Human Embryonic Kidney Cells

In figure A: Human embryonic kidney cells were transfected with constructs for carrying out this experiment. Immuno-precipitation was carried out of tagged PAG with an antibody against regulator Myc, its interaction is studied here with SRC & BRK follwed by immunoblotting analyzation. The result of this experiment was delaying in electrophorectic mobility of tagged PAG protein, when it was co-expressed with SRC. This delay is considered due to hyper-phosphorylation. However, on co-expression of PAG and BRK this band shift was less evident. In figure C: Co-transfection of HEK 293 cells with MYC-PAG and SRC followed by treatment in the absence or presence of SRC kinase inhibitor SU6656 (5 M) for atleast 1 h. PAG was immunoprecipitated by antibody against MYC, and the binding of CSK was compared by immunoblotting. The disturbance of link b/w CSK and PAG was observed on weakening SRC activity by a small molecular inhibitor SU6656, this experiment illustrated the importance of SRC kinase activity for functioning of CSK. B) to test the same hypothesis with controls, take breast cancer frozen samples of different patients, divide the sample in two groups one will be the test group other the control group. The control group will be given doses of anti tumor medication (say tamoxifen for breast cancer). RNA will be extracted from both groups using trizol and will be followed by purification assay. The breast cancer cell lines will be transfected with empty vectors or pcDNA3-MKP3-V5. Further the transfectants will be placed in media MEM along with phenol red. Followed by SDS PAGE electrophoresis, and transfer to nitrocellulose membrane. After transferring they will be incubated with primary antibody for an hour or above then with secondary antibody to observe the chemiluminescence with a reagent. The cells will then be lysed in a buffer, phosphatase reaction carried out will be observed via assays and transfected cells will be compared with control ones to whom tamoxifen was given.

Progressive Presidents Essay

At the start of the 19th century, a new era had begun that would forever change the course of American history. This new era was known as the Progressive era; an era of change amongst the common worker and the powerful giants of industry. Two major leaders that occupied this specific moment in time were Theodore Roosevelt and Woodrow Wilson. However, these prominent men had contributed much to the efforts of the progressive movement; each one had different personal views that dictated their approach. This paper attempts to compare and contrast these men’s progressive ideas apart from their actions. We will start with Woodrow Wilson, in his inaugural speech, he had addressed changes in the government to show favor towards the popular Party (Wilson, 1913). Wilson explains, by asserting that the nation desires the Party to interpret and change the nation’s designs and views. He claims that now the government and the nation’s job are to cleanse and correct the carele ssness and ills conveyed about by the country’s industrialization (Wilson, 1913). Wilson also touches on the matters that need settlement, which extends from the need to adjust the foreign tariff, the banking strategy, the industrial scheme, and the agricultural strategy. He also discusses how the government desires to protect its people’s lives with sanitary regulations, untainted food regulations, and work regulations. He stresses that there will be repairs in the financial strategy, and that â€Å"Justice, and only fairness, shall always be our motto† (Wilson, 1913). With Theodore Roosevelt’s Progressive platform, he called for the direct election of United States senators, woman suffrage, reduction of the tariff, and many social reforms. Roosevelt, who served as the 26th president of the United States from the years of 1901 to 1909, he commenced on an energetic campaign as the party’s presidential candidate. A key point of his platform was the â€Å"Square Deal.† This was Roosevelt’s concept of a society based on fair business competition and increased welfare for needy Americans (Bowles, 2011). Despite Wilson’s measured successes in labor, child labor, banking, business, and farming reforms during 1914 and 1915, his New Freedom was a disappointment amongst woman and African Americans. In 1916, Wilson began pushing for a multitude of reforms that were in part motivated by the upcoming election. The reforms included the Federal Farm Loan Act, the Adamson Act, the Keating-Owen child labor law, and support for women’s suffrage. After, 1916, Wilson accepted much of Roosevelt’s New Nationalism, supporting greater federal power and regulation. However, as America soon began sending military to intervene in the war in Europe, this action ended his reform ambitions (Roosevelt, 1911). Roosevelt had his successes and failures as well. Roosevelt brought about change in the meat packing industry with the Meat Inspection Act and Pure Food and Drug Act, which is due to the work of Upton Sinclair (Roosevelt, 1911). However, like Wilson, he would fail to achieve any changes for women and African Americans. This occurred because of growing criticism and his belief in African American inferiority. As for women, he did not bring about their right to vote. It would not be until the ratification of the 19th amendment during Woodrow Wilson’s presidency that the suffrage movement reached its goal (Roosevelt, 1911). When Roosevelt’s time in office ended, he felt his chosen predecessor, Taft, would lead the country and carry on the progressive movement. Throughout his years as president, Roosevelt increasingly disapproved of his methods, and choices. One of those choices that angered him was when Taft transferred over 1 million acres to private industry. All this came to a head when Roosevelt sought to gain the Republican nomination to run for president in the 1912 election, supersedes Taft. However, Roosevelt lost the nomination, and decided to run for president anyway by forming his own party, the Bull Moose Party. Even though Wilson became the president, he stole enough votes to make sure Taft had no change in winning (Bowles, 2011). For years to come the work, Roosevelt and Wilson in the Progressive era helped to improve American life, business and make it safe and a competitive market. These two presidents met the problems head on created by industrialization and urbanization that the government had not yet addressed. Each of them brought a slightly different approach to the concept of trusts, big business, and improving the life of the everyday person, although, they were successful in establishing new precedents in the way which the federal governm ent would regulate these new reforms.

William Somerset Maugham’s ‘the Lotus Eater’

Q: Sketch the character of Thomas Wilson. Is the name ‘lotos-eater’ appropriate to him? Ans. William Somerset Maugham’s compelling short story ‘The Lotus Eater’ paints his curious meeting with Thomas Wilson, the pivotal character of the story. A retired English bank manager, Wilson, who made the Italian island Capri his own abode, had a good deal of rumour going about him. No believer of all the tittle-tattle that went about him on the island and elsewhere, the author met him personally to discover his real character. When the author met him for the first time, Wilson, a middle-aged fellow, had already spent fifteen years on the island. As Wilson himself revealed to the author, he fell in love with Capri at first sight. Capri was an island of superb sights and sounds so much so that Wilson would enjoy them heartily until the last day of his life. After his retirement, he lived on an annuity that was to last for only twenty-five years, and he wished to live these years to his heart’s content. He was a man who would live in the present caring little about the future. To Wilson, he had justifiable reason to live after his own heart, since he had none on earth to worry about. He loved nature, music and books, which alone could feed the thoughts of a lonely man like him. He preferred leisure to work, for he believed that people worked only to obtain leisure. Small wonder, after the expiry of his annuity, Wilson fell on worst days and lost the will-power to carry his life any further. With no hopes to live for, Wilson once made an attempt to commit suicide. Though he survived the mortal attempt, he was no longer in his right mind. Then one fateful morning, he was found lying on the mountainside with his eyes closed for ever. The author recalled Wilson saying that he had come to the island on a moonlit night. Hence, he assumed that Wilson had breathed his last while feasting his eyes on a breath-taking sight in the moonlight. It is noteworthy that the title of the story ‘The Lotus Eater’ is remarkably appropriate to the character of Wilson. The lotus eaters in Homer’s ‘Odyssey’ were the mariners of Ulysses who forgot their friends and homes after consuming the ‘lotos’ plant on Lotus-land. Having consumed the plant, the mariners broke into a memorable chorus. The chorus worded the anguish that came with toil, as also the joy that they had in that blissful life of leisure and inaction.

