The Atomic Bomb Essays - Atomic Bombings Of Hiroshima And Nagasaki

The Atomic Bomb The atomic bomb has been a major turning point in history. It started out when Roosevelt signed a document for a group of scientists to start creating the bomb. The scientists thought they could purify uranium 235 to be used as a form of nuclear warfare. The name of the top secret project was The Manhattan Project named after the Manhattan Engineer District of the US Army Corps of Engineers due to the great amount of early research done in New York. Scientists working on the atomic bomb needed to separate uranium 235 from the common uranium 238. The scientists worked six days a week, 18 hours a day. By 1945 the project had 40 labs and factories and employed 200,000 people, more than the automobile industry that year. The project spent $2 billion which is equivalent to $26 billion today. After much research I decided that it was better to bomb Nagasaki and Hiroshima than the US to loose many more of its soldiers. The US probably dropped the bomb because the Japanese would not have surrendered unless. There would have been thousands of US casualties by fighting Japan with ground troops. The atomic bomb was a very costly project and wouldnt have gone well if millions was spent making a bomb and it was never used. Other reasons are the Japanese were abusive to US prisoners of War and to show the US technology was superior to that of the USSR. On August 6th, 1945 the first atomic bomb was dropped on the city of Hiroshima. The explosion killed 90,000 to 140,000 people. The bomb devastated 4 sq. miles of land and damaged outside areas severely.

The Meanings of Like

The Meanings of Like The Meanings of â€Å"Like† The Meanings of â€Å"Like† By Mark Nichol What’s not to like about like? It’s a versatile word, but one easily misused and abused. Like is a preposition: â€Å"He is like me in that regard†; â€Å"Like him, I fail to see the humor.† Take care to use me and us (and, in the third person, them), rather than I and we (and they) in association with it. Like is also frequently employed as a conjunction: â€Å"Like I told you before, we’re running out of boxes†; â€Å"Like we’ve seen before, it depends on the situation†; â€Å"It looks like it’s going to rain.† However, this usage, once common, fell out of favor long ago, and it’s still considered a colloquialism that is out of place in formal writing. In each of these examples, as is the better choice. In addition, like is employed as a comparative term (â€Å"I’ve seen something like that before†) and is often seen as a substitute for â€Å"as if.† (â€Å"She looked like she might cry at any moment.†) The word has overtaken the more formal and, as explained below, slightly different usage â€Å"such as† to make comparisons: â€Å"I prefer more dynamic sports like soccer,† rather than â€Å"I prefer more dynamic sports such as soccer.† The argument against considering like and â€Å"such as† interchangeable is that â€Å"such as† suggests inclusion (soccer is one of the sports the writer prefers), whereas like implies exclusion (soccer is representative of the type of sport the writer prefers but is not one of them). However, the indiscriminate appearance of either usage and many writers, myself included, have used both in the same piece of content is ubiquitous, and the interchangeability is unlikely to change. Over the last few decades, the word has persisted as a filler, especially among young people (â€Å"I was, like, totally confused†), or again, especially among younger members of the population as a conversational substitute for said (â€Å"And he was like, ‘Go for it’†). I admit without embarrassment that although I am not young, I freely employ like in both usages when I speak. In writing, I would use them only for humorous effect. The first usage is adverbial, similar to colloquial usage like (I mean, â€Å"such as†) â€Å"It’s true, like enough† (as a substitute for likely). Other adverbial uses are as an alternative to altogether or rather (â€Å"All this time, I was calm, like†) or to about or nearly: â€Å"It’s more like a hundred dollars,† â€Å"It took, like, four hours.† (The latter usage is likely the inspiration for the use of like as an interjection.) Like serves as a noun: â€Å"I’ve never met his like since†; â€Å"I have no patience with her like.† A similar usage is â€Å"the likes of†: â€Å"I hope we’ve seen the last of the likes of him.† (The sense for the latter usage, and the one previous to that, is often pejorative.) Recently, too, it has acquired the meaning of â€Å"something one likes,† such as a social-networking Web page. And, of course, it functions as a verb, meaning â€Å"To choose or prefer,† â€Å"to enjoy, or to thrive,† â€Å"to regard,† or â€Å"to want.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Program vs. Programme3 Types of Headings20 Tips to Improve your Writing Productivity

