The Tragic Challenger Explosion Essay Example For Students

The Tragic Challenger Explosion Essay The Tragic Challenger ExplosionThe Tragic Challenger Explosion Space Travel. It is a sense of national pridefor many Americans. If you ask anyone who was alive at the time, they couldprobably tell you exactly where they were when they heard that Neil Armstrongwas the first person to walk on the Moon. But all of the success in our spaceprograms is overshadowed by tragedy. On January 28, 1986, one of the worstdisasters in our space programs history occurred. Many people were watching atthe moment because it was the highly televised space mission where, for thefirst time, a civilian was a member of the crew that was to be shot into space. We will write a custom essay on The Tragic Challenger Explosion specifically for you for only $16.38 $13.9/page Order now This civilian was the winner of the Teacher in Space contest, ChristaMcAuliffe. The disaster: the explosion of the Space Shuttle Challenger. (Comptons 1) Many people thought that disaster couldnt strike because acivilian was on board. But as the whole nation found out, nobody is immortal. By examining this further, we will look at the lives of the seven who died inthis dumbfounding calamity, take a look at exactly what went wrong during thisfateful mission, and the outcome from this sorrowful occurrence. First, whoexactly were those astronauts that died on the Challenger? Sharon ChristaCorrigan McAuliffe, born in 1948, was the famous winner of the teacher-in-spaceprogram, was a high school teacher at Concord, N. H., a wife, and a mother oftwo children. She touched the lives of all those she knew and taught. As aschool official in Concord said after her death, To us, she seemed average. But she turned out to be remarkable. She handled success so beautifully. Shealso wanted everyone to learn more, including herself. Demonstrating heraspirations after entering the space program, she is quoted saying, What are wedoing here? Were reaching for the stars. Also, after reflecting on herposition, she said in August 1995, I touch the future, I teach (Gray 32).Francis R. (Dick) Scobee, born in 1948, was a tremendous enthusiast for aviationand the space program. At 18 years old, he enlisted in the Air Force. Whileworking as a mechanic in the service, he put himself through night school,eventually earning a degree in aerospace engineering that helped him become anofficer and a pilot. He loved flying. Scobee once observed, :You know, its areal crime to be paid for a job that I have so much fun doing. On one of hisspace missions, he carried a banner made for him by students at Auburn High, hisold high school. It read TROJANS FLY HIGH WITH SCOBEE. School officialsannounced after th e tragic explosion that the banner would be put on display toremind others at Auburn High that other seemingly ordinary students can too flyhigh. (Gray 33) Judith Resnik, born 1949, had a Ph.D. in electrical engineering. She was very ambitious and loved everything. She once said, I want to doeverything there is to be done. Being chosen for the space program gave herthe opportunity to meet a few self-described personal goals: To learn a lotabout quite a number of different technologies; to be able to use them somehow,to do something that required a concerted team effort and, finally, a greatindividual effort (Gray 33). She had said once, when asked, about the dangersof the space program, I think something is only dangerous if you are notprepared for it or if you dont have control over it or if you cant thinkthrough how to get yourself out of a problem. For Resnik, danger was simplyanother unknown to be mastered. Ronald McNair, born in 1950, was the secondblack man in space. He was truly remarkable growing up in his segregated SouthCarolina school. He was remembered by those he knew as one who was alwayslooking to the clouds. Jesse Jackson, one of his collage classmates at N.C. Agricultural and Technical State University said McNair saw participation in thespace program as the highest way he could contribute to the system that gavehim so much. McNair did think much of the space program. He once said, Thetrue courage of space flight comes from enduring . . . persevering and believingin oneself (page 34). Michael Smith, born in 1945, always had his head in theclouds. At the age of 16, he soloed in a single-engine Aeronca. After the U.S. put its first astronaut into space in 1961, Smith decided that was where hewanted to be. His older brother said, In high school he paid a lot ofattention to academics because he knew that was the best way to get in. Healso thought much of the space program. He once said, Everybody looks atflying the shuttle as something dangerous. But its not. Its a good program,and something the country should be proud of (Gray 34). Ellison Onizuka, bornin 1946, became an instant hero to both the Hawaiians and the Japanese Americansbecause he was the first member of either group to fly in space. He was one whowas always fascinated by the vastness of outer space and spend a lot of timestudying it. When he was young, he spent much of his time examining theuniverse through a telescope at Honolulus Bishop Museum. He also said beforethe Challenger launch, Ill be looking at Halleys comet. They tell me Illhave on of the best views around (Gray 35). His family always looked favorablyupon his achievement. Af ter the tragedy, his mother remembered that Ellisonalways had it in his mind to become an astronaut, but was too embarrassed totell anyone. When he was growing up, there were no Asian astronauts, no blackastronauts, just white ones (Gray 35). Ellison will be forever remembered asbeing the first Japanese American in space. Finally, the last member of theseven person crew, Gregory Jarvis, born in 1944. Gregory was very dedicated tothe space program. Despite being bumped off two previous flights, he finallygot his chance. Unfortunately, his only flight was that of the Challenger. Itis very saddening to see seven bright lives vanish in a ball of fire, but it issaid that the explosion was so rapid that the crew did not realize their comingfate. (Gray 35) Perhaps we can all take comfort in the fact that their lastvision was that of the stars. Now, many people havent heard exactly what wentwrong to cause such an explosion. (Dumoulin, 1-2) The Challenger finallylaunched after five days of d elays. On January 28, 1986, the morning of thelaunch, there was ice at Kennedy Space Center. After an inspection crew gavethe go-ahead, the launch was underway. Just after liftoff at .678 seconds intothe flight, photographic data show a strong puff of gray smoke was spurting fromthe vicinity of the aft field joint on the right solid rocket booster. Computergraphic analysis of film from pad cameras indicated the