Report Essay Example | Topics and Well Written Essays - 1000 words - 6

Report - Essay Example Table of Content Preliminary 2 Table of Content 3 Executive Summary 4 Introduction 5 Management is the vital process in any business organization; therefore, proper management usually improves the effectiveness and efficiency of management thereby increasing the productivity of the organization. Therefore, it should be noted that any means of improving organizational management will be beneficiary to such organizations. Management software is a technology that synchronizing data in the sense of allowing multi tasking and proper management. Hence, installation and implementation of the management software will help in improving management in the organization. 5 The Recipient of the Report 5 Problem statement 5 The Potential Resources that Support the Ungerboeck Software 5 Information Gathering Methods 6 Financial Analysis 7 Conclusion 8 References 9 Executive Summary The Ungerboeck software is recognized as the world leading end to end management software that is normally used for eve nts including exhibition, and meeting planners. The software provides fully integrated event and exhibition solutions for CRM, event management, registration, sales, document management, staff scheduling, and more. Additionally, the Exhibition and event organizations should consider as purchasing and installing exhibition management software. The software is necessary for ensuring a flawless delivery of information due to its effective planning, management and communication mechanisms that helps to create a positive impression for both exhibitors and attendees. However, some difficulties and challenges are sometimes experienced in cases where information has to be transmitted through multiple software programs. Therefore, Ungerboeck software may be only necessary for a single software integrating as opposed to multi functional software. Nonetheless, the most vital functions that supports the functions of this organization can be supported by Ungerboeck software that is, it ability t o integrate event management, sales, registrations, stuff scheduling, and event and exhibition solutions for Customer Relationship Management (USI Ungerboeck, 2013); thus, it will be vital tool in elevating the management system when incorporated in the organization. Introduction Management is the vital process in any business organization; therefore, proper management usually improves the effectiveness and efficiency of management thereby increasing the productivity of the organization. Therefore, it should be noted that any means of improving organizational management will be beneficiary to such organizations. Management software is a technology that synchronizing data in the sense of allowing multi tasking and proper management. Hence, installation and implementation of the management software will help in improving management in the organization. The Recipient of the Report This report targets the top management to encourage them allow the incorporation of the Ungerboeck softwar e in the management system since it will encourage events organizations especially to purchase and install exhibition management software thereby increasing the productivity of the firm. Problem statement The purpose of this report is to explain the functions and benefits of having Ungerboeck management softwar

Position Paper on Kouzes & Posner style of leadership Essay

Position Paper on Kouzes & Posner style of leadership - Essay Example The examples and case studies used in this humble work indicate my genuine concern to the area of their focus. To be precise, the paper as a whole tends to demonstrate the best model of leadership- a Kouzes-Posner perspective-that is apt to the changing socio-economic, cultural environment. Successful completion of every venture depends on well assigned goals and effective coordination of human efforts. Certain organizational objectives require long term endurance and strategic approach as the proverb reminds, â€Å"Rome is not built in a day.† In contrast, immediate strategies and intensive actions are essential for short term projects. Regardless of the condition (no matter political or organizational) leaders assigned to integrate the whole HR have pivotal roles and responsibilities in aligning the citizens/workforce to accomplish the intended mission. In other words, â€Å"those who are granted power must be held accountable†. (Gardner 1993, p. 153). The factors that determine the significance of an achievement are the pain, relentless efforts, perseverance and long term training undergone by individuals and groups. At this juncture, how these various factors could be integrated in a highly fragmented, social environment is the major concern of presen t day leadership. To my hunch, Kouzes-Posner could be the best model to illustrate the essentials of leadership. The theme lines of the story of the beautiful movie, ‘Stand and Deliver’ speak about the determining structure of any organization under the leadership of an effective manager. The story of the movie may be taken as a reflection of what actually happens in many organizational setups where raise and fall of a leader take very little time to happen (Jesness, 2002). From the light of the critical evaluation of the content covered in the article, the leadership issue hiding here is understood as ‘Strategic Leadership Failure’. According to

Engineerin level 2 diploma Essay Example | Topics and Well Written Essays - 1000 words

Engineerin level 2 diploma - Essay Example Nylon has great strength yet very light weight. Being elastic, it can regain its original shape when stretched. Resistance to wear and tear gives it a long life. It is usually dyed and used in ropes, certain fabrics etc. Piezoelectric materials exhibit a creep effect, the piezoelectric effect is direction dependant and can withstand very high stresses however, show a hysteresis effect during the loading and unloading of strain. It is deemed imperative by the company’s management to ensure the quality of the products being used in the organization. The word quality, when used, defines a minimum set of standards the products procured by the vendor should meet before being incorporated into the â€Å"white goods† manufactured by the company. These vendor acquired products must comply with the requirements set for the white product. It should be up to the mark with all the required features (geometry, surface finish etc) required for the purpose it is going to be used for. Moreover, it must completely comply with the national and international standards for health and safety for the workplace, workers, users and the wider environment. The customer satisfaction is the corner stone for success in the much competitive market and therefore, the parts must comply with all aspects of customer satisfaction. A survey may be conducted to this effect before implementing the standards. The quality of the parts will be ensured by setting up a separate quality management department in the organization headed by the quality assurance manager. He will further have a dedicated team working under him making surprise, periodic checks on the parts provided by the vendor. Those that are sub standard will be returned to the vendor and appropriate action taken including but not limited to fine to contract annulment in extreme case scenario. The quality assurance department will be

Communication analysis on gender equality in the work place Research Paper

Communication analysis on gender equality in the work place - Research Paper Example At the same time, many contemporary cases of women who have developed prosperous corporate entities beg the question of gender equality at the work place (Eikhof, 2012). For example, Oprah Winfrey created a business empire virtually on her own. From a communications standpoint, the following paper analyzes gender equality at the workplace in different sectors. Sectors dominated by women ought to experienced equality in pay, decreased sex discrimination, and have a more or less higher number of managing women than sectors dominated by men. This is because women have better chances in service, investment, property, wholesale, and retail sectors. In addition, Women have better communications skills than men. Women have better communication skills than men do because they bear a more relationship-based attitude towards work than men do. Men often choose to be objective when it comes to work, which makes it hard for them to appeal to others personally. In addition, women process knowledge aloud while men process within their minds. Processing knowledge aloud means there is a form of interaction. The more women process knowledge aloud, the better their communication skills. The relationship-based attitude of women further led to a consensus-type of leadership while men’s rational thinking often leads to a hierarchical-type of leadership. The consensus-type of leadership requires better communication skills than hierarchical because it involves less commands or orders and more personal interaction or engagement. However, this is not the case since managing women keep on lagging behind their male peers in terms of income and workplace dominance and opportunities in virtually all sectors. Author Simma Lieberman argues that men and women differ in a number of ways. These ways determine gender equality at the place of work.

Market planning Essay Example | Topics and Well Written Essays - 3000 words

Market planning - Essay Example For our marketing, we will adopt an Integrated Marketing Communication where all types of marketing tools that is sales promotions, advertisements, direct marketing, below the line activities as well as internet marketing are all synchronized so that there lies no conflict amongst any of them and consumers get the right image in their minds of a purely hygienic and light weight chips. Tyrrell’s Company is re-introducing its CREX light and crispy chips which are not only delicious but available at cheap rates. The company aims not only to increase sales but to enhance customer equity. Our move is to increase recognition especially amongst teenage population of United Kingdom. We also aim to improve our brand image by showing other that in our attempt to sell low fat goods we are showing our environmental friendly and caring attitude towards the people who can fall a prey to obesity. We as a â€Å"TYRELL CHIPS COMPANY† are ambitious to provide our customers the best quality of food at an affordable price. We believe in long term buyer-customer relationship and continue to adapt ourselves to the changing customers needs. Marketing Objectives should have three characteristics of being specific, measurable and should be achievable.(Small Business notes,2009) We plan to increase sales of our low calorie baked potato chips â€Å"Crex† to the teenage group in United Kingdom. With this regard we seek to remind consumers of our product by conveying to them our Unique Selling Proposition and as a result expect sales to increase by 10% in 9 months. Majority of various food manufacturers are in a struggle to produce low calorie products as pressurized by the UK government which stresses on to reduce obesity amongst children.(Red Orbit 2007) .A 10.6% share is held by the bakery products segment in which low-fat potato crisps have a lead. Hence, most of the companies use corn and rice based products to increase dietary element and reduce any chance of gaining

Film Prompt(you can make any topic by your idea) Movie Review

Film Prompt(you can make any topic by your idea) - Movie Review Example It helps to commemorate this fact that a white man can be spared and all black men can be killed just because of different of color. Lee is saying through his film that because racism underpins all forms of entertainment even today, racist stereotypes are still alive. For me, the most poignant moment in the film came near the end. There is this horrible shootout between the police and the rap group who is there to perform. There is a mix of black and white performers in that rap group. But, all the black group members are killed by the police and one white member is spared. This makes the white man realize that no matter how hard he may try to mingle with another race, the society will still not let go of the idea of white supremacy. The modern day minstrel show created by Lee is different from a typical or traditional show. For example, when Glover is dancing and his partner jumps in to dance in rhythm, it is different because what he does is â€Å"an occupation traditionally held by African Americans†

Job and Work Analysis Research Paper Example | Topics and Well Written Essays - 1750 words

