can learn how to use computers later on in life or alongside any other work. There are various subjects that can be taught using technology such as computer graphics, programming like C++ and Visual Basic, history (by showing videos), etc. For drama, computers can be used as well to show videos of famous actors in the past. Subjects such as chemistry, biology, art and music are better taught without a computer because these are practical subjects. In conclusion, computers could be used in education but it should be kept to a minimum. If a child gets addicted to computers from a young age, their basics in subjects like maths, for example might not be strong due to the use of calculators.

IOS Development Using Watchkit Essay Example | Topics and Well Written Essays - 1500 words

IOS Development Using Watchkit - Essay Example From this paper it is clear that in the mobile platform, a large market share is held by the iPhone; this being the reason behind interest in learning about iPhone development. The process of development entails an outline of how to establish the hardware for the applications. Setting of the software requirements and the final system requirements is also part of the process. Apple Inc. has made it easier for people who want to become developers with them. All a person needs is an account charged $99 annually, a mac computer, Xcode platform and a coding experience, such as the Swift and Objective-C coding languages. A developer page is availed that allows for download of the latest software and SDKs. The page also enables a certification for creation of profiles and groups and one has is free to manage the account and report any difficulty or bugs faced.As the study highlights  the apple Inc. created a modern programming language called swift. It is specifically developed to be more precise and flexible that the Objective-C. Swift has LLVM (Low Level Virtual Machine) compiler framework that utilizes the objective-C runtime allowing C, C++, Swift code and Objective-C to run in a single program. The flexibility of Swift is attributed to its capacity to support widespread late binding, dynamic dispatch and extensible programming.  The Swift programming language has several features that indicate some similarities to the Objective-C, though are easier and more flexible.

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

Discussion prompt - Essay Example In effect, Henry is saying that going to college is a mere excuse to party where students do not learn anything except to have fun. College is reduce to a mere rite of passage and not a way where can be enlightened or educated. When Henry mentioned that college is a mere rite of passage, it was in fact a statement of condescension if not derision because college is no longer a source of education where one can learn and get better but something that a person has to go through just like a ritual. And one does not necessarily learn anything when he passed through a ritual. When it is reduced to a mere rite of passage, it is like comparing college to male circumcision which is a rite of passage among males in certain societies to become â€Å"certified adult†. I do not necessarily agree with Henry that college is a mere rite of passage because people who go there have actual cognitive intelligence to overcome the academic rigors of college. There mere act of going there and going through the entrance tests are already enough justification that people who go to college are educated and has the right attitude to succeed in life because of their effort to be better through academic institution. Even assuming for the sake of argument, people who go to college are generally educated even without the formal credentialing compared to those who did not go to college. This attests that college is not a mere rite of passage but rather an actual learning process where students study to be