initial smoke came fromthe 270 to 310-degree sector of the circumference of the aft field joint of theright solid rocket booster. This area of the solid booster faces the ExternalTank. The vaporized material streaming from the joint indicated there was notcomplete sealing action within the joint. Eight more distinctive puffs ofincreasingly blacker smoke were recorded between .836 and 2.500 seconds. Thesmoke appeared to puff upwards from the joint. While each smoke puff was beingleft behind by the upward flight of the Shuttle, the next fresh puff could beseen near the level of the joint. The multiple smoke puffs in this sequenceoccurred at about four times per second, approximating the frequency of thestructural load dynamics and resultant joint flexing. As the Shuttle increasedits upward velocity, it flew past the emerging and expanding smoke puffs. Thelast smoke was seen above the field joint at 2.733 seconds. The black color anddense composition of the smoke puffs suggest that the grease, joint insulationand rubber O-rings in the joint seal were being burned and eroded by the hotpropellant gases. At approximately 37 seconds, Challenger encountered the firstof several high-altitude wind shear conditions, which lasted until about 64seconds. The wind shear created forces on the vehicle with relatively largefluctuations. These were immediately sensed and countered by the guidance,navigation and control system. The steering system (thrust vector control) ofthe solid rocket booster responded to all commands and wind shear effects. Thewind shear caused the s teering system to be more active than on any previousflight. Both the Shuttle main engines and the solid rockets operated at reducedthrust approaching and passing through the area of maximum dynamic pressure of720 pounds per square foot. Main engines had been throttled up to 104 percentthrust and the solid rocket boosters were increasing their thrust when the firstflickering flame appeared on the right solid rocket booster in the area of theaft field joint. This first very small flame was detected on image enhanced filmat 58.788 seconds into the flight. It appeared to originate at about 305degrees around the booster circumference at or near the aft field joint. Onefilm frame later from the same camera, the flame was visible without imageenhancement. It grew into a continuous, well-defined plume at 59.262 seconds. Atabout the same time (60 seconds), telemetry showed a pressure differentialbetween the chamber pressures in the right and left boosters. The right boosterchamber pressure was lower, confirming the growing leak in the area of the fieldjoint. As the flame plume increased in size, it was deflected rearward by theaerodynamic slipstream and circumferentially by the protruding structure of theupper ring attaching the booster to the External Tank. These deflectionsdirected the flame plume onto the surface of the External Tank. This sequence offlame spreading is confirmed by analysis of the recovered wreckage. The growingflame also impinged on the strut attaching the solid rocket booster to theExternal Tank. The first visual indication that swirling flame from the rightsolid rocket booster breached the External Tank was at 64.660 seconds when therewas an abrupt change in the shape and color of the plume. This indicated thatit was mixing with leaking hydrogen from the External Tank. Telemetered changesin the hydrogen tank pressurization confirmed the leak. Within 45 millisecondsof the breach of the External Tank, a bright sustained glow developed on theblack- tiled underside of the Challenger between it and the External Tank. .u924b5771dfb65bcd1825d77663136c2c , .u924b5771dfb65bcd1825d77663136c2c .postImageUrl , .u924b5771dfb65bcd1825d77663136c2c .centered-text-area { min-height: 80px; position: relative; } .u924b5771dfb65bcd1825d77663136c2c , .u924b5771dfb65bcd1825d77663136c2c:hover , .u924b5771dfb65bcd1825d77663136c2c:visited , .u924b5771dfb65bcd1825d77663136c2c:active { border:0!important; } .u924b5771dfb65bcd1825d77663136c2c .clearfix:after { content: ""; display: table; clear: both; } .u924b5771dfb65bcd1825d77663136c2c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u924b5771dfb65bcd1825d77663136c2c:active , .u924b5771dfb65bcd1825d77663136c2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u924b5771dfb65bcd1825d77663136c2c .centered-text-area { width: 100%; position: relative ; } .u924b5771dfb65bcd1825d77663136c2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u924b5771dfb65bcd1825d77663136c2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u924b5771dfb65bcd1825d77663136c2c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u924b5771dfb65bcd1825d77663136c2c:hover .ctaButton { background-color: #34495E!important; } .u924b5771dfb65bcd1825d77663136c2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u924b5771dfb65bcd1825d77663136c2c .u924b5771dfb65bcd1825d77663136c2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u924b5771dfb65bcd1825d77663136c2c:after { content: ""; display: block; clear: both; } READ: Causes of the Revolutionary War EssayBeginning at about 72 seconds, a series of events occurred extremely rapidlythat terminated the flight. Telemetered data indicate a wide variety of flightsystem actions that support the visual evidence of the photos as the Shuttlestruggled futility against the forces that were destroying it. At about 72.20seconds the lower strut linking the solid rocket booster and the External Tankwas severed or pulled away from the weakened hydrogen tank permitting the rightsolid rocket booster to rotate around the upper attachment strut. This rotationis indicated by divergent yaw and pitch rates between the left and right solidrocket boosters. At 73. 124 seconds,. a circumferential white vapor pattern wasobserved blooming from the side of the External Tank bottom dome. This was thebeginning of the structural failure of hydrogen tank that culminated in theentire aft dome dropping away. This released massive amounts of liquid hydrogenfrom the tank and created a sudden forward thrust of about 2.8 million pounds,pushing the hydrogen tank upward into the intertank structure. At about the sametime, the rotating right solid rocketbooster impacted the intertank structureand the lower part of the liquid oxygen tank. These structures failed at 73.137seconds as evidenced by the white vapors appearing in the intertank region. Within milliseconds there was massive, almost explosive, burning of the hydrogenstreaming from the failed tank bottom and liquid oxygen breach in the area ofthe intertank. At this point in its trajectory, while traveling at a Mach numberof 1.92 at an altitude of 46,000 feet, the Challenger was totally enveloped inthe explosive burn. The Challengers reaction control system ruptured and ahypergolic burn of