Job and Work Analysis - Research Paper Example These methods include as task inventory, technical conference, job element methods, threshold trait analysis system, competency conference, and a combination of any two or more of these methods (Hartley, D.E., 1999). Job analysis takes into account the entire process of collecting and recording job-related data i.e. knowledge and skills necessary for the effective performance of the expectations of a job, duties and responsibilities involved, educational qualifications and the general experience recommended and the physical and emotional qualifications necessary to perform a job as desired. It is usually conducted to attain the particular information regarding qualifications of individuals to ensure creation of a right fit between job and employee, to perfectly assess performance of an employee, to come up with the right determinants on the worth of any particular tasks, and give analysis of the training and development requirements of the employees who are charged with the responsib ilities of delivering their specific jobs. For instance, this task undergoes through sections, with the first one being the determination of the worth of the particular job at hand. The second step would be to analyze whether the selected person is capable of delivering as is expected or determining if he/she is perfect for the job. Collection of other crucial facts and figures about the job such as location, department/ division, job duties, compensation grade, routine tasks, MIS tasks, reporting structure, being able to effectively adapt to the given environment, individual presentations e.t.c., are also to be factored in. All these partaking are for the purposes of increasing personnel as well as enhancing the organizational productivity (Sidney, F. & Steven C., 1999). This is diagrammatically illustrated as shown in the figure below: Each of the five categories in the job analysis has specific functions to carry out. Under the performance analysis, job analysis is conducted to g ive a check on the merits of goals and objectives of any particular job with regards to the standards set. This step helps in making prompt decisions on the best and realistic performance standards, evaluation criteria and individual’s output. The overall employee performance is measured, and accordingly appraised. Recruitment and selection, as another task in job analysis, facilitates the determination of the kind of individuals recommended for the performance of any particular job. Selection and recruitment points out on the educational merits, levels of experience and technical, emotional and personal skills necessary to conduct a job as per the standards required; with the main objective of ensuring the right person at the right position. Training and development needs assessment of all employees is a factor that each organization should undertaken, and the difference between actual output and the set targets determined. This technique helps in making proper decisions reg arding the necessary training contents, and the best tools and equipments to be used during the training exercise.