Alternative Dispute Resolution (ADR) We have now had ten years of the Essay

Alternative Dispute Resolution (ADR) We have now had ten years of the Woolf reforms and experience proves that - Essay Example The exchange of documents must take place beforehand and no evidence can be allowed to be produced at the end of the trial to cause embarrassment to the opponent and leave him bewildered with no instant answer. Apart from this, the new requirement literally results in the trial being conducted twice. Any deficiencies on the part of the disputing parties are liable to be penalized by extra cost for having wasted court’s time and the other party’s time. This development has driven the litigants to seek redress out of court or suffer without their dispute being resolved. For example, as against 350,000 new cases filed in 1990 and 1991 before the Queen’s bench, cases filed after the reforms were 150,000 each year especially after the expansion of jurisdiction for country courts. And now since the year 2002, new claims have dropped to less than 20,000 per year. He says that this is a reflection of litigation being settled by other than legal means. The new CPR has led to judges’ over-involvement in the case management which increases only the litigation cost with ninety percent unsure whether a case would be tried at all.1 Immediate reaction from Judge Charles Harris QC on April 16, 2009 notes that Lawrence’s comments are exaggerated. He points out that the interim report of June 1995 on Access to Justice was concerned with three evils obstructing the way to justice. They were â€Å"delay, complexity and cost†. According to him Woolf reforms have reduced delays by virtue of case management by the judiciary which prevents litigators from prolonging their cases. As for complexity, unlike old Sale of Act 1979, modern day legislations like Consumer Credit Act 2006 are not fully comprehensible to both the lawyers as well the litigants. This complexity had crept in into criminal law and civil procedure as well. Hence, Lord Woolf aimed at simplicity for the Civil Procedure Rules (CPR) so that they are easily comprehended by both th e lawyers and litigants. He therefore introduced shorter expressions like â€Å"claimant† â€Å"statement of the case† and â€Å"part 20 defendant†. The rules empower a judge to do what is fair and appropriate. As for its complexity, it has become more complex going by the fact that the CPR prior to 1997 which ran into 3,933 pages is now 5,827 pages which included a supplement and further 287 pages of guidance. As against Lord Woolf’s objective of reducing the multiplicity of practice directions, the opposite has happened. While the fast track rules for straight forward cases run into seven pages, practice directions consist of nine pages. He says that well drafted rules do not require practice directions and they do not make sense to the litigants either. As for access to justice, Judge Charles Harris says that it depends on how quickly and easily proceedings could be commenced. Prior to CPR, it was very simple with a mere letter to the opponent for whic h if there was no reply, straight away case could be filed with a