its propellants occurred as it exited the oxygen-hydrogenflames. The reddish brown colors of the hypergolic fuel burn are visible on theedge of the main fireball. The Orbiter, under severe aerodynamic loads, brokeinto several large sections which emerged from the fireball. Separate sectionsthat can be identified on film include the main engine/tail section with theengines still burning, one wing of the Orbiter, and the forward fuselagetrailing a mass of umbilical lines pulled loose from the payload bay. TheExplosion 73 seconds after liftoff claimed crew and vehicle. Cause of explosio nwas determined to be an O-ring failure in right solid rocket booster. Coldweather was a contributing factor. Finally, what was the outcome of thisterrible disaster? (Comptons, page 1) The shuttle program was suspended untilthe exact cause could be found. It wasnt until September 1988 when the nextshuttle launch happened. After many hours of investigating and finding out whatexactly caused the disaster, many changes were made to the structural designs ofthe space shuttle. Also, they dont allow launches when the temperature is thatlow. Also, the explosion delayed the now famous Hubble Telescope program(Church 38). We have seen the tremendous photographs the Telescope has sent toEarth, its a shame they couldnt have been received sooner. From a mediastandpoint, this disaster really changed the way television was used to reportmajor disasters. It may seem fairly common when Special Reports interruptnormal programming, but in 1986, it was pretty unusual. In fact, ABCswitchboards alone fi elded more than 1,200 complaints from people who wanted towatch soap operas rather than an all-day report about the Challenger and thelate breaking news related to it (Zoglin 42). Television definitely had atremendous impact on reporting this story. ABC Anchorman Peter Jennings said,We all shared in this experience in an instantaneous way because of television. I cant recall any time or crisis in history when television has had such animpact. (Zoglin 42) The disaster even affected President Reagans State of theUnion address. When asked about the State of the Union speech, Reagan replied,There could be no speech without mentioning this, but you cant stop governingthe nation because of a tragedy of this kind (Magnuson 29). In conclusion, itis such a sad tragedy that this negligence led to such a disaster. If we learnfrom our mistakes, then hopefully, this sort of disaster wont happen again. .u130b5a31a3fd0f75288dfb1d878fa051 , .u130b5a31a3fd0f75288dfb1d878fa051 .postImageUrl , .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text-area { min-height: 80px; position: relative; } .u130b5a31a3fd0f75288dfb1d878fa051 , .u130b5a31a3fd0f75288dfb1d878fa051:hover , .u130b5a31a3fd0f75288dfb1d878fa051:visited , .u130b5a31a3fd0f75288dfb1d878fa051:active { border:0!important; } .u130b5a31a3fd0f75288dfb1d878fa051 .clearfix:after { content: ""; display: table; clear: both; } .u130b5a31a3fd0f75288dfb1d878fa051 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u130b5a31a3fd0f75288dfb1d878fa051:active , .u130b5a31a3fd0f75288dfb1d878fa051:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text-area { width: 100%; position: relative ; } .u130b5a31a3fd0f75288dfb1d878fa051 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u130b5a31a3fd0f75288dfb1d878fa051 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u130b5a31a3fd0f75288dfb1d878fa051 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u130b5a31a3fd0f75288dfb1d878fa051:hover .ctaButton { background-color: #34495E!important; } .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u130b5a31a3fd0f75288dfb1d878fa051 .u130b5a31a3fd0f75288dfb1d878fa051-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u130b5a31a3fd0f75288dfb1d878fa051:after { content: ""; display: block; clear: both; } READ: Essay about Fracking Of Fracking And Fracking EssayWorks Cited Space Shuttle Missions: Challenger. Comptons Encyclopedia ofAmerican History on CD-ROM. Comptons New Media, Inc., 1994. Morrow, Lance. A Nation Mourns. Time 10 February 1986: 23. Magnuson, Ed. A Nation Mourns. Time 10 February 1986: 24-31. Gray, Paul. Seven Who Flew for All of Us. Time 10 February 1986: 32-35. Friedrich, Otto. Looking for What Went Wrong. Time 10 February 1986: 36-37. Church, George J. Putting the Future on Hold. Time 10 February 1986: 38-41. Zoglin, Richard. Covering the Awful Unexpected. Time 10 February 1986: 42-45. Murphy, Jamie. It Was Not the First Time. Time 10 February 1986: 45. Dumoulin, Jim. 51-L Online Availablehttp://www.ksc.nasa.gov/shuttle/missions/51-l/mission-51-l.html, October 5,1996. Annotated Bibliography Space Shuttle Missions: Challenger. ComptonsEncyclopedia of American History on CD-ROM. Comptons New Media, Inc.,1994. This article gave a nice overview of the incident, but didnt really getdetailed. It helped me get a picture of what happened and what caused thefailure. This is a secondary source. Morrow, Lance. A Nation Mourns. Time 10 February 1986: 23. This article gave a nice portrayal of what people felt while watchingthe launch on television. This is a secondary source. Magnuson, Ed. A Nation Mourns. Time 10 February 1986: 24-31. This article gave a good look at the National perspective of thingsafter the explosion. It also gave a good account of the memorial service. Thisis a secondary source. Gray, Paul. Seven Who Flew for All of Us. Time 10 February 1986: 32-35. This article gave me most of my report. It gave a nice description ofthe seven astronauts that died on the shuttle. This is a secondary source. Friedrich, Otto. Looking for What Went Wrong. Time 10 February 1986: 36-37. This article gave an account of the theories that appeared afterwardsabout why the shuttle exploded. It also told about the NASA press conferenceheld afterwards. This is a secondary source. Church, George J. Putting the Future on Hold. Time 10 February 1986: 38-41. This article told about the setbacks to the space program that theexplosion would cause. It mainly told about the Hubble space telescope. Thisis a secondary source. Zoglin, Richard. Covering the Awful Unexpected. Time 10 February 1986:42-45. This article went to the medias perspective of covering the accident. It told about how the three major networks (ABC, CBS, NBC) spend their timecovering the disaster. This is a secondary source. Murphy, Jamie. It Was Not the First Time. Time 10 February 1986:45. This article told about previous disasters in the space programs of theUnited States and Russia. This is a secondary source. Dumoulin, Jim. 51-LOnline Availablehttp://www.ksc.nasa.gov/shuttle/missions/51-l/mission-51-l.html, October5, 1996. This article from NASA also contributed a lot to my report. It is theofficial report about the Challenger explosion. This is a primary source.