Study of Teachers Essay Example for Free

Study of Teachers Essay Teaching profession is always looked up as a noble and respectful occupation because the teachers impart knowledge for the nation. Something cliche, without them there would not be any doctors, engineers, astronauts, politicians and the list goes on. However, how many people realise that there are countless of obstacles in becoming an effective teacher? I will be discussing on todays apparent phenomena that involves the reality in teaching in our very own beloved country, Malaysia. Teachers face challenges in the school when they do not receive co-operation from the parents. It is obvious that parents support can be shown through the simplest action of attending the schools Parent Teacher Association meeting, providing generous amount of financial support for school fund, and supporting the effort of the school towards betterment. However, lately it has been reported in the national mass media about parents complaints and dissatisfaction towards teachers approach in punishing their children. The issue that raised their concern involved the way teachers exert punishment at school. In fact, some of them lodged police report and even filed a law suit on teachers. Compared to the good old days, parents allow teachers to apply any kind of punishment towards their children so they would be well educated and disciplined. Besides, there are parents who complain when they need to provide extra support which usually involves little amount of money to improve the quality of their childrens education at school. In addition, disciplinary problem, which is not a tale, really happens in school and the people who are involved are the students. Therefore, all of us have to be alert of students disciplinary problems that are becoming uncontrollable because students go to the extreme when they are involved in truancy, gangsterism, vandalism, attitude problem, disrespectful and other critical unthinkable behaviour problems. Parental guidance is very important because a child naturally observes and imitate the adults actions. However, when the students are at school, the adults who these teenagers are with are the teachers, while the parents attend work or complete house chores. It is relevant to add that peer pressure also adds up to the present disciplinary problems because they are easily influenced at this stage where they are in search for self-identity. The students who are less concerned about gaining knowledge usually lose their main objective of attending school. I will not say that their actions reflect their parents attitude and behaviour for this one reason. In my opinion, some overinvolved or uninvolved parents do not really know their children. The students wear different masks at home and at school, which means that they behave differently at home and at school. Hence, teachers are to be solely blamed when their children are punished or shall I say, literarily abused by the teachers when they commit disciplinary problem. How funny is that? If parents themselves are not convinved of the capability of the school as a whole, it is certainly impossible to successfully improve our countrys education system. The question to be asked here is why are the parents behaving weirdly? In relation to the countrys effort towards paradigm shift and global thinking, it is indeed surprising to witness some citizens who still lack of general knowledge and self-awareness although our country has been independent since year 1957. Anyhow, I am not 100% blaming the parents for this happening but these are some of the truths in our developing country. The next point is that being a teacher requires the person to be physically and psychologically ready to carry the idealistic image of a teacher. Once a person is a teacher, he or she is automatically seen as a role model. In other words, the teachers have to fulfill the expectations and demands from the public in terms of the specific way that teachers should behave, present themselves, and to some extent, pretend to be the figures that they are expected to be. Believe it or not, it happens. Practice what you preach made a discipline teacher at my previous school trimmed his hair until there was almost completely none because he wanted to show the right example to the fellow students. People should bear in mind that teachers are homosapiens that live like others of their kind. It means that they have their own daily routines to deal with such as themselves, family, friends, society and the environment. In this case, a teacher is always a teacher no matter if he or she is inside or outside the educational settings. Teachers are usually aware of the roles that they will play once they have decided to end up in this profession. Therefore, even if the teacher does not want it to happen, they have no other options but to accept the fact that they are public figures, in a way or so. It is not so bad afterall because teaching is very rewarding once the teachers discover that their students excel in their academics and succeed in their life as individuals who are able to contribute to the community. It would take years and centuries for an effective teacher to be forgotten by the students, considering their performance at school. Teaching should never be a last resort for desperate unhired post-graduates who are job hunting nor does it should be seen as a relaxing job because of the short working hours compared to other government professions. For example, the Malaysian government has introduced the Post-Graduate Teaching Course (Kursus Perguruan Lepasan Ijazah) to train the post-graduates for the teaching world. So now the questions are, What makes us so sure that they are really interested in teaching? and Are effective teachers born or made? . There are certain qualities and favourable types of personality that teachers should possess. I did a research on how students view teachers personality and classroom management in Malaysian secondary school. It was found that 90 out of 115 respondents (78%) mentioned that they are able to notice when teachers are not interested to teach in the classroom. Majority of the respondents agreed that they are able to do so by looking at teachers’ facial expressions and teaching style. In my personal opinion, we should never just let any individuals without sufficient knowledge and suitable personality to be a teacher. Students are not guinea pigs that should be constantly used in this kind of experiment, because this would imply a bad perspective on the teaching profession itself. Furthermore, students are able to think for themselves. If our education sector lacks of quality manpower in the teaching profession, try looking again because there are many other qualified candidates who are sincerely wanting to work with the children genuinely. Next, where on earth do people get the idea that teaching is a getaway or escapism to a more relaxing occupation. Todays teachers are not like yesterdays teachers, I am not being judgmental but it is apparent nowadays that teachers carry more responsibilities or burden, depending on how they perceive their tasks. Furthermore, they do not just have to teach but they  are given other responsibilities in the school administration too. I could still remember having a separate conversation with two different teachers in a school during practicum. The first teacher mentioned that teaching has now become the second importance for her after other school related activities because she has to handle co-curricular activities, school administrative work and other workloads. The next teacher who will be retiring in a few years mentioned that her passion level for teaching has decreased for the increase of new responsibilities in school other than teaching. Moreover, in todays globalisation world, teachers are required to get in touch with new technology, new knowledge and new skills to be incorporated in the classroom as well as for self-improvement. An example would be the ability to utilise the computer and the internet resources to assist them in teaching. They are very fortunate because the government is also providing them with free laptops to assist them in their work, and hopefully they are able to utilise them to their fullest. Several years ago, my friend whose mother is a teacher asked for my clarification if I really want to take up the teaching course because from her observation, all her mother does was basically routine work. Besides that, a tuition teacher expressed his surprise when I told him the same thing. Previously, I mentioned that teaching is indeed a noble job, and now whats with this clarification and surprise? It is not so bad afterall, isnt it? Maybe it should be mentioned over and over again that once a person becomes a teacher, he or she does not need to dream too much in changing the system. After few years they will be going with the flow and if they survive, thank God, whereas if they drown, just follow the light at the end of the tunnel. In other words, teachers still have to follow what the Ministry of Education has planned for the schools. In my Professional Development class discussion, I found out that not many educators are up there in the ministry to implement the changes and development in education. I think that we need real people who deal with the real school experience to be making the decisions in improving the school system. There was once an issue about placing the Excellent Teachers (Guru Cemerlang) in the Ministry of Education because it would shake the performance of the students and the school once they left. They should then be remained in the same school to benefit the teacher and students by sharing their ideas, experiences and knowledge so that they can improve. I hope to see that my country has a well structured plan that is workable, so that precious time for planning is saved and the people can start progressing instead of lagging behind, wondering about the already knowns. We have built the tallest building, became the best host for the Commonwealth Games, we claimed ourselves as a global community and there is no doubt that we should be able to improve our approaches in improving the educational system. In conclusion, teachers in Malaysia still face many kind of obstacles in this profession. In fact, teachers from all around the world might face the similar obstacles in the profession. The responsibilities, expectations, issues and happenings that relate to teachers really exist. Teachers play an important role in the society thus, everyone in the country should be aware of their contributions to the improvement of our national standard of education. Innovations IN THE CLASSROOM Efforts to make learning more interactive and more fun for students appear promising, but it may be too soon to judge if they are positively impacting childrens performance in standard tests and surveys. Meanwhile, teachers complain that these efforts have added to their already heavy burden. Padmalatha Ravi reports. 11 January 2007 The census of 2000-01 showed that the dropout rate from schools in Karnataka stood at 10. 5%. One of the main reasons cited for the dropouts was that teaching methods used in the schools are archaic, and do not sufficiently motivate students to remain in class. Educationists say that in addition to outdated teaching methods, inadequate teaching learning material (TLM) and laboratory equipment are also factors that contribute to dropouts. Taking heed of these observations the state government decided to revamp the education system in the state-run schools. Educationists and teachers were roped in to devise new teaching methods. An interesting curriculum, along with interactive learning, was the new mantra adopted. Chaitanya a special programme to train the teachers in adopting new interactive teaching methods, was designed. Chaitanya was an extension of the Nali Kali or joyful learning programme that was tested successfully in some of the schools in Heggadedevana Kote taluk in Mysore. Nali Kali was a collaborative effort of the state government and UNICEF. Both these programmes stress interactive learning methods. The teachers use colourful charts and stories to explain concepts from the textbooks. Picture: Students listening to a radio programme in a government school in Hebbagodi, near Bangalore. More than 50,000 teachers have undergone training under the Chaitanya programme in the last four years. Both primary and higher secondary students have benefited as a result. Dr. T Padmini, a retired Head of the Department of Education at Mysore University, who was part of the Chaitanyas design team says The states intended curriculum is very well designed, so what we needed was a child friendly way of teaching it. Boring teaching methods can cause cumulative deficiencies of interest in children, which may lead to dropouts. The Chaitanya programme teaches teachers to use stories, songs and even drama to teach concepts. Alongside government action, NGOs too are leading from the front in interactive learning. Pratham, in Mysore, is promoting Universal Elementary Education (UEE) by partnering with the Department of Public Instruction. The organisation works with government schools in the slums of the city. They run Balawadi and Balasakhi programmes in these areas. The Balawadi programme prepares children for formal education using play-way methods, ensuring the children enjoy their school-going experience. Balasakhi is a remedial education programme, in which the NGO appoints a special teacher at the government school who aids the children in learning languages and mathematics using the special packages developed by Pratham. The government also introduced the trimester system to reduce the burden on the students. †¢ An instruction set for teachers Mr. Chandrashekar, principal of government higher secondary school in Mysore says Prathams intervention has been very useful for us. The children have fun learning Kannada and arithmetic and because of that it becomes easier for us to teach them what is in the syllabus. The children too like the new way of learning. Salman, a Class 4 student from Mysore, says addition and subtraction is more fun now. Earlier I was scared of arithmetic problems. The language kit developed by Pratham along with Dr. Padmini is hot favourite among parents too. They say it is especially helpful to students who dont speak Kannada at home but have to learn it in school. The new method however is not without problems. Teachers say it has increased the burden on teachers. Meera Bai, headmistress of Sri Ramakrishna Education Society, Bangalore says It is true that the new method is good for students but we have to spend a great deal more time on preparing for the lessons and evaluating them. Giving individual attention becomes very difficult when there are more than 40 students in each class. Why is India still a developing country and what is stopping it from being a developed country? This particular question strikes me every time when I read something about India’s education system. I see India’s education system as a stumbling block towards its objectives of achieving inclusive growth. Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productive employment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%. I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality. The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention. What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people. Let me illustrate this with the help of an example: Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from S. P Jain college and let R be an individual who completed his MBA from IIM Ahmadabad. The average rate of return for an MBA student is 7. 5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1. In a period of 10 years, P will be having the same income as he does not possess human capital. For the same time period Q will earn an income of (1+0. 05)^10=1. 63 and R will earn an income of (1+0. 10)^10=2. 59. Now lets see what happens when the rate of return on human capital doubles. Earnings of P will not change since he does not have any human capital. Now Q is going to earn (1+0. 10)^10=1. 63 and R is going to earn (1+0. 20)^10=6. 19. Flabbergasting! As soon as return on human capital increases proportionately income inequality increases. With return on human capital doubling, Q’S income increases by 59% and R’s income increases by 139%. The above example just shows the effect of the quality of human capital n income inequality. So if the government does not improve education system particularly in rural areas the rich will become richer and the poor will get poorer. Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality. Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation. Another reason for poor quality of education is the poor quality of teachers in government schools . Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education. Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth Rs 4000 per annum to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students. I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education system. High School Teacher Requirements Prospective high school teachers should enroll in a bachelors degree program in secondary education with an area of concentration in the subject that they wish to teach. Alternatively, aspiring high school teachers may major in their content area and minor in secondary education. Most undergraduate programs in secondary education prepare students for licensure in the state in which the program is accredited. Students usually complete a student teaching requirement as part of the curriculum. High school teachers instruct students in subjects such as mathematics, history, English and science through classroom discussions, lectures and other methods. Also known as secondary school teachers, high school teachers evaluate a students progress in a subject through examinations and coursework. An individual interested in becoming a high school teacher needs to be proficient not only in the subject matter, but also in the administrative and technological aspects of the classroom. Teachers should also be able to communicate effectively with parents, students, and other staff members. Listed below are common requirements for becoming a high school teacher: Common Requirements Degree Level Bachelors degree* Degree Field Secondary education with a minor in subject area teaching or  major in subject area with a minor in education (also sometimes called a teacher education program). * Licensure and Certification Secondary or high school certification; private schools dont require licensure* Experience Student or mentorship teaching to obtain licensure* Key Skills Passion and a dynamic approach to the subject matter; ability to retain names; flexible teaching approaches specified to each students needs; coaching and development techniques; high level of organization*** Computer SkillsMaintaining a website and/or managing online discussion boards may be required**; instructional and video editing software*** Technical Skills Proficient in use of films/slides, overheads and other projectors and/or video cassette players and recorders, as well as photocopiers, scanners and other commonly used office equipment*** Additional Requirements Background checks Sources: *Teach. org, **U. S. Bureau of Labor Statistics, ***O*Net Online. Step 1: Complete a Bachelors Degree and Teacher Preparation Program State requirements or preferred degree programs can vary. Generally, students will complete a major in the subject area they intend to teach with a minor in education or with concurrent enrollment in a teacher preparation program. However, some schools have students major in secondary education and minor in the particular subject area in which they plan to teach. Whether a student is enrolled in a teacher preparation program or another type of education degree, they generally complete a student teaching or mentorship teaching component in the program. Success Tips: Participate in internship and student teaching opportunities. Most teacher preparation programs (and their varying forms/names) include student teaching; however, there will likely be additional opportunities to gain field experience or complete volunteer work through the school or community. Students should consider these opportunities to gain an understanding of the subject matter as well as to round out and populate their resume for obtaining positions after graduation. Become a tutor. Students who show a proficiency in subject areas, demonstrated by grades in related classes and cumulative GPA, are likely eligible to tutor these subjects through the school or university. These positions are often paid and students can specialize in one subject area or tutor in several. Complete an alternative teacher program if applicable. Alternative teacher programs generally take 1-2 years to complete and are available to students who already possess a bachelors degree that is closely related to the subject area in which he or she wishes to teach. This can be an expedited route to begin teaching for students who already hold a relevant bachelors degree. Step 2: Earn Teaching Credentials  After bachelors degree attainment, there are additional exams and requirements necessary to complete in order for a student to obtain his or her initial teaching credentials. These also vary by state. Generally, the student will have a basic skills exam in addition to an exam specified to the subject in which they intend to teach. These test scores in conjunction with transcripts showing completion of the bachelors degree and teacher prep program as well as state and federal background checks must be submitted with a completed application to the State Board of Education. States also require teachers to complete several requirements to obtain permanent credentials. This can include additional coursework, exams and tests. Some teachers may be required to earn a masters degree, as well as a minimum amount of teaching experience. Success Tips: Complete additional coursework requirements online. There are online and hybrid online/on-campus courses available to complete state requirements for permanent credentials. This includes masters degree programs. Use development resources. Most teachers associations offer programs that teachers can utilize to gain additional teaching techniques and other skills in addition to staying current on technology commonly used in the classroom. Step 3: Pursue Voluntary Certification  According to the BLS, pursuing additional credentials, such as those offered by the National Board for Professional Teaching Standards (NBPTS), can increase job prospects for teachers. The NBPTS offers the National Board Certification, which is an advanced teaching credential. These certificates are available in a variety of areas, including health, library media, mathematics, physical education and science, for secondary teachers. Teacher workload In high schools, it is important to consider not only the number of students per class but the nature of the class, and the subject the teacher is teaching. For example, a math teacher might have no problem teaching an advanced math class, or several math classes, with 35-40 students. But an English teacher teaching four classes of 40 students would probably not be able to give the proper attention to written assignments from that many students, and might not give as many assignments because of the large number of students. Team teaching Some schools might have classes of 40 taught by a team of two teachers. The class size by itself is not necessarily an indication of the attention students are getting. Volunteers Some schools effectively use parents and upper-grade students as volunteers in the classroom. This type of instructional help may not appear in a schools data about class size. Teaching Methods in Indian Schools. An understanding of modern less formal methods of teaching is greatly needed in the Indian Service. Indian schools should at least reach the level of better public schools in this respect. This is especially necessary because the best modern teaching, especially with young children, takes into account the kind of personality problems that are basic in the education of Indians. Need for Knowledge of Modern Methods. Although there are some striking exceptions, principals and teachers in Indian schools as a rule are not acquainted with modern developments in teaching, though educational leave has brought some improvement. The impression a visitor almost inevitably gets upon entering the classroom of an Indian school is that here is a survival of methods and schoolroom organization belonging in the main to a former period. The nailed-down desks, in rows; the old-type recitation; the unnatural formality between teacher and pupil, the use of mechanistic words and devices, as class rise ! , class pass!; the lack of enriching materials, such as reading books and out-of-doors material, all suggest a type of school-keeping that still exists, of course, but has been greatly modified in most modern school systems, if not abandoned altogether, as the result of what has been made known in the past twenty-five years about learning and behavior. This condition is, of course, only what one would expect from what has already been said about personnel. If methods of teaching in Indian schools, with a few conspicuous exceptions, are old-fashioned, without, for the most part, the redeeming quality of thoroughness that some of the old-time teaching is supposed to have had, it is due almost entirely to the lack of training standards and professional personnel. An encouraging feature of the situation is that here and there one does find interesting and successful efforts to get away from the formal and routine in teaching; a first-grade teacher trained under Montessori getting a delightful spontaneous activity out of her little Indian children; young college women coming back from a summer-session demonstration school touched with the newer way and struggling to put the new ideas into practice; Still other teachers using the Indian interest and talent in art to give Indians a creative opportunity; a principal and group of boarding school teachers demonstrating that Navajo children, proverbially so shy that they hang their heads and will not speak in the presence of visitors, can in a few short months, with the abandonment of the stiff furniture and stiffer military routine characteristic of government boarding schools, become as lively human beings as any white children. These suggest the possibilities if personnel can be improved, if teachers can be helped by supervisors and staff specialists who know better methods, and if every effort is made to keep the education of the Indian in the stream of modern education development instead of isolated from it. Study of the Individual Child. Perhaps the most characteristic fact about modern education is the attention given to study of the individual child and the effort to meet his needs. This is the real justification for intelligence testing and for the whole measurement movement. Given more knowledge on the part of the school and teacher of the health of the child, of his abilities, of the home conditions from which he comes, it should be possible to help him more satisfactorily to capitalize on what he has for his own sake and for the sake of society. So little measurement work has been done in government Indian schools that one danger in the measurement movement has not developed to any extent, but it needs to be borne in mind: Testing, particularly intelligence testing, should never be used in a school as a means of denying opportunity, but only as a means of directing opportunities more wisely. Most of the talk about some Indian children not being worthy of an education beyond the grades is indefensible. It is based on a misconception of the reason why society furnishes schooling at all. Discovery of low mental ability in any child, white or Indian, no more relieves society of the responsibility of educating him than diagnosis of a weak heart by a physician would relieve society from giving the person thus diagnosed a chance at life—in both cases the diagnosis becomes the first step in a process of improvement.