Observation of Child Play

Observation of Child Play Using observations of children at play in your setting, evaluate how you would scaffold the children’s learning in the future and improve the quality of play. Using a range of fully completed observations from placements (six in total), evaluate how you would improve the children’s learning experiences. Refer to expected â€Å"norms† of development (fully referenced) and explain how your knowledge of theories of child development would give you an understanding of how you might scaffold their learning. It is recognised that play is a valuable and effective way of learning within the early years. The experiences children have within their early years settings work towards promoting their development, learning and their overall outlook on life. Throughout my time in placement settings, I have observed a wide range of children from the age of 3 months to 11 years old. Within this text, I shall be outlining six of the observations I have conducted over the past two years and explain the child in terms of their development, identifying areas where there are deviations of the expected â€Å"norms† of development. Where appropriate, I will also explain my role of scaffolding these children. Scaffolding is defined by Read, C (2005) as the â€Å"metaphorical concept used to describe the interactive verbal support provided by adults to guide a child through the ZPD and enable them to carry out a task that they would be unable to do without help†. The area in which the child can perform an action or task, provided that a more skilled or knowledgeable person is available to help, Vygotsky termed the ‘zone of proximal development’ (ZPD). Scaffolding is temporary and can be put in place, strengthened, taken down piece by piece or taken away completely, as the child develops knowledge and skills and is increasingly able to act competently and independently. My role of scaffolding is to be the â€Å"more knowledgeable other† Vygotsky explained, as I provide the child was minimal assistance that they require to achieve and understand a concept. Scaffolding refers to the particular kind of help, assistance and support that enables a child to do a task wh ich they cannot quite manage on their own and which brings them closer to a state of competence that will enable them to carry out other similar tasks. Child One (0-3 Years) CONGITIVE Time Observation 09:30am Child A had pointed to the snack table and said â€Å"food† – I told child A â€Å"not now, but later† and child A was able to understand these simple time concepts and continued to play. 09:40am Child A had lifted one of the staff members’ observation book, Child A was told to â€Å"put the book back on the table† in which they completed this action, showing understanding of this sentence. 09:50am Child A was asked if they needed their nappy changed, Child A responded by nodding for yes. 10:00am Child A was given a sorting toy which had spaces to place different shaped objects. Child A was able to complete this task by placing the correct shapes in the corresponding spaces. 10:10am Child A continued to play with this sorting toy, Child A used the attached phone to pretend to speak to â€Å"mummy† on the phone. 10:20am Child A was able to point out a cat, a dog and a fish from a storybook I was reading. 10:30am At snack time, Child A was able to choose a fork rather than a spoon to use to eat chicken curry. For this observation, I used a time sampling method over a time period of one hour to observe a 2 year old during free flow play in a day care. From this observation, I was able to understand that Child A was developing normally as she was able to accomplish and show many areas of cognitive development of an average two year old child. Child A showed the capability of the usual cognitive milestones usually shown by a two year old child and has a wide understanding of words and phrases when spoken to. I do not believe there are any deviations of the norms of cognitive development and that no concerns are in place for this child. To help scaffold this child in the future, I can ensure the child is provided with more appropriate provision or her level of learning, such as more advanced reading books that are still age appropriate, but also capability appropriate to the child as to ensure continuous learning. Child Two (0-3) Years LANGUAGE Tries to copy your sounds Understands many more words than he can say Understands simple directions and questions such as Where is your nose? Get the ball. Demonstrates some pretend play with toys like give the teddy bear a drink Makes at least four consonant sounds from p,b,m,n,d,t,w,h Identifies pictures in a book when asked such as â€Å"Show me the baby. Enjoys being read to and looking at books Understands the concepts of in and out, off and on Points to three body parts when asked Says No Asks for something by pointing and using sounds or words Imitates animal noises Tries to get attention by calling out, repeating words and pointing For this next observation, I carried out a longitudinal study on a child aged 18 months. Over the period of around one month, I was able to identify that Child Two is developing extremely rapidly and accordingly with reference to general norms and milestones of children aged 12 to 18 months. Child Two’s language development appears to be flourishing every day and should not be a cause for concern. By reading new books and introducing new words to the child, I can scaffold their learning in the future to ensure the child’s development and learning is still continuing as normal. Child Three (0-3 Years) LANGUAGE Milestones for 2 to 3 Year Olds Achieved? Yes/No Pays increasing attention to speech No Responds to simple verbal requests No Responds to â€Å"no† Yes Uses simple gestures Yes Babbles with inflection (changes in tone) Yes Says â€Å"dada† and â€Å"mama† No Tries to imitate words Yes Points to objects or picture when it’s named for him Yes Recognizes names of familiar people, objects, and body parts No Says several single words No Uses simple phrases No Uses 2-to-4 word sentences No Follows simple instructions Yes Repeats words overheard in conversation No Child Three is 30 months old, (2 Years, 6 Months) and was observed in a Day Care setting. This observation was carried out over a period of one week and by using a Checklist method. Throughout this observation, I witnessed that Child Three’s attitudes towards language are not of the expected norms, as unlike the other children around the similar age were shouting words, able to point to areas on the face when named, saying â€Å"mama† and â€Å"dada† and in some cases, a variety of other two syllable words. Throughout the target week, Child Three did not speak a single word, which is rather worrying for his age range. Child Three does however, point and make grunting noises when he requires help, attention or is pointing to something he wants. These characteristics witnesses are more around the birth to 12 month area of language development and can suggest that Child Three’s language development is progressing, but at an extremely slow rate compared to other children within the setting within this age range. Child Three does not try to say words but continues to murmur and grunt and does not interact with words with other children, which has shown an impact upon his social development as no children approach Child Three physically or verbally, leaving him to play alone, which does not provide a positive influence to promote language development to Child Three. A further observation was that Child Three tends to dribble a great deal whilst making noises, eating and in general, which may show signs of further teething that has continued and may impact Child Three’s speech as he may refuse to speak as his mouth is in pain, which may be a suggestion to make to Child Three’s parents to get checked by their GP. Child Three’s overall language development appears to vary from the traditional norms as many of the milestones that are assumed of Child Three’s age are not achieved and may produce worrying results which need to be explained to the child’s parents In order for them to seek further professional advice, possibly from a speech and language therapist in order to determine if there are any underlying issues which are affecting Child Three’s