airman leadership Essay

airman leadership Essay airman leadership Essay AF Strategic Initiative Good afternoon. I am 1sgt hekmat and today I’d like to briefly talk about how and why the Air Force Culture and Language center was established. Then, I will talk about some of their responsibilities in the development of the Airmen of today. Finally, I will show you how the Center is transforming the Air Force’s way of doing business in the constantly changing global environment. To start, let’s look at how the center was created. The Air Force Culture

Teacher Responsibilities Make It a Weighty Job

Teacher Responsibilities Make It a Weighty Job What do students, parents, administrators and the community really expect of teachers? Obviously, teachers must educate students in certain academic subjects, but society also wants teachers to encourage adherence to a generally accepted code of conduct. The measurable responsibilities speak to the significance of the job, but certain personal qualities might better indicate a teachers potential for long-term success. Teachers Need an Aptitude for Teaching Teachers must be able to explain their subject matter to students, but this goes beyond simply reciting the knowledge they gained through their own education. Teachers must possess an aptitude to teach the material through different methods based on the needs of the students. Teachers must also meet the needs of students of varying abilities within the same classroom, provide all students with an equal opportunity to learn. Teachers must be able to inspire students from diverse backgrounds and experiences to achieve. Teachers Need Strong Organizational Skills Teachers must be organized. Without a good system of organization and daily procedures in place, the job of teaching becomes more difficult. A disorganized teacher could find him or herself in professional jeopardy. If a teacher does not keep accurate attendance, grade and behavioral records, it could result in administrative and legal problems. Teachers Need Common Sense and Discretion Teachers must possess common sense. The ability to make decisions grounded in common sense leads to a more successful teaching experience. Teachers who make judgment errors often create difficulties for themselves and sometimes even the profession. Teachers must maintain the confidentiality of student information, particularly for students with learning disabilities. Teachers can create professional problems for themselves by being indiscreet, but they can also lose the respect of their students, affecting their potential for learning. Teachers Need To Be Good Role Models Teachers must present themselves as a  good role model  both in and out of the classroom. A teachers private life can impact his or her professional success. A teacher who participates in questionable activities  during personal time can experience a loss of moral authority in the classroom. While its true that varying sets of personal morals exist among segments of society, a generally accepted standard for basic rights and wrongs dictates acceptable personal behavior for teachers. Every career has its own level of responsibility, and its perfectly reasonable to expect teachers to meet their professional obligations and responsibilities. Doctors, lawyers and other professionals operate with similar responsibilities and expectations for patient and client privacy. But society often holds teachers to an even higher standard because of their position of influence with children. Its clear that children  learn best with positive role models who demonstrate the types of behavior that lead to personal success. Though written in 1910, the words of Chauncey P. Colegrove in his book The Teacher and the School still ring true today: No one can justly expect that all teachers, or any teacher, shall be endlessly patient, free from mistakes, always perfectly just, a miracle of good temper, unfailingly tactful, and unerring in knowledge. But people have a right to expect that all teachers shall have fairly accurate scholarship, some professional training, average mental ability, moral character, some aptness to teach, and that they shall covet earnestly the best gifts.

Can technology benefit education Essay Example | Topics and Well Written Essays - 1250 words

Can technology benefit education - Essay Example ng system in colleges and universities plays an important role in the availing information for coursework to students registered with the institutions. The tutors upload the necessary information on the developed program and the students access it with the help of an individual username and a password (Selwyn, 77). The use of technology in this manner is convenient to both the learner and the tutor because both parties are relieved from hard copies as sources of information. The use of hard copy is bulky in terms of carrying and expensive to purchase. Printing out of information on soft copy is cost effective compared to purchasing a published book. For these reasons, the availability of coursework in the form of soft copy through an E-learning system is beneficial in educating the students because it is conveniently accessible and inexpensive. Implementation of digitized library systems in secondary and tertiary levels of education simplifies book searching, borrowing and returning. Instances where additional research or extensive reading on a discipline is a recommendation, visiting the library is inevitable. The automated access to published books by the tutee aids in proper management of time. The utilization of technology in this way wards off wastage of time by availing books with ease putting the learner at an advantage. In this case, technological education in light of time is effective. The use of E-mails to communicate and face-face platforms such as Skype to name a few allow real-time interaction between the student and educator. For this reason, distance learning is popular. In both secondary and tertiary levels of education, individuals are able to learn with convenience by interacting with the tutor through a webcam or messenger irrespective of their location. Assignments and assessments are coordinated through e-mails and websites. Examinations and assessments are carried out on real-time basis where the learner submits and receives results when