To identify these chemicals Essay Example for Free

To identify these chemicals Essay Problem: you are provided with 3 unknown chemicals which are labelled A, B, C, D and E. Carry out appropriate test to identify the chemicals. Method: to identify these chemicals I will carry out two types of test: Flame test and chemical test. Flame test:   To carry out the flame test I will dip the metal wire in the roaring Bunsen flame.   Then I dipped the wire in hydrochloric acid   Next I placed it into the sample and then I placed it into the roaring Bunsen Flame. After I recorded the colour of the flame Safety:   I wore goggles to protect my eyes from acid (hydrochloric acid is corrosive)   When I was not using the Bunsen burner, I put it on safety flame   I also used small amounts of acid and have a safety mat Test for cat ion: Chemical Flame colour Cat ion A Yellow Na+ B Lilac K+ C Green Cu2+ Test for an ion: Substance Test observation Sodium chloride Add Dilute hydrochloric acid It fizzes and carbon dioxide gas is produced. Copper carbonate Add Acidified silver nitrate White precipitate Potassium sulphate I added Acidified barium chloride solution White precipitate Evaluation: Flame test and chemical test tell us which chemicals are present. This is called a qualitative analysis. In industry, it is also very important to know how much of the chemical is present. The difference between my tests and the tests carried out in the industry is that they find the amount as well as the type of chemical.