Varying Approaches for Principled Eclecticism for ESL

Varying Approaches for Principled Eclecticism for ESL A few years ago I was introduced to principled eclecticism as a means of establishing ESL/EFL class objectives. Basically, principled eclecticism refers to the use of various teaching styles in a discriminating manner as required by learner needs and styles. Applying Principled Eclectisim While this loose approach may sound either ideal or simplistic depending on your point of view, it requires a basic grasp of some of the principle schools of thought as a means of getting an overview of issues directly related to satisfying learners needs. In a nutshell, the application of principled eclecticism proceeds by first addressing the issue of learners needs and styles. Once these two basic elements have been evaluated, the teacher can develop a needs analysis which can then be used to develop the course syllabus. Definitions Interlanguage Skill: A scala of languages that fit the level of the students language skill at any moment. In other words, there are many levels of speaking a language each of which can be sufficient for a given student.Comprehensible Input: Originated by Krashen, the core of this idea is that if we do not understand the input we cannot learn.Negotiation of Meaning: Interactional hypothesis that states that learning comes about in the moment of exchange between a native speaker and a non-native speaker.Product Oriented Approach: The accumulation of bits and pieces of a language (for example, learning tenses and doing exercises based on correct tense usage). Example Cases The following two cases give examples of the process involved in applying this approach to different types of classes. Class 1 Needs and Styles Age: young adults from 21-30Nationality: class of German students located in GermanyLearning Styles: college educated, familiarity with a  product-oriented approach to learning a language, widely traveled and familiarity with other European cultures.Goals: First Certificate Examination at end of courseInterlanguage Skills: all students can communicate in English and accomplish most common language tasks (i.e., completing day-to-day tasks in a native speaker society, telephone, expressing viewpoints, etc.), higher level complexity such as writing essays, expressing complex arguments in fine detail is next desired step.Course Duration: 100 hours Approach As the First Certificate Examination is the goal of the course and there is a limited number of hours, the course will have to often employ a deductive (i.e., teacher-centered, book learning) approach in order to complete all the grammatical tasks required by the examination.Students are very familiar with traditional learning approaches such as grammar charts, drill exercises, etc. In this case, awareness raising concerning basic language patterns will not be necessary. However, as the students are quite young and most fresh out of college, they may have to be helped to understand and accept more innovative (i.e., inductive) approaches to learning (i.e., role-playing for improving speaking skills, general class discussions with little or no correction) as they are probably used to more goal-oriented study situations.As the First Certificate Exam includes many authentic materials, students will benefit greatly from exercises that focus on the negotiation of meaning. This negotiation of meaning is a type of interactional learning that comes about in the moment of exchange with a native speaker context that requires the learner to negotiate meaning thereby expanding his language skills. Objectives of the First Certificate Examination will be the overriding factor in the determination of class activities. In other words, activities based on Neuro Linguistic Programming may not be desirable as this approach to teaching focuses on a holistic learning method, which, unfortunately, may not provide all the bits and pieces required to complete the examination exercises such as sentence transformation.As the course duration is limited and the objectives are many, there will be little time for experiments and fun activities. Work needs to be focused and principally goal oriented. Class 2 Needs and Styles Age: immigrant adults from 30-65Nationalities: a variety of countriesLearning Styles: most of the class has had little secondary education and has not studied languages formallyGoals: Basic ESL skills for everyday usage and job acquisitionInterlanguage Skills: basic tasks such as ordering a meal and making a telephone call are still difficultCourse Duration: 2-month intensive course meeting four times weekly for two hours Approach The approach to teaching this class is dictated by two principal factors: need for real world skills, lack of background in traditional learning stylesPragmatic functional English is of prime importance. Luckily, the course is intensive and provides the perfect opportunity for intensive role-playing and real world game activities.As students are immigrants and a native speaker environment is at hand, teaching can also take place by bringing the real world into the classroom and/or - even more preferably - taking the classroom out into the real world.Low-level English skills mean that comprehensible input will play a great role in the success or failure of the class. Considering the low level of interlanguage skill, students desperately need the teacher to help them by filtering experiences into a comprehensible form so that they may make sense of situations that are too difficult if faced on a strictly authentic level.Learning by process will be of great importance. The positive side of low-level education is that students are not attached to traditional learning methods such as grammar charts, exercises, etc. The use of holistic learning approaches can be very effective as students will not have any pre-conceived notions about what learning should be like.

How to Ask Politely Where the Bathroom Is in French

How to Ask Politely Where the Bathroom Is in French Ah la la, this is always a difficult question. Because on top of possibly sounding impolite in French,  you could also end up sounding  totally ridiculous. If you want to ask, Where is the bathroom, and you  go for a literal translation, youd ask,  Oà ¹ est la salle de bains? The problem is la salle de bains  is the room where the bath or shower is. Often the toilet  is  in a separate room. Imagine the puzzled look on your French hosts when they try to figure out why on earth you want to take a shower in their home. Ideally, if things are done properly, your hosts should have discreetly pointed out the bathroom after they took your coat and guided you into the house. Oà ¹ Sont  les Toilettes, S’il te  Plaà ®t? But if that didnt happen, the correct question would be,  Oà ¹ sont  les toilettes, s’il te  plaà ®t? if you are saying tu to your host. Note that the term les toilettes  referring to the bathroom is  always plural. You may also use the word les cabinets.  If you do, youd say, Oà ¹ sont les cabinets, sil te plaà ®t, but its a bit old-fashioned. If the evening is  super formal, you may say something like, Oà ¹ puis-je me rafraà ®chir? (Where may I freshen up?), but talking like that is quite snobbish. And anyway, everybody knows where youre going and what youll be doing once you get there. Also remember that we never say, â€Å"Take your time† in this kind of situation, which always makes me laugh.   At a Dinner Party, Be Discreet If youve gone to this house for a dinner party, keep in mind that you are not supposed to leave the dinner table...and dinner may last for hours. If you absolutely have to use the bathroom, time your exit well, for example, not just before a new course is brought in. It could be at the end of a course since the French dont remove the empty plates right away; just leave the table as discreetly as you can. You may say a soft, â€Å"Veuillez m’excuser† (Please excuse me), but its not at all necessary. And by all means, don’t say where youre going. Everybody knows. At a Restaurant or Cafà ©, Be Polite and Use Vous If youre in a restaurant or a cafà ©, its the same question. You will, of course, be using vous: Oà ¹ sont les toilettes, sil vous plaà ®t? In big cities, you often need to be a customer to use the restroom. If its a big Parisian cafà © with a terrace, walk in, look for the signs, and just go in. If its a smaller place, smile a lot and politely say: Excusez moi. Je suis vraiment dà ©solà ©e, mais est-ce que je peux utiliser vos toilettes, sil vous plaà ®t? Only in a very touristic place would you have a problem. Then, either order and pay for a coffee at the bar (even if you dont drink it) or go to the nearest public toilets. To navigate the niceties of French toilets youll need to learn how French toilets work. For instance, do you know what those weird buttons are on a French toilet?  And make sure you learn all you can about using a public toilet in France  to  avoid a nasty surprise!