Global Connectvity and Cyberwarfare Assignment Example | Topics and Well Written Essays - 250 words

Global Connectvity and Cyberwarfare - Assignment Example Increasing interconnectivity through World Wide Web and easy availability of cyber warfare tools makes it difficult to differentiate between domestic or foreign source of cyber warfare. Our adversary has the ability to change multimedia files or change public thinking by digitally manipulating the information (O’ Hara 4). The cyber warfare is never relaxed and the war remains on for 24 hours in a day. Traditional way of intelligence gathering is outdated for this sort of warfare. The same way analysis can not be carried basing on the information. Current intelligence organizations can not gain such information in cyber warfare (O’ Hara 4). This warfare does not have any boundaries. No warning for intentions and attack can be obtained before a cyber crime actually happens. Coalition can be established easily with other countries because the technical experts of other nations may not be able to handle warfare and secure own system as well (O’ Hara 5). The cyber warfare is not useful until it physically damages the target. Cyber warfare operations are not stealth operations. Countries with more advanced technologies can detect and trace the destination of cyber crime. Cyber terrorism is more pronounced because the attacker attacks and vanishes after getting the desired information. Such attack can be traced and sometimes it can not be traced (Billo & Chang 17). Billo, Charles & Chang, Welton. Cyber Warfare an Analysis of the Means and Motivations of Selected Nation States. Institute for Security Technology Studies at Dartmouth College, 2004. Accessed 30 April 2012.

Interactive Hypertext for Interactive Readers :: Hypertext Internet Reading Essays

Interactive Hypertext for Interactive Readers With every new advancement in technology the roles of the writer and the roles of the reader are changed; sometimes it is a small change and other times it can be a drastic transformation. In this modern age it seems the role that the reader or the audience plays is shifting significantly. I don’t think there has ever been a point in history where there was as much interactivity as there is currently. The main reason for this change in the reader’s role is the rapidly growing amount of hypertext being used. In the 1960’s, Ted Nelson was the first person to coin this popular term â€Å"hypertext† but I prefer to reference Bolter’s description. Hypertext, as described by Jay Bolter in Writing Space, is layered writing and reading, where you can click on links within a narrative or article. These links work as reference points and can work as footnotes or as references to what you were reading. They can also take you to an entirely different type of webpage all together. Bolter also points out that it is important to realize that the second webpage you are linked to is not always subordinate to the first. On page 33, Bolter describes hypertext as being similar to â€Å"prewriting† which kids learn to do in school. I think prewriting is what I’ve always called a mind map, which is just a map drawn out like a spider web to show how each idea is interconnected to all the other ideas. Hypertext can be related to, but is not the same as, intertextualit y(178). Intertextuality is the interrelation of all text on the same topic, language or culture, while hypertext is references within a text and allusions between texts. I think it is important to see the changes in the role of reader in hypertext fiction and reference web pages that incorporate hypertext. The reference web pages that use hypertext give the reader more interaction and power, and which in turn, gives the author much less supremacy. Hypertext in reference websites can be very helpful, it enables someone to click on one website and have numerous links to an unlimited amount of information and knowledge. This makes me wonder if the people who have ready access to the internet will become smarter, over time, due to the accessibility of hypertext.

Did the Church Help or Hinder the Progress of Medicine in the Middle Ages?Did the Church Help or Hinder the Progress of Medicine in the Middle Ages?