Joint Operation Planning Process Tourism Essay

Joint Operation Planning Process Tourism Essay The Joint Operation Planning Process, or JOPP, supports planning at all levels and for missions across the full range of military operations. This planning process applies to both contingency planning and CAP. The JOPP is an orderly, analytical planning process that consists of a set of logical steps to analyze a mission, develop, analyze, and compare alternative COAs, or courses of action, select the best COA, and produce a plan or order. Step 1: Initiation. The Joint Operation Planning Process or JOPP begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis and initiates planning by deciding to develop military options. The GEF, JSCP, , and related strategic guidance statements serve as the primary guidance to begin contingency planning. Military options normally are developed in combination with other nonmilitary options so that the President can respond with all the appropriate instruments of national power. Often in CAP, the JFC and staff will perform an assessment of the initiating directive to determine time available until mission execution, the current status of intelligence products and staff estimates, and other factors relevant to the specific planning situation. Step 2: Mission Analysis. The primary purpose of mission analysis is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. A primary consideration for a supported commander during mission analysis is the national strategic end state -the broadly expressed political, military, economic, social, informational, and other conditions that should exist after the conclusion of a campaign or operation. The primary inputs to mission analysis are the higher headquarters planning directive, other strategic guidance, the Joint Intelligence Preparation of the Operational Environment or JIPOE, and initial staff estimates. The primary products of mission analysis are a restated mission statement and the JFCs initial intent statement, the Commanders Critical Information Requirements or CCIRs, and planning guidance. The figure below describes the key inputs and resulting outputs of mission analysis. Step 3: Course of Action (COA) Development. A COA consists of the following information: what type of military action will occur; why the action is required (purpose); who will take the action; when the action will begin; where the action will occur; and how the action will occur (method of employment of forces). A valid COA will have the characteristics outlined in the figure below. Once a valid COA is developed, the staff converts the approved COA into a CONOPS. COA determination will consist of four primary activities: COA development, analysis and wargaming, comparison, and approval. Step 4: COA Analysis and Wargaming. The commander and staff analyze each tentative COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze a tentative COA, improve their understanding of the operational environment, and obtain insights that otherwise might not have occurred. Based upon time available, the commander should wargame each tentative COA against the most probable and the most dangerous adversary COAs. Step 5: COA Comparison. An objective process whereby COAs are considered independently of each other and evaluated against a set of criteria that are established by the staff and commander. The goal is to identify the strengths and weaknesses of COAs so that a COA with the highest probability of success can be selected or developed. The commander and staff develop and evaluate a list of important criteria, or governing factors, consider each COAs advantages and disadvantages, identify actions to overcome disadvantages, make final tests for feasibility and acceptability and weigh the relative merits of each. Step 6: COA Approval. The staff determines the best COA to recommend to the commander. The staff briefs the commander on the COA comparison and the analysis and wargaming results, including a review of important supporting information. This briefing often takes the form of a commanders estimate. This information could include such factors as, the current status of the joint force; the current JIPOE; and assumptions used in COA development. The commander selects a COA or forms an alternate COA based upon the staff recommendations. The nature of a potential contingency could make it difficult to determine a specific end state until the crisis actually occurs. In these cases, the JFC may choose to present two or more valid COAs for approval by higher authority. A single COA can then be approved when the crisis occurs and specific circumstances become clear. Step 7: Plan or Order Development. The commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable CONOPS, which clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. It describes how the actions of the joint force components and supporting organizations will be integrated, synchronized, and phased to accomplish the mission, including potential branches and sequels. Contingency planning will result in operation plan development, while CAP typically will lead directly to OPORD development. Voice: Planning initiation begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis. The primary purpose of the next step, mission analysis, is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. Next, planners must develop a COA to accomplish the mission. During course of action analysis and wargaming, the commander and staff analyze each COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze the COA and improve understanding of the operational environment. During COA comparison, COAs are considered independently of each other and evaluated against a set of criteria, which are established by the staff and commander. The goal is to identify the strengths and weaknes ses of COAs to select the COA with the highest probability of success. Next, the staff determines the best COA to recommend to the commander, which is normally presented in the form of a briefing for approval or further guidance. Finally, the commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable concept of operations, or CONOPS. The CONOPS clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. Most often contingency planning will result in operation plan development, while CAP typically will lead directly to the development of an OPORD. Title: Contingency Planning A graphic is shown, which represents the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is shown on the right of the screen in support of the narration: Initiated by publication of the Guidance for Employment of the Force (GEF) and the Joint Strategic Capabilities Plan (JSCP) Conducted during peacetime Develops plans for a broad range of contingencies Compliments and supports other Department of Defense (DOD) planning cycles Facilitates the transition to crisis action planning (CAP) Voice: Contingency planning usually begins with the publication of a new GEF and JSCP. It is a peacetime process that develops plans for a broad range of contingencies with apportioned resources. Its performed in a continuous cycle that complements and supports other DOD planning cycles and facilitates the transition to crisis action planning, or CAP. Contingency planning is accomplished through four planning levels based on JOPES policies and guidance. Title: Contingency Planning Levels Action: On the left side of the screen is a graphic representing the the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is included as pop-up boxes to the matching components of the graphic: Level 1 Planning Detail Commanders Estimate: Focuses on producing a developed Course of Action (COA) Provides the SecDef with military COAs to meet a potential contingency Reflects the supported commanders analysis of the various COAs potential contingency Level 2 Planning Detail Base Plan: Describes the CONOPS, major forces, concepts of support, and anticipated timelines for completing the mission Normally does not include annexes or a TPFDD Level 3 Planning Detail CONPLAN: CONPLAN is an operation plan in an abbreviated format Requires expansion and alteration to convert into OPLAN or OPORD Includes a base plan with annexes, as required by the JFC and a supported commanders estimate of the plans feasibility Produces a TPFDD, if applicable Level 4 Planning Detail OPLAN: OPLAN is a complete and detailed joint plan with a full description of the CONOPS, all annexes applicable to the plan, and a TPFDD Identifies the specific forces, functional support, and resources required to execute the plan Can be quickly developed into an OPORD Voice: Contingency planning encompasses four levels of planning detail with an associated planning product for each level. Level 1 planning detail is the commanders estimate, which focuses on producing a developed COA. These military COAs enable the SecDef to meet a potential contingency. The objective of Level 2 planning detail is a base plan which describes the CONOPS, major forces, concepts of support, and the necessary timelines to complete the envisioned mission. This level normally does not include a detailed transportation feasible flow of resources into the theater. In Level 3 planning detail, the concept plan or CONPLAN is formulated, which is an operations plan in an abbreviated format. It includes annexes as required by the JFC and the supported commanders estimate of the plans overall feasibility. The CONPLAN may have an associated time-phased force and deployment data, or TPFDD, if applicable. Finally, the objective of Level 4 planning detail is a fully-developed operati on plan, or OPLAN, containing a complete and detailed joint plan with a full description of the CONOPS, all annexes required for the plan, and a TPFDD. The OPLAN identifies the specific forces, functional support, and resources required to execute the plan. The OPLAN can be quickly developed into an OPORD. Action: The following text is shown to the right of the planning level detail graphic: An OPLAN is normally prepared when: The contingency is critical to national security and requires detailed prior planning. The magnitude or timing of the contingency requires detailed planning. Detailed planning is required to support multinational planning. The feasibility of the plans CONOPS cannot be determined without detailed planning. Detailed planning is necessary to determine force deployment, employment, and sustainment requirements, determine available resources to fill identified requirements, and validate shortfalls. Voice: Furthermore, an OPLAN is normally prepared under the following circumstances: if the contingency is critical to national security and requires detailed planning; the magnitude or timing of the contingency necessitates the planning; detailed planning is required for a multinational planning effort; the feasibility of the CONOPS demands detailed planning; or if a detailed effort is necessary to determine the levels of force deployment and sustainment. Title: Crisis Action Planning Action: A series of pictures representing Crisis Action Planning is presented on screen. The following text replaces the pictures when mentioned in the narration: Contingency Planning Planning activities that occur in non-crisis situations; relies heavily on assumptions and projections Crisis Action Planning Based on facts and actual planning as a crisis unfolds Action: The series of pictures is brought back with additional images added to it and is now used as a background. Voice: Because its difficult to predict where and when a crisis will occur, planners must be able to rapidly respond to problems as they arise. Unlike contingency planning, which prepares plans in anticipation of future events, crisis action planning allows planners to respond to situations based on circumstances that exist at the time of planning. Crisis action planning procedures parallel contingency planning, but are more flexible and responsive to changing events. In time-sensitive situations, the JPEC follows formally established CAP procedures to adjust and implement previously prepared contingency plans by converting them into OPORDs or to fully develop and execute OPORDs where no useful contingency plan exists. Title: Crisis Action Planning Activities Action: In the background is a graphic representing the activities associated with crisis action planning. When mentioned in the narration, the corresponding parts are highlighted. The graphic shows a graphic labeled Event, directly under a box labeled Situational Awareness. Boxes continue in two rows, showing a linear sequence connected by arrows in a zigzag pattern. An arrow labeled OPREP-3 PCA points from Situational Awareness to Decision. An arrow covered by a document labeled Warning Order points to COA Development. An arrow labeled Commanders Estimate points from COA Development to COA Selection. An arrow covered by a document labeled Planning or Alert Order points from COA Selection to Detailed Planning. An arrow labeled Operations Order points from Detailed Planning to Plan Approval. An arrow covered by a document labeled Execute Order points from Plan Approval to Execution. Graphic bands at the top divide the graphic into three portions. Situational Awareness stretches across the entire screen, lasting throughout the process. Planning covers COA Development, COA Selection, Detailed Planning, Plan Approval, and Execution and the intermediary products. Two arrows across the bottom, labeled Prepare to Deploy Order and Deployment Order, extend across the same region as the Planning band. A band labeled Execution extends from near the end of Plan Approval through the Execution activity. Voice: CAP activities are similar to contingency planning activities; however, CAP is based on dynamic, real-world conditions rather than assumptions. CAP procedures provide for the rapid and effective exchange of information and analysis, the timely preparation of military COAs for consideration by the President or SecDef, and the prompt transmission of their decisions to the JPEC. The exact flow of the procedures is largely determined by the time available to complete the planning and by the significance of the crisis. The following steps summarize the activities and interaction that occur during CAP. When the President, SecDef, or CJCS decide to develop military options, the CJCS issues a planning directive to the JPEC initiating the development of COAs. Next, a WARNORD is issued that describes the situation, establishes command relationships, and identifies the mission and any planning constraints. In response to the WARNORD, the supported commander, in collaboration with subordinate and supporting commanders and the rest of the JPEC, reviews existing joint OPLANs for applicability and develops, analyzes, and compares COAs. Next, the feasibility that existing OPLANs can be modified to fit the specific situation is determined. The CJCS then reviews and evaluates the supported commanders estimate and recommends a COA selection. On receiving the decision of the President or SecDef, the CJCS issues an Alert Order to the JPEC to announce the decision. The supported commander then develops the OPORD and supporting TPFDD using the approved COA. The supported commander then submits the completed OPORD for approval to the SecDef or President via the CJCS. Finally, in CAP, plan development continues after the President or SecDef decides to execute the OPORD or to return to the pre-crisis situation. Title: Campaign Planning Action: The following bullet point list and quote from Joint Publication 5-0 are shown on screen, along with a picture representing campaign planning, in support of the narration: May begin during contingency planning and continue through CAP Primary way combatant commanders achieve unity of effort and guide planning of joint operations Operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations and security cooperation activities Require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Joint Pub 5-0 Voice: It is important to note how campaign planning relates to the two categories of joint operation planning. Joint operation planning and planning for a campaign are not separate planning types or processes. Campaign planning may begin during contingency planning and continue through CAP, thus unifying the entire process. A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Campaign planning is a primary means by which combatant commanders arrange for strategic unity of effort and through which they guide the planning of joint operations within their theater. Campaign plans operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations as well as security cooperation activities. They require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives. Title: Types of Campaigns Action: Background image shows combatant command AOR map of the world. The following text is shown to support of the narration: Global Campaign-Encompasses strategic objectives on multiple AORs. More than one supported GCC possible and competing requirements for transportation, ISR assets, and specialized units and equipment. The Global War on Terrorism is an example of a global campaign. Theater Campaign-Focuses on activities of a supported combatant commander. Accomplishes strategic or operational objectives within a theater of war or theater of operations. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. Subordinate Campaign-Describes the actions of a subordinate JFC, which accomplish (or contribute to the accomplishment of) strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans Voice: There are three general types of campaigns, which differ generally in scope. A global campaign is one that requires the accomplishment of strategic objectives in joint operations in multiple areas of responsibility ,or AORs. In this case, there could be more than one supported geographic combatant commander, or GCC. Planners must be aware of competing requirements for potentially scarce strategic resources, such as transportation and ISR assets, as well as specialized and unique units and equipment, such as special operations and tankers. Global campaigns will often establish the strategic and operational framework within which theater and subordinate campaigns are developed. The Global War on Terrorism is an example of a campaign that spans all AORs. A theater campaign encompasses the activities of a supported combatant commander. It accomplishes strategic or operational objectives within a theater of war or theater of operations, primarily within the supported commanders AOR. An OPLAN for a theater campaign is the operational extension of a commanders theater strategy, and translates theater strategic concepts into unified action. Adjacent combatant commanders may conduct supporting operations, within the AOR of the supported commander or within their own AORs, under the overall direction of the supported commander. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. A subordinate campaign describes the actions of a subordinate JFC, which accomplish, or contribute to the accomplishment of, strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans, if their assigned missions require military operations of substantial size, complexity, and duration and cannot be accomplished within the framework of a single major joint operation. Subordinate campaign plans should be consistent with the strategic and operational guidance and direction developed by the supported JFC. Title: Campaign Plan Design Action: A collage of images representing Campaign Planning are shown on screen. The following text is shown in support of the narration: Mostly art, not science-no best way to develop campaign plans Requires thinking creatively to make best use of resources to achieve objectives Involves Operational Art-the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles Voice: Campaign planning is relatively unstructured compared to contingency and crisis action planning. Campaign planning is mostly an art, not a science; there is no set recipe or best way to develop a campaign plan. It requires a thorough knowledge of enemy and friendly capabilities, forces, and tactics, as well as out-of-the-box thinking and creativity in order to make the best use of resources to achieve the desired objectives. Because campaign planning is mostly art, it is inextricably linked with operational art, most notably in the design of the operational concept for the campaign. Operational art refers to the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles. This is primarily an intellectual exercise based on experience and judgment. Action: A diagram is show to represent the three key elements of operational design in the following narration. The diagram shows: understand the strategic guidance, bracketing the first and second levels of the diagram, which are national strategic objectives with conditions (effects) branched underneath; next level is identify critical factors which brackets level three in the diagram, centers of gravity; finally, develop an operational concept is the last section bracketing actions under the centers of gravity boxes. Voice: There are three key elements of operational design. First, planners must understand the strategic guidance from the civilian leadership. This involves determining what the desired end state is and what has to be accomplished militarily to get there. Once planners understand what military conditions must exist to achieve strategic objectives, they must determine how to effect those conditions. The key to this is identifying the adversarys critical factors-their strengths and points of vulnerability, called Centers of Gravity (COGs). Finally, the planner must develop an operational concept, which describes the sequence of actions and the application of forces and capabilities necessary to neutralize or destroy the enemys COGs. Title: Joint Air Estimate Action: On the right of the screen, operational airpower images are shown. The following text and footer are shown on the left of the screen in support of the narration: Culminates with the production of the Joint Air and Space Operations Plan (JAOP) May be employed to support deliberate and crisis action planning The Joint Air and Space Operations Plan (JAOP) guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the Joint Force Commander (JFC) Voice: Weve discussed joint operation planning in a very general sense, but how does the Joint Force Air Component Commander (JFACC) fulfill his specific responsibility to develop the air and space portion of the Joint Force Commanders (JFCs) campaign plan? The Joint Air Estimate Process is a six-phase process that culminates with the production of the Joint Air and Space Operations Plan (JAOP). The JAOP is the JFACCs plan for integrating and coordinating joint air and space operations. It guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the JFC. A Joint Air Estimate Process may be employed during contingency planning to produce JAOPs that support Operation Plans (OPLANs) or Concept Plans (CONPLANs). It may also be used during crisis action planning in concert with other theater operation planning. Title: Joint Air Estimate Process Action: The following text is shown in support of the narration: Mission Analysis Joint Intelligence Preparation of the Operational Environment (JIPOE) is initiated; JFCs mission and guidance analyzed Situation and Course of Action Development JIPOE refined; Friendly and adversary COGs are analyzed to assist in COA preparation Course of Action Analysis Advantages and disadvantages of each COA are identified Course of Action Comparison COAs are compared to predetermined criteria to identify best employment options Course of Action Selection Staff briefs recommended COA to JFACC Joint Air Space Operations Plan (JAOP) Development Selected COA developed into JAOP Action: A link to Joint Publication 3-30 is provided at the bottom of the page. Each of the bold text above are linked to the following pop-up text: Mission Analysis: Mission analysis is critical to ensure thorough understanding of the task and subsequent planning. It results in the Joint Force Air Component Commanders (JFACCs) mission statement that includes the who, what, when, where and why for the joint air operation. Anticipation, prior preparation, and a trained staff are critical to a timely mission analysis. Staff estimates generated during mission analysis are continually revisited and updated during the course of planning and execution. Situation and Course of Action (COA) Development The first two tasks of situation and course of action (COA) development are expanding and refining the initial JIPOE completed in Phase I and COG analysis. Expanded JIPOE is essential to developing and analyzing both enemy and friendly COGs. This is especially critical for air and space planning given the perspective and scope of air and space operations. The third task is the development of friendly COAs. Air and space planners develop alternative COAs by varying the ends, ways, means, and risks. The operational objectives normally fill the what guidance for COA development; the supporting tactical objectives, effects, and tasks help define the how for planners. Once planners define the objectives and supporting effects, they further refine potential air and space COAs based on the priority, sequence, phasing, weight of effort, matched resources, and assessment criteria. The result of COA development is a minimum of two valid COAs or a single valid COA with significant branches or s equels. The final step is a risk analysis of the COA in terms of both operations and combat support Course of Action (COA) Analysis COA analysis involves wargaming each COA against the adversarys most likely and most dangerous COAs. Wargaming is a recorded what if session of actions and reactions designed to visualize the flow of the battle and evaluate each friendly COA. Wargaming is a valuable step in the estimate process because it stimulates ideas and provides insights that might not otherwise be discovered. Course of Action (COA) Comparison Comparing the COAs against predetermined criteria provides an analytical method to identify the best employment options for air forces/capabilities. This begins with the JFACC staff comparing the proposed COAs and identifying the strengths, weaknesses, advantages and disadvantages of each. This is often followed by rating each COA based upon the established criteria. Course of Action (COA) Selection COA selection begins when the staff presents their recommended COA (usually in the form of a briefing) to the JFACC. This briefing includes a summary of the estimate process that led to the recommended COA. Based on the amount of JFACC involvement throughout the planning process and the degree of parallel planning the commander accomplishes, COA selection will vary from choosing among alternatives to direct approval of the staff-recommended COA. Joint Air Operations Plan (JAOP) Development The JAOP details how the joint air effort will support the JFCs overall Operation Plan (OPLAN). The JAOP accomplishes the following: integrates the efforts of joint air and space capabilities and forces; identifies objectives and tasks; identifies measures or indicators of success; accounts for current and potential adversary COAs; synchronizes the phasing of air and space operations with the JFCs plan; indicates what air and space capabilities and forces are required to achieve the objectives. Voice: While the phases of the Joint Air Estimate process are presented in sequential order, work on them can be either concurrent or sequential. The phases are integrated and the products of each phase are checked and verified for coherence. The Process begins with Mission Analysis. This first phase incorporates: an initial Joint Intelligence Preparation of the Operational Environment (JIPOE); an analysis of the higher headquarters mission; and the guidance provided by the JFC with a focus upon determining the specified, implied, and essential tasks in order to develop a concise mission statement. During the second phase, Situation and COA Development, the JIPOE is refined and the identification and refinement of friendly and enemy Centers of Gravity (COGs) is accomplished. Potential friendly COAs are developed and risk analysis of the COAs is performed. The advantages and disadvantages of each COA are identified in the third phase, COA Analysis. The fourth phase, COA Comparison, involves the comparison of the COAs against predetermined criteria, providing an analytical method to identify the best employment options. During the fifth phase, COA Selection, the staff presents the recommended COA usually in the f