Engine system for the Airbus A3200 Assignment Example | Topics and Well Written Essays - 1250 words

Engine system for the Airbus A3200 - Assignment Example The FADEC controls the fuel injection and timing; hence, optimize engine power. This adds the considerable amount of wiring to the system due to the needed separate power supply for backup from the alternator. The extra weight of parts of FADEC system has to be checked and recalculated for adjustment. FADEC has cockpit controls and other extra switches added to this system to control the fuel pump. These systems are protected by the FADEC power supply (Gunston, 1990)). The ECU has a 3D memory map, which controls fuel injection under varied circumstances for instance, air pressure density and the air temperature, with respect to throttle settings and the RPM. The Electronic Control Unit can sense barometric pressure and respond by injecting fuel. The spark plug ignition timing is controlled depending on load for each throttle settings. The ignition timing variations yields faster engine starting and smoother operations with the variable loads. The FADEC engine does not need chocking d uring starting since the ECU controls fuel for every cylinder and assists in retarding the ignition. FADEC system does not use the carburettor and the ignition and does not also depend on aircraft electrical system (Guttman, 2009). On the other hand, in the hydromechanical control system, the driver is in control of the aircraft power plant using an internal combustion engine. The sensors and control are the alternator and the battery masters. The battery master activates the battery contractor that connects the battery to the electrical bus aircraft. Alternator master applies power to the field circuit of the alternator to activate the circuit. The two switches provide power to the aircraft systems. The throttle sets up the required power level and controls the massive air-flow rate in the carburetted engines that are delivered to the cylinder. Pitch control adjust the speed unit, which then adjusts the propeller pitch and controls the load required by the engine in maintaining the RPM. The mixture control will in turn set the needed fuel to add to the airflow intake. At high altitudes, the oxygen levels reduce and, therefore, volume of the fuel must readjust to the required air-fuel mixture. The ignition switch opens the ‘P’’lead circuit by activating the magnetos. The magnetron maintains the process of sending the output voltage to spark plugs and connects the engine through the gearing. Movement in the crankshaft causes the magnetrons to generate voltage for sparking (Hispano-Suiza, 2001). TASK 1: FADEC SYSTEM OF THE V2500-A5 ON THE AIRBUS A320 SYSTEM LAYEROUT DIAGRAM FIG1: The AIRBUS A320 FADEC system layout for the V2500 engine The FADEC system for V2500 is designed with EEC, the HMU and the sensors as the components that form the core of the engine system. The other component that is assigned to systems is the ignition system (Ian, 1990). Forces necessary for movement of startar vanes are brought about by the use of air pressure. Con trol valves from the hydraulic part is arranged centrally in HMU or decentralized around the actuators with FMU fixed in fuel distribution system. The alternator that is located at the accessory gear box is the main power supply. The aircraft electrical system provides alternative power supply and is used in case of FADEC alternator fails. The FADEC system requires relatively low power since this power is only used for EEC operation, the servo valves and also the sensors. All the components controlled by FADEC systems

The Internationalization of Small and Medium-Sized Firms Assignment

The Internationalization of Small and Medium-Sized Firms - Assignment Example The major drivers of globalization according to Singer (2004) include social-demographic (regional, cultural), technological, which includes telecommunications, internet and transportation, economic factors like foreign direct investment, profit motives and market share, ecological and environmental factors like pollution and green laws, and political-legal factors like falling trade barriers, political stability and intellectual property. These factors have hence allowed not just the larger establishments such as the MNCs to look across borders but also the smaller entrepreneurs who capitalized on the resources and took advantage of the liberalization. Entrepreneurship has been defined in many ways by different authors and researchers. According to Stevenson, ‘entrepreneurship’ is â€Å"the process whereby individuals become aware of business ownership as an option or viable alternative, develop ideas for business, learn the process of becoming an entrepreneur and undertake the initiation and development of a business† (Chigunta, 2002). Opportunity Recognition (OR) is an important aspect of entrepreneurship (Silverthorne, 2005) and passionate vision distinguishes entrepreneurs from their competitive competitors (McIntyre, 1998). Entrepreneurs have a propensity to take risks and the need for achievement serves as the driving force (Koh, 1996). Hence an entrepreneur is one who is quick to identify an opportunity, take risks, one who is prepared for challenges and adversities and can achieve profits by utilizing the available resources.  