Inmates Working for Private Industries Assignment

Inmates Working for Private Industries - Assignment Example Studies have also shown that prisoners that undergo these programs are also less likely to commit crime and find themselves back in prison than those who do not participate in such programs (Atkinson & Rostad, 2003). There are also advantages in that this sort of arrangement allows American companies to produce goods at much reduced labor costs while at the same time producing truly â€Å"made in America† goods and reduces the transfer of labor to China and other parts of the world. There are also a few cons to these programs. Especially with the current recession and general high unemployment rates for the rest of the American population, prison labor provides unfair competition in the job market since the inmates take jobs that would otherwise be done by the out of prison population (Associated Press, 2012). The programs have also been accused of being exploitative of the inmates in that they are paid salaries that are well below the minimum rate. There are many examples of such types of programs. In South Carolina for example, employees from the Evans and Leath Correctional facilities work for the Escod Industries, a division of Insilco, a Columbus, Ohio based fortune 500 companies where they manufacture of electronic cables that are then sold to companies such as IBM and the Canadian-based Northern Telecom Corporation. In California, Trans World Airlines employs inmates from the California Youth Authority’s Ventura Training School for youthful offenders to take phone enquiries and schedule routes for their customers throughout the United States while in Phoenix Arizona, Best Western Internationals’ hotel reservations center was operated from the Arizona Correctional Facility for Women (Sexton, n.d.). A lot of these programs are very successful, usually far surpassing their objectives and meeting and exceeding expectations. The programs not only result in both the inmates, the organizations and the prison management

Employee Relations Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Employee Relations - Research Paper Example It is recommended to consider the employees as valuable assets and make them spend time on telecommuting. A flexible work schedule can also be introduced in the company to increase the morale of the employees (Time Inc, 2013). It was also viewed that the products produced in the company were low in quality because of which it was facing severe problems. Thus, it is considered that the company should establish certain goals related to quality in order to measure the manufacturing process of the organisation and the outcomes of the manufactured product. It is also recommended to focus on the initiative of improving the outcomes of the manufactured product that would help Philips to obtain recognition in its new plant of Manila. Besides, administrators functioning at the new plant should ensure that they provide their expertise of guiding and consulting the workers in their respective departments to make certain that the workers achieve their targets and the quality and the overall perf ormance of the workers are improved. In addition, it is very important to classify the potential opportunities for improving the quality of products by constantly monitoring the work performance and ensuring that the standard and quality of the goods produced meet the expectation of the customers along with providing them optimum satisfaction. It is also very essential for the administrators to design a system that is very efficient as per the work requirements so as to implement initiative for improvement which would directly.

Critically Evaluate the Importance of Working With Professionals and Essay

Critically Evaluate the Importance of Working With Professionals and Families in Schools - Essay Example ortant if families and professionals can be involved in after-school programs and activities in order to enable their children to collaborate well with all including leaders and other important people in the community. Role of Interdisciplinary Teams, Nature of Multi-Agency, Families, and Professionals As long as the school leadership recognizes other community members, families and professionals in the school activities and development, positive results will be achieved. According to Cheminais (2009, p.8), multi-agency collaboration is advantageous to children as it allows integration of skills and expertise in school programs, thus enhancing value addition and preventing barriers to learning process. The teachers and the school leadership should consider moral leaders and other role models in the community to ensure that their students develop morally, and to promote strong connections between the students and the larger community. Besides, corporate members and government leaders should be considered for partnership with the school to provide more external support to the students. When this is done, the students will feel well secured and valued, hence promoting the value of education in the school and in the community or society in general (Cummings, Todd, and Dyson, 2007). For school to develop faster, the leadership must ensure that there is improvement in the education standards in the school and ensure that the students welfare is catered for; this can only be achieved through involving community resources in learning. Therefore, including professionals and families will enable the students to understand properly the social, political, and economic environments that surround the school, thus giving them more knowledge and proper awareness of their surroundings.... This report approves that involvement of families and professionals in the learning process is important, as it results into positive benefits including improvement in students general performance. Again, the discussion above has detailed the importance of community involvement in learning process as well as how to promote community involvement for maximum benefits in the learning process. The discussion has elaborated that parental attachment and students’ needs assessment is very important in the provision of better learning and performance of students with special needs. Therefore, it is important that all these be put in consideration while teaching and learning in the context of students with special needs, including involvement of proper communication and negotiation. The partnership of schools, professionals, and families will enhance support, guidance, and motivation, thereby allowing students to improve their performance. This will promote learning to all the students including those with special needs. Again, multi-agency in the community should be involved to give more support to the students where necessary. These multi-agencies can also help in providing guidance and health solutions to students. Furthermore, interdisciplinary teams can also be involved to provide for the students’ needs where necessary, thereby producing all-round students. This essay makes a conclusion that the parenting practice and child-rearing styles adopted by families have a great influence on the child’s learning behaviour later on in life. Indeed, parenting practices tend to is more objective in that, it is geared towards molding a child’s behaviour towards a certain goal. Therefore, a parent would be aiming for excellence in a child’s school performance and in such a case, provide an atmosphere for achievement of that goal.