Did the church help or hinder the progress of medicine in the middle Ages? In this essay I will be looking at the different aspects of medicine in the Middle Ages and accessing how the church helped or hindered their development. As there was a lot of unrest at the start of the middle Ages the church is important because it preserved a lot of things. It also provided a way of life, so it was very influential. The Church did not encourage the development of new medical ideas, it was not in their interest.When Roger Bacon (a thirteenth century priest) he suggested that a new approach to medicine was needed he said that doctors should their own original research instead of learning from the books of ancient writers such as Galen. Church leaders put him in prison for heresy there is an engraving showing him smuggling his work out of prison. The church banned dissection for a time, however from 1492 the pope allowed dissection as long as the body was that of a criminal. The first medical school was set up in Salerno in 900 AD by the church.By the Montpellier in France was the most famous but there was a number of others at these school students listened to lectures where the teachers read out passages from the work of Galen and other ancient writers. The church did provide some training for doctors as they gave money to the universities. Without this money, the universities would not have been able to survive. Students would be able to listen to a lecturer talk about the work of Galen. In France, the church allowed the students to dissect one body a year for research.However, the doctor would only watch as the dissection was done. The church taught that Galen’s ideas were correct so that idea that dissection could be used to check his ideas did not cross anyone’s mind. Dissection was used to illustrate Galen’s ideas about the body. The church had taught different types of cure for illness. Thousands of people flocked to Canterbury because it was said that Becket’s blood could cure blindness, leprosy and deafness. The church taught that prayer could cure illness. Holy oil and water were used to treat people.Many people carried parchments from the bible to warn off disease. The church paid for hospitals to be built. It taught that it was your Christian duty to look after the sick. In the 13th century over 160 hospitals were built. The monasteries had libraries. However, only monks had access to the books. The church could ban books that it did not like. The monks would teach children to read. Some religious houses had very strict rules because the most seriously ill people would need a lot of looking after. No lepers or lunatics, or person having the falling sickness or contagious disease. No pregnant women, or suckling infants, no intolerable persons even if they are infirm should be allowed in the house. † From the rules of a religious hospital in 1219. A cure for toothache in the 1300’s recommended by John of Gaddesden a leading English doctor â€Å"Write these words on the jaw of the patient. â€Å"In the name of the Father, Son and Holy Ghost, Amen. † The pain will then cease at once. Monasteries were used to care for the sick.Many had running water and provided fresh food and rest to the poorest people. â€Å"Care for the sick stands before you all. You must help them as Christ would. Let it be the chief concern of the Abbot that the care of the sick be his main concern. â€Å"From the rules of Benedictine monasteries. The monks were not trained doctors and were more likely to pray for you than give you effective treatment. The church had also taught that kings had a link to God that gave them the power to heal. Alms-houses gave shelter to the poor, the elderly, widows, young children and pregnant women.They were run by priests but no real medical help was given. Many monasteries had herb gardens. The monks used their knowledge of medicine from the books in their lib raries to make herbal remedies. However, there is little evidence of them being able to make new cures for disease. Because of the church, doctors had to have a licence to practice medicine. This is the beginning of qualifications for doctors. After the 13th century it was illegal for a person to call themselves a doctor without having formal training.

Meanings Behind Motiffs of Death in Hamlet by William...

Throughout the play, Hamlet is obsessed with the idea of death due to his determination for vengeance for his father and death seems to follow wherever he goes, and his, â€Å"pursuit of an essentially immoral act of revenge killing†¦may result in his eternal damnation† (BOOK 2). Shakespeare uses the motif of death to show how if one obsesses over an idea it can eventually cause the corruption of the environment around him. The motif of death in Hamlet is used early on in the play when the ghost of Hamlet’s father appears. His friends warned him about how listening to the ghost could be a bad idea, most likely due to the fact that ghosts were seen as bad omens. With the ghost initiating Hamlet’s curiosity in how his father died, the unhealthy interest in the death of his father, â€Å"prove(s)dangerous to him, and his genius†¦(to exaggerate a little) become(s) his doom,† as he starts to he meticulously plan the famous play within a play scene to expose Claudius. (BOOK 1). Even though he had successfully affirmed that Claudius had indeed killed Hamlet’s father, the side effects of his faked insanity causes his life, as well as those around him, to crumble as well. Hamlet’s irrational behavior of thirsting for revenge causes those around him to die. When Polonius is stabbed by Hamlet because of Hamlet’s insane craving for revenge on Claudius, whom he thought he was stabbing, â€Å"Hamlet, acting blindly through impulse, slays the wrong one; the result is — guilt. This warning, therefore,