The Progressive Era Essay Example for Free

The Progressive Era Essay The Progressive Era was a period of time when mass groups of people pushed for major changes. Some became successful while others werent. Many different approaches were used to try and change four areas. They were protecting social welfare, promoting moral improvement, creating economic reform, and fostering efficiency. The Progressives believed in four major principles which are demonstrated in the actions they took to support them. One objective the Progressives enforced was protecting social welfare, which they established in many ways. These groups of people wanted desperately to fix urban problems. With this mind set, the YMCA (Young Mens Christian Association) was founded. This association opened libraries, sponsored classes, and built swimming pools/handball courts, for the good of the city. A major supporter and leader of this reform was Jane Addams. She created settlement houses in many cities; they were homes for women to stay until they were back on their feet again. Jane Addams actions inspired many other women to become involved. With all that occurred during the Progressive Era, work sometimes seemed pointless, but thanks to numerous peoples hard work and dedication, many of the organizations still exist today. One significant goal the Progressives struggled to change was promoting morals. The Womens Christian Temperance Union became very involved during this reform. Frequently they would visit inmates and mental patients to see how they were managing during their time of hardships. WCTU believed that all women should have the right to vote. Suffrage for women was a heavily debated issue during the Progressive Era. One main leader of the moral improvement reform was Susan B. Anthony. She had no limits; she would try every law available related to voting in any way. She became a woman of power and an idol for others. Another notable debate at this time was prohibition, the banning of alcohol. Reformers believed that with alcohol out of the picture, the poor could live a better life and many of the poor were immigrants. Therefore the immigrants would have an easier life when first coming to America. Alcohol was a part of the culture, so the push to ban alcohol would be a difficult task for the leaders. Promoting moral improvement became an important but laborious goal for the Progressives. Another goal for the Progressives was creating economic reform. They fought for many changes in business. Some started to question Laissez Faire; in turn other people began to move towards socialism. The Sherman Antitrust Act was also brought back into play. The government used its power to bust monopolies, therefore helping small businesses. Also, Muckrakers wrote newspaper articles that criticized big businesses and social wrongs. Upton Sinclair, author of The Jungle, tried to show the naà ¯ve public and government the truth about the meat companies. His book involved detailed and gory findings that when published aroused many people. Sinclairs book influenced Theodore Roosevelt, the current President of the United States at the time, to send officials in to the meat factories to investigate what was really going on. Upon this investigation, new laws were made and enforced. The Pure Food and Drug Act dictated that companies must print on the labels what was truthfully in the product. Efforts made to change the economy were time consuming and troublesome but yielded good results. The last principle the Progressives believe in was fostering efficiency. The reformers wanted things to be orderly and organized. To them, this was being efficient, by not wasting energy. The idea of scientific management included many practices including applying science to businesses and making things simple would produce more money. This was the main concept of scientific management. Henry Ford was a supporter of scientific management. Mr. Ford developed the assembly line, which increased production by a large amount. With the introduction of the assembly line, work for the employee became demanding and repetitive. The worker stood in one place, where they were presented with work from a conveyor belt. Ford then brought the five-dollar workday into play attracting many employees to come work for him. Fostering efficiency was a well-met goal for the Progressives. In summary, it can be stated that the Progressive Era brought many changes into our generation. Even though quite a few of these actions happened in the 1900s they still affect us today in 2001. The Pure Food and Drug Act, the YMCA, and others still exist today with few revisions. The Progressives had four main principles which they believed in and even today they continue to influence us.

Vocational Education Vs. Standardized Testing Essay -- Vocational Cour

Plenty of schools focus on the scores that come from standardized testing. Though standardized testing is not going to help a student get to where they need to be in order to gain their career. In fact, standardized tests are mainly being used to measure a teacher’s ability to teach (Manalo 1). Why are schools basing their curriculum on standardized test scores rather than teaching vocational education courses that will help students later on in their lives? There are many different vocational courses which include; nursing, food ethics, computer solving, office management, and even cosmetology. Give high school students vocational classes or let the school system crumble. Vocational courses better prepare students for the years to come. Vocational courses prepare and teach and create leaders and are well rounded. Every student deserves to have an opportunity at success and vocational classes will organize them in the manner they need to be prepared. These classes narrow oneâ €™s focus so they are able to discover what they want to pursue for a living. (Ziliak 1). Vocational classes open up â€Å"doors of opportunity.† Cannot use the excuse that teaching vocational education in schools would lower the chances of getting into college because college credits can be earned through these courses. In 2012 students engaging in the Kokomo career center earned 834 credits from Ivy Tech Community College (Ziliak 2). Apparently vocational classes prepare students for real life situations and put them on the right track towards their dream career. As many schools use standardized testing to measure their student’s growth they do not realize that standardized tests do not reflect the character of children which will definitely not encourage succe... ...re a type of authentic learning. Vocational education adds: variety, relevance, and purpose. â€Æ' Works Cited James, Howlett. "Industrial Arts: Call It What You Want, the Need Still Exists." Industrial Arts: Call It What You Want, the Need Still Exists. N.p., Mar. 2008. Web. 12 Feb. 2014. Manalo, Taylor. "Civic Issues." Civic Issues Site Wide Activity RSS. Civic Issues, 1 Apr. 2013. Web. 12 Feb. 2014. Watkins, Bill. "Do Standardized Tests Raise Dropout Rates?" Newgeography.com. New Geography, 16 Nov. 2011. Web. 12 Feb. 2014. Jorgenson, Olaf. â€Å"What We Lose In Winning The Test Score Race.† Principal 91.5 (2012): 12-15. Education Research Complete. Web. 7 Feb. 2014. Ziliak, Lindsey. â€Å"In Vocational Courses, Ind. Students Get Early Glimpse Of Careers.† Community College Week 25.14 (2013): 11. Education Research Complete. Web. 7 Feb. 2014.