the history and background of teaching homophones

the history and background of teaching homophones Introduction: Grammar teaching in schools is usually approached from a rule learning perspective and this leads to lessons that are boring. In the past, the teaching method that was adopted was mainly teacher-centered and this lead to the â€Å"drill and kill† type lessons, especially when it came to language and grammar. There is a common misconception that all learning should be serious in nature and that if one is having fun while learning, it is actually not learning (Lee, 1995). In fact, â€Å"many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value† (Uberman, 1998). Most language games make learners use the language instead of thinking about learning the correct forms (Lee, 1986). There are many advantages of using different techniques such as games, pictures, group work etc. in the classroom. These techniques can lower anxiety which makes the acquisition of input more likely and in a relaxed learning atmosphere learners remember things faster and better (Uberman, 1998). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Uberman, 1998). Different techniques are an excellent way to break the usual routine of the classroom (Lee, 1995). In this essay different techniques to teaching language structure and/or vocabulary will be explored. To illustrate how these different techniques can be used examples will be given. The language structure which will be focused on in this essay is homophones. Homophones are words which sound the same but are spelt differently and have different meanings (homo = same, phone = sound). Due to this it is a language structure that many learners misuse and misunderstand. Homophones can be taught in a number of fun and exciting ways. This essay will explain how to teach homophones to a grade three class over four 45 minute lessons. Each lesson will act as a follow up of the previous lesson. This will be the introductory lesson to homophones. The purpose of this lesson is to introduce homophones to the learners in a fun way that will keep the learners interested. This lesson involves group work. Group work is good technique as it involves the learners themselves and all learners participate, giving everyone an equal opportunity to aid in their and their peers learning experience. In this lesson the teacher acts as a facilitator which means that learners are not merely given the answers but need to find them for themselves. The teacher will introduce the lesson by handing out a flash card to each learner in the class. These will be handed out upside down so learners cannot see what word they have received. Once all the learners have a card the teacher will ask learners to look at their word. The teacher will then ask learners to find the person in the class that has the same sounding word but that word means something else (i.e. homophone). This activity will be noisy but the teacher must keep it as controlled as possible. Once the learners have found their homophone partner learners must sit on the mat with their partner. The teacher will check that learners are partnered right and if not they must keep looking. A time limit of five minutes should be kept in order to keep control. Once all learners have found their partners and are settled on the mat the teacher will call one pair up at a time. The learners will show their words to the class and say them out load so they can hear they sound the same. T he learners will then be asked to give the meaning of their word so they can see that even though the two words sound the same they have different meanings. This activity can be done with bigger classes by adding pictures to the word pairs. This will mean that four learners will need to find each other. For example: the word son/sun and a picture of a young boy with a parent and the sun in the sky. To conclude this lesson the teacher will explain that in each group/pair the words that they have matched up are called homophones and this will be explained to the learners. This lesson will make use of pictures as a technique. â€Å"Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match† (Celce-Murcia Hilles, 1988). Pictures add fun and enjoyment and make the understanding more solid as learners can see the actual object being discussed. To introduce the lesson the teacher will recap what a homophone is. The teacher will show a blown up picture to the class. This can be a picture of the beach, for example, where a lot of activity is taking place. Some examples of this could be a picture of a bear on a beach ball and a bare child. The homophones in the picture will not be obvious to the learners which will pique their interest and make them think. The teacher will then ask the learners to draw up a table listing the different homophones they can find. A time limit can be placed in order to create a little competition for the stronger learners. Once learners have completed this, the teacher can go through some of the answers the learners came up with. After the answers have been discussed, a worksheet will be handed to each learner which they will need to complete. See appendix 1. This lesson will make use of stories as a technique. â€Å"Stories are traditional in almost all cultures †¦ [which] provides a realistic context for presenting grammar points and holds and focuses students attention in a way no other techniques can† (Celce-Murcia Hilles, 1988). Learners are inclined to listen to stories more inventively and therefore remember the story and knowledge learnt long after the lesson has ended (Celce-Murcia Hilles, 1988). The teacher begins the lesson by reading the story from appendix two to the learners. The teacher will then handout the worksheet to the learners (appendix 3). The teacher will then read the story with the learners again while the learners follow. The learners will then be given a few minutes to read the story again by themselves. Once the learners have read the story they must follow the instructions on the worksheet. The second part of the worksheet requires learners to continue the story some of the homophones provided. Learners â€Å"are marvelous storytellers† (Celce-Murcia Hilles, 1988) and this creativity should be encouraged. As a homework activity, appendix 4 will be used. This will consolidate what was done in the lesson. Due to the fact that this is the last lesson on homophones for the week it will be more of a relaxed lesson as games as a technique will be used. Games â€Å"enable learners to acquire new experiences †¦ which are not always possible during a typical lesson† (Uberman, 1998). It has been said that games are â€Å"a good way of practising language, for they provide a model of what learners will use the language for in real life in the future† (Uberman, 1998). The game that will be played is called â€Å"Homophone Hop†. This game has been taken from Primary Resources (2010). This is how the game works: In pairs or small groups learners work their way around a board using a dice and counters. When they land on the star squares they have to pick up a homophone card. One of the other children will read out the card which will say, for example, â€Å"Which spelling is required for ‘their in this sentence? ‘The children rushed to get their coats? Move an extra 5 spaces if you got it right†. The child must identify the correct homophone by spelling it aloud to their partner. If they get it correct, they will move 5 spaces. If they do not, they stay where they are. The object of the game is to reach the finish line first. This game is a great way to consolidate all the homophone knowledge that was learnt during the week. It gives learners a chance to have use the knowledge that they have dealt with and can use it in real life terms. Conclusion: As seen from the above activities there are many different ways to teach homophones. This therefore means that other language structures and/or grammar can also be taught using these different techniques. By using these techniques, lessons will not be boring and learners will be more interested in learning new things. Language is very complex and often not an easy concept to get across. If teachers plan ahead and take the time to think of new ways to teach language, they will find there are many reasons to why language teaching does not have to be from a rule learning perspective, but rather from a interesting, and appealing perspective.