language development. It could also be argued that these results are not a full representation of Child Three’s language development as they were only conducted within the time period of one week, however I believe this is long enough to uncover any varying characteristics which affect development. The child was familiar with myself and other’s present and I had been present within that setting for a number of months, so this would not produce any factors which may change Child Three’s attitudes, which therefore might have affected his attitude, impacting the results of his development, ruling out this potential impacting factor. Child A (3+) SENSORY/COGNITIVE Vocabulary increasing significantly with words such as Composing sentences of 5 or more words, and with all parts of speech Identifying coins Counting to 10 and above Properly naming the primary colours and secondary Questioning more deeply, addressing meaning and purpose Responding to why questions Behaving more responsibly and apologizing for mistakes Accepting other points of view (but may not understand them) Demonstrating increased mathematical skill Questioning others, including parents and teachers Strongly identifying with the parent of the same sex Having a group of friends Engaging in imaginative play For Child A, I was able to carry out a longitudinal study over a time period of 5 months. Over these five months, I was able to establish a great understanding of Child A’s cognitive and sensory development. At the age of 5, I believe Child A is developing extremely well in terms of cognitive and sensory progress and appears to show no deviations of cognitive or sensory norms. Child A’s parents should be informed (if not already) that their child’s progress is flourishing well and that if they are encouraging this at home, they should continue to do so and this may have been an influential factor for her rapid progress in these developmental areas. Child B (3+) LANGUAGE Narrative Interpretation Child B talked about being a Bridesmaid. Described her dress as being â€Å"beautiful† and that she was in a â€Å"Limousine†. She also discussed the weather during that day. Child B drew a paper plate face and was able to add features independently, using correct colours and names. Child was able to retell a story I had read to class the previous day. Child B used identified a â€Å"Magnifying glass† and used this to â€Å"investigate acorns†. Child B was able to identify her name from a story book. Child B was able to concentrate for 5 minutes to complete a 24 piece jigsaw. Child B talked about the animals from the jigsaw and stated that a â€Å"baby sheep is called a lamb†. Child B prefers to use her right hand, and is able to write correctly using the tripod grip. Child B writes her name with recognizable letters and in correct formation. Child B talked about her experience at the hospital. â€Å"I got my blood pressure taken, it went really tight but I didn’t cry†. Child B was able to retell the story of the Three Little Pigs during an arts activity, using her own words and from memory. Child B was able to talk in length and in great detail about her experience, using more advanced vocabulary such as â€Å"Limousine† which expressed her capability of understanding more words, phrases and sentences. This good recollection of experiences and ability to retell a story to myself showed significant language development through taking part in conversations with adults. The ability to draw herself using correct colours – such as identifying her own hair colour and eye colour and naming facial features independently shows recognizable progress within language development. Good use of story language was evident and signs of progress as Child B was able to recollect the story from previous day. Further vocabulary advancements observed as child identified â€Å"magnifying glass† and was â€Å"investigating†. The ability to recognize and spell her own name is another step within language development. Further intellectual sentences are observed, using correct terminology of â€Å"lamb†. By selecting a preferring hand to write with and by using the appropriate grip, this shows further advances within language development milestones. Child was able to form an intellectual sentence consisting of her own personal experience, from memory and by using appropriate terminology, â€Å"blood pressure†. Another observation of the ability to use her memory to retell a story. This observation was carried out within a Nursery school environment and the target child was 3 years old throughout the duration of this observation. Child B was observed over a period of 5 months playing within this environment, within the format I used to observe the child, I have added my thoughts and evaluation within the â€Å"Interpretation† column. The child appears to be within an advanced area with her language development, as I observed her capability to recognize and spell her own name, which a large amount of other 3 year olds within the class cannot grasp. Child B was also very confident in retelling many personal experiences to both adults and her peers, along with the ability to retell stories from memory and through the use of pictures, such as drawing out the â€Å"Three Little Pigs† story from memory during the Nursery Rhyme topic and by using pictures taken from the storybook â€Å"The Crunching, Munching Caterpillar† to retell the story to me correctly and in her own words. I can state positively that Child B shows the signs of a confident child that is able to fulfil a variety of expectations of language development milestones within this age group, and I believe strongly that this child is developing appropriately according to the norms observed of children within this age group, and that there are no abnormalities or characteristics that need to be addressed. Child C (3+) LANGUAGE Pays attention to a short story and answers simple questions about it YES NO Hears and understands most of what is said at school YES NO Uses sentences that give many details YES NO Tells stories that stay on topic YES NO Communicates easily with other children and adults YES NO Says most sounds correctly except for a few (l, s, r, v, z, ch, sh, and th) YES NO Uses rhyming words YES NO Names some letters and numbers YES NO Uses adult grammar YES NO The final observation was also carried out within a Nursery setting and Child C is 4 years old. From this observation, I was able to notice varied aspects of Child C’s development. In many cases, according to the developmental milestones checklist for language development of children aged 3 to 4, Child C was only able to fulfil 3 of the 9 areas for observation. In general, I have noticed that Child C does not talk, and when he does, it is quiet mutters of words. From this observation however, Child C was not able to use sentences, but instead mumbled quiet words which in many cases were unrecognizable. From what characteristics Child C was able to show, such as being able to pay attention to short stories and answer simple questions about them (usually yes or no answers), hear and understand most of what is said in class and also being able to name a short range of numbers and letters, I can suggest that these are the easier targets to fulfil, and may suggest that there are gr eat deviations of the norms of children this age. I would recommend a speech therapist or a general consultation from the child’s GP to his parents as the child does not make much of an attempt to speak to others and contribute, which is strange for a child who is of the age of exploration and interaction with others. References: Berk, L et al (1995) Scaffolding Children’s learning: Vygotsky and Early Childhood Education. National Association for the Education of Young Children. Frick, P et al (2009) Clinical Assessment of Child and Adolescent Personality and Behaviour. Springer. Herr, J et al (2002) Creative Resources for Infants and Toddlers. Cengage Learning. Justice, L et al (2013) Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds. Guilford Publications. Leech-Riddall, S (2005) How to Observe Children. Heinemann. Read, C (2005) Scaffolding Children’s Talk and Learning. Available: http://carolread.com/articles/s%20talk%20and%20learning.pdf Smith, V et al (2009) Norms in Human Development. Cambridge University Press. Courtney Hill