History of Airplanes Essay

The history of airplane obviously has begun after the real airplanes have been invented by Orville and Wilbur Wright on December 17 1903. Airplanes made getting from one place to another much faster. Increases speed of transportation of cargo and people and also as a war platform. Increased speed medicines could be transported and people could be flown into and out of war zones for treatment at a nearby unit or hospital. This transferred into the everyday citizen’s life outside of war time. What we call today life flight planes and helicopters. Airplanes have changed by becoming faster, larger, and more usable. Airplanes can be used for a lot of things now other than just flying one person around. They can be used for war, transportation, and many other things. The engines have become more powerful; they have acquired more seats, and have been built to have a variety of uses in one single aircraft. The Wright brothers, Orville and Wilbur were two American credited with inventi ng and building the world’s first successful airplane and making the first controlled, powered human flight on December 17 1903. How does the airplane work? When air flows past and airplane wing, it breaks into two airstreams. The one that goes under the wing encounters the wings surface, which acts as a ramp and pushes the air downward and forward. The air slow somewhat and its pressure increases. Forces between this lower airstreams and the wings undersurface provide some of the lift that supports the wing. However, before the first airplanes was invented by the Wright brothers, inventors made numerous attempts to make like the birds and fly. These early inventions included kites, hot air balloons, airship, gliders, and other devices. World War I was the first armed conflict in which airplanes played a major role. When the war began, it was fought largely between ground forces, but as it progressed, the airplane began playing a larger and larger role. As the Allies amassed great air strength, they so ably disrupted German ground forces that the war quickly came to an end. Airplanes have revolutionized (change) society by making it faster to get from one place to another. Also in wars the airplanes could fly over battle fields and drop bombs down to the enemy’s camp creating an easy way to victory. Airplanes changed the world because in the 1800s, there were no airplanes. Then we needed to travel by ships or other transport, and it took a lot of time too. But when airplanes were invented, people saved a lot of time because airplanes went very fast. Now, if want to go places and it is far away from home, we can take an airplane. When we take an airplane we can see beautiful views. But now when humans start wars, they will use airplanes to damage their enemy from above and they can cause a lot of damage and that not well. Progress never stops and people invent more complicated and faster transportation vehicles. Every vehicle changes people’s lives so that they can reach their destination and transport heavy loads quickly, safer and easier. In my opinion, one of the most important transportation vehicles, planes changed our lives drastically. Firstly, planes can transport people and things far away very rapidly. It means more interactions between nations occur. Nowadays one can make business not only in one country but also internationally with the help of airplanes. Having breakfast with your partner in one country you can easily take a flight and have a dinner with you r companions in another country. A new technology inspired by the self-healing powers of plants and animals may allow damaged planes to fix themselves on the fly and point out even minuscule holes to mechanics upon landing. If the technique pans out, then aircraft, wind turbines and perhaps even spaceships of the future may boast embedded circulatory systems with an epoxy resin that can bleed into holes or cracks and then fluoresce under ultraviolet light to mark the damage like a bruise during follow-up inspections. The telephone was invented by Alexander Graham Bell in March of 1876. The telephone changed the world by making communication easier for people in different parts of the world. Imagine not being able to talk to a friend in another state or country. If telephones aren’t there, talking to someone on the go would be impossible. Telephones have changed in many ways , now we have mobile telephones which are called cellphones .Nowadays, telephones and cellphones look more modern and smaller. Cell phones can now do more than just call people unlike in the 1970’s when it was first made. Now cellphones have games, music, notes, text messaging, etc. Alexander Graham Bell was born on March 3, 1847 in Edinburgh, Scotland. His father taught elocution and his mother was deaf. In 1870, Bell and his family moved to Canada. Alexander graham bell was an eminent inventor who is credited with inventing the first practical telephone. The telephone was invented because he wanted to find away how to communicate with other people apart from talking face to face. The coin operated pay telephone was invented by William Gray of Hartford in 1889. The first rotational dial telephone was developed in 1923 by Antoine Barany in France. The mobile telephone was invented by Bell Telephone Company and introduced into New York City police cars in 1924. Although the first commercial mobile phone service became available in St. Louis, Missouri in 1946, the mobile telephone would not become common for another four decades. Phones only came in one color at that time. Black! You only had one telephone in the house. I would say that the phone has changed the world with communication universally. Society can’t live without their phone. Lives have been saved. Businesses have been started and ended. Most everything is by the Telephone. One thing hasn’t changed people will never stop talking. Good bad or indifferent. The phone is here to stay if you wanted to know what a store has in stock or when the will have a certain in stock you could call them . Also it can be safer because if there was an emergency you could dial 911 and they could come and help/assist you. Telephones and cellphones in many different ways like some people stay too long on their cellphones and don’t really spend time doing anything else whereas some people find their lives easier with a cellphone so that they can communicate with friends and family. The telephone changed the world by making it easy for people from anywhere in the world to contact others quickly. You can live in New York and call someone in California. It has empowered us with the ability to communicate easily, yet at the same time it has isolated us a bit. Since we are able to reach family and friends easily, we don’t always visit them as much as we used to. The telephone has also affected written communication skills. We talk on the phone and text message as opposed to writing letters. Texting is definitely affecting our grammar skill the telephone has many positives and negatives. So what will phones look like in 2050? Based upon phone customer behavior, I imagine the future phones will rely more on integrating our physical lives with our digital lives. They probably won’t resemble the handsets we’re used to now. They’ll be built into other devices and products. Imagine a pair of glasses that can display a digital overlay on top of your physical surroundings.