Robert Frost’s Poem, The Road Not Taken Essay -- The Road Not Taken Es

Robert Frost’s poem, The Road Not Taken, is a descriptive poem about a person’s conflict with the right path to take throughout life. The choice that this person makes can affect him forever. There are lots of choices like this throughout a person’s life that are made that piece together the future. What they do with these choices and the decisions they make are up to them. Although the narrator of this poem is faced with a dilemma, he still makes the best decision possible and takes the best road, which happens to be one that no one else has chosen to take. The title, â€Å"The Road Not Taken†, symbolizes the decision that he must make to take a path throughout life that no one else has or would choose to take. The majority will always follow one another, so the option to do so also is imminent. The narrator however, chooses to be different. He decides that taking the â€Å"less traveled by† path will change his life prospectively. The narrator is faced with temptation to take the wrong path. He says â€Å"long I stood / and looked down one as far as I could / to where it bent in the undergr... Robert Frost’s Poem, The Road Not Taken Essay -- The Road Not Taken Es Robert Frost’s poem, The Road Not Taken, is a descriptive poem about a person’s conflict with the right path to take throughout life. The choice that this person makes can affect him forever. There are lots of choices like this throughout a person’s life that are made that piece together the future. What they do with these choices and the decisions they make are up to them. Although the narrator of this poem is faced with a dilemma, he still makes the best decision possible and takes the best road, which happens to be one that no one else has chosen to take. The title, â€Å"The Road Not Taken†, symbolizes the decision that he must make to take a path throughout life that no one else has or would choose to take. The majority will always follow one another, so the option to do so also is imminent. The narrator however, chooses to be different. He decides that taking the â€Å"less traveled by† path will change his life prospectively. The narrator is faced with temptation to take the wrong path. He says â€Å"long I stood / and looked down one as far as I could / to where it bent in the undergr...