Student Athlete Recruiting :: Recruitment Sports Essays

Student Athlete Recruiting Lamarr Monterio, a sophomore wide receiver at Northeastern University, propelled his high school football team, Oliver Ames, into a winning team. â€Å"I was the first player to be recruited for a Division I school in years,† Monterio said. He broke numerous state records and received a lot of publicity as a corner back at Oliver Ames High School in Easton, Massachusetts. He said that he started to receive letters from recruiting schools right before he started his junior year. â€Å"I probably got 12 shoe boxes full of letters. Senior year is especially hectic because coaches call and visit a lot,† said Monterio. The NCAA has a set of rules, which universities follow for recruiting, and it states that a Division I college recruiting a high school player can start sending printed materials on September 1st of an athlete’s junior year. This can include official academic, admissions and student information, any publications or videotapes published by the college, and any general correspondence. The general rules by the NCAA state that the activities by coaches or boosters that cause a player to become a recruited prospective student athlete are: †¢ Providing an official visit †¢ Placing more than one telephone call to the recruit or other members of the family; or †¢ Visiting the recruit or any other member of the family anywhere other than the college campus. The universities that sought interest in Monterio were the University of Massachusetts Amherst, Northeastern University, University of Rhode Island, University of Connecticut, and the University of Maine. They sent him many letters and videotapes during his junior and senior year at Oliver Ames. The coaches from these universities also visited Oliver Ames to watch him play. Recruits are allowed five visits, official and unofficial, to colleges. The college covers the expenses on an official visit. The recruits have to provide their own transportation on an unofficial visit. Monterio chose two universities for an official visit, which were Umass-Amherst and the University of Maine. â€Å"During the day I spent time with the coaches, administrators, and advisors, and from then on I spent time with my host,† said Monteiro. Prospective Student Athletes (PSA) are often given a host, usually someone who has something in common with the PSA, to show them the school’s campus and other places in the area where the school is located. Monterio said after discussing his visits with his family and comparing Umass-Amherst to the University of Maine, he decided to go to Umass-Amherst.