Peer Evaluations in Enhancing Written and Oral Communication Essay

Communicative practices such as writing and reading are important components in the facilitation of education and learning. For educators, they must realize the relative importance of these communication practices for they are vital in the enhancement of learning. One way to address this is by creating peer review mechanisms. Though such may prove to be an important component in the facilitation of education, there are cultural impediments that continue to surround the facilitation of peer evaluations. â€Å"When we deal with English-as-a-second-language students, cultural factors may influence both the operation and outcomes of peer response groups. † (Nelson, 1997, p. 78) By being constantly aware of these issues, one can create effective peer evaluation mechanism that is free from cultural bias and prejudice. A collective action and approach must be created by instructors and teachers to address such problem. â€Å"To maintain the group cohesion and harmonious interpersonal communications interpersonal relations valued by collectivist cultures, collectivists use indirect means of communicating messages that may otherwise be disruptive to the group. † (Nelson, 1997, p. 82) Thus, giving of vital information is an important tool and component in the overall facilitation of peer evaluations in enhancing communication practices. â€Å"By being informed of cultural differences in communication, they may be better able to interpret the feedback they receive from the English-as-the-second-language students and also better able to provide these students with effective feedback. † (Nelson, 1997, p. 83) Enhancing the Writing Skills Effectiveness in writing is one facet that students must acquire in school as it is vital in the overall communication process not only in the educational sector but in different aspects of society. By enhancing such skills, an international student can be fit and remained at level with native speakers of the language. The main barrier and impediment in such scenario is the lack of expertise in the local and native language. The study of Koffolt and Holt showcases several important mechanisms that can improve writing skills of international students. The article seeks to showcase how teachers can be a vital part in the overall facilitation of efficient writing among students. By doing these, students can get the development in the realm of writing. â€Å"Teachers who play a more active role in guiding their students through the entire writing process of gathering ideas, organizing, drafting, and revising can help students produce writing that is thoughtful, coherent, and polished. † (Koffolt and Holt, 1997, p. 53) By providing several important measures that a teacher must consider is an important process to guide students in the overall facilitation of improving writing capabilities. One important method is by creating feedbacks on writing works by international students. By doing this, the student can actively assess his/her standing as far as competency in writing is concerned. The creation of a feedback system â€Å"gives them the opportunity to correct deficiencies in content, language and style. † (Koffolt and Holt, 1997, p. 54) For the part of instructors, there must be an active collaboration with an international student as far as writing is concerned. The instructor must recognize the relative challenges that an international student may face during the course of writing. That is why it is essential for the teacher to actively create writing strategies that will help improve the overall capacity of the student to write. However, the teacher must recognize that the process of such endeavor is not easy. â€Å"Writing is seldom a linear activity, and it is common for writers to go back and forth among different steps of the writing process as they complete a major writing task. † (Koffolt and Holt, 1997, p. 56)

AR 350-1 Army Training and Leader Development Essays

AR 350-1 Army Training and Leader Development Essays AR 350-1 Army Training and Leader Development Paper AR 350-1 Army Training and Leader Development Paper What is institutional training domain institutional training domain includes Army centers/schools that provideinitial training and subsequent functional and professional military education for Soldiers, military leaders, and Army Civilians. What is operational training domain operational domain encompasses training activities that unit leadersschedule, and individuals, units and organizations undertake. These activities include: progressive training conducted at homestation, regional collective training capability, regional training centers, and mobilization centers What is Self-development training domain 1.Structured self-development. Learning that continues throughout a career and that is closely linked to and synchronized with classroom and on-the-job learning.2.Guided self-development. Recommended but optional learning that will help keep personnel prepared forchanging technical, functional, and leadership responsibilities throughout their career.3.Personal self-development. Self-initiated learning where the individual defines the objective, pace and process,such as: pursuing college education, advanced degree programs, and so forth. What does (ADCON) stand for administrative control What is Leader development Leader development is the deliberate, continuous, sequential, and rogressive process, grounded in Army values,that grows Soldiers and Army Civilians into competent and confident leaders capable of decisive action What are the objectives of training standardization 1.Standardize procedures used by Soldiers and units to operate, maintain, and fight with major weapons and equipment systems.2.Identify tasks that should be performed in the same manner and to the same standard throughout the Army3.Reduce the effects of personnel turbulence.4.Ensure that modular organizations can operate effectively within any assigned formation DA Form 3349 Physical Profile DA Form 4187 Personnel Action DA Form 5500/5501 Body Fat Content Worksheet (Male/Female) DA Form 705 Army Physical Fitness Test Scorecard DA Form 1059 Service School Academic Evaluation Report

Arsenic Contamination in Drinking Water Lack of Awareness

Lack of Awareness in Khulna Division Arsenic is treated by World Health Organization as the largest mass poisoning of a population in history in Bangladesh (WHO, 2002). Arsenic poisoning through drinking water results pigmentation of skin; enlargement of kidney, liver and lungs; failure of kidney and liver; jaundice etc. Finally it can even forward to death causing cancer of skin, lungs and bladder. In Khulna division, the administrative region of south-west Bangladesh is facing the problem as critical public health issue at present due to lack of awareness. In this area, about 16 million people from different 10 districts are under high risk of arsenic poisoning (BBS, a, 2011). In the Goal 7 of MDG, a target has been set for Bangladesh to achieve Halve, by 2015, the proportion of people without sustainable access to safe drinking water (BBS, b. 2010). For fighting against the prevailing arsenic disaster it is highly need to raise awareness and expedite education to the people of the area. Government agencies and several NGOs are working in this area for mitigation of this problem by sensitization, advocating, educating for alternative safe water sources etc. Even though, the awareness level is not pleasing at all. In Table-1, data from Multiple Indicator Cluster Survey is showing the proportion of arsenic contamination and having awareness in Khulna division scrutinizes the argument. In Khulna division, as per WHO standard.

Levendary Caf Assignment Case Study Example | Topics and Well Written Essays - 750 words

Levendary Caf Assignment - Case Study Example The CEO and other senior executives should consider either relocating or making several trips to China just to check how the business is doing. That way, your support and effectiveness as the CEO will be felt and Chen will realize that he needs to reason with you not to impose things even where changes should be respected. 2. Chen has a difficult personality that lead to a moment of disagreement in one of the meetings. Applying self-deprecating humor where you laugh over issues as a way of expressing connection in communication could help you in knowing how to handle the problem. 3. Between you and Chen, there is a standoff that needs to be addressed. There is what you believe is the right thing to do and Chen has another thing to do. Creating an open door policy where you present yourself as presentable will make it easy to communicate to Chen despite the fact that you are the boss. Chen has proved to be difficult but for a worthy reason. He feels he has built the brand in China alone and opening 23 outlets has been his major achievement. With that in mind, Chen has also tried to provide the China market with what he thinks will sell in China. However, he has not maintained the company’s standards that are important for the establishment’s uniqueness. Foster on the other hand, you are in your first job as a CEO of an already established brand. To address that, Chen and other executives need to be taken for a refresher course in corporate management and brand management. Remember Chen did no go through formal hiring process as well as he could be in his first senior position in the corporate arena. Taking him and other executives for the course will enhance his skills. However, this is likely to raise criticism from Chen and the China market stakeholders. Some may see it as an act of intimidation. It could be classified as an action towards an inco mpetent worker, of