The Evolution of Cell Phones :: Expository Essays Research Papers

The Evolution of Cell Phones The cellular telephone, as many other current technological products, started off in the military and eventually made its way to the common consumer as a result of the high demands for such communications technologies. The concept for cellular technology was often thought to be limited to science fiction or futuristic communities. Well the future is now, and computerized technology with the help of transmitters and satellites brings nearly unlimited contact to anyone in the world. The transition of the cell phone from thought to reality was made possible by military technologies and a stress towards communications advancement. Cellular technology evolved from its early development to commercial use sometime in the late seventies as the first cell phones were expensive, appeared bulky, and was fairly inconvenient and inefficient. Currently, cell phones have become efficient, useful, and relatively inexpensive. Into the future, cell phones can only become smaller, more efficient, and g lobally renowned. Cellular phones are widely used and accepted into modern culture as one of the most popular forms of media communication. Cellular technology was actually originated in the military two years after the end of the Second World War, in 1947 (about.com). Despite many who believe that the cell phone is a relatively new product on the market, the first usage of any cellular component was very large and strictly for the use and development of the United States military. Actually, the cell phone derives from a two-way radio that uses a mobile phone type of communication of signals. Basically, the first cell phones were simply glorified mobile phones, in essence, that is what all cell phones are. The system uses many stations to divide an area into many cells. As a user moves from cell to cell, calls are transferred from base to base. Around 1968, the Federal Communications Commission, that had haltered the development of cellular broadcasts, now freed up necessary airwaves to allocate the usage of the first cell towers that acted as base stations for phone calls (about.com). This was certainly a start, but the se towers only broadcasted a couple miles in radius and there was still no device comparable to today’s cellular technology. The seventies saw the first working cellular phone components to reach the common market, although bulky, expensive, and inefficient. At a time when disco was lying in its death bed and spandex became popular as a wave of workout videos and aerobics struck the land like a pestilent plague, the demand curve met the supply curve for the commercial development of cellular technology.

English Macbeth :: essays research papers

To What Extent is Macbeth pushed into killing king Duncan? Numerous people and factors push Macbeth into killing the king. The main factors are:  Lady Macbeth  The Witches and Fate  King Duncan  Banquo  Himself (Macbeth) I start with probably the most influential character upon Macbeth, his wife, Lady Macbeth. Lady Macbeth believes what the witches have said and therefore believes that she will become the queen. ‘Have I thought good to deliver thee’ She obviously has a great ambition and will do almost anything to fulfil her ambition. This shows a great evilness in her ‘And dashed the brains out’ She is also reluctant to accept Macbeths original thought of leaving the idea alone ‘What beast was’t then that made you break this enterprise to me’ She appears supremely confident about murdering Duncan even though Macbeth is not which also shows of her great ambition to succeed and become queen of Scotland. ‘We Fail? … But screw your courage… and we’ll not fail’ Lady Macbeth plans the murder from a very early stage even when Macbeth is unsure of what he is to do ‘When Duncan is asleep… his spongy officers, who shall bear the guilt of our great quell? Overall Lady Macbeths ambition, confidence and naivete is perhaps the major factor in pushing Macbeth into the murder of Duncan. She does not think of the consequences of the murder so she is 100% behind Macbeth killing Macbeth, which makes it difficult for Macbeth to go against her. Another factor is Banquo. The fact that Banquo knows of what the ‘imperfect speakers’ said is a major factor pushing Macbeth away from killing the King. If the King were to be murdered Banquo would be suspicious and would most likely suspect Macbeth of doing the evil deed of killing the king. This would obviously put Macbeth off. Another factor is that of the Witches. Without them Macbeth would most likely not think twice about killing the king. ‘All hail Macbeth, that shalt be king thereafter’ If someone were to just tell him this he would most likely not believe it but it was the fact that the witches had forecasted that he would be Thane of Cawdor and Thane of Glamis correctly. The witches forced him to think about being king but at first he expected to be made king without doing anything for it but he then realises there is only one way, to kill the king. This encounter with the witches has put him in two minds.

Medieval Archetypes Utilized in Hamlet Essay

Hamlet by William Shakespeare is a complex play because of its multiple dimensions. Upon dissection, the influence of other works can be observed in it. One of the most prominent of these works is the York â€Å"Fall of Man†. This particular play is a very poor remake of the book of Genesis in the bible. However, William Shakespeare utilizes the medieval traditions exemplified in the â€Å"Fall of Man† to create the characters in Hamlet. For example, Hamlet’s mother, Queen Gertrude, shows an uncanny parallel to Eve from the â€Å"Fall of Man†. Gertrude’s behavior and characteristics fall under the archetype presented in the rendition of Genesis. Eve can be described as: gullible, naà ¯Ã‚ ¿Ã‚ ½ve, accidentally rebellious, trusting, curious, manipulated, and egocentric. These same traits can be used to identify Gertrude’s personality as well. In part three of the â€Å"Fall of Man†, Satan, in the form of the worme, is trying to convince Eve to rebel against God by eating the forbidden fruit. The worme claims that it will make her omnipotent. When Eve questions Satan, he replies, â€Å"Why trowes thou nog[h]t me?/ I wolde by no- kynnes ways/ Telle nog[h]t but trouthe to the[e]† (pg 270, line 75). In perhaps one of her most naà ¯Ã‚ ¿Ã‚ ½ve and gullible moments, Eve responds, â€Å"Than wille I to thy teching traste,/ and fange this frute unto oure foode† (78). Likewise, in Hamlet there is a moment that closely mirrors this. When King Claudius and Polonius decide to spy on the interaction between Hamlet and Ophelia, Claudius tells Gertrude to leave even though it is her son. She only answers,† I shall obey you† (III,I, 42). These two quotes show the extent to which both Eve and Gertrude have been manipulated by their curiosity and weakness. Eve only wanted to know if the fruit contained a certain power and Gertrude was interested in her son’s apparent â€Å"madness† yet both women put aside independent thinking and oblige the villain. Later in the â€Å"Fall of Man†, Eve brings the forbidden fruit to Adam saying â€Å"A worme has done me for to witte/ We shalle be as goddis, thou and I,/ If that we ete/ Here of this tree† (91). Then in Hamlet, Gertrude asks her son,† Have you forgot me?’ ( III, IV, 16). She is essentially asking if Hamlet has forgotten whom he is speaking to. In the â€Å"Fall of Man†, Eve portrays egocentric qualities. When she discovers the power of the fruit, she suddenly desires to share it with Adam so that they might be god- like together. She wants to be all knowing and powerful, so when she sees the chance she takes it. Gertrude is self-centered as well. She doesn’t want to lose her standing as queen when her husband dies so she marries his brother not even two months following his passing. When Hamlet confronts her on her actions she retorts with anger that he would dare speak to her in that manner. Both Gertrude and Eve have a mental self image of themselves that is better than what others perceive them as and both women strive to maintain/ improve that image. Gertrude’s character directly parallels that of Eve in respect to characteristics and traits. They are both archetypal characters but the resemblances are eerie. The women both end in similar manners as well. Eve eats the forbidden fruit and guarantees her banishment from the Garden of Eden. Gertrude drinks the poison and ensures her own death. The characters have too many similarities to be dismissed as coincidence. Ergo it can be stated with a level of confidence that William Shakespeare utilizes the medieval traditions outlined in the â€Å"Fall of Man† to write Hamlet. Works Cited Medieval Drama. Ed. David Bevington. Boston; Houghton Mifflin Company, 1975 Hamlet. William Shakespeare. Ed. Louis Wright. Virginia Lamar. New York; Simon & Schuster Inc, 1958