Assess the work of Hjalmar Schacht in restoring Germanys economic :: Economics

Assess the work of Hjalmar Schacht in restoring Germany's economic situation. Germany at the beginning of 1933 had a high unemployment rate, which meant poverty was widespread. Those in work found that their wages declining which had consequences for those who produced consumer goods. International trade, industrial production and national income had all dropped. Schacht had been chosen by Hitler to solve Germany's economic problems due to a couple of reasons. The most important one was the fact he was the man who had solved hyperinflation in 1923 and had brought Germany's economy back on track then; the other reason was because Schacht was strongly right wing. Schacht became the Economic Minister in 1934 and used the financial facilities of the Reichsbank to help Germany rearm. He was then given dictatorial powers over the economy. The new plan of September 1934 provided control of all aspects of trade and currency exchange. Schacht had many ideas on how to get Germany's economy back up to full strength. One of his ideas was influenced by Keynes, a British economist. He adopted the policy of deficit financing; this idea was that money would be spent of public works to create jobs. The government would pay people to build motorways, which would then reduce unemployment. They then had money to spend, which would mean more products would be needed and companies would have to take on more workers, lowering unemployment further. The German government hoped that the secondary jobs, which were being created, would reemploy the majority of the population, instead of having to feed more money into the system. But this didn't just solve unemployment; it was useful to the public, it meant there were now modern roads, which eased travel over the country. This idea had one more advantage although this wasn't for the people; it was for the Nazi party. Building roads and updating the country was good propaganda; people liked what they were doing and had even more reason to want to keep them in power. Building wasn't the only scheme launched; afforestation was also used to create jobs. This idea paid off as unemployment was down to 2.5 million by mid 1934, and then by the middle of 1935 it had decreased further to 1.7 million. Hitler wanted 'autarky', which in principal was that Germany would become economically self-sufficient. This would then mean that Germany no longer would have to be dependent on other countries to import foodstuffs and raw materials. Another advantage was that Reichsmarks weren't wasted on import taxes. It also gave Germany the opportunity to strive towards a target and it would give them pride when it was